A. Cost-observed analysis
B. Cost-calculated analysis
C. Cost-minus analysis
D. Cost-benefit analysis
Related Mcqs:
- The reporting of conceptual enquiry style of research can take a variety of formats. it usually involves persuasion based on a preferred basis (e.g. discovery learning), use of examples showing the effectiveness of the new idea, and often____________or other evidence:
A. Psychological
B. Technological
C. Logical
D. Strong - Associated with conceptual enquiry style are curriculum development, ____________, innovation strategies and the use of techniques from other disciplines.
A. Educational evaluation
B. Educational philosophy
C. Educational technology
D. Educational psychology - Certain____________would come into conceptual enquiry category, in these on attempt is made to quantify data:
A. Observation models
B. Observation schedules
C. Observation steps
D. Observation data - Conceptual enquiry is based upon the idea of_________ being value-free and not biased politically:
A. Evaluation
B. Awareness
C. Art
D. Science - Stroebe and Diehl (1994) conducted a clever piece of research into why brainstorming does not appear to enhance individual creativity. They hypothesized that, during a brainstorming session, because may speak at a time, other group members have to keep silent, and may be distracted by the content of the group discussion or forget their own ideas. Storebe and Diehi termed this phenomenon ‘production blocking’, because the waiting time before speaking and the distracting influence of others ‘ idea could potentially block individuals from coming up with their ideas. The result of their subsequent study were clear-cut: participants generated approximately twice as many ideas when they were allowed to express their ideas as they occurred than when they had to wait their turn. But which two of the following can we infer from these results?
1.That ‘production blocking’ does not occur in interactive brainstorming groups.
2.That ‘production blocking’ is an important factor explaining the inferiority of interactive brainstorming groups.
3.That it may be more effective to ask group members to develop their ideas in one group, and than express them to another group.
4.That it may be more effective to ask group members to develop their ideas separately, and then express them in a subsequent joint meeting.A. 1 & 2
B. 2 & 3
C. 1 & 3
D. 2 & 4 - Stroebe and Diehl(1994) conducted a clever piece of research into why brainstorming does not appear to enhance individual creativity. They hypothesized that, during a brainstorming session, because may speak at a time, other group members have to keep silent, and may be distracted by the content of the group discussion or forget their own ideas. Storebe and Diehi termed this phenomenon ‘production blocking’, because the waiting time before speaking and the distracting influence of others ‘ idea could potentially block individuals from coming up with their ideas. The result of their subsequent study were clear-cut: participants generated approximately twice as many ideas when they were allowed to express their ideas as they occurred than when they had to wait their turn. But which two of the following can we infer from these results?
1.That ‘production blocking’ does not occur in interactive brainstorming groups.
2.That ‘production blocking’ is an important factor explaining the inferiority of interactive brainstorming groups.
3.That it may be more effective to ask group members to develop their ideas in one group, and than express them to another group.
4.That it may be more effective to ask group members to develop their ideas separately, and then express them in a subsequent joint meeting.A. 1 & 2
B. 2 & 3
C. 1 & 3
D. 2 & 4 - An excellent paper by Campbell and Stanley__________outlines the designs for educational research using this style and the following one of conceptual inquiry:
A. 1955
B. 1958
C. 1963
D. 1961 - These programmes derived from the continual attempt to develop new conceptual frameworks, to try out innovations and to view these innovations from a variety to perspectives There is no specified and preferred.
A. Innovation
B. Perspective
C. Programme
D. Logic - The origins of actives specific enquiry are more in the area of literature, poetry music and art rather than:
A. Languages
B. Technology
C. Science
D. Education - Which enquiry is relative newcomer in the field of educational research, has a more general modus operandi?
A. active approach enquiry
B. active research enquiry
C. active quality enquiry
D. active specific enquiry
