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Chelsea Mason
1.
2. A. 32 students and adults participated in this study with participants ranging in ages 8-54.
Primary school students made up the 5 participants aged 8-11, secondary school students made
up the 15 participants aged 11-16 and adults (ages 24-54) made up 12 of the participants in the
sample.
2. B. Interviews were conducted in person for primary school students, focus groups were used
for the secondary school students and online interviews through social networking chat for adult
participants.
2. C. Not enough information was given. The author writes “Primary and secondary school
participants were selected from different schools in England…” “Some of the participants were
selected by head teachers, while some were selected by school program coordinators.” It does
not specify that these students were selected for any specific reason, or that they represented the
average student.
3. Phenomenology, the study purpose of the study was to examine what students and adults
perceived as cyberbullying based on their own experiences. The study conducted interviews
which is employed in phenomenology, and statements were gathered to understand the
phenomenon of cyberbullying.
4. A. Griggs identified major key themes, defined subthemes, and made connections using a
thematic and interpretative phenomenological analysis. Basically, Griggs focused on finding a
patterned meaning that represented the insight gained from the examinations of the personal
experiences with cyberbullying shared by the participants discovered through questioning. The
patterns in answer responses allowed her to create the themes and subthemes.
4. B. Griggs provided quotes to help support her data interpretation by showing an example of
the typical response related to media abuse and vulnerability, invasion of privacy anger and
frustration, control and empowerment, media knowledge and generalization, and restriction
vague and uncertainty as it all relates to cyberbullying.
5. A. In order for this to be a narrative study, researchers would need to select a small sample of
people who have a specific life experience or narrative to tell. Through interviews, documents or
artifacts researchers would collect information and sort it into chronological framework
(restorying) in order to gain insight into an event or phenomenon. The chronological sequencing
that is conducted is what differentiates narrative studies from any other type of study. Also, the
focus would need to be more broadly based and open ended (less probing and manipulation) to
allow participants to freely narrate their experience.
5. B. To be an ethnographic study, the focus would need to be on understanding patterns of
aspects of culture or cultural characteristics (behaviors, beliefs, language). Therefore,
participants selected would need to be part of a shared culture group which is distinctive of this
type of study. Data is collected by way of interviews and participant observation. Usually has an
 informant to capture authentic behavior in real-life environments avoiding bias and observer
inference/manipulation.
5. C. To perform a sequential mixed-methods study of race relations one might design a research
study that aims to identify the proportion of students at Statesboro High who have taken a race
relations history course by demographics (quantitative) and what were the deciding factors
related to opting in or out to taking the course (qualitative). The quantitative component would
use a stratified sampling approach using grade and race as stratum. The qualitative component
would employ interview and focus groups to understand the attitudes surrounding the race
relations course. Quantitative findings may reveal that a higher proportion of African American
students take the race relations course, whereas qualitative findings may show a sentiment of
course relevance to personal life as the main deciding factor on taking the course.
6. A. Correlational

-1 6. B. None of the above a

6. C. Instrumentation
7. Theoretical/data saturation occurs
8. Examining data from different sources to check for agreement in findings
9. Ethnography
10. Phenomenology
11. Convenience
12. Maximum Variation Sampling
13. Extreme or Deviant Cases
14. Experimenter Effects