PHS311 – Research Methodology

Structured Questions and Immediate

Answers (Modules 1–11)
MODULE 1: Understanding Public Health Research
Q: (a) Define public health research. Explain its key characteristics and objectives.

A: Public health research is a population-focused investigation into health trends and

interventions...

Q: (b)(i) Discuss the role of public health research in eradication/control of diseases like
smallpox, polio, cholera.

A: It contributed to eradication efforts including smallpox and polio (e.g., Nigeria,

2020)...

Q: (b)(ii) Importance in managing NCDs – Framingham Heart Study example.

A: The Framingham Heart Study identified major cardiovascular risk factors...

Q: (b)(iii) How NDHS, WHO STEPs, NAIIS contribute to insights in Nigeria.

A: They generate national-level data used for policymaking and surveillance...

Q: (b)(iv) Relevance of behavioral, socioeconomic, environmental determinants.

A: These factors shape health outcomes and include behavior, income, housing, etc.

Q: (b)(v) Concepts/variables; independent vs dependent variables with examples.

A: Independent affects dependent. Example: smoking (independent) and cancer

(dependent).
Q: (b)(vi) Four levels of measurement; classify 3 indicators for each.

A: Nominal – sex; Ordinal – education level; Interval – temperature; Ratio – weight.

Q: (b)(vii) Differentiate discrete vs continuous variables.

A: Discrete: hospital visits; Continuous: height, blood pressure.

MODULE 2: Types of Research and Study Design

Q: (a) Classify and define descriptive, analytical, experimental, epidemiological,
qualitative research.

A: Descriptive explores trends; analytical explores causes; experimental tests

interventions...

Q: (b)(i) Differentiate cross-sectional studies, case reports, case series.

A: Cross-sectional: snapshot; Case report: single case; Case series: grouped cases.

Q: (b)(ii) Describe cohort and case-control studies, strengths/limitations.

A: Cohort: prospective; Case-control: retrospective. Cohort shows causality; case-control

better for rare diseases.

Q: (b)(iii) RCTs vs quasi-experimental with examples.

A: RCTs have randomization (e.g., vaccine trial); Quasi lacks randomization (e.g., school
campaign).

Q: (b)(iv) Types of epidemiologic research: descriptive, analytical, interventional.

A: Descriptive defines trends; Analytical identifies causes; Interventional evaluates

programs.
Q: (b)(v) Qualitative techniques: focus groups, interviews, ethnography.

A: Used for exploring perceptions and cultural patterns.

Q: (b)(vi) Mixed-method research and importance.

A: Combines qualitative + quantitative; effective for complex problems.

MODULE 3: Research Methodologies

Q: (a) Define research methodology and relevance to public health.

A: Provides structured approach to conduct valid, ethical, and relevant research.

Q: (b)(i) Major components of research methodology.

A: Includes: design, population, sampling, data tools, analysis, ethics.

Q: (b)(ii) Four types of design + examples.

A: Descriptive (survey), Analytical (case-control), Experimental (RCT), Quasi

(intervention study).

Q: (b)(iii) Four data collection methods.

A: Surveys, Interviews, Observations, Lab Tests.

Q: (b)(iv) Role of sampling + 4 types.

A: Ensures generalizability. Types: simple random, stratified, cluster, convenience.

Q: (b)(v) Principles of analysis/interpretation.

A: Descriptive vs inferential stats, checking significance, assumptions.

Q: (b)(vi) Three ethical considerations.

A: Consent, confidentiality, minimize harm.

MODULE 4: Critical Evaluation of Literature

Q: (a) Define critical evaluation and its significance.

A: Assesses quality of evidence for decision making.

Q: (b)(i) Five evaluation steps.

A: Understand context, assess rigor, analyze results, ethics, identify gaps.

Q: (b)(ii) Assessing design, sampling, collection, analysis.

A: Check alignment with objectives and valid tools.

Q: (b)(iii) Detect inconsistencies/limitations.

A: Note contradictions, bias, sample issues.

Q: (b)(iv) Role of experts/stakeholders.

A: They reveal practical knowledge gaps.

Q: (b)(v) Role of reviews/meta-analyses.

A: They consolidate evidence across studies.

Q: (b)(vi) GRADE system for evaluating evidence.

A: Ranks by quality, bias, precision.

MODULE 5: Sampling Techniques

Q: (a) Define sampling and role.

A: Subset used to represent population.

Q: (b)(i) Compare probability/non-probability sampling.

A: Probability uses randomization; non-probability does not.

Q: (b)(ii) Explain 4 probability methods.

A: Simple, stratified, cluster, multistage.

Q: (b)(iii) Non-probability types.

A: Convenience, purposive, snowball, quota.

Q: (b)(iv) Factors in selecting sampling.

A: Population, precision, cost, study aim.

Q: (b)(v) Minimizing errors/bias.

A: Use probability techniques, good tools.

MODULE 6: Psychometric Properties

Q: (a) Define reliability and validity.

A: Reliability = consistency, Validity = accuracy.

Q: (b)(i) Three types of reliability.

A: Internal, test-retest, inter-rater.

Q: (b)(ii) Four types of validity.

A: Content, construct, criterion, face.

Q: (b)(iii) Define responsiveness, feasibility, acceptability.

A: Measures change, practicality, user-friendliness.

Q: (b)(iv) Steps in tool development.

A: Draft, test, refine tools.

Q: (b)(v) Cronbach's alpha, ICC, factor analysis.

A: Used to assess reliability and structure.

MODULE 7: Data Collection and Analysis

Q: (a) Five problems with data collection.

A: Missing data, bias, resources, tools, ethics.

Q: (b)(i) Data collection process.

A: Design, tools, train, collect, clean.

Q: (b)(ii) Primary vs secondary data.

A: Primary = new; Secondary = existing.

Q: (b)(iii) Descriptive vs inferential stats.

A: Describes vs draws conclusions.

Q: (b)(iv) Define incidence, prevalence, RR, OR, CFR.

A: Incidence = new cases, CFR = deaths/cases.

Q: (b)(v) P-values and CIs.

A: P<0.05 = significant; CI shows range.

Q: (b)(vi) AI and big data uses.

A: Used for predictions, surveillance.

MODULE 8: Proposal Writing

Q: (a) Main proposal components.

A: Title, objectives, methodology, budget.

Q: (b)(i) Writing background, problem, questions.

A: Provide context, identify gaps.

Q: (b)(ii) Framing objectives.

A: General = broad; Specific = measurable.

Q: (b)(iii) Writing methodology section.

A: Includes design, sampling, tools.

Q: (b)(iv) Budgeting and timeline.

A: Forecast cost and plan phases.

Q: (b)(v) Writing results/discussion.

A: Present findings then interpret.

Q: (b)(vi) Steps in manuscript submission.

A: Choose journal, submit, revise.

MODULE 9: Research Ethics

Q: (a) Define research ethics.

A: Guides responsible conduct.

Q: (b)(i) Key principles.

A: Respect, beneficence, justice.

Q: (b)(ii) Informed consent.

A: Voluntary, informed participation.

Q: (b)(iii) Confidentiality importance.

A: Protects participant privacy.

Q: (b)(iv) IRB role.

A: Reviews protocols for ethics.

Q: (b)(v) Consequences of misconduct.

A: Sanctions, loss of funding.

MODULE 10: PH Policy, Environment, Sanitation

Q: (a) Define policy and practice.

A: Policy = strategy; practice = implementation.

Q: (b)(i) Nigerian programs: NHIS, EPI, NMCP, HIV.

A: NHIS = access; EPI = vaccines...

Q: (b)(ii) Challenges in Nigeria.

A: Funding, infrastructure, culture.

Q: (b)(iii) Define environmental health/sanitation.

A: Physical factors affecting health.

Q: (b)(iv) Challenges in Nigeria.

A: Waste, pollution, water issues.

Q: (b)(v) Role of NESREA, LAWMA, ODF.

A: NESREA = enforcement; LAWMA = waste mgmt.

MODULE 11: Health Education and Promotion

Q: (a) Define health education/promotion.

A: Education = info; Promotion = behavior change.

Q: (b)(i) Three core strategies.

A: Schools, media, community mobilization.

Q: (b)(ii) Campaign examples.

A: Kick Out Polio, MCH programs.

Q: (b)(iii) Challenges in Nigeria.

A: Illiteracy, culture, funding.

Q: (b)(iv) Solutions.

A: Use tech, train leaders, increase funds.