Lesson 3: Experimental Research Designs

Talkie Time and Recap

Objectives: 1. To determine the types of experimental designs 2 Objectives: 1. To determine the types of experimental designs 2. To evaluate the characteristics of each design 3. To develop/match examples of study for every design

Buzz Session: In doing an experiment, what should be considered Buzz Session: In doing an experiment, what should be considered? (Factors, success indicators, constraints) cite examples or your actual experience

Experimental Research Design It is a collection of research designs which use manipulation and controlled testing to understand causal processes. Generally, one or more variables are manipulated to determine their effect on a dependent variable. is a systematic and scientific approach to research in which the researcher manipulates one or more variables, and controls and measures any change in other variables. Experimental Research is often used where: a. There is time priority in a causal relationship (cause precedes effect) b. There is consistency in a causal relationship (a cause will always lead to the same effect) c. The magnitude of the correlation is great

AIMS OF EXPERIMENTAL RESEARCH Experiments are conducted to be able to predict phenomenon. Typically, an experiment is constructed to be able to explain some kind of causation. Experimental research is important to society - it helps us to improve our everyday lives

Experimental Design Advantages Disadvantages Best establishes cause-and-effect relationships Disadvantages Artificiality of experiments Feasibility Unethical Difficult to establish cause-and-effect. Correlational research often done first to establish relationships that may be examined for cause-and-effect. Cause-and-effect are not established by statistics but rather by logical thinking and sound research design. You must establish that no other plausible explanation exists for the changes in the DV except the manipulation done to the IV.

All experimental designs involve: Treatment Outcome Comparison from which change can be inferred and attributed to the treatment Characteristics of True Experimental Design: Manipulation Control randomization

Types of Experimental Designs Simple True Experimental Complex True Experimental Quasi-Experimental

Types of Experimental Designs Simple True Experimental Complex True Experimental Quasi-Experimental

A. Simple True Experimental Characteristics Types Variations

Characteristics of True Designs Manipulation (treatment) Randomization Control group Characteristics of simple true designs One IV with 2 levels (T, C) One DV

Simple Experimental Design Types: Randomized posttest control group design Randomized pretest-posttest control group design Random groups, controls for past history, maturation, testing, and sources of invalidity based on nonequivalent groups (statistical regression, selection biases, selection-maturation interaction Investigator must control present history, instrumentation, experimental mortality

Randomized posttest control group design R T Post R C Post

Randomized pretest-posttest control group design R Pre T Post R Pre C Post Makes it possible to ascertain that groups were equivalent at the beginning of the study. Not necessary if Randomization was used Large sample size

Advantages & Disadvantages Advantages of pretest design Equivalency of groups Can measure extent of change Determine inclusion Assess reasons for and effects of mortality Disadvantages of pretest design Time-consuming Sensitization to pre-test

Solomon four-group design R Pre T Post R Pre C Post R T Post R C Post

Types of Experimental Designs Simple True Experimental Complex True Experimental Quasi-Experimental Pre-Experimental

Complex True Experimental Randomized matched control group design Multiple DVs

Complex True Experimental Randomized matched control group design Multiple DVs

Randomized matched control group design M R T Post M R C Post Obtain measure of matching variable from each subject Rank from highest to lowest based on score Form matched pairs Randomly assign members of pairs to conditions Used in small samples  cost in time & money

Complex True Experimental Randomized matched control group design Multiple DVs

Do strength gains occur at the same rate in men as they do in women over a 6 mo. training period? Measurements are taken at 0, 2, 4, 6 mo.

Types of Experimental Designs Simple True Experimental Complex True Experimental Quasi-Experimental

Characteristics of True Designs Manipulation (treatment) Randomization Control group Less control More real-world Program evaluation

Randomized posttest control group design R T Post R C Post

Randomized pretest-posttest control group design R Pre T Post R Pre C Post Makes it possible to ascertain that groups were equivalent at the beginning of the study. Not necessary if Randomization was used Large sample size

Quasi-experimental Designs One group posttest-only design One group pretest-posttest design Non-equivalent control group design Non-equivalent control group pretest-posttest design Time series Single subject designs (Case study) Developmental designs

Quasi-experimental Designs One group posttest-only design One group pretest-posttest design Non-equivalent control group design Non-equivalent control group pretest-posttest design Time series Single subject designs (Case study) Developmental designs

Randomized posttest control group design R T Post R C Post

One group posttest-only design (One shot study) T Post No control of IV threats Use?

Quasi-experimental Designs One shot study One group pretest-posttest design Non-equivalent control group design Non-equivalent control group pretest-posttest design Time series Single subject designs (Case study) Developmental designs

Randomized pretest-posttest control group design R Pre T Post R Pre C Post Makes it possible to ascertain that groups were equivalent at the beginning of the study. Not necessary if Randomization was used Large sample size

One group pretest-posttest design Pre T Post History Maturation Testing Instrument decay Regression Use control group

Quasi-experimental Designs One shot study One group pretest-posttest design Non-equivalent control group design Non-equivalent control group pretest-posttest design Time series Single subject designs (Case study) Developmental designs

Randomized posttest control group design R T Post R C Post

Non-equivalent control group design (Static group comparison design) T Post C Post Selection bias

Quasi-experimental Designs One shot study One group pretest-posttest design Non-equivalent control group design Non-equivalent control group pretest-posttest design Time series Single subject designs (Case study) Developmental designs

Randomized pretest-posttest control group design R Pre T Post R Pre C Post Makes it possible to ascertain that groups were equivalent at the beginning of the study. Not necessary if Randomization was used Large sample size

Non-equivalent control group pretest-posttest design Pre T Post Pre C Post Can check selection bias

Quasi-experimental Designs One shot study One group pretest-posttest design Non-equivalent control group design Non-equivalent control group pretest-posttest design Time series Single subject designs (Case study) Developmental designs

Pre Pre Pre Pre T Post Post Post Post Time series Pre Pre Pre Pre T Post Post Post Post

Quasi-experimental Designs One shot study One group pretest-posttest design Non-equivalent control group design Non-equivalent control group pretest-posttest design Time series Single subject designs (Case study) Developmental designs

Quasi-experimental Designs One shot study One group pretest-posttest design Non-equivalent control group design Non-equivalent control group pretest-posttest design Time series Single subject designs (Case study) Developmental designs

Developmental Research Designs Longitudinal Powerful (within subject) Time consuming Attrition Testing effect Cross Sectional Less time consuming Cohorts problem Developmental research – studies the ways that individuals change as a function of age; age is the independent variable Longitudinal (similar to repeated measures) Powerful (within subject) but several problems Time consuming Attrition due to move, death, school rezoning may change sample characteristics (e.g., more obese subjects die, leaving non-obese subjects in sample – knowledge about obesity is not changing but rather sample is changing) Subjects become familiar with test items (learning effect or items may cause change in behavior) Cross-sectional (similar to independent groups) Less time consuming, but problems Cohorts – a group of people born at about the same time, exposed to same events in society, and influenced by same demographic trends such as divorce rates and family size. Are all age-groups really from same population? Are environmental circumstances that affect jumping performance the same today for 6 yr olds as they were when the 10 yr olds were 6?

Choosing an Experimental Design Best addresses the problem Ethics Cost in time and money Validity (internal & external)

APPLICATION: 1. MATCH THE PROBLEM TO A SUITABLE RESEARCH DESIGN (BE SPECIFIC)

SY 2010- 2011: AN IMPROVED TRAINING PROGRAM SAMPLE 1 EFFECTIVENESS OF PHYSICAL, TECHNICAL AND PSYCHOLOGICAL SKILLS ENHANCEMENT PROGRAM IN BOXING AMONG SELECTED STUDENTS IN IPIL NATIONAL HIGH SCHOOL, IPIL, ORMOC CITY, LEYTE FOR SY 2010- 2011: AN IMPROVED TRAINING PROGRAM

STATEMENT OF THE PROBLEM The study determined the effectiveness of the Physical, Technical and Psychological Skills Enhancement Program in Boxing among selected students in Ipil National High School, Ipil, Ormoc City, Leyte for SY 2010- 2011. The findings of the study were the bases for a proposed improvement in the Training Program. Specifically, the study answered the following questions: 1. What is the performance profile of the students before the implementation of Skills Enhancement Program in Boxing based on the following skills: 1.1 Physical; 1.2 Technical; and 1.3 Psychological? 2. What is the performance profile of the students after the implementation of Skills Enhancement Program in Boxing based on the aforementioned skills? 3. Is there a significant difference in the performance level of the students before and after the Skills Enhancement Program in Boxing? 4. What improvements in the Training Program can be proposed based on the findings? HYPOTHESIS Ho 1: There is no significant difference in the performance of the students before and after the implementation of Skills Enhancement Program in Boxing.  

RESEARCH PARTICIPANTS The researcher employed the purposive sampling with the following criteria for selecting his research respondents: recommendation from their respective classroom advisers, physical fitness test, parental consent and medical certificate.

SAMPLE 2 EFFECTS OF CONTEMPORARY TEACHING STRATEGIES ON ACHIEVEMENT AND ATTITUDE OF STUDENTS IN ORGANIC CHEMISTRY

Statement of the Problem   This study aimed to assess the effects of contemporary teaching strategies in the achievement and attitude among students in Organic Chemistry of Southwestern University during the second semester of school year 2007-2008. A proposed teaching guide was devised based on the findings. This study specifically sought to answer the following questions: 1. What are the scores of the experimental and control groups in the pre-test and post-test in terms of: 1.1 achievement in Organic Chemistry; and 1.2 attitude levels of students towards Organic Chemistry? 2. Is there a significant difference between the pre-test and post-test achievement scores in Organic Chemistry and attitude levels of students in control and the experimental groups? 3. Is there a significant difference between the experimental and the control groups in terms of the post-test achievement and attitude levels of students in Organic Chemistry? 4. Is there a significant correlation between the levels of achievement and attitude in Organic Chemistry among students in the experimental and control groups? What teaching guide can be proposed based on the findings?

Research Subjects The subjects of the research were composed of sixty students or thirty pairs of students from the four sections of Bachelor of Science in Nursing first level. It was made sure that the subjects were equal prior to the experiment. They were matched based on their age and sex. Randomly, the students were assigned to the experimental and control groups. Table 1 shows the matching of the research subjects. Table 1 Sex and Age Profile of the Students in the Control and Experimental Group Sex Age Control Group Experimental Group Total Male 18 15 15 30 Female 17 15 15 30 Total 30 30 60

MOZART MUSIC FOR CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)  

Statement of the Problem This study determined the effectiveness of Mozart Music on the behavior of Children with Attention Deficit Hyperactivity Disorder (ADHD) in the three schools in Prince George’s County, Maryland, United States of America. The findings served as bases for Behavior Management Guide. Specifically, this study answered the following sub-problems: 1. What is the profile of the children in terms of: 1.1 medications taken and effects on their behavior; 1.2 vitamins and supplements taken and their effects on their behavior; and 1.3 other treatments and effects on their behavior? 2. What are the behavior manifestation of the children with ADHD before and after the intervention in terms of: 2.1Impulsivity; 2.2Distractibility; and 2.3Hyperactivity? 3. Is there a significant difference in the behavior manifestation of children before and after intervention? 4. What behavior management guide can be proposed based on the findings of the study? HYPOTHESIS There is no significant difference between the pre and post behavior manifestation of students with ADHD before and after intervention.

Research Procedures To gather data, the researcher met with the participants for a period of nine consecutive days: Day 1 to Day 9. The 9-day period was divided into three phases: Phase 1 was the Warming-Up phase; Phase 2 was the Observation Proper phase and Phase 3 was be the Cooling-Down phase.

TEST: