1. An Overview of Quasi-Experimental Research Design
WORKSHOP ON USING QUASI-EXPERIMENTAL RESEARCH DESIGN IN SOCIAL SCIENCE RESEARCH
SESSION 1
An Overview of Quasi-Experimental Research Design
Speaker:
Dr. Nurulwahida Hj Aziz
Senior Lecturer
Date
27 September 2016

3. LEARNING OUTCOME
Upon successful completion of the workshop, you should be able to:
(LO1) Define quasi- experimental research design.
(LO2) State the types of quasi-experimental design.
(LO3) Describe when to use it and how it develop

4. The Uniqueness of Experimental Research
Experimental research is unique in two very important respects:
It is the only type of research that directly attempts to influence a particular variabel
When properly applied, it is the best type for testing hypotheses about cause–and-effect relationships

5. Variables
In an experimental study, researchers look at the effect(s) of at least ONE INDEPENDENT variable on one or MORE DEPENDENT variables.
Independent Variable
Refer to treatment variables
Refers to the results or outcomes of the study
Dependent
Variable

6. The major Characteristic of Experimental Research
The major characteristic of experimental research that distinguishes it from all other types of research is that researchers MANIPULATE the independent variable.

7. The major Characteristic of Experimental Research
They decide the nature of the treatment (i.e., what is going to happen to the subjects of the study),
To whom it is to be applied,
To what extent

8. How they Manipulate?
INDEPENDENT VARIABLES frequently manipulated in educational research include:
methods of instruction, types of assignment, learning material, rewards given to students and types of questions asked by teachers.
DEPENDENT VARIABLES that are frequently studied include achievement, interest in a subject, attention span, motivation, and attitudes toward school.

9. Types of Designs Is random assignment used?No
Yes
Randomized or
True experiment
Is there a control group or
multiple measures? No
Yes
Non-experiment: A research design in which a researcher observes a phenomenon without manipulating the independent variables(s)
Non-experiment
Quasi-experiment

10. Control of Extraneous Variables
How do researchers minimize or eliminate threats due to subject characteristics?
Randomization: if subjects can be randomly assigned to the various group involved in an experimental study, researchers can assume that the groups are equivalent. This is the best way to ensure that the effects of one or more possible extraneous variables have been controlled.
Holding certain variables constant: Example, if a researchers suspects that gender might influence the outcomes of a study, she could control for it by restricting the subjects of the study to female and by excluding all males. However as the generalizability of the result of the study are correspondingly reduced.

11. 3 TYPES OF QUASI-EXPERIMENTAL DESIGN
1. Non-equivalent groups pre-post test design 2. Regression discontinuity design 3. Time series design

12. Non-equivalent groups pre-post test design
The Non-Equivalent Groups Design is probably the most frequently used design in social research.
It is structured like a pretest-posttest randomized experiment, but it lacks the key feature of the randomized designs -- random assignment.
In the Non-Equivalent Groups Design , we most often use intact groups that we think are similar as the treatment and control groups.

13. what does the term "nonequivalent" mean?
In one sense, it just means that assignment to group was not random.
In other words, the researcher did not control the assignment to groups through the mechanism of random assignment.
I will share with you the example of this types in session 2.

15. Regression discontinuity design
It can be used to assess the effectiveness of the recovery program in a school or organization.
The frame design is similar to the design of pre-post test.
Specialty is the method of selecting the treatment group and the group of respondents is based on the cutoff point.
Treatment group P1 01 X 02
Control Group P2
P1= poor group of respondent to analyzed data
P2 = skilled group of respondents to analyze data
X = treatment
0 = test

16. Distribution of respondents by the cutoff point 40
Student
Score of data analysis skills
Di69stribution
Total 1. 16 2. 18
Poor group of respondent to analyze data 13 3. 20 4. 22 5. 23 6. 24 7. 25 8. 9. 28
10. 30
11. 35
12. 37
13. 39
Cutoff point = 40
14. 41
15. 48
Skilled group of respondent to analyze data 9
16. 52
17. 58
18. 60
19. 63
20. 65
21. 68
22. 69

17. Time-Series Design
A time-series design involves repeated measurements or observations over a period of time both before and after treatment.
An extensive amount of data is collected on a single group. If the group scores essentially the same on the pretest and then considerably improve on the posttests, the researcher has more confidence the treatment is causing the improvement than if one pretest and one posttest were given.

18. Example:Time-Series Design
An example might be a teacher who gives a weekly test to her class for several weeks before giving them new textbook to use, and then monitors how they score on a number of weekly tests after they have used the text.
A diagram of the basic time-series design is as follows:
Interrupted Time-Series Design X
Equivalent Time Series Design
X X X X X 06

19. Time-Series Design
The time series design permits significant control over threats to internal validity. The effects of history are not always clear-cut. History effects are minimized by the short time intervals between measures or observation.
However, threats to validity may occur because of the overall length of data collection in this design.
The maturation of participants may be a problem, although the researcher can estimate changes in maturation by studying them and removing them statistically in the design.

20. What are the steps in conducting experimental research?
Step 1: Decide if an Experiment Addresses Your Research Problem
Step 2:Form Hypotheses to Test Cause-and-Effect Relationships
Step 3: Select an Experimental Unit and Identify Study Participants
Step 4: Select an Experimental Treatment and Introduce it

21. What are the steps in conducting experimental research?
Step 5: Choose a Type of Experimental Design
Step 6: Conduct the Experiment
Step 7: Organize and Analyze the Data
Step 8: Develop an Experimental Research Report

22. References
Bausell, R. B. (1994). Conducting meaningful experiments. Thousand Oaks, CA: Sage.
Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. In N. L. Gage (Ed.), Handbook on research in teaching (pp. 1-80). Chicago: Rand-McNally.
Chua Yan Piaw (2009). Statistik Penyelidikan: Lanjutan ujian univariat dan multivariat. Shah Alam: McGraw-Hill.
Chua Yan Piaw. (2011). Kaedah Penyelidikan (2nd ed.). Shah Alam: McGraw-Hill.
Creswell, W. J. (2012). Educational Research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). USA: Pearson.
Fraenkel, R.J., Wallen, E. N., & Hyun, H.H. (2015). How to design and evaluate research in education (9th ed.). New York: McGraw-Hill.
Lipsey, M. W. (1990). Design sensitivity: Statistical power for experimental research. New­bury Park, CA: Sage.
Neuman, L. W., (2000). Social resarch method: Qualitative and quantitative approaches (5th ed.). California: Ally and Bacon.

23. End.. Session 1