1. Lesson 3: Experimental Research Designs

2. Talkie Time and Recap

3. 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

4. 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

5. 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

6. 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

7. 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.

8. 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

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

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

11. A. Simple True Experimental
Characteristics
Types
Variations

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

13. 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

14. Randomized posttest control group design
R T Post
R C Post

15. 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

16. 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

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

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

19. Complex True Experimental
Randomized matched control group design
Multiple DVs

20. Complex True Experimental
Randomized matched control group design
Multiple DVs

21. 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

22. Complex True Experimental
Randomized matched control group design
Multiple DVs

23. 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.

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

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

26. Randomized posttest control group design
R T Post
R C Post

27. 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

28. 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

29. 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

30. Randomized posttest control group design
R T Post
R C Post

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

32. 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

33. 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

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

35. 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

36. Randomized posttest control group design
R T Post
R C Post

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

38. 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

39. 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

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

41. 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

42. Pre Pre Pre Pre T Post Post Post Post
Time series
Pre Pre Pre Pre T Post Post Post Post

43. 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

44. 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

45. 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?

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

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

48. 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 : AN IMPROVED TRAINING PROGRAM

49. 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 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.

50. 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.

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

52. 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 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?

53. 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
Female
Total

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

55. 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.

56. 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.

57. TEST: