1. Chapter 11 Common Nonexperimental Research Designs 11 Chapter 11 Introduction to Educational Research: A Critical Thinking Approach

2. Introduction to Educational Research Chapter 11: Common Nonexperimental Research Designs Nonexperimental Research Designs  Nonexperimental research ­Research using designs that do not involve an intervention or manipulation  Causal comparative ­A type of nonexperimental research design that searches for causes or effects of a pre-existing factor of interest  The pre-existing factor differentiates groups and permits a meaningful comparison (e.g., examining achievement differences between children in single-parent versus dual-parent families)

3. Introduction to Educational Research Chapter 11: Common Nonexperimental Research Designs Causal Comparative Design Considerations  Forming Groups ­Groups are formed on some basis (a presumed cause or a presumed effect), then compared on another variable to shed light on cause-and-effect relationships Head Start D.A.R.E Education and income Shinn, 2008

4. Introduction to Educational Research Chapter 11: Common Nonexperimental Research Designs Causal Comparative Design Considerations  Design Controls ­A matched group design Selecting two groups that are dissimilar on the hypothesized cause but are the same on a matching variable believed to be a rival explanation ­An extreme groups design Selection of groups which represent maximum differences on the hypothesized cause (or effect)

5. Introduction to Educational Research Chapter 11: Common Nonexperimental Research Designs Spurious Relationships  A relationship that can be “explained away” by reference to another variable  When a connection between A and B is due solely to both being related causally to C, it is said the relationship between A and B is spurious (or “false”).  Example: Correlation between educational attainment and income level  (Nonsense spurious: There is a close relationship between the salaries of Presbyterian ministers in Massachusetts and the price of rum in Havana.)

6. Introduction to Educational Research Chapter 11: Common Nonexperimental Research Designs Descriptive Research  Research that uses one of several designs in an attempt to describe a population or phenomenon of interest. ­Example: Survey Designs  Used by researchers when they want to gather information from a group for the purpose of describing characteristics of that group.

7. Introduction to Educational Research Chapter 11: Common Nonexperimental Research Designs Surveys – why a survey?  Surveys are conducted to describe the characteristics of a population. Examples of characteristics Demographic Political Social issues Education issues Marketing/Advertising Etc….. Shinn, 2008

8. Introduction to Educational Research Chapter 11: Common Nonexperimental Research Designs Major types of surveys Cross-sectional ­Collected at one point in time ­From members of the population across one (or more) given characteristic (e.g. age, race, grade level)  Longitudinal ­Collected at more than one point in time from the same population ­Not necessarily the same sample – might be, might not be Shinn, 2008

9. Introduction to Educational Research Chapter 11: Common Nonexperimental Research Designs Longitudinal studies  Collecting data (surveying) at more than one point in time ­Trend, Panel, Cohort Differ along the dimensions of sampling from the population and the exact nature of that population. The Target Population remains the same. Trend – Members of the population change – new sample taken at each different point in time Cohort – members of the population do NOT change - new sample taken at each different point in time Panel – Population may or may not change – the same exact sample is used at each point in time Shinn, 2008

10. Introduction to Educational Research Chapter 11: Common Nonexperimental Research Designs Steps to conducting a survey  Define or Identify the problem – ­Articulate the purpose. What is the research question? (What are 4 char of a good RQ?) ­Purpose or research questions can be further developed into objectives. Articulate each objective.  Identify your target population ­Can the members be easily identified, delineated? Accessible?  Select a mode of data collection ­Mail? Phone?  Prepare the questionnaire  Collect the data  Compile, Analyze, Interpret. Shinn, 2008

11. Introduction to Educational Research Chapter 11: Common Nonexperimental Research Designs Mode of Data Collection  Mail Surveys ­Relatively cheap, time consuming, low-return rate ­Use incentives to increase rates  Telephone surveys ­Relatively expensive, intensive-short time duration, effective & efficient techniques, training, phone bank needed ­Cell phones starting to make a negative impact Shinn, 2008

12. Introduction to Educational Research Chapter 11: Common Nonexperimental Research Designs Non-respondents  Question to answer: Are the respondents different than the non-respondents.  You hope not.  How do you know? ­Know the important characteristics of the population ­Collect data about these important characteristics ­Compare the data from the respondents to the population ­If the characteristics of respondents = population: Good! ­If the characteristics of respondents differ from the population : Bad Shinn, 2008

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