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Experimental and non experimental designs
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The planning that occurs behind educational research is an intricate process thus in addition to establishing a research problem and purpose and reviewing literature, inquirers must determine the best experimental design that fits their needs. Even though experiments may share characteristics, “their use and application vary depending on the type of design used” (Creswell, 2008, p. 310). Therefore understanding the types of experimental designs commonly used to inquiry about educational thematic is useful to identify the design whose approach will contribute the success of the research. The two major umbrellas of experimental design include between-group and within-group designs, which are further broken down into three subcategories of experimental design according to their characteristics. On the one hand, the between-group design offers an approach in which the inquirer is able to compare two or more clusters of subjects exposed to various degrees of interventions (Creswell, 2008). The between-group design is widely used in various fields given its ability to provide information that compares the interventions to a control group just as majority of the scientific experiments conducted in a science laboratory. In contrast, the within-group design offers an approach geared towards observations of the participants as they themselves become the control of the experiment (Creswell, 2008). Given the distinction among the between-group and within-group designs, it is critical to compare and contrast the six types of experimental design that fall under each of these categories.
The differences in characteristics of design further subcategorize the between-group design into three experimental designs that include true exper...
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...n experimental design with the proper adjustments to reduce the threats caused by participants, treatments, and procedures (Creswell, 2008). With a significant decrease of threats, a researcher may therefore strongly support the relationship between the variables without much ambiguity. Internal validity is important in any experiment and given that various factors threaten it in all forms of experimental designs, addressing the threats should be a priority during the design of research. If we are going to make a difference in the field of education, as researchers we need internally valid research to support future research and drive educational reform in an attempt to better the education of our children.
Bibliography
Creswell, J.W.(2008). Educational Research: Planning Conducting, and Evaluating Quantitative and Qualitative Research. Pearson 3rd Ed.
Merriam, S. B. & Co. a. The adage of the adage of Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass. Palmer, P. (2000).
If a study is confounded, the researcher is not absolutely certain that changes in the dependent variable were caused by the manipulation of the independent variable, or some other uncontrolled variable. In a non-equivalent control group post-test only design, any differences observed between the two classes may be due to the non-equivalence of the groups and not to the injection of quizzes. No pre-test measures were given to establish equivalence.
Gay, L.R., Mills, G. E., & Airasian, P. W. (2009) Educational research: Competencies foranalysis and applications. (9th. Ed.) Upper Saddle River, NJ: Prentice-Hall, Inc. ISBN-10: 0135035015
According to Jimenez-Buedo (2011), it is difficult to make a valid reference that there is a causal relationship when conducting an experiment in a laboratory-style setting. Jimenez-Buedo (2011) also states that both internal and external validity are being inferred without adequate evidence to support the claims being made in many cases. Jimenez-Buedo (2011) also states that generalization of results in the case of external validity should not be taken lightly. In other words, it appears that she feels that neither internal nor external validity should be inferred in many cases associated with experiments that are done in a laboratory setting versus the real world. This appears to mean that in all circumstances Jimenez-Buedo (2011) favors conducting experiments that are as representative as possible of the real world in order to be able to validate the results and in order to infer a causal or generalizable relationship.
In order to have a successful, reliable experiment you need sufficient data and evidence, reliable research, variables to test and a follow – up experiment. There are several types of variables you need to do an experiment. An independent variable is the manipulated experimental factor that is changed to see what the effects are. A dependent variable is the outcome. This factor can change in an experiment in reaction to the changes in the independent variable. An experimental group is the group of participants that are exposed to the change that the independent variable represents. The control group is participants who are treated in the same way as the experimental group except for the manipulated factor which is the independent variable (King 24). Proper data, evidence and research is also needed so the experiment turns out correctly and you know what you are testing. A follow – up experiment is not required, however it helps the validity of the conclusion of the experiment. Validity is “the soundness of the conclusions that a researcher draws from an experiment” (King 25). Conducting a follow – up experiment will help researchers and people alike see if the experiment worked properly, continues to help people and see how participants are doing after the experiment is over.
Although changing criterion has many advantages over many designs, it also have limitations which include it is limited to a small array of behaviors and instructional, therefore the person who is running the research has the responsibility to make sure the criterion change is large enough to be observable, but small enough to be achievable (Gast and Ledford (2014). In addition a display of experimental control depends on how well the participant is willing to play a part in the
Experimental designs are viewed as the most accurate, and most demanding of research designs, requiring strict attention to rules and procedures. Researchers use these research designs to manipulate and control testing procedures as a way to understand a cause and effect relationship. Commonly, independent variables are manipulated to judge or decide their effect on a dependent variable (Trochim & Donnelly, 2008).
Gelo, O., Braakmann, D., & Benetka, G. (2008). Quantitative and Qualitative Research: Beyond the Debate. Integrative Psychological & Behavioral Science, 42(3), 266-290. doi:10.1007/s12124-008-9078-3
The research design that was employed by Martin for Sarah was a single-subject design. This is also called an A-B design. It simply means that the subject (Sarah) serves as her own control. There is no control group and experimental group in place, the data gathered is only from Sarah. It is a representation of her frequency of SIB (self-injurious behavior) over a four-day period with no intervention. Then an intervention is implemented which in this case a DRO or Differential Reinforcement of Other Behavior was chosen. That also took place over a period of four days and the frequency of her SIB behaviors was again recorded. That data was then compiled into a comprehensive chart to visually show the changes that occurred within that eight-day period.
A researcher uses an experiment to scientifically test out a hypothesis. In an experiment there are many different factors that are involved. There is the independent variable, which is the cause, it is the one that is being manipulated, and the dependent variable, which is the effect, is the response. When conducting a experiment it is important to make sure that the only thing than can affect the dependent variable is the independent variable. This is known as internal validity. Using random assignment to separate the participants into groups helps eliminate any outside factors, and creates an equal chance for all participants to be apart of the experimental conditions. There are many pros and cons to this type of method. The experimental method creates a strong control of the variables involved in the experiment, which allows an easier determination on cause and effect. If needed, it is fairly easy to replicate an experiment and is less time consuming than other research methods. However there are many downfalls as well. When conducting an experiment the setting of where the experiment is taking place is more artificial which may cause certain behaviors that wouldn’t occur in real life. This is known as external validity, which is the measure of how much the results of a study can be generalized and used in different situations, and people. To improve external validity cover stories are created when conducting experiments so the participants are not aware of what is really going on, or experiments are done in a natural setting as opposed to in a laboratory. However, this creates less control over confounding variables that can affect the experiment, which can create bias results (Aronson,
This paper will provide a hypothetical discussion of how each of the four “worldviews” (post-positivism, constructivism, advocacy/participatory, and pragmatism) might apply to the proposed study. It will refer to the topic paper developed during the class RSH9101B (Research Topic, Problem, Purpose, and Questions) with the assistance of Dr. Kenneth Gossett, class mentor. The portion of the Topic Paper to be used will be the problem statement, which will provide the foundation for this discussion and completion of this assignment. This discussion ultimately will lead to the strengthening of this research and the understanding for the need of better researches to help today’s virtual organizations.
All of the experiments will be conducted in the exact same way to hold things as constant as possible. In chapter 2 of News That Matters, Iyengar and Kinder describe several ways in which external validity can be strengthened and weakened. As they describe, there is the chance that the results of my experiment would disappear in another experiment if the conditions or questions I asked were altered (13). My study is only measuring the effects of two Sanders ads on participants, but it is possible that the results would not hold for the ads of other election campaigns or candidates. This was a strength of the experiments run by Ansolabehere, who replicated his experiment with other issues, campaigns, and primary and general elections (22). To strengthen my results to this study, I would need to repeat my experiment in the same way Ansolabehere did. Another potential weakness of my experiment that Iyengar and Kinder describe is the risk that participants alter their normal behavior or become more attentive simply because they know they are taking part in a study. I attempted to reduce this through creating a more natural living room environment for the experiment and attempting to mask the study’s true motive, but there is always the possibility that these precautions will not prevent the altered
This was a correlational design. Variables measured were traits taken from the FFM. Traits include conscientiousness and openness to experience. They were measured using the NIUS and the BFI. Participants were administered a compiled version of both surveys by their professor. Every participant received the same written survey with the items presented in the same order. Time to complete the surveys was given during class. After data was collected from the surveys, the MTMM was used to measure potential correlations.
The first experiment that DeVoe and House (2012) conducted was to directly test their hypothesis. The procedure of this experiment was to take 53 undergraduate students (32 femal...
Traditional research has broad topic, in contrast to action research that has a specific topic in a specific classroom, school or school district. This paper addressed both traditional and action research, their features and their influence on education. Within the paper there were comparisons between quantitative, qualitative, and action research and how they may be used within the school setting. As a result, educators and researcher can conduct research that may be used to make efficient and effective decisions to make positive changes.