Experimental research design.revised


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Experimental research design.revised

  1. 1. Experimental Research Design Presented by: Paola Bianca, Basa Dalluay, Maria Frances Marquez, Mareshka Pineda, Lizelle
  2. 2. OutlineI. DefinitionII. Type of problemIII. Data Collection Procedures  Instruments  Procedures  ParticipantsIV. Data Analysis and Interpretation Procedures  Data Analysis  Interpretation  ConclusionV. References
  3. 3. Is defined as Experimental Research Design has 2 types A blueprint to test theresearcher’s hypothesis Between-Group Design Within Group Design Which can be a: Which can be a: True FactorialExperiment Time Series Single Subject Quasi Experiment Repeated Measures
  4. 4. Experimental Research Has different parts such as: Data AnalysisThe problem Which is Data Analysis made up of: Data Collection The Interpretation Which is consist of: The The Procedure ConclusionParticipants The Instruments
  5. 5. Experimental Research States its through A question Problem Which describesThe variables andits relationship to An example of which is: each other “This study was based on the premise that training seminars for student teachers during their field experiences are potentially important avenues to assist prospective teachers in developing effective teaching behaviors”. (Deno & Schelske, as cited in Creswell, 2005)
  6. 6. Present its Experimental Research collection of data The description of the following:Participants Instruments Procedure describes Which involves a The tools needed toVery large number Which states answer the research of individuals the question Steps on how the study is conducted
  7. 7. Presents its Experimental Research Data Analysis Interpretation through using Statistical Analysis Explaining the Such as: results related to the problem as well•T-test Independent Samples as to design•T-test Dependent Samples procedures used in•Analysis of Variance (ANOVA)•Pearson-R its solution•Multivariate Analysis of Variance (MANOVA)•Chi-square test of independence•Discriminant Analysis•Analysis of Covariance (ANCOVA)/ MultivariateAnalysis of Variance (MANCOVA)
  8. 8. Experimental Research Ends with a Tells whether the research That hypothesis was supported Conclusion on how well a theory stood the test of an investigation An example of which is:“The findings of this study proves that byimplementing a content-specific seminar trainingprogram in conjunction with their student teachingprogram, it is likely that student teachers and theirteachers will both benefit…” (Deno & Schelske, as cited inCreswell, 2005).
  9. 9. ReferencesAry, D., Jacobs, L. C., Razavieh, A., & Sorensen, C. (2006). Introdution to research in education. Louiseville: Thomson-Wadsworth.Between Group Design. (2005). Academy Health. Retrieved August 19, 2011 from http://www.hsrmethods.org/Glossary/Terms/B/Between%20Group%20Desig n.aspxBetween Group- Design (2010). Wikipedia. Retrieved august 19, 2011 from http://en.wikipedia.org/wiki/Between-group_designCharles, C. M., & Mertler, C. A. (2002). Introduction to educational research. Boston: Allyn & Bacon.Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research . Boston: Pearson Education, Inc.Experimental research design. (n.d.). Retrieved September 20, 2011, from http://www.ekmekci.com/Publicationdocs/RM/ResMet1/5RESEARCHDesig nPart2.pdf
  10. 10. ReferencesRoss, S. M., & Morrison, G. R. (n.d.). Experimental research methods. Retrieved September 20, 2011, from http://www.aect.org/edtech/ed1/38.pdfShuttleworth, Martyn (2009). Between Subjects Design. Retrieved August 19, 2011 from http://www.experiment- resources.com/between-subjects-design.htmlShuttleworth, Martyn (2008). Quasi-Experimental Design. Retrieved August 19, 2011 from Experiment Resources: http://www.experiment-resources.com/quasi-experimental- design.htmlShuttleworth, Martyn (2009). Factorial Design. Retrieved August 19, 2011 from Experiment Resources: http://www.experiment- resources.com/factorial-design.htmlSowell, E. J. (2001). Educational research: An integrative introduction. Boston: McGrw-Hill Companie, Inc.
  11. 11. Procedure“ The participants were randomly assigned to the either one of these three conditions, namely: coping skill, classroom management or educational discussion…..Student teachers met with the experimenter five times during the semester. The fist meeting…..” (Deno & Schelske, as cited in Creswell, 2005).
  12. 12. Participants“The participants were 26 students enrolled at a 4 year private residential liberal arts college. The 12 male and 14 male participants had an average cumulative GPA of 3.16 and all were in 2nd semester of the academic year” (Deno & Schelske, as cited in Creswell, 2005).
  13. 13. Instruments“ Three instruments were used to determine teacher effectiveness. Two instruments were used to measure student behavior… The component rating scale was used to measure teacher’s class management skills…A student evaluation scale was used to….” (Deno & Schelske, as cited in Creswell, 2005).
  14. 14. Data Analysis“ To determine if differences existed between the groups, the dependent data were statistically analyzed using T-test…The first analysis focused on the..using the component rating scale…the results reveal that…the second examined the…using their overall performance on the student teaching evaluation…the third was directed at pupil on-task behavior…” (Deno & Schelske, as cited in Creswell, 2005).
  15. 15. Interpretation“The results from both of the faculty ratings provide a basis for concluding that content-specific training seminars contribute MORE to the development of effective classroom management skills” (Deno & Schelske, as cited in Creswell, 2005).