This is a North Central University paper about analyzing emperimental research designs. It is written in APA format, includes references, and is graded an instructor.

1. Running head: OHAYNESEDR8205-5 1
NORTHCENTRAL UNIVERSITY
ASSIGNMENT COVER SHEET
Student: Orlanda Haynes Date: 06/10/2018
THIS FORM MUST BE COMPLETELY FILLED IN
Follow these procedures: If requested by your instructor, please include an assignment cover
sheet. This will become the first page of your assignment. In addition, your assignment header
should include your last name, first initial, course code, dash, and assignment number. This
should be left justified, with the page number right justified. For example:
DoeJXXX0000-1 1
Save a copy of your assignments: You may need to re-submit an assignment at your instructor’s
request. Make sure you save your files in accessible location.
Academic integrity: All work submitted in each course must be your own original work. This
includes all assignments, exams, term papers, and other projects required by your instructor.
Knowingly submitting another person’s work as your own, without properly citing the source of
the work, is considered plagiarism. This will result in an unsatisfactory grade for the work
submitted or for the entire course. It may also result in academic dismissal from the University.
EDR8205-5
Week 5 - Assignment: Analyze Common
Experimental Designs
Hi Orlanda-
You have done a great job making it to week 5 and getting into the second half of the course. I hope that
you are enjoying learning more about quantitative designs and seeing your knowledge increase each
week.
You did well this week with reviewing experimental designs. It is important to understand the basics of
pretest-posttest control group, time-series, repeated measures and factorial designs because even if you
do not use these yourself in your dissertation, being able to evaluate research in your field is an important
job of a professional with a doctoral degree.
I can see that you are getting quite good at identifying the experimental design used, the variables, and
the procedures. You provided a good summary here. I gave you a few more feedback comments below.
As always just let me know if you have questions.

2. OHAYNESEDR8205-5 2
Thanks – Dr. Vance

3. OHAYNESEDR8205-5 3
Week 5 - Assignment: Analyze Common Experimental Designs
In terms of analyzing experimental designs, this discussion includes frameworks,
variables and procedures, summary of results, and biases, errors and limitations followed by a
summary of the discussion. For illustration purpose, the author cites articles by Giddens, North,
Sabelli, Rogers, and Fogg (2012), Kazua and Demirkolb (2014), and Gillespie, Farra, and Gates
(2014). Research designs mimic blueprints. In that, they show how researchers construct
frameworks to prove or disprove hypotheses, to estimate cause and effect relationships, to show
correlations between or among variables, to explore phenomena, to address problems and
recommend solutions, to fill gaps in literature, and among other uses, to duplicate prior research
findings (Black, 2012; Creswell, 2015; Lodico, Spaulding, & Voegtle, 2010).
The nature of experimental designs is to address research questions or subject matters
(Lodico, Spaulding, & Voegtle, 2010). Ideally, researchers describe methods and procedures
used to create experimental and control groups, minimize, or eliminate confound factors (which
can suggest alternative explanations for research results), and show cause and effect relationships
between independent and dependent variables (Creswell, 2015). The most commonly used
education frameworks include pretest-posttest control group, time-series design, and factorial
design (Black, 2012; Creswell, 2015; Lodico, Spaulding, & Voegtle, 2010; Mertens, 2014). The
pretest-posttest control groups design, also known as classic controlled, includes a control and
treatment group (Creswell, 2015). To prove or disprove the effectiveness of an education
intervention program, for example, an experimenter could randomly assign sample participants
to either of the designated group, pretest all subjects, use the intervention program on the
treatment group and the standard program on the control group, administer posttests to each
group, and then assess findings between them.

4. OHAYNESEDR8205-5 4
On the other hand, depending on the nature of the research, a time-series or repeated
measures design could be a better choice. The strategy reduces random errors caused by
inequivalent differences among sample participants. It is characteristic of block designs in which
researchers divide experimental units into homogenous groups, then administer repeated
measurements under different conditions (Black, 2012; Creswell, 2015). The process, in part,
lends creditability to research findings and inferences (Creswell, 2015). In contrast, if the
research aim is to investigate the effect of independent variables on one dependent variable then
experimenters could devise a factorial design (Trochim, 2012).
Let us say, for example, researchers wanted to explore factors that increase natural
science scores. Independent variables (IVs) could include (a) an advance science class (yes or
no), (b) prep books (yes, or no), and (c) extra homework (yes, or no). Each IV is a factor with
two levels (e.g., yes, or no). Thus, the experiment has three factors with two levels, a two-
factorial design. Although factorial designs could have two or more factors and levels, most
frameworks have only two levels (Trochim, 2012).
The Experimental Design(APA format)
Giddens, J. F, North, S., Sabelli, L. C., Rogers, E., & Fogg, L. (2012). Using a virtual
community to enhance cultural awareness. Journal of Transcultural Nursing, 23(2), p. 198–204.
doi:10.1177/1043659611434061
Most medical researchers agree that cultural competence (which includes proper
knowledge, skills, and attitudes) is essential to the process of administering effective health care
services to diverse populations. Giddens, et al. (2012) designed a correlation study to examine
the relationship between virtual communities teaching applications (VCTAs) referred to as “The
Neighborhood” and an increase in cultural awareness and competence skills among nursing

5. OHAYNESEDR8205-5 5
students. They based their theoretical foundation on studies that showed VCTAs are effective
cultural education tools, especially for undergraduate nursing students. Primarily because
program features mimic real-world engagement with diverse populations (e.g., incorporate
photos, video clips, and medical records). Fictional characters (that portray diverse populations)
share lived health care experiences from cultural perspectives; this teaching approach allows for
in-depth learning about cultural norms as well as health care preferences among diverse groups.
Variables and Procedures
Researchers administered a demographic and an exit survey to 350 first-semester nursing
students enrolled in five baccalaureate nursing programs in different states. After completing a
virtual community teaching application (VCTAs) taught by faculties of the nursing schools,
participants completed exit surveys. VCTAs were independent variables and research
participants were dependent variables.
Summary of Results
Giddens, et al. (2012) research questions asked if VCTAs facilitated cultural awareness,
and if there were frequency-of-use factors involved. Findings showed that VCTAs have positive
implications for enhancing cultural awareness and for improving cultural confidence among
nursing students. Moreover, the correlation between students’ frequent use of VCTAs and their
acquisition of cultural knowledge were significant (e.g., r=.246; p<.000). Therefore, Giddens, et
al. (2012) recommended consistent use of VCTAs. In fact, they surmised that VCTAs are
predictors of increased cultural awareness skills.
Bias, Errors, and Limitations
Although Giddens, et al. (2012) findings are significant, they suggested that more
research to fully understand the development of cultural competence because the cultural

6. OHAYNESEDR8205-5 6
awareness subscale used in their research only applied to the first stage of cultural competence
development. Other limitations included the lack of control over the process of implementing
VCTAs at the five nursing schools because faculties carried out the tasks and taught the courses,
and researchers reliance on participants’ self-reports. The most notable limitation, however,
involved a “conflict of interest.” In that, the lead researcher was financially vested in the VCTA
venture. Nonetheless, their findings have practical and statistical significances.
The Experimental Design(APA format)
Kazua, I.Y., and Demirkolb, M. (2014). Effect of blended learning environment model on high
school students’ academic achievement. The Turkish Online Journal of Educational Technology
13(1).
Kazua and Demirkolb (2014) employed a pretest-posttest control group design to explore
the effectiveness of blended learning (e.g., combines face-to-face and web-based teaching and
learning methods). The research team evaluated academic performances of 54 students in both
traditional and web-based learning environments.
Variables and Procedures
Researchers assigned the academic performance level of participants in the control group
(12/C) as the independent variables (traditional learning environment) and participants in the
experimental group (12/B) as the dependent variable (web-based learning environment). The
researcher team administered the pretest at the beginning of the study and the posttest at the end
of the study.
Summary of Results
Kazua and Demirkolb (2014) surmised that the Internet revolution has enabled
tremendous growth in teaching and learning opportunities. However, traditional teaching

7. OHAYNESEDR8205-5 7
methods have not kept pace with the changing educational needs of student populations,
especially nontraditional students who mostly need flexibility of learning options, self-directed
learning preferences, and curricula that address the diversity of their learning needs.
According to Kazua and Demirkolb (2014), blended learning would address those needs more
effectively than only face-to-face teaching and learning methods. The researchers’ aim was to
explore the effect of blended learning as it applied to gender differences and comparative
learning environments, as well as to use their findings to support the argument that blended
learning options should be available to students who attend secondary schools.
They noted that their findings showed statistical significant differences between blended
and fact-to-face teaching and learning methods, and academic achievement averages of female
students out-paced their male counterparts in both pretest and posttest scores. In other words,
students who received blended learning out-performed their face-to-face counterparts.
Bias, Errors, Limitations
The primary limitation was that either one or both researchers (e.g., Kazua and
Demirkolb, 2014) developed the curriculum used in the blended learning program without
advisement from education curriculum or program development experts. To lend credence to
their findings, Kazua and Demirkolb recommended further research that included support from
curriculum developers, more schools’ participation in the study, more course diversity (e.g.,
English Literature, science, social studies), and more consistency with the data collection
process.
The Experimental Design(APA format)
Gillespie, G. L., Farra, S. L., Gates, D. M. (2014). A workplace violence educational program:
A repeated measure study. Nurse Education in Practice, 14, p. 468-472

8. OHAYNESEDR8205-5 8
Gillespie, Farra, and Gates (2014) research purpose was to address the problem of
violence against emergency room staff by evaluating the effectiveness of a workplace violence
education prevention program (WVEPP). They used a quasi-experimental design with
pretest/posttest and time-series components to explore the effectiveness of the program
and to test for knowledge retention. Their hypothesis was that a significant increase in
learning retention would occur among the research participants after they completed the
WVEPP.
Variables and Procedures
The research team assigned the WVEPP as the independent variable and 120 research
participants, who were emergency room employees that had completed the intervention
program, as the dependent variables. The WVEPP included both online and face-to-face
learning components or blended learning. Gillespie, Farra, and Gates (2014) administered a
repeated-measures analysis of variance (e.g., pretest, posttest, and 6 months after the completion
of the conducted the WVEPP) to test for statistical significant differences among test scores and
knowledge retention of the WVEPP curriculum.
Summary of Results
Findings showed statistical significant differences among test scores over-time
which meant the research participants kept the knowledge and skills that they had learned
in the WVEPP six month after completion. And that WVEPPs are effective tools to address
workplace violence against health care workers. These findings proved Gillespie, Farra, and
Gates’ (2014) hypothesis that a significant increase in learning retention would occur
among the research participants after they completed the WVEPP. Therefore, they rejected
the null.

9. OHAYNESEDR8205-5 9
Biases, Errors, Limitations
Gillespie, Farra, and Gates (2014) noted that of the sample participants, the majority were
females and one registered nurse was among the group. They recommended further research to
evaluate if their findings could be replicated using similar WVEPPs and larger sample sizes.
Conclusion
EDR8205-5 depicts an analysis of three experimental research designs from the context
of their framework, variables and procedures, summary of results, biases, errors, and limitations.
For illustration purpose, the author includes articles by Giddens, North, Sabelli, Rogers, and
Fogg (2012), Kazua and Demirkolb (2014), and Gillespie, Farra, and Gates (2014). Research
designs are like blueprints. In that they show how researchers develop and test hypotheses as
well as draw inferences from research findings. All of which give explanations for specific
phenomena (Creswell, 2015; Lodico, Spaulding, & Voegtle, 2010).
The nature of experimental designs is to address research questions or research subject
matters (Lodico, Spaulding, & Voegtle, 2010). Ideally, researchers describe methods and
procedures used to create experimental and control groups, minimize, or eliminate confound
factors, which can suggest alternative explanations for research results, and show cause and
effect relationships between independent and dependent variables (Creswell, 2015).
Giddens, et al. (2012) used a correlation design to show how virtual communities’ teaching
applications could support the development of cultural awareness and perceived self-efficacy
among nursing students. Likewise, Kazua and Demirkolb (2014) employed a pretest-posttest
control group design to explore the effectiveness of blended learning (e.g., combines face-to-face
and web-based teaching and learning methods). Findings show that students who received
blended learning out performed their face-to-face counterparts.

10. OHAYNESEDR8205-5 10
Comparatively, Gillespie, Farra, and Gates (2014) sought to address the problem of
increasing violence against emergency room staff. Six months after 120 emergency room
employees completed a workplace violence educational prevention program (blended
learning), the research team conducted an experiment to evaluate their knowledge
retention rate. They used a quasi-experimental design with pretest/posttest and time-
series components. Findings show a statistical significant retention of knowledge enabled
by blended learning strategies.

11. OHAYNESEDR8205-5 11
References
Black, T. (2012). Doing quantitative research in the social sciences: An integrated approach to
research design, measurement, and statistics. Thousand Oaks, CA: Sage Publications.
Creswell, John W. (2015). Educational research: Planning, conducting, and evaluating
quantitative and qualitative research (5th Ed.). Boston, MA: Pearson.
Giddens, J. F, North, S., Sabelli, L. C., Rogers, E., & Fogg, L. (2012). Using a virtual
community to enhance cultural awareness. Journal of Transcultural Nursing, 23(2), p.
198–204. doi:10.1177/1043659611434061
Gillespie, G. L., Farra, S. L., Gates, D. M. (2014). A workplace violence educational program: A
repeated measures study. Nurse Education in Practice, 14, p. 468-472
Kazua, I.Y., and Demirkolb, M. (2014). Effect of blended learning environment model on high
school students’ academic achievement. The Turkish Online Journal of Educational
Technology 13(1)
Lodico, M., Spaulding, D., & Voegtle, K. (2010). Methods in educational research: From theory
to practice (Laureate Education, Inc., custom ed.). San Francisco: John Wiley &Sons.
Mertens, D. (2014). Research and evaluation in education and psychology. Integrating diversity
with quantitative, qualitative, and mixed methods. Thousand Oaks, CA: Sage
Publications.
Trochim, W.M.K. (2012). Factorial Design. The Research Knowledge Base. Retrieved from
https://socialresearchmethods.net/kb/expfact.php