1. Experimental Research
Design
Presented by:
Paola Bianca, Basa
Dalluay, Maria Frances
Marquez, Mareshka
Pineda, Lizelle

2. Outline
I. Definition
II. Type of problem
III. Data Collection Procedures
 Instruments
 Procedures
 Participants
IV. Data Analysis and Interpretation Procedures
 Data Analysis
 Interpretation
 Conclusion
V. References

3. Is defined as
Experimental Research Design
has 2 types
A blueprint to test the
researcher’s hypothesis
Between-Group Design Within Group Design
Which can be a: Which can be a:
True Factorial
Experiment
Time Series Single Subject
Quasi
Experiment Repeated
Measures

4. Experimental Research
Has different parts
such as:
Data Analysis
The problem Which is
Data Analysis made up of:
Data
Collection The
Interpretation
Which is consist of:
The The Procedure Conclusion
Participants
The Instruments

5. Experimental Research
States its
through
A question Problem
Which describes
The variables and
its 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. Present its
Experimental Research
collection of data
The description
of the following:
Participants Instruments
Procedure
describes
Which involves a
The tools needed to
Very large number Which states answer the research
of individuals the question
Steps on how the study is conducted

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)/ Multivariate
Analysis of Variance (MANCOVA)

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 by
implementing a content-specific seminar training
program in conjunction with their student teaching
program, it is likely that student teachers and their
teachers will both benefit…” (Deno & Schelske, as cited in
Creswell, 2005).

9. References
Ary, 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.aspx
Between Group- Design (2010). Wikipedia. Retrieved august 19, 2011 from
http://en.wikipedia.org/wiki/Between-group_design
Charles, 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. References
Ross, S. M., & Morrison, G. R. (n.d.). Experimental research methods.
Retrieved September 20, 2011, from
http://www.aect.org/edtech/ed1/38.pdf
Shuttleworth, Martyn (2009). Between Subjects Design. Retrieved
August 19, 2011 from http://www.experiment-
resources.com/between-subjects-design.html
Shuttleworth, Martyn (2008). Quasi-Experimental Design. Retrieved
August 19, 2011 from Experiment Resources:
http://www.experiment-resources.com/quasi-experimental-
design.html
Shuttleworth, Martyn (2009). Factorial Design. Retrieved August
19, 2011 from Experiment Resources: http://www.experiment-
resources.com/factorial-design.html
Sowell, E. J. (2001). Educational research: An integrative introduction.
Boston: McGrw-Hill Companie, Inc.

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. 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. 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. 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. 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).