The document provides an overview of quantitative research designs, focusing on experimental and quasi-experimental methodologies. It discusses the characteristics, advantages, and limitations of each design, emphasizing the role of random assignment and control groups in establishing causation. The document also highlights the importance of addressing threats to validity in interpreting research findings.

1. Anth 815 Week 5 notes on readings 2017 copy.mp3
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INTRODUCTION
Overview of Quantitative Designs
There are three major types of quantitative research designs:
experimental, quasi-experimental, and non-
experimental. Non-experimental research includes descriptive,
correlational, and survey research. In this unit,
we will discuss experimental and quasi-experimental research
designs, and in Unit 5 we will cover non-
experimental quantitative research designs.
Researchers want to protect their research against any threats to
validity and reliability. Research design is one
way they do this (Trochim, 2006). In general, you want to use
as many approaches as you can to reduce or
eliminate threats to validity. Other ways include logical
arguments, measuring the threat itself to show it does
not invalidate the study, using statistics to gauge the impact of
other variables, and so on.

2. According to Trochim's (2006) Research Methods Knowledge
Base Web site, settling on your design begins
with two simple questions:
• Question 1: Is random assignment used? If you answer yes to
the first question, your design will be a
randomized or true experimental design. If you answer no to the
first question, you must ask the second
question.
• Question 2: Is there a control group or multiple measures?
Answering yes to this question means that
your design will be a quasi-experimental design. Answering no
means that you have a non-experimental
design.
Experimental Research
Experimental studies compare the effect of one or more
independent variables on one or more dependent
variables. The independent variable, or presumed cause, is
manipulated by the researcher. In this case, when a
variable is manipulated or controlled by the researcher, this
means the research can control whether research
participants are exposed to that variable. The hallmark of
experimental designs is the random assignment of
participants to the levels of the independent variable. Causation
can be inferred in true experimental research.
Leedy and Ormrod (2013) provide a thorough description of the
different types of experimental designs (p. 234
–237). These are the ones numbered Designs 4–7. Certain types
of single-subject experiments can also be
classified as experimental designs. As such, causal attributions
can be inferred (Meltzoff, 1998).

3. Research questions that require an experimental approach ask
questions about the causal effect of one variable
on another. For example, a researcher might ask, "Does tutoring
affect test scores?" Because this question asks
whether tutoring (the independent variable) affects test scores
(the dependent variable), it is asking about a
causal relationship. This can only be answered with confidence
using an experimental approach, which would
require the researcher to be able to manipulate tutoring. In other
words, the researcher must to be able to
randomly assign research participants to receive tutoring or not
receive it, and compare the test scores of the
two groups. If there is a statistically significant difference, the
researcher is in a position to be able to conclude
that tutoring caused the difference in the test scores.
Approaches
Unit 4
Quantitative Methods: Experimental and Quasi-Experimental
Quasi-Experimental Research
Quasi-experimental research designs come in many different
forms. Like experimental research, the researcher
aims to compare the effect of one or more independent variables
on one or more dependent variables.
However, the researcher does not or cannot randomly assign
participants to the comparison groups, due to
ethical or logistical concerns, so cause-and-effect relationships
cannot be conclusively established.
Research questions that require a quasi-experimental approach
ask about group differences or differences in

4. conditions. For example, a research might ask, "Is there a
difference in test scores of students enrolled in
different sections of the same class?" A researcher would not
have assigned the students to be in one class
section or another. The students either would have signed up for
a course section, or been assigned to a
section by an advisor, guidance counselor, or registrar. Since
the researcher cannot randomly assign the
research participants to the class sections, a quasi-experimental
approach is needed. Another example of a
research question that would require a quasi-experimental
approach might be "Do the test scores of students
improve after they receive tutoring?" This question requires a
comparison of at least two scores in one group of
participants, basically a pretest and a post test. The researcher
would have to collect test scores from the
participants before the tutoring and after the tutoring, and
compare the scores. The researcher would not be
able to conclude a definitive causal relationship between the
variables in either example.
It is particularly important that the researcher carefully
considers the threats to validity in the interpretation of
the results of quasi-experimental research designs. Leedy and
Ormrod (2013) describe various types of quasi-
experimental research in their text (p. 237–241). These are the
designs numbered 8–13.
References
Leedy, P. D., & Ormrod, J. E. (2013). Practical research:
Planning and design (10th ed.). Upper Saddle River, NJ:
Pearson.
Meltzoff, J. (1998). Critical thinking about research:
Psychology and related fields. Washington, DC: American

5. Psychological Association.
Trochim, W. M. K. (2006). Research methods knowledge base.
Retrieved from
http://www.socialresearchmethods.net/kb/index.php
OBJECTIVES
To successfully complete this learning unit, you will be
expected to:
1. Distinguish between experimental and quasi-experimental
design.
2. Describe treatment conditions in a scientific study.
[u04s1] Unit 4 Study 1
STUDIES
Readings
Read the introduction to this unit, Quantitative Methods:
Experimental and Quasi-Experimental Approaches.
This reading will introduce you to the defining characteristics
of experimental and quasi-experimental
approaches.
Note: This course, as well as other courses and other academic
sources, uses the term
approach to specifically refer to the major types of either
methodology (qualitative methodology or
quantitative methodology). For example, you have learned that
there are three quantitative

6. approaches: experimental, quasi-experimental, and non-
experimental. Variations within each
approach are called designs, such as simple time-series design.
Some sources, such as Trochim's
Research Methods Knowledge Base Web site, use the term
design in a broader way than this course
does, using it to refer to an approach as well. In this course,
approach will refer to the major types of
each methodology, and design will be subtypes of the
approaches.
Use your Leedy and Ormrod text to complete the following:
• Read Chapter 7, "Experimental, Quasi-Experimental, and Ex
Post Facto Designs," pages 178–210.
This chapter discusses the differences in experimental and
quasi-experimental approaches, as well as
specific designs for each approach. The chapter includes
diagrams and examples to illustrate the
various designs.
• Use Trochim's Research Methods Knowledge Base Web site to
read the following pages. These
present additional information to aid your understanding of the
experimental and quasi-experimental
approaches.
◦ Introduction to Design.
◦ Types of Designs.
◦ Experimental Design.
◦ Quasi-Experimental Design.
Library Search
• Use the Library to locate an article from the academic
literature that utilizes either an experimental or

7. quasi-experimental approach. The Finding Articles by Type:
Experimental Research and Finding
Articles by Type: Quasi-Experimental Research guides will
show you some techniques for searching
for experimental and quasi-experimental articles in the library
databases.
• Record the persistent link for each article found within the
library databases. The persistent link is
different from the URL in the browser window. Use this guide
to learn where to locate your articles'
persistent links: Persistent Links and DOIs.
• Read the article in preparation for this unit's discussions.
• Use Finding Articles for Your Discussion Post to learn how to
locate articles within the library
databases. This guide will walk you through the basic steps of
accessing the library databases and
creating a search strategy to find articles.
Optional Program-Specific Content
Some programs have opted to provide program-specific content
designed to help you better understand
how the subject matter in this study is incorporated into your
particular field of study. Check below to see if
your program has any suggested readings for you.
SOBT Learners
• Eisenhardt, K. M., & Graebner, M. E. (2007). "Theory
building from cases: Opportunities and
challenges." Academy of Management Journal, 50(1), 25–32.

8. This reading is a companion to the
Eisenhardt 1989 paper and provides additional guidance on the
case study approach described in
that paper.
RESEARCH TOPIC AND METHODOLOGY DESCRIPTION
Resources
Research Topic and Methodology Description Scoring Guide.
APA Style and Format.
Research Topic and Methodology Form.
In this assignment, you will complete the Research Topic and
Methodology Form linked in the Resources.
You must use the research study that you selected in the Unit 2
assignment, and your instructor must have
approved the study.
Fill out all sections of the form with the information requested.
You are expected to use professional,
academic writing skills and proper APA citations and
references. You should state information in your own
words. However, if you find it necessary to use material
verbatim from another source, it must be quoted
with an appropriate citation for quotes.
Refer to the project description and the assignment scoring
guide to make sure you meet the requirements
of this assignment.
Submit your completed form in the assignment area.

9. QUANTITATIVE RESEARCH: EXPERIMENTAL RESEARCH
Using the experimental or quasi-experimental study you
selected in this unit's studies, in the Library Search
section, complete the following:
• Determine whether the study is experimental or quasi-
experimental; describe how you know.
• Describe the variables, both independent and dependent, used
in the research.
• Describe the treatment conditions of the experimental group.
If quasi-experimental, describe the
different groups or conditions that were compared.
• Describe the specific type of research design that was used
and discuss why it is considered
experimental or quasi-experimental.
• Evaluate the scientific merit of the selected design. How
might you have designed this study
differently? Evaluate how well the experimental approach and
design helped the researcher answer
the research questions.
• List the persistent link for the article in your response. Refer
to the Persistent Links and DOIs guide,
linked in Resources, to learn how to locate this information in
the library databases.
• Cite all sources in APA style and provide an APA-formatted

10. reference list at the end of your post.
Topic: Style and gender in language; Writing and technology
and their efects on language
You will be required to write two paragraphs.
The first paragraph, which will be critical thoughts on the
course materials. By critical reading, I mean a close
examination of the main argument of a text, as well as what
evidence is used to support the argument.
Related materials:
The Social Art (TSA), Chapters 29
Language Myths (LM) # 1, 9-11, 19, 21
The second paragraph will be a response to one of your
classmates’ original posts. Think of these blogs as a way to
explore a major theme or two from the week's reading in more
personal terms. Once you’ve analyzed the major points, how do
you react to what you're reading? Can you think of experiences
from your own life that either support or contradict what you're
reading (considering I am an international student from China)?
The following is one of my classmate’s post:
Week 5 Blog
The connection between language and thought is an important
discussion Edward Sapir and Benjamin Lee Whorf began
exploring while we continue the discussion. As seen in the
lecture and readings, the linguistic relativity hypothesis is
explained as “… the way people perceive objects and conceive
of the world around them is affected or even determined by the
language that they speak” (Macaulay 158, 2006). Macaulay goes
on to mention that vocabulary is a major aspect of the variation
as words may exist in certain languages and not in others. This

11. may also explain the difficulty in translation as not only must
the words be as close as possible, but the semantics as well.
Personally, when reading The Holy Bible in Mosaic I, there
were many translations in the class that each one was read aloud
and discussed on how different they each were and how it could
affect one’s interpretation of the text. Macaulay also mentions
that there are cultural differences which contribute to this
variance as “… the features that must be marked in one
language (such as plural, gender, tense) but need not be in
another” (161, 2006). Overall, I think this hypothesis is very
important to study. It is fascinating that languages may guide
the way that we think and perceive the world around us. Not
only does it make sense that there is much variation because of
culture, but that language adds to this as well. I agree with the
thoughts at the end of the lecture that we should not be
disinterested in the topic or think language has the capacity to
force us into a certain mindset, but to realize that language does
have an important effect on our thoughts and behaviors across
the world.
In Language Myth #1, I think it is very unfortunate that people
believe word meaning should not change. Over the course of the
semester it is clear that the evolution of anything is to ensure
that we continue to live as efficiently as possible. Therefore, I
believe it is important that the semantics must change because
we need to be able to continue to communicate effectively
among each other. If this change did not take place, it may
prove harmful to society. Language Myth # 9 seemed pretty
absurd when reading it. I have never heard of something like
this and I am glad it is a myth. As a theater major, I know we
may train as much as possible to become adequate in portraying
Shakespeare, but we may never play the characters in the exact
way they were able to in the Elizabethan Era. There will always
be modern influences which affect the integrity of the history
and the language must also change in order for us to fully
understand the meaning of what is being said. Lastly, Myth #11
was something I was glad to come across. For quite some time I

12. would have agreed with this phrase because of the ignorance I
had for understanding language. Basing languages on our own
ideas of what we think sounds beautiful seems wrong, in my
opinion. It was not until I began to think about other dialects
and accents in my training as an actor where I began to
appreciate the different sounds and not judge on what was
socially acceptable. I think it is also amusing that I have always
been afraid of German because it sounded ridged and hard, but
when I met my boyfriend who is from Germany my view on it
obviously changed. I strongly think things that we do not know
often scare us, and being able to understand the people speaking
a language we may not like helps us sympathize better and
understand that it is a form of communication in which no
language is above or below our own and should not be looked at
as strange or displeasing.
Rachel Dolan