This document discusses different research design strategies and their strengths and weaknesses. Weak designs do not control for extraneous variables and have threats to internal validity. Stronger designs use control groups and techniques to eliminate threats. The posttest-only control group design compares experimental and control groups after a treatment. Adding a pretest to this design creates the pretest-posttest control group design, which ensures initial group equivalency and allows analysis of change scores. Random assignment and control groups help establish causality by controlling for rival hypotheses.
Peter Zimmerer - Passion For Testing, By Examples - EuroSTAR 2010TEST Huddle
EuroSTAR Software Testing Conference 2010 presentation on Passion For Testing, By Examples by Peter Zimmerer. See more at: http://conference.eurostarsoftwaretesting.com/past-presentations/
History Chapter 8 Part 2 - Towards Self-GovernmentGoh Bang Rui
Subscribe to my education channel.
bit.ly/gohbangrui
These slides aim to explain Secondary 2 History Chapter 8 Part 2 which focuses on the first Merdeka Talk and the second Merdeka Talk. This explains the circumstances which eventually lead to People's Action Party (PAP)'s victory in 1959.
If you have missed out on part 1, you can visit the below link.
http://bit.ly/historychapter8part1
Chapter 8 Part 1 - Towards Self-GovernmentGoh Bang Rui
Subscribe to my education channel.
bit.ly/gohbangrui
These slides are used to explain Chapter 8 Part 1 of the Secondary 2 History which is on 'How did Singapore progress towards internal self-governance?'
The main objectives of these slides focus on
1. Compare and Contrast David Marshall and Lim Yew Hock
2. Reasons for British granting self-governance to Singapore in 1957
During which, two riots will be included in these slides, namely Hock Lee Bus Riots in 1955 and Students' Riots, also known as the Chinese Middle School Riots, in 1956.
For Part 2, please click on the below link.
http://bit.ly/historychapter8part2
History - Chapter 9 Part 1 How did Singapore achieve independence?Goh Bang Rui
Subscribe to my education channel.
bit.ly/gohbangrui
These slides explain the reasons for both Singapore and Malaysia behind the merger of Singapore, Malaya, Sabah and Sarawak to form the current Malaysia. This also explains the Cobbold Commission which leads to Sabah and Sarawak joining Malaysia. It also explains the split in the People's Action Party into two where one side is the current People's Action Party while the other reforms to become the Barisan Sosialis.
This is part 1 of the History syllabus for the Secondary 2.
Peter Zimmerer - Passion For Testing, By Examples - EuroSTAR 2010TEST Huddle
EuroSTAR Software Testing Conference 2010 presentation on Passion For Testing, By Examples by Peter Zimmerer. See more at: http://conference.eurostarsoftwaretesting.com/past-presentations/
History Chapter 8 Part 2 - Towards Self-GovernmentGoh Bang Rui
Subscribe to my education channel.
bit.ly/gohbangrui
These slides aim to explain Secondary 2 History Chapter 8 Part 2 which focuses on the first Merdeka Talk and the second Merdeka Talk. This explains the circumstances which eventually lead to People's Action Party (PAP)'s victory in 1959.
If you have missed out on part 1, you can visit the below link.
http://bit.ly/historychapter8part1
Chapter 8 Part 1 - Towards Self-GovernmentGoh Bang Rui
Subscribe to my education channel.
bit.ly/gohbangrui
These slides are used to explain Chapter 8 Part 1 of the Secondary 2 History which is on 'How did Singapore progress towards internal self-governance?'
The main objectives of these slides focus on
1. Compare and Contrast David Marshall and Lim Yew Hock
2. Reasons for British granting self-governance to Singapore in 1957
During which, two riots will be included in these slides, namely Hock Lee Bus Riots in 1955 and Students' Riots, also known as the Chinese Middle School Riots, in 1956.
For Part 2, please click on the below link.
http://bit.ly/historychapter8part2
History - Chapter 9 Part 1 How did Singapore achieve independence?Goh Bang Rui
Subscribe to my education channel.
bit.ly/gohbangrui
These slides explain the reasons for both Singapore and Malaysia behind the merger of Singapore, Malaya, Sabah and Sarawak to form the current Malaysia. This also explains the Cobbold Commission which leads to Sabah and Sarawak joining Malaysia. It also explains the split in the People's Action Party into two where one side is the current People's Action Party while the other reforms to become the Barisan Sosialis.
This is part 1 of the History syllabus for the Secondary 2.
History - Chapter 9 Part 2 Separation of Singapore from MalaysiaGoh Bang Rui
Subscribe to my education channel.
bit.ly/gohbangrui
These slides explain the five reasons behind the Separation between Singapore and Malaysia as well as the four events leading up to the Separation.
This is used to teach Secondary 2 History syllabus and it is the second part of Chapter 9 which explains the Separation of Singapore and Malaysia.
Video
https://youtu.be/iOJxQAp4-ho
Any feedback is welcome.
Social Studies Chapter 1 - CitizenshipGoh Bang Rui
Subscribe to my education channel.
bit.ly/gohbangrui
These slides introduce Chapter 1: Citizenship to the Secondary 3 students who are studying Social Studies for the Singapore current syllabus 2016.
These slides are divided into 4 areas.
1. 4 ways to become a Singaporean [Slide 4]
2. Advantages of joining Singapore Society [Slide 26]
3. Disadvantages of joining Singapore Society [Slide 50]
Part 1 Video Citizenship
https://www.youtube.com/watch?v=DHvaEBoCG70&ab_channel=MrGohBR
Part 2 Video Advantages of Citizenship
https://youtu.be/Cdp-0krqL14
Any feedback is welcome.
Research Methods in PsychologyQuasi-Experimental Designs.docxaudeleypearl
Research Methods in Psychology
Quasi-Experimental Designs
1
Characteristics of True Experiments
Manipulate Independent Variable (IV)
Treatment, comparison conditions
High degree of control
Choice of the DVs
Random assignment to conditions
Unambiguous outcome regarding effect of IV on DV
Internal validity
2
Applied Research
Goals
Test external validity of lab findings
Improve conditions in which people live and work (natural settings)
Quasi-experiments
Procedures that approximate the conditions of highly controlled laboratory experiments
3
Permission
Difficult to gain permission to conduct true experiments in natural settings
Difficult to gain access to participants
Random assignment perceived as unfair
People want a “treatment”
Random assignment is best way to determine whether a treatment is effective
Use “waiting-list” control group or alternate treatments
Tablets in English and science classes example
Obstacles to Conducting True Experiments in Natural Settings
4
Advantage of True Experiments
Threats to internal validity are controlled
8 general threats to internal validityhistoryregressionmaturationselectiontestingsubject attritioninstrumentationadditive effects with selection
5
Threats to Internal Validity
History
When an event occurs at the same time as the treatment and changes participants’ behavior
Participants’ “history” includes events other than treatment
Difficult to infer treatment has an effect
6
History Threat, continued
Does a campus recycling awareness campaign influence the amount of paper, plastic, and cans in campus bins?
History threat: Suppose at week 4 (X = treatment) a popular celebrity also starts to promote recycling in the media.
Can you conclude the campus campaign was effective?
7
Series 1 1 2 3 4 X 5 6 7 8 30 35 30 35 40 55 55 60 55
Week
Recycling (Kg)
Threats to Internal Validity, continued
Maturation
Participants naturally change over time.
These maturational changes, not treatment, may explain any changes in participants during an experiment.
8
Maturation Threat, continued
Does a new reading program improve 2nd graders’ reading comprehension?
Reading comprehension improves naturally as children mature over the year.
Can you conclude the reading program was effective?
9
Series 1 Pre Post 25 70
Reading Comprehension
Threats to Internal Validity, continued
Testing
Taking a test generally affects subsequent testing.
Participants’ performance on a measure at the end of a study may differ from an initial testing because of their familiarity with the measure.
10
Testing Threat, continued
Does teaching a new problem solving strategy influence people’s ability to solve problems quickly?
If similar problems are used in the pretest, faster problem solving at post-test may be due to familiarity with the test.
Can we conclude the new strategy improves problem-solving ability?
11
Series 1 Pre Post 12 4
Minutes (Mean)
Threats to Internal Validity, continued
Ins ...
Understanding the Experimental Research Design(Part II)DrShalooSaini
This Power Point Presentation has been made while referring to the research books written by eminent, renowned and expert authors as mentioned in the references section. The purpose of this Presentation is to help the research students in developing an insight about the Experimental Research Design(Part- II).
The operations manager plays a strategic role in both internal and.docxcarlz4
The operations manager plays a strategic role in both internal and external operations. Often afforded the role of aligning resources, the operations manager serves as an external ombudsperson, or negotiator, in organizations. The purpose of this discussion is to analyze the most critical aspects of this role.
Review Johnston and Staughton's "Establishing and Developing Strategic Relationships–the Role for Operations Managers" article. Using online research skills, identify at least one other scholarly resource on this topic. For your initial post in this discussion, use the ideas in both articles to identify at least two key themes in the management of strategic relationships, including the role of the operations manager in facilitating the strategic relationship. Summarize what you consider to be the most important requirements for ongoing success in that role.
QUASI-EXPERIMENTAL
DESIGNS AND MORE
Quasi-experimental, Single Case, and Between Subjects Research Designs
https://my.visme.co/render/1454636626/www.erau.edu
Slide 1 Transcript
As mentioned before, quasi-experimental research differs from true experiments mainly because random assignment is not required, either for individuals or groups. Also,
Quasiexperimental designs may not include a comparison group. The variable for a Quasiexperimental study is one that already exists and cannot be manipulated or applied
differentially among participants. Quasi-experimental studies are not able to control for all confounding variables, so they are not able to completely rule out some of the alternate
explanations of the results. Researchers must take all the variables into consideration as they decipher results from quasi-experimental studies. So far, we have visited non-
experimental and quasi-experimental research designs. In the second part of this module, we move into the experimental designs. A particular kind of experimental design is the
single subject, or single case, research study. The single subject design can be used with an individual or a group, which serve as their own control and experimental subjects. The
third component of this module will move into experimental research designs that examine levels of a factor applied once to individuals who have been assigned to groups at each
level. This design is one that can be used to establish cause and effect.
Quasi-experimental Group Designs
One-group designs
Posttest only
Lacks a comparison/control group to
establish cause
Single measure of DV, but many threats
to internal validity
Pretest-posttest
Pretest is the control; no separate control
group
Compares scores with same
participants before and after
Many threats to internal validity
Nonequivalent control group designs
(not random)
Nonequivalent posttest
Cause cannot be determined
Susceptible to the threat of selection
differences
Nonequivalent pretest-posttest
Compare scores before and after
intervention for both groups
Susceptible to threat of.
Simple slide show about research designs especially made for students working with Science Investigatory Projects. This also helpful for students who are first timer working with research.
History - Chapter 9 Part 2 Separation of Singapore from MalaysiaGoh Bang Rui
Subscribe to my education channel.
bit.ly/gohbangrui
These slides explain the five reasons behind the Separation between Singapore and Malaysia as well as the four events leading up to the Separation.
This is used to teach Secondary 2 History syllabus and it is the second part of Chapter 9 which explains the Separation of Singapore and Malaysia.
Video
https://youtu.be/iOJxQAp4-ho
Any feedback is welcome.
Social Studies Chapter 1 - CitizenshipGoh Bang Rui
Subscribe to my education channel.
bit.ly/gohbangrui
These slides introduce Chapter 1: Citizenship to the Secondary 3 students who are studying Social Studies for the Singapore current syllabus 2016.
These slides are divided into 4 areas.
1. 4 ways to become a Singaporean [Slide 4]
2. Advantages of joining Singapore Society [Slide 26]
3. Disadvantages of joining Singapore Society [Slide 50]
Part 1 Video Citizenship
https://www.youtube.com/watch?v=DHvaEBoCG70&ab_channel=MrGohBR
Part 2 Video Advantages of Citizenship
https://youtu.be/Cdp-0krqL14
Any feedback is welcome.
Research Methods in PsychologyQuasi-Experimental Designs.docxaudeleypearl
Research Methods in Psychology
Quasi-Experimental Designs
1
Characteristics of True Experiments
Manipulate Independent Variable (IV)
Treatment, comparison conditions
High degree of control
Choice of the DVs
Random assignment to conditions
Unambiguous outcome regarding effect of IV on DV
Internal validity
2
Applied Research
Goals
Test external validity of lab findings
Improve conditions in which people live and work (natural settings)
Quasi-experiments
Procedures that approximate the conditions of highly controlled laboratory experiments
3
Permission
Difficult to gain permission to conduct true experiments in natural settings
Difficult to gain access to participants
Random assignment perceived as unfair
People want a “treatment”
Random assignment is best way to determine whether a treatment is effective
Use “waiting-list” control group or alternate treatments
Tablets in English and science classes example
Obstacles to Conducting True Experiments in Natural Settings
4
Advantage of True Experiments
Threats to internal validity are controlled
8 general threats to internal validityhistoryregressionmaturationselectiontestingsubject attritioninstrumentationadditive effects with selection
5
Threats to Internal Validity
History
When an event occurs at the same time as the treatment and changes participants’ behavior
Participants’ “history” includes events other than treatment
Difficult to infer treatment has an effect
6
History Threat, continued
Does a campus recycling awareness campaign influence the amount of paper, plastic, and cans in campus bins?
History threat: Suppose at week 4 (X = treatment) a popular celebrity also starts to promote recycling in the media.
Can you conclude the campus campaign was effective?
7
Series 1 1 2 3 4 X 5 6 7 8 30 35 30 35 40 55 55 60 55
Week
Recycling (Kg)
Threats to Internal Validity, continued
Maturation
Participants naturally change over time.
These maturational changes, not treatment, may explain any changes in participants during an experiment.
8
Maturation Threat, continued
Does a new reading program improve 2nd graders’ reading comprehension?
Reading comprehension improves naturally as children mature over the year.
Can you conclude the reading program was effective?
9
Series 1 Pre Post 25 70
Reading Comprehension
Threats to Internal Validity, continued
Testing
Taking a test generally affects subsequent testing.
Participants’ performance on a measure at the end of a study may differ from an initial testing because of their familiarity with the measure.
10
Testing Threat, continued
Does teaching a new problem solving strategy influence people’s ability to solve problems quickly?
If similar problems are used in the pretest, faster problem solving at post-test may be due to familiarity with the test.
Can we conclude the new strategy improves problem-solving ability?
11
Series 1 Pre Post 12 4
Minutes (Mean)
Threats to Internal Validity, continued
Ins ...
Understanding the Experimental Research Design(Part II)DrShalooSaini
This Power Point Presentation has been made while referring to the research books written by eminent, renowned and expert authors as mentioned in the references section. The purpose of this Presentation is to help the research students in developing an insight about the Experimental Research Design(Part- II).
The operations manager plays a strategic role in both internal and.docxcarlz4
The operations manager plays a strategic role in both internal and external operations. Often afforded the role of aligning resources, the operations manager serves as an external ombudsperson, or negotiator, in organizations. The purpose of this discussion is to analyze the most critical aspects of this role.
Review Johnston and Staughton's "Establishing and Developing Strategic Relationships–the Role for Operations Managers" article. Using online research skills, identify at least one other scholarly resource on this topic. For your initial post in this discussion, use the ideas in both articles to identify at least two key themes in the management of strategic relationships, including the role of the operations manager in facilitating the strategic relationship. Summarize what you consider to be the most important requirements for ongoing success in that role.
QUASI-EXPERIMENTAL
DESIGNS AND MORE
Quasi-experimental, Single Case, and Between Subjects Research Designs
https://my.visme.co/render/1454636626/www.erau.edu
Slide 1 Transcript
As mentioned before, quasi-experimental research differs from true experiments mainly because random assignment is not required, either for individuals or groups. Also,
Quasiexperimental designs may not include a comparison group. The variable for a Quasiexperimental study is one that already exists and cannot be manipulated or applied
differentially among participants. Quasi-experimental studies are not able to control for all confounding variables, so they are not able to completely rule out some of the alternate
explanations of the results. Researchers must take all the variables into consideration as they decipher results from quasi-experimental studies. So far, we have visited non-
experimental and quasi-experimental research designs. In the second part of this module, we move into the experimental designs. A particular kind of experimental design is the
single subject, or single case, research study. The single subject design can be used with an individual or a group, which serve as their own control and experimental subjects. The
third component of this module will move into experimental research designs that examine levels of a factor applied once to individuals who have been assigned to groups at each
level. This design is one that can be used to establish cause and effect.
Quasi-experimental Group Designs
One-group designs
Posttest only
Lacks a comparison/control group to
establish cause
Single measure of DV, but many threats
to internal validity
Pretest-posttest
Pretest is the control; no separate control
group
Compares scores with same
participants before and after
Many threats to internal validity
Nonequivalent control group designs
(not random)
Nonequivalent posttest
Cause cannot be determined
Susceptible to the threat of selection
differences
Nonequivalent pretest-posttest
Compare scores before and after
intervention for both groups
Susceptible to threat of.
Simple slide show about research designs especially made for students working with Science Investigatory Projects. This also helpful for students who are first timer working with research.
20. (8` points) Two observers observe a child in the classro.docxlorainedeserre
20. (8` points) Two observers observe a child in the classroom every 30 minutes to record whether he is behaving aggressively. They use two categories for their observations: yes (aggressive) or no (not aggressive). Using the data presented below, answer the following question.
Calculate and report the observers' interobserver reliability.
Do you think the observers demonstrated acceptable interobserver reliability? Why or why not?
21. (5 points) A researcher was interested in determining whether more frequent breaks (i.e., "coffee breaks") in a business setting would help employees to be more productive. With the cooperation of the management, employees on one floor of the corporate offices were allowed to take a 10-minute break each hour (at any time) between 8:00 and 11:00 A.M. (for a total of 30 minutes). The comparison group comprised employees on different floors who followed the usual corporate policy of taking a 30-minute break sometime during the morning (at any time). Measures of productivity were gathered for each employee according to his or her job (e.g., number of reports written, number of sales made, etc.). A time series analysis was applied to compare the productivity of both groups of employees for six months before and after the intervention (started in July). Quite surprisingly, the productivity of both groups increased following the onset of the intervention, suggesting to the researcher that the timing of breaks makes no difference.
What type of research design was used in this study?
Describe two ways in which contamination may have influenced the results of this study.
Describe one threat to internal validity that might be present in this study because the independent variable manipulation was implemented on different floors of the building.
Research Methods in Psychology
Quasi-Experimental Designs
1
Characteristics of True Experiments
Manipulate Independent Variable (IV)
Treatment, comparison conditions
High degree of control
Choice of the DVs
Random assignment to conditions
Unambiguous outcome regarding effect of IV on DV
Internal validity
2
Applied Research
Goals
Test external validity of lab findings
Improve conditions in which people live and work (natural settings)
Quasi-experiments
Procedures that approximate the conditions of highly controlled laboratory experiments
3
Permission
Difficult to gain permission to conduct true experiments in natural settings
Difficult to gain access to participants
Random assignment perceived as unfair
People want a “treatment”
Random assignment is best way to determine whether a treatment is effective
Use “waiting-list” control group or alternate treatments
Tablets in English and science classes example
Obstacles to Conducting True Experiments in Natural Settings
4
Advantage of True Experiments
Threats to internal validity are controlled
8 general threats to internal validityhistoryregressionmaturationselectiontestingsubject attritionin ...
2. Research Design
The plan or strategy used to answer the
research question
This is where we put to use all of the things
that we have learned about validity and
reliability.
4. Weak Experimental Designs
Do not control for many extraneous variables
Provide weak evidence of cause and effect
Have threats to internal validity
5. One-group Posttest- Only
Design
Influence of a treatment is investigated with
only one group of individuals
Single test after treatment (“posttest”)
Example: New reading program in 1st grade
Does program improve reading skills?
7. Problems?
Extraneous variables?
Why/when would you use this design?
If there is background information on DV and prior
work has shown mechanism by which IV impact DV.
8. One-group Pretest-Posttest Design
A treatment condition is interjected between
pre- and posttest of the dependent variable.
Pretest measure Treatment Posttest Measure
O X O
Compare
9. One-group Pretest-Posttest Design
Advantage over one-group posttest?
Problems?
Threats to internal validity?
Why would we use this design?
If we cannot create an equal group for comparison, we can
get SOME information this way
10. Nonequivalent Posttest-Only
Design
Performance of an experimental group is
compared with that of a nonequivalent control
group at posttest
Posttest
Treatment Measure
Experimental Group X O Compare
Control Group O
11. Advantage over previous designs?
Problems?
Threat to internal validity?
Selection
Best thing to do is to use random assignment.
Creates equivalent groups
Next best is to use matching on relevant variables.
Will discuss this next chapter
13. To control for extraneous variables you must
eliminate potential rival hypotheses.
Done in two ways:
Control Techniques- more on this next week (ch. 7)
Control Group
14. Control group
comparison group
Does not receive “active” level of IV
○ No intervention or standard experience
Experimental group
receives a level of the IV intended to produce
effect
15. Functions of a Control Group
1. Serve as a comparison to the experimental
group. Did the treatment/manipulation have
an effect?
Estimate Counterfactual- what the participants’
responses would have been had they not
received the treatment
16. Functions of a Control Group
2. Control for rival hypotheses
With random assignment, extraneous variables
will have an equivalent impact on both groups
17. Strong Experimental Research
Designs
Basic designs – one IV and one DV
Between-participants
Within-Participants (repeated measures)
Factorial Designs – multiple IVs
18. Posttest-Only Control Group
Design
This design looks familiar, right?
What is different now?
Posttest
Treatment Measure
Experimental Group X O Compare
Control Group O
19. Posttest-Only Control Group
Design
We could have more than 1 experimental
group
Posttest
Treatment Measure
Control Group O
Experimental Group 1 X1 O Compare
Experimental Group 2 X2 O
21. Pretest-Posttest Control Group
Design
Simply add pretest to previous design
What comparisons will we make?
Pretest Posttest
Treatment
Measure Measure
Experimental
O X O
Group
Control
O O
Group
22. Benefits of Pretest
Ensure equivalency of groups
Detect ceiling and floor effects
Select participants accordingly
Can empirically demonstrate effect of treatment
Change scores
See if initial position on DV is important
Treatment may affect hi/low differently