This document discusses experimental research designs. It describes pre-experimental designs like one-shot case studies which lack random assignment and controls. True experimental designs, like pretest-posttest control group designs, manipulate variables and use random assignment and controls. Quasi-experimental designs, such as non-equivalent control groups, lack random assignment. Factorial designs examine effects of manipulating two or more independent variables simultaneously. The document provides examples and discusses threats to validity for different designs.
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Experimental Research Design - Meaning, Characteristics and ClassificationSundar B N
This ppt contains Experimental Research Design Which covers Meaning, Characteristics and Classification of Experimental Research Design.
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Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research
Experimental Research Design - Meaning, Characteristics and ClassificationSundar B N
This ppt contains Experimental Research Design Which covers Meaning, Characteristics and Classification of Experimental Research Design.
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Thesis Writing
Parts of a Research (Experimental Design)
Chapter 1: THE PROBLEM AND ITS BACKGROUND
Chapter 2: REVIEW OF RELATED LITERATURE
Chapter 3: MATERIALS AND METHODS
Chapter 4: RESULTS AND DISCUSSION
Chapter 5: SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
References
Appendix
Curriculum Vitae
FORM AND STYLE IN RESEARCH WRITING
PowerPoint presentation created for graduate course in Research Methodologies. Very wordy and not my usual style, but had too much information to include to do much style-wise.
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.
Design of experiments is the most common Research design will wide reliability. It is mostly applicable in scientific lab type of research. This method is not applicable for descriptive research.
It involves both qualitative and quantitative data sets. The researchers can manipulate, control, replicate and randomize the experimental variables.
There are several types of experimental design depending on the selection of control, test and standard groups and their experimental setting.
The slides also show the guidelines regarding design of research proposal, Literature survey and important ethics in research. Guiding protocol to prepare a research and review article is also discussed.
action research Experimental Research Design.pptxberiniaedeno
At the end of the session, you should be able to:
describe experimental research design
differentiate three different types of experiments
determine the appropriate type of experiment for given Action Research topics
Experimental method of Educational Research.Neha Deo
experimental method is the most challenging method of the Educational research. In the experimental method different functional & factorial designs can be used. One has to think over the internal & external validity of the experiment also.In this presentation all these things are discussed in details.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
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The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. Marilou K. Peralta
Master in Management Engineering
Pangasinan State University
2. PRESENTATION CONTENT
1. What is Experimental Research?
2. Variables and Threats to
Experimental Research
3. Types of Experimental Research
Designs
4. Pros & Cons of Experimental
Research Designs
3. RESEARCH DESIGN
The research design is a logical model
that shows the strategies for sample
selection, development of measurement
tools, data collection as well as methods
of data processing and analysis.
4. QUANTITATIVE RESEARCH
RESEARCH
EXPERIMENTAL
True Experimental Design
Controlled experimentation
Solomon four experimental
design
Delayed effects experimental
designs
NON-EXPERIMENTAL
Correlation studies
Surveys
6. EXPERIMENTAL RESEARCH
It is a systematic and scientific
approach to research in which the
researcher manipulates one or more
variables and controls, and measures
any change in other variables
The purpose is to study the cause
and effect relationship
7. EXPERIMENTAL RESEARCH
An experiment is a set of
observations conducted under
controlled circumstances in which
the investigator manipulates
conditions to ascertain what effects
such manipulation has on the
outcome.
8. REQUIREMENTS OF A GOOD
EXPERIMENTAL DESIGN
Requirements of a good experimental
design
1. Subjects are randomly assigned to the
experimental groups (EG) and control
groups (CG)
-presence of a comparison group; random
assignment
9. 2. The independent variable(IV) can
be manipulated such that any change
in the dependent variable (DV) is
attributable to changes in the
independent variable (manipulable
IV)
10. EXPERIMENTAL RESEARCH
VARIABLES:
Independent Variable – is
presumed to cause changes
to occur in another variable,
experimental or treatment
variable
Dependent Variable /
Measured Variable – what
changes because of
another variable, the effect
or outcome variable
11. EXPERIMENTAL RESEARCH
EXTRANEOUS VARIABLES - (EV) are effectively
controlled to avoid confounding or spurious
INTERNAL VALIDITY: indicates whether the independent
variable was the sole cause of the change in the dependent
variable
EXTERNAL VALIDITY: involves the extent to which the
results of a study can be generalized (applied)
beyond the sample
Source:
http://web.mst.edu/~psyworl
d/extraneous.htm
12. VALIDITY
The internal validity of any research
undertaking is strengthened by the
correct choice of research design and the
soundness and appropriateness of
decisions that pertain to sampling,
instrumentation, data collection and
analysis.
14. EXPERIMENTAL RESEARCH DESIGN
1. PRE-EXPERIMENTAL DESIGN
One-Shot Case Study Design
One-group Pretest Posttest Design
Static Group Comparison
2. TRUE
EXPERIMENTAL
DESIGN
Posttest only Control Group Design
Pretest Posttest Control Group Design
Solomon Four Group Design
3. QUASI-EXPERIMENTAL
DESIGN
Non-equivalent Control Group
Time Series
4. FACTORIAL DESIGN Multiple Time Series
15. 1. PRE-EXPERIMENTAL DESIGN
One-Shot Case Study Design
One-group Pretest Posttest Design
Static Group Comparison
pre-experimental designs represent the simplest form
of research designs
considered “pre-,” indicating they are preparatory or
prerequisite to true experimental designs
no randomization procedures are used to control for
extraneous variables
Source: http://srmo.sagepub.com/view/encyc-of-research-design/n330.xml
17. ONE-SHOT CASE STUDY DESIGN
Another example of one such
design might be a one-off survey
of unemployed people in a
specific local area to assess their
health status and the impact of
unemployment on health.
18. ONE-SHOT CASE STUDY DESIGN
Example: the effects of counseling sessions on the
attitudes of identified bullies in school.
Experimental Group Treatment (X) Posttest (O2)
Bully students Counseling Observation
Pretest – O1 Posttest – O2 Treatment – X Randomization – R Control Group - C
19. ONE-SHOT CASE STUDY DESIGN
Example: You want to assess the effects of counseling
sessions on the attitudes of identified bullies in school.
INTERNAL 1. History VALIDITY:
–
History, parents Maturation,
may have
Testing, other Instrumentation,
counselling
Selection, being done Regression,
at other
Experimental mortality
Experimental Group Treatment (X) Posttest (O2)
Bully students Counseling Observation
place
2. Instrumentation
Pretest – O1 Posttest – O2 Treatment – X Randomization – R Control Group - C
20. ONE-SHOT CASE STUDY DESIGN
Example: You want to determine whether praising primary
school children makes them do better in Mathematics.
INTERNAL
VALIDITY:
History, Maturation,
Testing,
Instrumentation,
Selection,
Regression,
Experimental
mortality
Selection – possible
that students
selected were
already good in
Mathematics
Experimental Group Treatment (X) Posttest (O)
Primary school children History Praising
– the school
Attentiveness/Performance
had organized a
motivation course
22. Another example
Testing the effectiveness of a DRUG A on
capacity to recall words
EG : # words recalled---exposure to DRUG
A
-----# words recalled
CG: # words recalled---no exposure to
DRUGA -----# words recalled
23. ONE-GROUP PRETEST-POSTTEST
DESIGN
Example: You want to determine whether praising primary
school children makes them do better in Mathematics.
Experimental Group Pretest(O1) Treatment (X)
Posttest(O2)
Primary school children Praising
Pretest – O1 Posttest – O2 Treatment – X Random Assignment – R Control Group -
C
24. ONE-GROUP PRETEST-POSTTEST
DESIGN
Example: You want to determine whether praising primary
school children makes them do better in Mathematics.
Maturation: period between
pretest and posttest is long so
subjects may have matured
because of developmental
changes.
Testing: period between the
pretest and the posttest is too
short and there is the possibility
that subjects can remember the
questions and answers.
INTERNAL VALIDITY:
History, Maturation,
Testing, Instrumentation,
Selection, Regression,
Experimental mortality
Experimental Group Pretest(O1) Treatment (X)
Posttest(O2)
Primary school children Praising
Pretest – O1 Posttest – O2 Treatment – X Random Assignment – R Control Group -
C
26. STATIC GROUP COMPARISON
Example: Determine whether praising primary school
children makes them do better in Mathematics.
Group A Treatment (X) Posttest(O2)
Praising
Group B Posttest(O2)
Pretest – O1 Posttest – O2 Treatment – X Random Assignment – R Control Group -
C
27. PRE-EXPERIMENTAL
DESIGN
One-Shot Case
Study Design
One-group
Pretest Posttest
Design
Static Group
Comparison
PROs:
As exploratory approaches, pre-experiments can be a cost-effective
way to discern whether a potential explanation is
worthy of further investigation suitable for beginners
CONs:
Lower validity, difficult to assess the significance of an
observed change in the case
Very little control over the research, higher threat to internal
validity
it is difficult or impossible to rule out rival hypotheses or
explanations
28. 2. TRUE EXPERIMENTAL
DESIGN
Posttest only Control Group Design
Pretest Posttest Control Group Design
Solomon Four Group Design
Manipulation – control of independent variable by the researcher
through treatment/intervention
Control – the use of control group and extraneous variable
Randomization – every subjects have equal chance of being
assigned to experimental and control group
Random assignment helps ensure that there is no pre-existing
condition that will influence the variables and mess up the results.
29. POSTTEST ONLY CONTROL GROUP
Randomly
selected
experimen
tal group
TREATMEN
T
POST-TEST
Randomly selected
control group
POST-TEST
30. POSTTEST ONLY CONTROL GROUP
Pretest – O1 Posttest – O2 Treatment – X Random Assignment – R Control Group -
C
31. PRETEST POSTTEST CONTROL GROUP
DESIGN
Randomly
selected
experimental
group
PRE-TEST
TREATMEN
T
POST-TEST
Randomly selected
control group
PRE-TEST
POST-TEST
32. PRETEST POSTTEST CONTROL
GROUP DESIGN
Pretest – O1 Posttest – O2 Treatment – X Random Assignment – R Control Group -
C
33. SOLOMON FOUR GROUP DESIGN
Experimental
Group A
PRE-TEST TREATMEN
T
POST-TEST
Experimental
Group B
Control Group A
PRE-TEST
POST-TEST
POST-TEST
POST-TEST
Control Group B
34. SOLOMON FOUR GROUP DESIGN
Pretest – O1 Posttest – O2 Treatment – X Random Assignment – R Control Group -
C
35. TRUE EXPERIMENTAL DESIGN
Posttest only
Control Group
Pretest Posttest
Control Group
Design
Solomon Four
Group Design
PROs:
Greater internal validity,
Control over extraneous variables is usually greater
CONs:
Ethical Problems,
less external validity
It may be unethical or impossible to randomly assign people to groups
36. 3. QUASI-EXPERIMENTAL
DESIGN
Non-equivalent Control Group
Time Series
Multiple Time Series
is simply defined as not a true experiment since it does
not have randomly assigned groups the
comparison/control group is predetermined to be
comparable to the treatment group in critical ways.
Matching, comparing the same participants over time
and pre-existing groups are used.
These designs are frequently used when it is not
logistically feasible or ethical to conduct a randomized
controlled trial.
Source: http://education-portal.com/academy/lesson/quasi-experimental-designs-definition-characteristics-types-examples.
html#lesson
37. NON-EQUIVALENT CONTROL GROUP
DESIGN
Subjects are tested in existing group or intact group rather than being
randomly selected
O1 X O2
O1 O2
This design should only be used when random assignment is
impossible
Pretest – O1 Posttest – O2 Treatment – X Random Assignment – R Control Group -
C
38. NON-EQUIVALENT CONTROL GROUP
DESIGN
Subjects are tested in existing group or intact group rather than being
randomly selected
Selection
Maturation
Regression
O1 X O2
O1 O2
Testing
This design should only be used when random assignment is
impossible
Pretest – O1 Posttest – O2 Treatment – X Random Assignment – R Control Group -
C
39. TIME SERIES
A single group is pretested repeatedly until pretest scores are stable ,
exposed to treatment and, then, repeatedly post tested
O1 > O1 > O1 > O1 >O1 >X > O2 >O2 >O2 >O2>O2
Pretest – O1 Posttest – O2 Treatment – X Random Assignment – R Control Group -
C
40. QUASI-EXPERIMENTAL DESIGN
Non-equivalent
Control Group
Time Series
Multiple
Time Series
PROs:
can be very useful in generating results for general trends
Greater external validity(more like real world conditions)
Much more feasible given time and logistical constraints
CONs:
Without proper randomization, statistical tests can be meaningless
Not as many variables controlled
Selection could be biased
Source: https://explorable.com/quasi-experimental-design
41. FACTORIAL DESIGN
Used to examine the effects that the manipulation of at least 2
independent variables (simultaneously at different levels) has
upon the dependent variable.
PROs: more precision on each factor than with single factor experimentation,
broadening the scope of an experiment, possible to estimate the interaction
effect
CONs: could be complex, the experiment can be very large with a number of
factors each at several levels
Source: http://www.stat.ncsu.edu/people/nelson/courses/st512/Factorial%20Experiments.pdf
42. FACTORIAL DESIGN
Example: Driver frustration under low, medium, and high density traffic
conditions and under traffic flow controlled by a police officer or a traffic
signal was investigated. The measure of frustration was the number of
horns
honked by drivers before receiving the right-of-way at a controlled
intersection. The mean number of horns honked in each condition were:
Source: http://www.csupomona.edu/~dhorner/webpages/UOW-Res/094/Exr-2x3-table1-ans.pdf
44. EXPERIMENTAL RESEARCH DESIGN
1. PRE-EXPERIMENTAL DESIGN
One-Shot Case Study Design
One-group Pretest Posttest Design
Static Group Comparison
2. TRUE
EXPERIMENTAL
DESIGN
Posttest only Control Group Design
Pretest Posttest Control Group Design
Solomon Four Group Design
3. QUASI-EXPERIMENTAL
DESIGN
Non-equivalent Control Group
Time Series
4. FACTORIAL DESIGN Multiple Time Series