Experimental Research | Introduction to Experimental Research

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Experimental Research
Presented By:
Muhammad Munsif Siyal
munsifsail@gmail.com
Presented To:
Prof. Dr. Muhammad Shahid Farooq

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Table of Contents
• Introduction to Experimental Research
• Steps of Experimental Research
• Threats to Experimental Research
• Designs of Experimental Research
• Challenges
• References

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Introduction
• In experimental research the researcher
manipulates at least one independent variable,
controls other relevant variables, and observes the
effect on one or more dependent variables.
• Cause and effect relationship
• Represents Positivist research paradigm.

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Key Characteristics of Experimental Research
Manipulation
Manipulating the Independent
variable to observe the effect
on the dependent variable.
Control
Controlling extraneous variables to
ensure observed changes in the
dependent variable are due to
manipulation of the independent
variable.
Randomization
Randomly assigning participants
to different groups or condition
to minimize biases to ensure
comparability.
Replication
Repeating the experiment to verify
results and ensure reliability.
(creswell,2019)

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Concepts of Experimental Research
Independent Variables
Variables that researcher can manipulates controls by himself, and finds its effects on
dependent variable.
Dependent Variables
Changes or difference that occurs as result of manipulation of independent variable. It
receives effect or show consequences.
Experimental Group
Receives the treatment or intervention.
Control Group
Does not receive the treatment, used for comparison.
Pretesting
Measuring the dependent variable before the intervention to provide a baseline for
comparison.
Post testing
Measuring the dependent variable after the intervention to assess any changes or
effects.
(Fraenkel,P. 266)

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Steps of Experimental Research
1.Select a topic.
2. Review the relevant literature and define a research question.
3. Develop a research hypothesis.
4. Select and assign participants to groups.
5. Select measurement instruments.
6. Select controls for extraneous variables.
7. Define and administer the experimental treatments.
8. Collect and analyze data.
9. Make a decision about the hypothesis.
10. Formulate conclusions (Margguerite G.Lodico,2010)

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Validity in experimental research is generally divided
into two concepts:
1.Internal Validity
2.External Validity
Internal Validity
Is the degree or extent to which the difference in the
dependent variable are due to experimental
manipulation, not some other variable.
Threats to Experimental Research

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External validity
External validity also called ecological validity, is the
degree to which study results are generalizable, or
applicable, to groups and environments outside the
experimental setting.

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Threats to External Validity

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Extraneous Variable
Any variable not the independent variable but could
affect the dependent variable, potentially confusing the
results.
Controlling Extraneous Variable
These are the several techniques for controlling
extraneous variables.
1.Randomization
2.Standardization
3.Matching
3.Statistical Control

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Pre-experimental Design
1.One short Case Study
2.One Group pretest-posttest Design
3.Static Group Design
4.Static Group Pretest-Posttest Design

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One short Case Study
A single group is exposed to a treatment or event and a dependent variable is
subsequently observed (measured) in order to assess the effect of the treatment.
A diagram of this design is as follows:
Example:
New textbook increases student interest in history.

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One Group pretest-posttest Design
• The one group pretest–posttest design involves a single group that is pretested
(O), exposed to a treatment (X), and then tested again (O). The success of the
treatment is determined by comparing pretest and posttest scores.
Effects of weekly counseling sessions on the attitudes of certain “hard –to-
reach” students in her school.
Example:

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Static Group Comparison Design
In the static-group comparison design , two already existing, or intact,
groups are used. These are sometimes referred to as static groups, hence
the name for the design. This design is sometimes called a nonequivalent
control group design. A diagram of this design is as follows:
Example:

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The Static-Group Pretest-Posttest Design
The static-group pretest-posttest design differs from the static-
group comparison design only in that a pretest is given to both
groups. A diagram for this design is as follows:

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True Experimental Design
Types
1.Pretest–Posttest Control
Group Design
2. Posttest-Only Control Group
Design
3. Solomon Four-Group Design
• True experimental designs
provide a very high degree
of control and are always
to be preferred.
• Random assignment of
participants to treatment
groups.
• At least one Experimental
and one Control group.

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Randomized Posttest-Only Control Group Design
• The randomized posttest-only control group design involves two groups, both of
which are formed by random assignment. One group receives the experimental
treatment while the other does not, and then both groups are post tested on
the dependent variable. A diagram of this design is as follows:

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Example
Effects of a series of sensitivity training workshops on
faculty morale in a large high school district.

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The Randomized Pretest-Posttest Control Group
Design
• The randomized pretest-posttest control group design
differs from the randomized posttest-only control group
design solely in the use of a pretest.

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Pretest–Posttest Control Group Design

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The Randomized Solomon Four-Group Design
The randomized Solomon four-group design is an attempt to
eliminate the possible effect of a pretest. It involves random
assignment of subjects to four groups, with two of the groups
being pretested and two not. One of the pretested groups and
one of the unpretested groups is exposed to the experimental
treatment. All four groups are then post tested. A diagram of
this design is as follows:

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Quasi-Experimental Designs
1. The Nonequivalent Control Group Design
2. The Time-Series Design
3. Counterbalanced Designs

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Non-Equivalent Control Group Design
• In this design, participants are assigned to different
groups, but the assignment is not done through
randomization.
• One group receives the intervention or treatment,
while the other group serves as comparison or
control group.
• The groups are assumed to be similar, but there
maybe inherent difference between them.

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The Time-Series Design
A time-series design , however, involves repeated
measurements or observations over a period of time both
before and after treatment. It is really an elaboration of the
one-group pretest-posttest design presented in Figure

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Counterbalanced Designs
Counterbalanced designs represent another technique for
equating experimental and comparison groups. In this design,
each group is exposed to all treatments, however many there
are, but in a different order. Any number of treatments may
be involved. An example of a diagram for a counterbalanced
design involving three treatments is as follows:

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FACTORIAL DESIGNS
• The term factorial refers to design that has more than one
independent variable (grouping variable) also known as
factor.
• They are essentially modifications of either the posttest-only
control group or pretest-posttest control group designs
• The purpose is to determine whether the effects of an
independent variable are generalizable across all levels or
weather the effects are specific to particular levels.

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Examples
A 2 x 2 (two by two) factorial design has two factors,
and each factor has two levels. This four-celled design
is the simplest possible factorial design.
As another example, a 2 x 3 factorial design has two
factors; one factor has two levels, and the other factor
has three levels (e.g., high, average, and low aptitude).
A study with three factors—homework (required
homework, voluntary homework, no homework),
ability (high, average, low), and gender (male, female)
—is a 3 x 3 x2 factorial design.

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Challenges
Experimental studies in education often suffer from two
problems:
1.Lack of sufficient exposure to treatments.
2.Failure to make the treatments substantially different
from each other.
• An experiment is valid if results obtained are due only
to the manipulated independent variable and if they are
generalizable to individuals or contexts beyond the
experimental setting.

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References
• Creswell, J. W. (2019). Research Design: Qualitative,
Quantitative, and Mixed Method Approaches (6th
ed). Sage
Publications.
• Fraenkel, J.R.,Wallen,N.E,& Hyun,H.H.(2015).How to design
and evaluate research in education (9th
ed).McGraw-Hill
Education
• Gay, L.R.,Mills, G.E.,& Airasian, P.W.(2012).Educational
research: Competencies for analysis and application (10th
ed.).Pearson Education.
• Wiersma, W.,& Jurs, S.G.(2009).Research Methods in
Education: An Introduction(9th
ed).Pearson Education .
• Lauer,P,A.(2006).An education research primer: how to
understand, evaluate and use it (ist ed).Jossy –Bass.

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