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Analysis and Evaluation of Quasi-Experimental Designs in Educational Research

Solved assignment evaluating quasi-experimental designs in educational research.

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    1 Quasi - experimental Design Jackson (2012) Chapter Exercises #2. The psychology professor has two sections of students that were not randomly assigned. The treatment will be weekly quizzes. The desired outcome is improved student learning. I will assume that student learning is measured by the total score on all exams not including the weekly quizzes. This design can be diagrammed with the following notation: N X O N O Based on these assumptions I would recommend a nonequivalent control group posttest only design for this quasi experiment. If student learning is measured by scores on major exams through the course, however, the notation changes, as would the recommendation. The following notation represents an alternative possibility for this design: N X O X O N O O Based on these assumptions, I would recommend a nonequivalent control group time - series design for this experiment. Overall, this later design is a stronger design because of the multiple observations and points of comparison between the two sections. #4. Usually the nonequivalent control group design uses intact groups. Since these groups are not randomly selected, the major confound for this design is selection bias. Selection bias arises when the control and experimental groups are not comparable before the study and gives an alternative explanation for any differences in the posttest. In this design there are a couple of social interaction threats that are possible. Students in the experimental section may

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    Quantitative Research 2 find out that students in the control section are not getting quizzes and react negatively, causing resentful demoralization, or react competitively, causing compensatory rivalry. Either case would tend “to equalize the outcomes between groups, minimizing the chance of seeing a program effect even if there is one” (Trochim & Donnelly, 2008, p. 171). A single - group design’s worst confound is that there is no comparison group, therefore, if student scores are high or low, it is impossible to tell if they are that way because of the treatment, or because of some alternative explanation. With only a single group to measure, all of the single group threats to internal validity are possible. In this particular study the most likely would be a history threat, where an event or set of events could affect the outcome more than the treatment. #6. Three reasons a researcher might choose a single - case design include, (a) when a single person or condition is of interest, (b) when replication of results is essential, and (c) situations in which error variance needs to be eliminated (Jackson, 2012). Clinical trials often are interested in the effect of a treatment on a single individual. One study was interested in mitigating or eliminating auditory hallucinations and delusions as a result of schizophrenia, and evaluated the use of “an innovative rational - emotive cognitive treatment” (Qumtin, Belanger, & Lamontagne, 2012, p. 114). From this treatment there was a noticeable and immediate reduction in depression and anxiety and an increase in the patient’s quality of life that extended through the 12 - month follow up. A discussion regarding replication of empirical results resulting from single - case designs in psychology and education was written by Kratochwill and Levin (2010) along with suggestions for improving the credibility of these designs by using randomization. Error variance results from differences between participants in a group. In a single - case design

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    Quantitative Research 3 there is no group, hence no error variance; making the determination of outcomes resulting from the independent variable much less complicated. #8. Single case designs can be implemented in a number of ways. In a reversal design the focus is on a single participant, a single behavior, or a single situation, and involves the independent variable being applied and removed one or more times to assess its impact. By evaluating the behavior without the treatment applied and then comparing the behavior after treatment, a determination can be made regarding the treatments effect. Succeeding periods of non - treatment are called the reversal and can demonstrate what happens to the behavior with a return to the baseline. A reversal design is very similar to a within - subjects group design because each subject experiences both the control and experimental condition. Greenhoot (2003) summarized that the reversal of an effect because of the removal of a treatment provided “strong evidence for a causal link between the independent and dependent variable” (p. 98). In a multiple - baseline design multiple participants, behaviors, or situations may be involved. In these single case studies the measures of interest are individualized and descriptive statistics are not used to aggregate them. The multiple - baseline design measures the effect of the application of a treatment at differing times for multiple subjects, or can be used with a single subject by applying the treatment in conjunction with different behaviors or in different scenarios. Part I Assignment Question Answers Describe the advantages and disadvantages of quasi - experiments? What is the fundamental weakness of a quasi - experimental design? Why is it a weakness? Does its weakness always matter? A quasi - experimental design has certain advantages, including; (a) the ability to “draw slightly stronger conclusions than . . . with correlational research” (Jackson,

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    Quantitative Research 4 2012, p. 342), (b) contributing original research to the body of knowledge in a field (Ellis & Leavy, 2011), (c) allowing real - world research in the field as opposed to more controlled conditions (Jackson, 2012), (d) may involve an independent variable that is nonmanipulated (Hoadley, 2004), and (e) can be used with intact groups (de Anda, 2007). The disadvantages of using a quasi - experimental design are that (a) it “limits internal validity in a study” (Jackson, 2012, p. 342), (b) does not establish a causal relationship between variables (Jackson, 2012), while (c) probabilistic equivalence cannot be assumed (Dimitrov & Rumrill, 2003). The fundamental weakness of a quasi - experimental design, and what makes it “quasi”, is that it does not involve random assignment of participants to experimental conditions (Greenhoot, 2003). Nonrandom assignment weakens internal validity, diminishes the ability to establish cause - and - effect by eliminating the expectation that groups are equivalent. This weakness does not exclude quasi - experiments from a researchers arsenal because of the advantages mentioned above. These advantages make quasi - experiments the most used form of quantitative research (Ellis & Leavy, 2011). There may be times when subjects cannot be randomly assigned to groups, there is only one subject of interest, or the topic of research either exists or it does not; in all of these cases a quasi - experiment is a viable option for conducting the research while an experiment is not (Greenhoot, 2003). If you randomly assign participants to groups, can you assume the groups are equivalent at the beginning of the study? At the end? Why or why not? If you cannot assume equivalence at either end, what can you do? Please explain. If participants are randomly assigned to groups from the same population of interest to the study, the groups can be said to be probabilistically equivalent at the beginning of a study (Trochim & Donnelly, 2008). Random assignment does not ensure groups are exactly the same, bu t that differences between

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