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Introduction
The essential features of experimental research are: The investigators deliberately control and manipulate the conditions which determine the events; Making a change in the value of one variablecalled the independent variable; Observing the effect of that change on another variable-called the dependent variable.; Seeking to support or not support a null hypothesis;
Designs in educational experimentation There are several different kinds of experimental design, for example: the controlled experiment (the true experiment): two or more groups; The field or quasi-experiment; the natural experiment.
(Cohen et al., 2007:274)
groups; pretest of the groups to ensure parity; posttest of the groups to see the effects on the dependent variable; one or more interventions to the experimental group(s); isolation, control and manipulation of independent variables; non-contamination between the control and
The two control groups and one experimental group pretest-posttest design
This design can be illustrated as follows:
Experimental RO1 O2 Control1 RO3 O4 Control2 O5
and
Experimental1 R1 1 O1 Experimental2 R2 2 O2
Borg and Gall (1979:547) as quoted in Cohen et al. (2007:279) set out a useful series of steps in the planning and conduct of an experiment:
1. 2. 3.
4.
5.
Carry out a measure of the dependent variable; Assign participant s to matched pairs, based on the scores and measure established from step 1; Randomly assign one person from each pair to the control group and the other to the experimental group; Administer the experimental treatment/intervention to the experimental group and, if appropriate, a placebo to control group. Ensure that the control group is not subject to the intervention; Carry out a measure of the dependent variable with both groups and compare/measure them in order to determine the effect and its size on the dependent
A quasi-experimental design
1. A pre-experimental design: the one
group pretest-post-test 2. A pre-experimental design: the one group post-tests only design 3. A pre-experimental design: the posttests only non-equivalent groups design 4. A quasi-experimental design: the pretest-post-test non-equivalent group design
Single-case research
Single-case research is an experimental methodology which has been extended to such diverse fields as clinical phychology, medicine, education, social work, psychiatry and counseling. This design has the following characteristics: They involve the continuous assessment of some aspects of human behavior over a period of time, requiring on the part of the researcher the administration of measures on multiple occasions within separate phrases of a study.
5. In planning the design of the experiment, researchers must take account of the population to which they wish to generalize their result. 6. With problems of validity in mind, researchers must select instruments, choose tests, and decide upon appropriate methods of analysis. 7. Before embarking upon the actual experiment, researchers must pilot test the experimental procedures to identify possible snags in connection with any aspect of the investigation; 8. During the experiment itself, researchers must endeavor to follow tested and agreed-on procedures to the letter.
(e.g. low, medium,. High intervention); 4. Control the experimental conditions and environment; 5. Select the appropriate experimental design; 6. Administer the pretest;
7. Assign
the participants to the group(s); 8. Conduct the intervention; 9. Conduct the post-test; 10.Analyze the results.
Evidence-based research
Evidence-based research is a method of investigation, bringing together different studies to provide evidence to inform policy-making and planning (Cohen et al., 2007:289290).
Meta-analysis
Meta-analysis is the analysis of other analysis. It involves aggregating and combining the results of comparable studies into a coherent account to discover main effects. This is often done statistically, though qualitative analysis is also advocated (Cohen et al., 2007:291).
which have simply been gathering dust may now become useful; o Small-scale research conducted by individual students and lectures will be valuable since meta-analysis provides a way of coordinating results drawn from many studies without having to coordinate the studies themselves; o For historians, a whole new genre of
review) from which effect sizes can be computed; o Coding the study characteristics (e.g. date, publication status, design characteristics, quality of design, status of researcher); o Measuring the effect sizes (e.g. locating the experimental group as a z-score in the control group distribution) so that outcomes can be measured on a common scale, controlling for lumphy data (non-independent data from a large data set); o Correlating effect sizes with context variables (e.g.
References:
Cohen et al. Education, Routledge. (2007). Research in sixth edition. USA:
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