Quantitative Research Design

This paper is a requirement to ful fill the course’s assigntment

“INTRODUCTION TO RESEARCH METHOD”

Lecturer :

Desy Puspitasari, M.P.d

Class :

TBI A

1.Aufa Amalia Khusna ( 204180017)

2.Desynta Pratiwi ( 204180020)

3. Faishal Kharisma Pradana ( 204180027)

4. Feby Vigara ( 204180031 )

ENGLISH EDUCATION DEPARTEMENT

FACULTY OF EDUCATION

THE STATE INSTITUTE OF ISLAMIC STUDIES PONOROGO

2020
A. INTRODUCTION

Research design is interpreted as a process of collecting and analyzing research

data. and in broad terms the research design includes the process of planning and
conducting research. In research design there is an experimental design which used as
the traditional approach to conducting quantitative research and experimental design
has three type first is True – Experimental Research, second is Quasi –Experimental
Research the last is Pre- Experimental Research

B. RESEARCH QUESTIONS
1.What is the purpose of experimental research ?
2.What is True-experimental research ?
3.What is Quasi- experimental research ?
4. What is Pre- experimental research ?

C. DISCUSSION
1. Experimental Design
Experimental research is a method used by researchers through manipulating
one variable and control the rest of the variables. The process, treatment and
program in this type of research are also introduced and the conclusion is
observed. Experimental research describes the process that a researcher undergoes
of controlling certain variables and manipulating others to observe if the results of
the experiment reflect that the manipulations directly caused the particular
outcome.
The aim of experimental research is to predict phenomenons. In most cases,
an experiment is constructed so that some kinds of causation can be explained.
Experimental research is helpful for society as it helps improve everyday life.

2. Type of Experimental Research

Experimental research devided into three types
A. True- Experimental Research
True- experiments comprise the most rigorous and strong experimental
design because of equating the groups trough random assignment. The procedure
 for conducting major forms of true experiments and quasi experiment, viewing
them in term of activities from the beginning of the experiment

B. Quasi-Experimental Research
A quasi-experimental design isan experimental research design that does not
provide for full control of potential confounding variables. In most instances, the
primary reason that full control is not achieved is because participants cannot be
randomly assigned. (Christensen and Johnson,2000).Quasi-experiments are a
subtype of non-experiments that attempt to mimic randomized, true experiments
in rigor and experimental structure but lack random assignment (Cook & Wong,
2008; Kirk, 2009). Quasi-experimental studies do not require a true control group,
but may include a comparison group. A comparison group is an additional
experimental group that receives a different experimental treatment. Non-
experiments may also take the form of pre-experimental designs. Pre-experimental
designs use neither a control nor a comparison group (Nunan, 1992). As such,
experimental and quasi-experimental designs allow researchers to draw more
unambiguous conclusions as to the causal relationship between two variables
(Marsden & Torgerson, 2012).Cook and Campbell (1979) propose the following
steps to enhance the internal validity of the non-equivalent control-group design
or quasi-experiments in general:
1. Selection: ensure that subjects in the experimental and control are matched
in terms of important variables that may affect the results of the experiment. For
example; match subjects in terms of academic ability, IQ, attitudes, interests,
gender, socioeconomic background and so forth)
2. Testing: ensure that the time period between the pretest and posttest is not
too short such that subjects are able to remember the questions given to them
earlier.
3. History: ensure that events outside the experiment do not affect the
experiment. The problem is most serious when only subjects from one of the
groups are exposed to such events (e.g. motivation talks, private tuition)
4. Instrumentation: ensure that the pretest and the posttest are similar. If a
different test is used, you should make sure that the two tests are equivalent in
terms of what it is measuring (i.e. high reliability and validity).

An important component of the quasi-experimental study is

theuseofpretestingoranalysisofpriorachievementtoestablish group equivalence. The
quasiexperiment is represented diagrammatically as follows. Note its similarity to
the true experiment, with the omission of the randomization component.
(EXPERIMENTAL RESEARCH METHODS, Steven M. Ross The University of
Memphis Gary R. Morrison Wayne State University, page 1023).
 Based on the table, we can apply the pre- and posttest design approach to a quasi-
experimental design. The researcher assigns intact groups the experimental and
control treatments, administers a pretest to both groups, conducts experimental
treatment activities with the experimental group only, and then administers a
posttest to assess the differences between the two groups. A variation on this
approach, similar to the true experiment, uses only a posttest in the design. The
quasi-experimental approach introduces considerably more threats to internal
validity than the true experiment. Because the investigator does not randomly
assign participants to groups, the potential threats of maturation, selection,
mortality, and the interaction of selection with other threats are possibilities.
Individuals assigned to the two groups may have selection factors that go
uncontrolled in the experiment. Because wecompare two groups, the treatment
threats may also be present. In addition, when the pretest–posttest design is used,
additional threats of history, testing, instrumentation, and regression also may
occur. While the quasi-experimental design has the advantage of utilizing existing
groups in educational settings, it introduces many threats that you need to address
in the design of the experiment. (creswell, page 310-311)

C. Pre- Experimental Research

If a researcher uses an experimental research design, he will be very

dependent on the conditions at the time the observation was made. The researcher
must exercise control over the possibility of contamination between the
independent and dependent variables.

In the pre experimental design there are three alternative designs, including
One-Shot Case Study, The One Group Pretest-Posttest Design, and (3) The Ststic-
Group Comparison. To better understand the three experimental research designs
the following agreements were first introduced:

A. One-Shot Case Study

The three types of pre experiment designs are presented to describe the
rough form of an "experiment". All of this is intended to show the measurement
power and scientific value of a research design. Especially in the case of One-Shot
Case Study.

The chart of the One-Shot Case Study is as follows:

 X 0

X is a treatment given or called an independent variable

0 is an observation or dependent variable

Example:

The effect of contextual learning assisted by picture media on motivation and

learning outcomes. There is a group of students who use contextual learning
assisted by picture media. Then measured motivation and learning outcomes. The
influence is measured by comparing motivation and learning outcomes before
using contextual media-assisted learning using images. In this research, the use of
contextual learning assisted by image media has a significant effect on learning
motivation, as indicated by the t-test value of 28,648 which is greater than the t-
table of 2,201. Learning motivation is also significantly affected, indicated by the
t-value of 29.413 which is greater than the t-table of 2.201 ( Ary. D. Jacobs,1985).

B. One Group Pretest-Posttest

Previous researchers gave pre-tests to groups that would be treated. Then

researchers conduct treatment. After finishing treatment, the researcher gave a
post-test. The magnitude of the effect of the treatment can be known more
accurately by comparing the results of pre-test with post-test. To make it easier to
understand the paradigm of this research can be seen in the picture below:

01
X
02

Information:

O1 = pretest value

O2 = postest value

Example:

Effect of Application of Inquiry Learning Model on Understanding of

Mathematical Concepts. In this study there was a pretest before being given
treatment. The treatment is in the form of inquiry learning, after that treatment is
given a post-test

C. Intact-Group Comparison
One group was studied, but the group was then divided into two. The first half
group is called the experimental class because it receives treatment, while the next
half group is called the control class because it is not given treatment. The
paradigm of this research can be seen in the picture below:

X O1

O2

Information:

O1 = The results of the measurement of half the group that received treatment

O2 = The results of the measurement of half the group that did not receive
treatment

The effect of the treatment is O1 - O2

Example:

is the effect of the demonstration method on student learning outcomes in

citizenship education lessons. There are two classes that have citizenship
education courses. One class is given learning by demonstration, another class is
given learning by lecturing, Within a certain time the ability of students is
measured. If the ability of students who are taught by using the demonstration
method is higher than the ability of students who are taught by the lecture method,
then the conclusion is the demonstration method has a positive effect on student
learning outcomes in citizenship education lessons.
 REFERENCES

Creswell, Jhon W., 2012. Educational Research. Boston: Pearson.