FINAL Research-I Q3 Module-4B True-Experimental-Research-Design v3

8
Research I
Quarter III - Module 4B:
True Experimental Research
Design
Research I – Grade 8
Self-Learning Modules
First Edition, 2020
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Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can
continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step
as you discover and understand the lesson prepared for you.
At the end of each module, you need to answer the assessment to self-check your
learning.
Answer keys are provided for each activity and test. We trust that you will be
honest in using these.
In addition to the material in the main text, Notes to the Teacher are also provided
to our facilitators and parents for strategies and reminders on how they can best
help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part of
this SLM. Use a separate sheet of paper in answering the exercises and tests. Read
the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the tasks
in this module, do not hesitate to consult your teacher or facilitator.
Thank you.
Explore
A pleasant day young scientist! Congratulations! Indeed, being a scientist takes

bucket of knowledge to gain power!
In the previous modules, you have learned a great deal of fundamental

research skills such as understanding the principles and types of research design,
sampling types, methods and appropriate laboratory techniques and methods
necessary in conducting scientific investigations. These are important skills that
build the framework of your future investigatory projects. Furthermore, to create a
clearer picture on how you can make a valid experimental design, this module will
help you find out more about it.
After going through this module, you are expected to:
 Make a valid experimental design
Specifically, you are expected to:

1. Describe true experimental design and its criteria;
2. Identify the types of true experimental design; and
3. Cite the advantages and disadvantages of true experimental design.
Q3_STE_True-Experimental_Research_Design_Module 4B Page 1 of 17
Learn
Good day researchers! We are about to begin our journey to getting to know
more research designs. Let us first begin with a short review of the previous
module.
Activity no.1 – “Plot Box”

Direction: There are different types of experimental designs. Below is a chart that
lists each type and its subtypes. Fill-in the blank boxes with the
appropriate answers to complete the chart.
Great! Always remember that an experimental design is a way to plan

carefully experiments in advance so that your results are both objective
and valid. You can see on the chart that there are 4 types of experimental designs.
The first one was discussed in the previous lesson. The second one is our topic in
this module. The proceeding topics will be discussed in the next modules. To find
out what our topic for this module is all about, let us first look at the next activity.
Activity no. 2: “Reveal the Hidden Message”
Direction: Unscramble each of the clue words and write it inside the corresponding
boxes. Copy the letters in the numbered cells to other cells with the same number.
Reveal the final answer below.
BOVSEER
24 18 22 5
FENRI
25 13 8
UERAEMS
11 23 3 2 12
TEXPIENERM
20 6 7 9 26 14
VEABILRA
15 17 10 21 4
SOOTL
1 16 19
Hidden message:
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
C H D G
17 18 19 20 21 22 23 24 25 26
Unlocking of Difficulties
Control group – the group in an experiment that has no treatment
Experimental group - the group in an experiment that has a treatment
Dependent variable - the effect or result of the treatment given
Independent variable - the treatment that is being tested
Posttest- a measurement that is taken after the treatment
Pretest – a test taken before the treatment begins
Random assignment – assigning people into experimental or control groups in a

spontaneous manner without a pattern
True experiments - a group of experimental designs that has independent and
dependent variables, pretesting and post testing, and experimental and control
groups
Lesson Proper
What is True Experimental Research Design?
 most accurate type of experimental design

 must have the following:
 control group
 independent variable
 randomly assigned
 can be done with or without a pretest on at least 2 dependent subjects
that are randomly assigned
 supports or negates a hypothesis using statistical analysis, hence, a true
experiment
 establish cause and effect relationships
What are the criteria of True Experimental Research Design?

For you to be able to make a valid experiment that uses True Experimental
Design, the criteria below must be met:
• The experiment must have control and experimental groups.

Ex. Group A (Control Group) – plants without fertilizer
Group B (Experimental Group) – plants with fertilizer
• Samples are randomly assigned.

Ex. You may draw numbers out of a hat or flip a coin in choosing who
or which samples will be the experimental or control group.
▪ Only one variable can be manipulated and tested at a time.
What are the Types of True Experimental Research Design?
True Experimental
Design
Post-Test Only
Control Group Pre-Test - Post-Test Solomon Four
Control Group Design Group Design
Design
Figure 1. Types of True Experimental Research Design
A. Post-Test Only Control Group Design
A type of experimental design that uses random assignment, an

experimental, a control group, and a posttest, but does not utilize a pretest.
Steps:
1. Randomly assign test units (R) to both control group (CG) and
experimental group (EG).
2. Give a specific treatment (X) to experimental group (EG) only.
3. After the experiment, do a post-test by observing and measuring
(O1 and O2) both experimental and control groups.
Standard notation:
EG: R X O1
CG: R O2
Example: A farmer has 100 seedlings of corn. He uses two plots of equal size with
similar type of soil for his corn. He plants the two plots with the same
variety of corn, with equal number of seedlings, but he uses fertilizer in one
plot and none in the other. After 3 months, he compares the produce of
corn plants from the two plots. An extra of the produce in the fertilized plot
over the produce of the plot without fertilizer is caused by the fertilizer
applied.
EC: R O1
X
50 No. of corn
seedlings With fertilizer produce
100 of corn after 3
randomly months
selected
corn
seedlings
R O2
CG:
50 No. of corn
No fertilizer produce
seedlings
of corn after 3
months
Figure 2. A flow chart of sample problem using Post-test Only Control Group design,
a type of True Experimental Design
B. Pre-Test - Post-Test Control Group Design
A type of true experimental design that also uses random assignment,

an experimental, a control group, and a posttest, but utilizes a pretest.
Steps:
1. Give a pretest (O1) (O3) to experimental group and control group

respectively.
2. Give a specific treatment (X) to experimental group (EG) only.
3. After the experiment, do a post-test by observing and measuring
(O1 and O2) in both experimental and control groups
Standard notation:
EG: R O1 X O2
CG: R O3 O4
Example: A new chicken feed called Poultryvit is to be tested for its nutrition value.
To test this, a group of 50 chickens are used as subjects. Before feeding
the chickens with the new feed, their weights are taken. The experimental
group of 25 chickens were fed with the new feed named Poultryvit. The
control group of another 25 chickens were feed with ordinary feeds. After
the experimental period, for at least 1 month of feeding, the weights of the
chicken were taken again. The difference of the two sets of weights were
computed. Using a certain statistical method, it will be determined whether
the increase in weights of the chicken is significant or not, that is whether
the new feed called Poultryvit has a great nutrition value.
O1 O2
R Pre-test: Post-test:
EG: X measure
25 Measure
chickens Poultryvit weight of
weight of
50 chicken after 1
chicken before
randomly month
experiment
selected
chickens
R O3 O4
CG: C
25 Pre-test: Post-test:
chickens none
Measure measure
weight of weight of
chicken before chicken after 1
experiment month
Figure 2. A flow chart of sample problem using pre-test post-test control group
design, another type of True Experimental Design
C. Solomon Four Group Design
A type of true experimental design that is randomly assigned, has two

experimental and two control groups, and gives pretests for half of the
groups, and posttests for all
Steps:
1. Randomly assign test units (R) to two control groups (CG1 and CG2)
and two experimental groups (EG1 and EG2).
2. Give a pretest (O1) (O2) to one of the experimental groups and one of
the control groups respectively.
3. Give a specific treatment (X) to experimental groups (EG1 and EG2).
4. After the experiment, do a post-test by observing and measuring (O 3,
O4, O5, O6) all experimental and control groups
5. This design aims to clarify pre-testing bias, hence, it is the most
prestigious experimental research design.
Standard notation:
EG1: R1 O 1 X O3
CG1: R2 O 2 O4
EG2: R3 X O5
CG2: R4 O6
Example: A teacher conducted an experiment to find out the effect of video lessons
on the learning process. There are two experimental groups (EG 1 and EG2) &
two control groups (CG1 and CG2). Primarily, the teacher randomly assigns
test units to the four groups. Out of the four groups, only EG 1 & CG1
received the pretest prepared by the teacher, followed by the treatment of the
EG1 & EG2. Finally, all the four groups were given post-test in a form of an
exam. The effects of the dependent variables of the study were observed &
compared. A comparison was made on the four groups to evaluate the effect
of the independent variable (experimental treatment) on the dependent
variable.
EG1:
O3
R1 O1 X Post-test:
25 Pre-test: Video Exam
students
Exam lesson
CG1:
R2 O2 C O4
25 Pre-test: Post-test:
none
100 students Exam Exam
rando
mly
selecte
d EG2: X
R3
studen O5
ts 25 Video
lesson Post-
students
test:
Exam
R4 O6
CG2: C
25 Post-test:
none
students Exam
Figure 3. A flow chart of sample problem using Solomon Four design, another type
of True Experimental Design
What are the Advantages and Disadvantages of a True

Experimental Research Design?
Advantages:
1. It has control over the variables used.
2. The determination of cause and effect relationship is easily understood.
3. It provides precise results because true experiment is conducted.
Disadvantages:
1. The investigators can’t always do experiments.
2. It is subject to human error.
3. The participants can be influenced by the environment they’re at.
Engage
Let us now have a short activity for you to get to know better the concepts behind
the True Experimental Design and its criteria.
Activity: no. 3 – “A Smile Lets Me Know”
Direction: Below are statements about experimental designs. Draw a smiley face if
the statement describes True Experimental Design and write an X on the statement
which does not describe True Experimental Design.
About True Experimental Design ANSWER

1. It has testing units that are randomly assigned.
2. Results can be tested and proven through statistical

treatments of data; hence, it supports or negates a
hypothesis.
3. It establishes cause and effect relationship.
4. To use True Experimental Design, a study must have a

control group and an independent variable.
5. It can be done with or without a pretest.
6. It has types such as Latin Square and Factorial Design.
7. The experiment must have control and experimental

groups.
8. Samples are randomly assigned.
About Criteria of True Experimental Design

9. Two variables can be manipulated at the same time.
10. Samples are assigned by personal selection.
Apply
You are excellently doing well! This time let us get to know deeper the idea of using
the types of True Experimental Design.
Activity no. 4 – “What Design Am I?”
Direction: Read the problems below. Identify the type of True Experimental
Design by answering the guide questions that follow.
Problem 1: Can energy drink improve test performance?
Some participants are randomly assigned to one of the two groups: Group A
(experimental group) gets 10 oz of energy drink an hour before an exam. Group B
(control group) drinks ordinary flavored drink one hour before the exam. Neither of
the group knows what kind of liquid they are drinking.
Both groups are given a 50-question exam on Algebra. The person who
grades the exam does not know which group the participants belong.
Questions:
1. Were the participants grouped in random? Yes or No?

2. What group receives energy drink?
3. What group are they called?
4. What group receives ordinary flavored drink?
5. What group are they called?
6. What group/s were given 50-question exam on Algebra 1 hour after drinking?
7. What type of true experimental design is used in the experiment?
Problem 2: Does robotics skill improve mathematical adeptness of students?
O2
O1
EG: R X Post-test:
Pre-test: Mathematics
50 Robotics
Mathematics Skills
students Training
Skills Assessment
100 Workshop
Assessment
randomly
selected
students
O3 C O4
R
Pre-test: No Post-test:
CG: 50 Mathematics Training Mathematics
students Skills Skills
Assessment Assessment
Legend
X – Experimental treatment or intervention
O – Observation
R – Random assignment of test units to EG and CG
EG – Experimental Group or test units exposed to treatment.
CG – Control Group or test units not exposed to treatment.
C – Control variable
Questions:
1. Based on the flow chart above, were the students randomly grouped (R)? If yes,
how many groups?
2. What is given (O) to the two groups before the experiment (X)?
3. Did both groups receive a treatment/training (X)?
4. What treatment/training (X) is given to the experimental group (EG)?
5. What is given (O) to the two groups after the experiment (X)?
6. What type of true experimental design is used in the experiment above?
Problem 3: Does robotics skill improve mathematical adeptness of students?
EG1: O3
O1
R1 X
Post-test:
Pre-test:
25 Robotics Mathematics
Mathematics
students Training Skills
Skills
Workshop Assessment
Assessment
O2 O4
CG1: R2 C
Pre-test: Post-test:
25 2._______
Mathematics Mathematics
students
Skills Skills
Assessment Assessment
100
randomly
selected
students O5
EG2:
R3
Post-test:
X
25 Mathematics
students 3.________ Skills
Assessment
C O6
R4
CG2:
No 4.___________
1._______
Training
Legend
X – Experimental treatment or intervention
O – Observation
R – Random assignment of test units
EG – Experimental Group or test units exposed to treatment.
CG – Control Group or test units not exposed to treatment.
C – Control variable
Guide Questions:
1. What is your answer in no. 1?
Assess
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. Which of the following statements describe/s what a True Experimental
Research Design means?
a. most accurate type of research design
b. can support a cause and effect relationship
c. negates or supports a hypothesis using statistical analysis
d. All of the above
2. Which of the following refers to the criteria of True Experimental Research

Design?
a. Samples are randomly assigned.
b. The experiment must have control and experimental groups.
c. Only one variable can be manipulated and tested at a time.
d. All of the above
3. Which type of True Experimental Research Design where experimental group

is given a treatment (X) and both the experimental and control groups are
measured?
a. Solomon Four Group Design
b. Post-Test Only Control Group Design
c. Pre-Test - Post-Test Control Group Design
d. None of the above
4. Which type of True Experimental Research Design where test units are given
a pretest (O1) (O3) to experimental group and control group respectively?

5. Which type of True Experimental Research Design randomly assigns test

units (R) to two control groups (CG 1 and CG2) and two experimental
groups (EG1 and EG2)?

6. Which type of True Experimental Research Design is referred in the standard
notation below?
EG1: R1 O 1 X O3
CG1: R2 O 2 O4
EG2: R3 X O5
CG2: R4 O6

7. What group of experimental designs has independent and dependent variables,

pretesting and post testing, and experimental and control groups?
a. Case study
b. True experiments
c. Social experiments
8. Which group in an experiment receives the intervention/treatment?

a. Control group
b. Pre-test group
c. Experimental group
d. All of the above
9. What refers to the result of the researcher’s treatment?

a. extraneous variable
b. dependent variable
c. independent variable
10. Which variable is changed or manipulated during the experiment?

a. intervening variable
b. dependent variable
c. independent variable
11. What measurement is done after the treatment?

a. pre-test
b. post-test
c. statistical treatment
12. What measurement is done before the treatment?

a. pre-test
b. post-test
13. What random process assigns test units into experimental and control groups?
a. experimentation
b. random assignment
For items 14-15, please refer to the illustration below.
Problem: Does fortified milk improve test performance?

Research Design A
O
R X
Post-test
25 participants 1 glass
Science Test
Fortified milk
50
participants
R O
25 Post-test
none Science Test
participants
Research Design B
O
R X
Post-test
35 participants 1 cup Science Test
Fortified milk
50
participants
R X
O
15 1 glass
Post-test
Ordinary milk
Bodily
participants
Kinesthetic
Test
14. What type of True Experimental Research Design is described in Research

Design A?
15. Which research design above makes a valid true experimental research
design?
a. Research design A
b. Research design B
c. Both A and B
Reflect
Write your understanding on this module.
Question 1: What have I learned today?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Question 2: What part of the lesson did I enjoy the most?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Question 3: What part of the lesson was the most difficult/challenging?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Question 4: How can I apply these learnings in real life?

__________________________________________________________________________________
__________________________________________________________________________________
________________________________________________________________________________
Answer Key
assess
1. d
Learn Engage Apply 2. d
Activity 3 Activity 4 3. b
Problem 1 4. c
Activity 1 1. Yes
1. 5. a
Static Group Design 2. A 6. a
One-Shot Case Study 3. Experimental 7. b
2.
One Group Pre-Test Post-Test 4. B 8. c
5. Control 9. b
3.
6. Groups A and B 10. c
Activity 2 7. Post-test Only Control 11. b
4. Group Design 12. a
Observe
13. b
Infer 5. Problem 2 14. b
Measure 1. Yes, 2 groups 15. a
Experiment 6. X 2. Pre-test: Mathematics
Variable Skills Assessment
Tools 7. 3. No
4. Robotics Training
Hidden message: 8. Workshop
TRUE EXPERIMENTAL 5. Post-test: Mathematics
RESEARCH DESIGN 9. X Skills Assessment
6. Pre-test-Post-test
10. X Control Group Design
Problem 3
1. 25 students
2. No training
3. Robotics Training
Workshop
4. Post-test: Mathematics
Skills Assessment
References
BIBLIOGRAPHY Blog, Formplus. 2020. Formplus Blog. December 4. Accessed January 4, 2021.
https://www.formpl.us/blog/experimental-research.
Cheryl Bagley Thompson, Rn, PhD., Edward A. Panacek, MD, MPH. 2006.
Airmedical Journal. November 1. Accessed January 4, 2020.
https://www.airmedicaljournal.com/article/S1067-991X(06)00286-
0/fulltext.
DeCarlo, Matthew. 2018. PB Pressbooks. August 7. Accessed January 5, 2021.
https://scientificinquiryinsocialwork.pressbooks.com/chapter/12-1-
experimental-design-what-is-it-and-when-should-it-be-used/.
Education, Discovery. 2019. Puzzlemaker. Accessed January 4, 2020.
http://puzzlemaker.discoveryeducation.com/.
Glen, Stephanie. 2020. Statistics How To. December 28. Accessed January 5, 2021.
https://www.statisticshowto.com/experimental-design/.
Hebert, John. 2012. Youtube. September 5. Accessed January 5, 2021.
https://www.youtube.com/watch?v=25M1cmyNiGE.
Jose F. Calderon, Ed. D. 2007. Methods of Research and Thesis Writing.
Mandaluyong City: National Bookstore.
Miamipsych293. 2012. Youtube. February 16. Accessed January 5, 2021.
https://www.youtube.com/watch?v=wxGEUljdWZo.
Miller, Brandon. 2015. Green Garage. July 20. Accessed January 4, 2020.
https://greengarageblog.org/8-main-advantages-and disadvantages of
experimental-research.
Psychology, HelpMe. 2019. HelpMe Psychology. October 22. Accessed January 5,
2021. https://www.youtube.com/watch?v=8stsmtOSvT4.
Shuttleworth, Martyn. 2008. Explorable. March 24. Accessed January 5, 2021.
https://explorable.com/true-experimental-design.
Thiyagu, Dr. K. 2017. Slideshare. May 19. Accessed January 4, 2021.
https://www2.slideshare.net/THIYAGUSURI/experimental-design-
76124253?from_action=save.
Volchok, Edward. 2015. Causal Marketing Research. August 22. Accessed January
6, 2021.
http://media.acc.qcc.cuny.edu/faculty/volchok/causalMR/CausalMR6.htm
l.
For inquiries or feedback, please write or call:
Department of Education – Regional Office VIII – Curriculum and Learning

Management Division (CLMD) - Learning Resources Management Section (LRMS)
Government Center, Candahug, Palo, Leyte, 6501
Telefax: (053) 323-3156; 323-3854; 824-4627
Email Address: *region8@deped.gov.ph

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8

Published by the Department of Education – Regional Office VIII

Development Team of the Module

Writer: Eleth Thea E. Aparis

Printed in the Philippines by ________________________

Office Address: Government Center, Candahug, Palo, Leyte

A pleasant day young scientist! Congratulations! Indeed, being a scientist takes

In the previous modules, you have learned a great deal of fundamental

After going through this module, you are expected to:

 Make a valid experimental design

Specifically, you are expected to:

Activity no.1 – “Plot Box”

Great! Always remember that an experimental design is a way to plan

Control group – the group in an experiment that has no treatment

Experimental group - the group in an experiment that has a treatment

Dependent variable - the effect or result of the treatment given

Independent variable - the treatment that is being tested

Posttest- a measurement that is taken after the treatment

Pretest – a test taken before the treatment begins

Random assignment – assigning people into experimental or control groups in a

What is True Experimental Research Design?

 most accurate type of experimental design

What are the criteria of True Experimental Research Design?

• The experiment must have control and experimental groups.

• Samples are randomly assigned.

▪ Only one variable can be manipulated and tested at a time.

What are the Types of True Experimental Research Design?

Figure 1. Types of True Experimental Research Design

A type of experimental design that uses random assignment, an

A type of true experimental design that also uses random assignment,

1. Give a pretest (O1) (O3) to experimental group and control group

A type of true experimental design that is randomly assigned, has two

What are the Advantages and Disadvantages of a True

Activity: no. 3 – “A Smile Lets Me Know”

About True Experimental Design ANSWER

2. Results can be tested and proven through statistical

3. It establishes cause and effect relationship.

4. To use True Experimental Design, a study must have a

5. It can be done with or without a pretest.

6. It has types such as Latin Square and Factorial Design.

7. The experiment must have control and experimental

About Criteria of True Experimental Design

Activity no. 4 – “What Design Am I?”

Problem 1: Can energy drink improve test performance?

1. Were the participants grouped in random? Yes or No?

2. Which of the following refers to the criteria of True Experimental Research

3. Which type of True Experimental Research Design where experimental group

a. Solomon Four Group Design

5. Which type of True Experimental Research Design randomly assigns test

a. Solomon Four Group Design

a. Solomon Four Group Design

7. What group of experimental designs has independent and dependent variables,

8. Which group in an experiment receives the intervention/treatment?

9. What refers to the result of the researcher’s treatment?

10. Which variable is changed or manipulated during the experiment?

11. What measurement is done after the treatment?

12. What measurement is done before the treatment?

For items 14-15, please refer to the illustration below.

Problem: Does fortified milk improve test performance?

14. What type of True Experimental Research Design is described in Research

Write your understanding on this module.

Question 1: What have I learned today?

Question 2: What part of the lesson did I enjoy the most?