Learning Outcomes
The exercise provided in this module provide practice in identifying, classifying, The exercise provided in this module provide practice in identifying, classifying, analyzing, and selecting appropriate research designs to test research designs to analyzing, and selecting appropriate research designs to test research designs to test research hypotheses
test research hypotheses and answer and answer research questions. research questions. After completing theAfter completing the exercises in this module, you will be able to
exercises in this module, you will be able to
Distinguish among pre-experimental, and quasi-experimentalDistinguish among pre-experimental, and quasi-experimental research designs.
research designs.
Identify the type of research design given a description of a studyIdentify the type of research design given a description of a study
Express various designs using symbolic conventionsExpress various designs using symbolic conventions
Develop appropriate true experimental designs for a givenDevelop appropriate true experimental designs for a given research situation
research situation
Develop appropriate factorial arrangements for research situationsDevelop appropriate factorial arrangements for research situations
Develop appropriate quasi-experimental designs for a givenDevelop appropriate quasi-experimental designs for a given research situation
research situation
SUMMARY SUMMARY
This module has presented examples of several common research designs, a This module has presented examples of several common research designs, a commonly used way of categorizing those designs, and symbolic conventions commonly used way of categorizing those designs, and symbolic conventions commonly used in
commonly used in depicting those designs. depicting those designs. There are many There are many other possible waysother possible ways of designing research studies and virtually countless variations on those designs.
of designing research studies and virtually countless variations on those designs.
Those described in this module are among the most commonly used in Those described in this module are among the most commonly used in educational research studies.
educational research studies.
The exercises in this module have provided practice in identifying and The exercises in this module have provided practice in identifying and evaluating various research designs.
evaluating various research designs. The next The next module extends the module extends the process of process of evaluating research designs by examining the various factors that compromise evaluating research designs by examining the various factors that compromise the internal and external validity of research studies
the internal and external validity of research studies RESEARCH DESIGN EXERCISES
RESEARCH DESIGN EXERCISES Two types of
Two types of exercises are included in this module. exercises are included in this module. The first type of The first type of exercise is intended to provide practice in identification and classification exercise is intended to provide practice in identification and classification and classification of research
and classification of research designs. designs. The second The second is intended to is intended to provideprovide practice in analysis of research problems and in designing studies
practice in analysis of research problems and in designing studies appropriate to the research problems.
appropriate to the research problems.
Exercises in Identification and Classification of a Research Design Exercises in Identification and Classification of a Research Design Classify the design of each of the following studies according to the broad Classify the design of each of the following studies according to the broad category (i.e., pre-experimental, true experimental, factorial, or category (i.e., pre-experimental, true experimental, factorial, or quasi-experimental) and according to the specific type (e.g., one-shot case experimental) and according to the specific type (e.g., one-shot case study, one-group pretest-posttest design, intact-group comparison.) study, one-group pretest-posttest design, intact-group comparison.) Express each design symbolically.
Express each design symbolically.
Exercise 5-1
Exercise 5-1 A social studies teacher is interested in determining theA social studies teacher is interested in determining the effects of a new textbook series, which has a multicultural thematic effects of a new textbook series, which has a multicultural thematic approach.
approach. The The teacher will teacher will teach a teach a unit on unit on colonization in colonization in America. America. After After the unit, a multicultural attitude scale will be administered to students.
the unit, a multicultural attitude scale will be administered to students.
Exercise 5-2
Exercise 5-2 A scho A school adminisol administration wtration wants to fants to field-test ield-test an AIDSan AIDS curriculum in the
curriculum in the health course that health course that is offered in is offered in the summer. the summer. Two healthTwo health classes are to
classes are to be offered during be offered during the summer session. the summer session. Students in bothStudents in both
classes will be given a
classes will be given a pretest to measure their knowledge of pretest to measure their knowledge of AIDS. AIDS. OneOne health class will study AIDS using traditional textbook materials with a health class will study AIDS using traditional textbook materials with a mostly lecture-style of
mostly lecture-style of delivery. delivery. Another class, Another class, an experimental han experimental healthealth class, will study AIDS using films and contemporary materials along with class, will study AIDS using films and contemporary materials along with presentations by guest
presentations by guest speakers. speakers. The final exam The final exam for the course for the course ,a parallel,a parallel form of the pretest, will be given to both groups.
form of the pretest, will be given to both groups.
Exercise 5-3
Exercise 5-3 A publis A publishing comphing company presany president is inident is interesteterested in deted in determiningrmining the effect of the company’s presentation on teachers’ knowledge of the the effect of the company’s presentation on teachers’ knowledge of the features of textbooks.
features of textbooks. Prior to presenting Prior to presenting its science texts to its science texts to teachers, theteachers, the company gives the teachers a checklist of ten characteristics of a textbook company gives the teachers a checklist of ten characteristics of a textbook and ask
and ask them to rank them to rank them according to them according to importance. importance. After a presentationAfter a presentation of the qualities inherent in their textbooks and an opportunity to review the of the qualities inherent in their textbooks and an opportunity to review the textbooks, the company representatives ask the teachers to once again textbooks, the company representatives ask the teachers to once again rank order the ten characteristics of a textbook.
rank order the ten characteristics of a textbook.
Exercise 5-4
Exercise 5-4 A guida A guidance counce counselor wnselor wants to aants to assess tssess the effects he effects of of structured-play recess and free-play recess on the attention spans of structured-play recess and free-play recess on the attention spans of students who are
students who are and who and who are not are not on medication for on medication for hyperactivity. hyperactivity. WithinWithin a grade level of four classes of twenty-five students each, she randomly a grade level of four classes of twenty-five students each, she randomly selects and
selects and assigns students assigns students to four to four groups: groups: structured play, structured play, medicated;medicated;
structured play, medicated; free play, medicated; free play, structured play, medicated; free play, medicated; free play, non-medicated.
medicated.
Exercise 5-5
Exercise 5-5 A footb A football coach all coach is intereis interested in asted in assess thssess the effects e effects of of structured study sessions of
structured study sessions of the grades of the grades of the players. the players. Football playersFootball players begin study sessions with tutors in September; grades are issued in begin study sessions with tutors in September; grades are issued in
October; study sessions continue but without tutors; grades are issued in October; study sessions continue but without tutors; grades are issued in December; study sessions with tutors are resumed; grades are issued in December; study sessions with tutors are resumed; grades are issued in February; study sessions continue without tutors; grades are issued in February; study sessions continue without tutors; grades are issued in April.
April.
Exercise 5-6
Exercise 5-6 Community service is one emphasis of the student activitiesCommunity service is one emphasis of the student activities board at a
board at a university. university. The dean for The dean for student affairs has been curious astudent affairs has been curious aboutbout the meaning of current community service as it affects future community the meaning of current community service as it affects future community service and requests
service and requests a study of a study of the situation. the situation. Students who Students who volunteer for volunteer for community service are randomly
community service are randomly assigned to two assigned to two groups. groups. One group One group willwill receive intensive training in various needs of communities and how best to receive intensive training in various needs of communities and how best to serve those needs throughout the semester prior to registering for
serve those needs throughout the semester prior to registering for community service.
community service. The The other group other group will not will not receive training. receive training. During During twotwo semesters, the students in both groups will be tracked in terms of the semesters, the students in both groups will be tracked in terms of the number of hours that they spend in community service.
number of hours that they spend in community service.
Exercise 5-7
Exercise 5-7 At a un At a university, iversity, there are there are two tracktwo tracks for stus for students madents majoring injoring in elementary education.
elementary education. Students can take Students can take courses in courses in the urban track the urban track or theor the general track.
general track. The coordinator of The coordinator of the programs is the programs is interested in determininginterested in determining
why students enroll in the
why students enroll in the urban track. urban track. Until the time of the Until the time of the junior fieldjunior field experience, both the urban and general tracks are identical, except the experience, both the urban and general tracks are identical, except the urban-track students are required to take a three-credit seminar in urban urban-track students are required to take a three-credit seminar in urban education and two required general education social sciences—one in education and two required general education social sciences—one in contemporary urban social problems and one in sociology of the urban contemporary urban social problems and one in sociology of the urban family.
family. When these courses When these courses have been have been completed, but prior to completed, but prior to the fieldthe field experience, all students will be interviewed to determine their reasons for experience, all students will be interviewed to determine their reasons for interest or non-interest in the urban track.
interest or non-interest in the urban track.
Exercise 5-8
Exercise 5-8 A high A high school cschool counselor ounselor is intereis interested in tsted in the effect he effect of mentoof mentorsrs on students’ postsecondary plans.
on students’ postsecondary plans. All freshman will All freshman will be given be given a writtena written survey at orientation to asses their interest in postsecondary education.
survey at orientation to asses their interest in postsecondary education.
The freshman class will be randomly assigned to mentor and non-mentor The freshman class will be randomly assigned to mentor and non-mentor programs.
programs. The mentor The mentor program will involve program will involve mentoring of mentoring of freshmen byfreshmen by college-bound seniors who
college-bound seniors who have been have been trained in academic trained in academic mentoring. mentoring. AtAt the end of the year, all freshman will be surveyed with a parallel form of the end of the year, all freshman will be surveyed with a parallel form of the interest in postsecondary education instrument.
the interest in postsecondary education instrument.
Exercise 5-9
Exercise 5-9 A scho A school district ol district has contrhas contracted foacted for an on-lr an on-line servine service thatice that will connect it
will connect it with other school with other school districts across the country. districts across the country. Initially, theInitially, the service is going to be used by fourth-grade students who will communicate service is going to be used by fourth-grade students who will communicate with pen p
with pen pals. als. The principals and The principals and teachers believe that students teachers believe that students who writewho write on-line will produce longer letters and be willing to continue the exchange on-line will produce longer letters and be willing to continue the exchange of letters longer than fourth-grade students who handwrite and mail letters.
of letters longer than fourth-grade students who handwrite and mail letters.
The students who will be on-line and those who will handwrite letters are in The students who will be on-line and those who will handwrite letters are in different buildings in
different buildings in the district. the district. Letter writing will Letter writing will commence incommence in September and end in May of the academic year.
September and end in May of the academic year.
Exercise 5-10
Exercise 5-10 A physica A physical educatil education teachon teacher wants er wants to deterto determine if hmine if he cane can influence interest in watching
influence interest in watching the Olympics on the Olympics on television. television. Two of Two of his junior his junior high groups will be
high groups will be selected for the study. selected for the study. One group will be One group will be presentedpresented with oral and
with oral and written guidelines each week written guidelines each week for viewing the for viewing the Olympics. Olympics. TheThe other group will
other group will receive no receive no guidelines. guidelines. On Monday, each On Monday, each student in thestudent in the classes will be required to submit the total number of hours spent viewing classes will be required to submit the total number of hours spent viewing the Olympic games for the previous week.
the Olympic games for the previous week.
Exercises in Analyzing and Designing a Research Study Exercises in Analyzing and Designing a Research Study These exercises present
These exercises present a research question a research question and suggested design. and suggested design. For For each exercise , specify how the sample will be selected, describe the
each exercise , specify how the sample will be selected, describe the treatment, indicate how subjects will be assigned to the treatment groups, treatment, indicate how subjects will be assigned to the treatment groups, and identify
and identify relevant variables (dependent, relevant variables (dependent, independent, control). independent, control). Do notDo not include variables in
include variables in the design that the design that are not mentioned. are not mentioned. Depict eachDepict each research design symbolically.
research design symbolically.
Exercise 5-11
Exercise 5-11 A school A school district hdistrict has budgeas budgeted some ted some funds ffunds for satellitor satellitee television reception
television reception of educational of educational broadcasts. broadcasts. The social The social studiesstudies
teachers are interested in assessing the results of news broadcasts on the teachers are interested in assessing the results of news broadcasts on the students’ awareness of international news events in weekly news quizzes students’ awareness of international news events in weekly news quizzes in college
in college preparation classes. preparation classes. Students discuss Students discuss international news eventsinternational news events at the beginning of
at the beginning of each social studies class. each social studies class. Describe this study using aDescribe this study using a quasi-experimental, pretest-posttest nonequivalent control group design.
quasi-experimental, pretest-posttest nonequivalent control group design.
Exercise 5-12
Exercise 5-12 Some male and female athletes who compete in the highSome male and female athletes who compete in the high jump eve
jump event in a hnt in a high schoigh school have bol have been compeen complaining alaining about the bout the limited hlimited hoursours that the conditioning laboratory
that the conditioning laboratory is open. is open. They feel sure They feel sure that they that they couldcould jump high
jump higher if the ler if the lab were ab were open adopen additional hditional hours prior ours prior to the beto the beginning ginning of of school so they
school so they could spend more could spend more time conditioning. time conditioning. The track The track and fieldand field coach would like to
coach would like to explore the question. explore the question. He proposes that the He proposes that the lab belab be opened from 6:00 to 7:00a.m. Monday, Wednesday, and Friday for the opened from 6:00 to 7:00a.m. Monday, Wednesday, and Friday for the athletes from one
athletes from one of the dof the district’s two high schools. istrict’s two high schools. To establish a To establish a pretestpretest height jump, each student in the control and experimental groups will jump height jump, each student in the control and experimental groups will jump five times.
five times. Describe this Describe this study using study using a quasi-experimental, pretest-a quasi-experimental, pretest-posttest nonequivalent control group design.
posttest nonequivalent control group design.
Exercise 5-13
Exercise 5-13 An acad An academic princemic principal for cipal for curriculum urriculum is explois exploring thering the results of “pushing in” an additional teacher during mathematics class to results of “pushing in” an additional teacher during mathematics class to support “at-risk” students in the primary grades.
support “at-risk” students in the primary grades. She would like to She would like to run arun a pilot study to determine the effectiveness of this procedure because the pilot study to determine the effectiveness of this procedure because the board of education will need to be convinced that the additional expense of board of education will need to be convinced that the additional expense of a teacher’s salary will be
a teacher’s salary will be worth the outcome. worth the outcome. She determines that the bestShe determines that the best design for this situation would be to introduce and reintroduce the “push in”
design for this situation would be to introduce and reintroduce the “push in”
tutoring.
tutoring. For one month the For one month the “push in” teacher will come “push in” teacher will come into class threeinto class three
tutoring. For one month the For one month the “push in” teacher will come “push in” teacher will come into class threeinto class three