Test Bank For Research Methods Design and Analysis 11th Edition by Christensen

downloadfullfileathttp://testbankinstant.
com
Chapter10
QuasiExperimentalDesigns
Learning objectives
To be able to
Explain how quasi-experimental designs differ from weak and strong experimental
designs.
Describe the characteristics of each of the quasi-experimental designs.
Explain the threats to internal validity and how rival hypotheses are ruled out in each of
the quasi-experimental designs.
Multiplechoicequestions
1)Inwhichofthefollowingcircumstanceswouldaresearcherbemostlikelytochooseaquasi
experimentalresearchdesign?
a)whentherearemorethanthreeimportantconfoundingvariablestocontrol
*
b)whendoingresearchinanappliedornaturalsettingwherecontrolisdifficultto
impose
c)whencontrollingexperimenterandparticipantexpectationeffectswouldinvolvean
unacceptablelevelofdeception
d)whenitisdifficulttorecruitenoughparticipantstomakestandardstatisticaltesting
valid
2)Themostcommonreasonfortheuseofquasiexperimentalresearchdesignsisthat
a)theparticipantsarematuringtoorapidly.
b)thedependentvariablecannotbemeasuredreliably.
c)itisunethicaltomanipulatetheindependentvariable.
*
d)participantscannotberandomlyassignedtogroups.
3)Quasiexperimentaldesignslackthecontrolsoftrueexperimentaldesigns.
*
a)however,causalinferencescanbemadetotheextentthatrivalhypothesescanberuled
out
b)assuch,causalinferencesshouldneverbemade
c)however,inmostcasessuchdeficienciescanbesafelyignored
d)thus,suchstudiesshouldnotbeperformedbyethicalresearchers
4)Oneessentialcharacteristicofquasiexperimentaldesignsthatdistinguishesthemfromtrue
experimentaldesignsisalackof
a)volunteerparticipants.
*
b)controlofextraneousvariables.
c)experimenterswhocanconductthem.
d)aninterestinlaboratoryexperimentation.
downloadfullfileathttp://testbankinstant.com
5)Whenonedoesnothavetheabilityto,onemayconsiderusingquasiexperimental
designs.
a)measurethedependentvariablequantitatively
*
b)randomlyassignparticipantstogroups
c)manipulatetheindependentvariable
d)makemultiplemeasuresofthedependentvariable
6)Youhavebeenaskedtoevaluatetheeffectivenessofanewantismokingcampaigninalocal
highschool.Youareabletocollectpretestinformationonsmokingratesbeforethecampaign
begins.Youknowthattheentireschoolwillberequiredtoparticipateinthecampaignandso
randomassignmentisimpossible.Youarealsoawarethatareductioninsmokingafterthe
campaigncouldbecausedbyanynumberofotherconfoundingvariables.Whatcanyoudoin
thissituationtoenhanceyourabilitytodetermineifthecampaignwaseffectiveinreducing
smoking?
a)testthestudentsattheendofthecampaignandthenagainayearlaterifreductions
insmokingremainatthattimethenyoucanbeconfidentthatthecampaignwas
effective
b)conductextensivepostexperimentalinterviewstodeterminethecauseofanychangein
smokingrates
c)identifyasimilarschoolthatisnotusingthecampaignandincludethemina
nonequivalentcomparisongroupdesign
d)performamediansplitamongthesmokersintheschoolandperformaregression
discontinuitystudy
7)Althoughquasiexperimentaldesignsdonotmeetallofthecriteriafortrueexperimental
designs,theymaystill
a)beusedbyexperimenterswithoutmuchtraining.
b)beperformedinafairlyshorttimeframe.
*
c)allowonetomakestatementsaboutcausation.
d)controlforpotentialeffectsofextraneousvariables.
8)Thenonequivalentcomparisongroupdesignisaquasiexperimentaldesigninwhich,for
reasonsofpracticality,wecannotinsurethatthecontrolandexperimentalgroupsareequivalent
toeachotherwhentheexperimentbegins.Themajorinterpretationaldifficultyimposedbythis
designis
a)knowingwhetherthetwogroupsaredifferentfromeachotheronthedependent
measureoncetheexperimentiscomplete.
b)decidinghowmucheachgrouphastogainontheposttestcomparedtothepretestto
besurethatthedifferencesarereliable.
c)determiningwhenwehavecollectedenoughdatapointstomakeastatementaboutthe
experiment'soutcome.
*
d)beingsurethatanydifferencesbetweengroupsattheendoftheexperimentresult
fromtheindependentvariable'sinfluencealone,andnotrelatedtopreexisting
differences.
9)Whatisthemaindistinctionbetweenthenonequivalentcomparisongroupdesignandthe
pretestposttestdesign?
a)theuseofpretestinginthelatter
b)theuseofstatisticaldataanalysisinthelatter
*
c)therandomassignmentofparticipantstogroupsinthelatter
d)morethanoneindependentvariableinthelatter
10)Whichofthefollowingdesignsisthebestintermsofeliminatingpotentialconfounds?
a)nonequivalentcomparisongroup
b)posttestonlydesignwithnonequivalentgroups
*
c)pretestposttestcontrolgroupdesign
d)interruptedtimeseriesdesign
11)Dr.Johannsenwantstotestwhetherrecoveringalcoholicsperformworseontestsofmotor
coordinationthanagroupofcontrolparticipants.Unbeknownsttohim,thecontrolgroupmeets
atanamusementparkthreehoursbeforetestingandgoesonasmanyridesaspossible.They
performworsethanthealcoholicgroup.Thisisanexampleofa(n)
a)regressioneffect.
b)selectionmaturationeffect.
c)regressionartifact.
*
d)selectionhistoryeffect.
12)Theselectionhistoryeffectisparticularlyaprobleminwhichquasiexperimentaldesign?
*
a)nonequivalentcomparisongroup
b)timeseries
c)interruptedtimeseries
d)regressiondiscontinuity
13)Thenonequivalentcomparisongroupdesigncanyieldseveralpossibleoutcomes.Inone
scenario,theexperimentalgroupscoreshigherthanthecontrolgroupatthestartofthe
experiment,andonlytheexperimentalgroup'sscoresincreasefrompretestingtoposttesting.
Thiscouldreflectaninfluenceoftheindependentvariable.However,itcouldalsoreflect
a)alocalinstrumentationeffect.
b)aattritioneffectinthecontrolgroup.
c)simplythattheexperimentalgroupwasstudiedforalongertimeperiodthanthe
controlgroup.
*
d)selectionmaturationeffect.
14)Onestrategyfordealingwithpreexistingdifferencesbetweenexperimentalandcontrol
groupsinthenonequivalentcomparisongroupdesignistomatchtheparticipants.
a)thisprocedureisaseffectiveasrandomlyassigningparticipantsfromthestart
b)thisprocedureeliminateslocalhistoryasaconfoundingfactor
c)thisprocedure,however,mayintroducearegressionartifactphenomenonasextreme
scoresarefrequentlyneededtomatch
d)thisprocedure,however,confoundstheresearchevenmorethanthepreexisting
differences
15)Thenonequivalentcomparisongroupdesigncanyieldseveralpossibleoutcomes.Apossible
outcomeofthenonequivalentcomparisongroupdesignisthatthegroupsdifferonthepretest
andbothgroupsimproveontheposttest,buttodifferentdegrees.Thiscouldreflectthefactthat
theindependentvariablehadaneffectontheexperimentalgroup.Itcouldalsoreflect
a)anunreliabledependentmeasure.
b)thefactthatthecontrolgroupexperiencedlessoftheindependentvariablethanthe
experimentalgroupdid.
c)aparticipantexpectationeffect.
*
d)aselectionmaturationeffect.
16)Thenonequivalentcomparisongroupdesigncanyieldseveralpossibleoutcomes.Apossible
outcomeofthenonequivalentcomparisongroupdesignisthatthecontrolgroupscoreshigher
thantheexperimentalgrouponthepretestandposttestbuttheexperimentalgroupimproves
moreonposttesting.Thiscouldreflectthefactthattheindependentvariablehadaneffectonthe
experimentalgroup.Itcouldalsoreflect
a)anunreliabledependentmeasure.
b)thefactthatthecontrolgroupexperiencedlessoftheindependentvariablethanthe
experimentalgroupdid.
*
c)regressionartifacteffectiftheexperimentalgrouphadbeenselectedfortheirlow
initialscores.
d)aselectionmaturationeffectiftheexperimentalgrouphadbeenselectedfortheir
olderage.
17)Inthephysicaleducationdepartment,Dr.Shanzaskstwoofhisstrengthtrainingclassesto
participateinanexperiment.Oneclasswillfollowatraditionalprogramofindexfingerstrength
enhancement,whiletheotherclasswilltryanew,experimentalprocedure.Atthebeginningof
thesemester,theclassthatwillusetheexperimentalmethodstartsoutwith,onaverage,weaker
indexfingersthantheotherclass.Attheendofthesemester,theclassusingthetraditional
methodshowsnosignificantincreaseinfingerstrength,whiletheotherexperimentalclassnow
hasfingersthatare,onaverage,significantlystrongerthanthoseofthecontrolclass.Thisisan
exampleofa(n)effect.
a)interaction
*
b)crossover
c)intragroupregression
d)selectionmaturation
18)Thepresenceofacrossovereffectinone'sdatacanusuallyruleouttheinfluenceofwhich
rivalhypothesis?
a)history
*
b)regressionartifact
c)localhistory
d)attrition
19)Dr.Kaiser,asportspsychologist,wantstoknowifhecanimprovethecardiovascular
enduranceinelementaryschoolchildren.Heisallowedtostudytwophysicaleducationclasses
atalocalschool,oneboysclassandonegirlsclass.Onthepretest,thegirlsonaveragehave
slightlybettercardiovascularenduranceasmeasuredonthesteptest.Headministerstheyear
longaerobicdancingprogramtothegirlsclass.Theposttestsrevealedthatthegirls
cardiovascularenduranceimprovedmuchmorethantheboys.Dr.Kaisermustnowdecideifthe
programreallyworkedor
a)iftherewasaselectionhistoryeffect.
*
b)iftherewasaselectionmaturationeffect.
c)ifgirlsalwaysdobetterinaerobicexercises.
d)iftheboysjustdidntwanttocompetewiththegirls.
20)Themostcommonofthequasiexperimentaldesignsisthenonequivalentcomparisongroup
design.Whatisthedependentvariablemostcommonlyusedinthisdesign?
a)latencymeasure
*
b)differencescores(Pretestposttest)
c)numberorpercentcorrect
d)totalcorrect
21)WhichofthefollowingisNOTabiasthatcommonlyexitsinnonequivalentcomparison
groupdesigns?
a)selectionbias
b)attritionbias
c)selectionregressionbias
*
d)experimenterexpectancybias
22)AccordingtoGlass,WilsonandGottman,youneedaboutdatapointstomakea
statisticalassessmentofthedatafromatimeseriesdesign.
a)25
*
b)50
c)75
d)100
23)___________isastatisticaltechniquedesignedtoassesstheeffectivenessofaninterrupted
timeseriesdesign.
a)Reliabilityadjustedanalysisofcovariance(ANCOVA)
b)Propensityscorematching
c)Selectionmodeling
d)Autoregressiveintegratedmovingaverage(ARIMA)
24)Makingacausalinferencefromquasiexperimentalevidencerequiresallbutwhichofthe
following:
a)thesuspectedcausemustcovarywiththeeffect
b)thesuspectedcausemustprecedetheeffect
c)rivalhypothesesmustberuledoutorbehighlyimplausible.
*
d)Bayesianmovingaveragestatisticalanalyses.
25)Whenlookingatinteractioneffects,itisreallygoodtofindacrossovereffectbecauseitcan
ruleoutvariousrivalhypothesesbyitsverynature.Whichofthefollowingrivalhypothesesis
notruledoutbythepresenceofacrossovereffect?
a)statisticalregressioneffect
b)maturationeffect
*
c)selectionhistoryeffect
d)noneoftheabove
26) In a nonequivalent comparison group study,
*
a) the experimental group gets a pretest, then the experimental treatment, then a posttest.
b) participants are assigned to the control group by means of a matching procedure.
c) to interpret the results, the pretest scores have to be identical for the two groups.
d) random assignment can be used if sample size is large enough.
27) In a study comparing two nonequivalent groups, a selection-history confound occurs when
*
a) some event intervenes between pretest and posttest and affects just one of the groups.
b) some event intervenes between pretest and posttest and affects both selected groups
equally.
c) selection influences one of the groups and history influences the other.
d) some historical event causes a failure of the random assignment procedure.
28) Which of the following threats to internal validity is most likely to be a problem in the
nonequivalent comparison group design?
a) history
b) maturation
*
c) selection bias
d) all of the above are potential problems
29) Imagine a hypothetical study using a nonequivalent comparison group designed to assess the
effectiveness of an anti-drug, Just Say No, campaign. In this study students at school X receive
a semester-long series of Just Say No lectures. Students at school Y across town do not receive
the intervention. Unfortunately, during the semester a student at school Y died after an accidental
drug overdose. This incident may have influenced drug use at school Y (but not school X) and
consequently make it impossible to interpret our research findings. Which of the following
threats to internal validity is present in this study?
a) selection-instrumentation
b) selection-maturation
c) selection-history
d) selection-attrition
30)Differentialdropoutratesinyourexperimentalandcontrolgroups(selectionattrition)is
mostlikelytobeaprobleminwhichofthefollowingdesigns:
a)timeseries
b)regressiondiscontinuity
c)pretestposttestcontrolgroup
*
d)nonequivalentcomparisongroup
31)The___________isto___________asnonequivalentcomparisongroupdesignisto
posttestonlydesignwithnonequivalentgroups.
a)onegrouppretestposttestdesign;interruptedtimeseriesdesign
*
b)interruptedtimeseriesdesign;onegrouppretestposttestdesign
c)pretestposttestcontrolgroupdesign;interruptedtimeseriesdesign
d)interruptedtimeseriesdesign;regressiondiscontinuitydesign
32)Sometimesitisdifficultifnotimpossibletofindacontrolgroupthatissufficiently
comparabletoanexperimentalgrouptoallowforatraditionaltwogroupexperimentaldesign.In
thesecases,onemaywanttouseatimeseriesdesign
*
a)whichisaquasiexperimentaldesigninvolvingmultiplemeasuresofthedependent
variableonasinglegroup,bothbeforeandaftertreatment.
b)whichisanexperimentaldesigninvolvingmultiplemeasuresofthedependentvariable
onasinglegroup,bothbeforeandaftertreatment.
c)whichisanexperimentaldesignusingmultipledependentmeasuresonthe
experimentalgroup,thentakingmeasuresoncontrolparticipantsovertime,asheor
shecanfindthem.
d)staggersthetimeofpresentationoftheindependentvariableacrossparticipants.
33)Dr.Toriswantstotestanincentiveprogramtoincreaseattendanceinherclasses.Forthe
first8weeksofthesemestershedoesnotusetheprogram,andrecordsattendancerateseach
week.Thensheinstitutestheincentiveprogramforthelast8weeksandcontinuestorecord
attendancerateeachweek.Shedetectsanincreaseinattendanceoverthelast8weeks.Thisisan
exampleofwhichexperimentaldesign?
a)onegrouppretestposttest
*
b)interruptedtimeseries
c)nonequivalentcontrolgroup
d)multiplebaseline
34)Visualinspectionofthepreandposttreatmentpatternofdependentmeasurescoresis
typicalofwhichquasiexperimentaldesign?
*
a)interruptedtimeseries
b)nonequivalentcontrolgroup
c)beforeafter
d)factorial
35)Visualinspectionofthedataintheinterruptedtimeseriesdesignisnotalwayssufficient.
Withenoughdatapoints,thepatternsofthedependentmeasuresbeforeandaftercanbe
analyzedwith
*
a)anautoregressiveintegratedmovingaveragemodel.
b)Cohensd.
c)ananalysisofcovariance.
d)correlationcoefficients.
36)Ofthemajorextraneousvariablesdiscussedinpreviouschapters,whichismostlikelya
sourceofconfoundinginaninterruptedtimeseriesdesign?
a)participantexpectations
*
b)history
c)attrition
d)regression
37)Inusinganinterruptedtimeseriesdesign,howdoesonedeterminewhethertheindependent
variablehadaneffect?
*
a)bylookingforchangesintheresponsepatternfrompretoposttreatment
b)byusingthechisquarestatistic
c)bycomparingpretreatmentmeanperformancetoposttreatmentmeanperformance
d)bycomparingthetreatmentgroup'sdatatoasingleobservationofacontrolgroup
38)Ina(n)design,theexperimentertakesmultiplemeasuresonthedependentvariable
bothbeforeandaftertreatment.
a)nonequivalentcontrolgroup
*
b)interruptedtimeseries
c)multivariate
d)beforeafter
39)Whatisthe"interruption"inaninterruptedtimeseriesdesign?
*
a)introductionoftheindependentvariable
b)instrumentationfailure
c)aperiodofatleasttwoweeks
d)abriefperiodwhenmeasurementsaretaken.
40) A small town decides to ban cell phone texting while driving. Before putting the law into
effect, officials measure the amount of cell phone use among drivers by placing observers at a
busy intersection and recording the percentage of drivers using phones. They do this over 6
consecutive one-week intervals, each week being the middle week of a month (i.e., six months of
pretesting). Right after the law is passed, officials repeat the observational study for another six
months. Which of the following is true about the design of this study?
*
a) it is an interrupted time series design
b) it is an example of a nonequivalent control group design
c) without a control group, there is no way to evaluate trends with this design
d) because there are multiple observations this would qualify as a regression
discontinuity design
41)TheNationalScienceFoundationhasapolicyof,eachyear,selectingthebestyoung
scientistsandgivingthema5yeargranttoallowthemtoworkontheirprogramofresearch.
Thesescientistsareselectedbasedonthenumberofpublicationstheyhaveproducedintheprior
year.Allscientistswhohavepublished4ormorearticlesintheprioryearsreceivethesegrants.
TheNationalScienceFoundationwantstofindoutifthisprogramiseffective.Theresearch
designthatcouldbeusedtotesttheeffectofthisprogramis
a)posttestonlydesign.
*
b)regressiondiscontinuitydesign.
c)timeseriesdesign.
d)pretestposttestdesign.
42)WhichofthefollowingisNOToneoftherequirementsoftheregressiondiscontinuity
design.
a)groupassignmentmustbebasedonacutoffscore
*
b)thecutoffscoreshouldbelocatedatoneoftheextremeendsofthedistribution
c)theexperimentermustcontroltheassignmentofparticipantstogroups
d)allparticipantsmustbefromthesamepopulation
43)Ifyouhaveconductedastudyusingtheregressiondiscontinuitydesign,howwouldyoutell
ifyourtreatmenthadaneffect?
a)bylookingatthedatatoseeiftheregressionlineoftheposttestscoresdiffersfromthe
regressionlineofpretestscores.
b)bystatisticallyanalyzingthedatausingAnalysisofVariance.
c)bycomparingthepretestscoreswiththeposttestscorestoseeiftherewasasignificant
change.
*
d)bydeterminingifthereisadiscontinuityintheregressionlineforthepeopleabove
andbelowthecutoffscore.
44) What is the primary threat to internal validity that could confound the results of a regression
discontinuity study?
a) maturation
*
b) history
c) attrition
d) testing
45) In a study designed to examine the effects of an intensive reading program, Vaughn et. al
(2009) screened 2nd grade students and separated good readers from poor readers. The poor
readers were given the intervention treatment. At the end of 26 weeks of intervention
significant improvement in the poor readers was noted. What type of experimental design
was employed in this study?
*
a) regression discontinuity
b) nonequivalent comparison group
c) interrupted time series
d) median split design
46) Which of the following is NOT a quasi-experimental design?

a) interrupted time series
b) nonequivalent comparison group design
*
c) pretest-posttest control group design
d) regression discontinuity design
Vocabulary
Definethefollowinginpsychologicalterms:
quasi-experimental design
nonequivalent comparison group design
selection-maturation effect
selection-instrumentation effect
selection-regression effect
second increasing treatment effect
interrupted time-series design
assignment measure
design components
increasing treatment and control groups
selection-history effect
selection-attrition effect
first increasing treatment effect
crossover effect
regression discontinuity design
Essayquestions
1)Distinguishbetweenexperimentalandquasiexperimentalresearchdesigns.Whenwoulda
researcherbemorelikelytouseaquasiexperimentaldesign?
2)Discusstheprinciplesusedtoruleoutrivalexplanationinquasiexperimentaldesignsas
identifiedbyShadishet.al(2002)andpresentedinyoutext.
3)Describeahypotheticalexampleofastudyusingthenonequivalentcomparisongroupdesign.
Besuretodescribealloftheessentialfeaturesofthedesign.
4)Explainhowthenonequivalentcomparisongroupdesigncontrolsmostofthethreatsto
internalvalidity(e.g.,history,maturation,instrumentationetc)ascomparedtotheposttestonly
design.Explainwhyselectionbiasisstillaproblemwiththenonequivalentcomparisongroup
design.
5)Describethedifferencesbetweenanonequivalentcomparisongroupdesignandaonegroup
pretestposttestdesign.Foreach,giveanexampleofasituationinwhichonemighthavetouse
thatdesignratherthanatrueexperimentaldesign.Whatisthecriticalaspectofyourexample
thatmakesitimpossibletouseatrueexperimentaldesign.
6)Discussseveraldifferentpossibleoutcomesinastudyusinganonexperimentalcomparison
groupdesign.Describetherivalhypothesesthatcouldexplaintheseoutcomes.
7)Describetheessentialfeaturesofaninterruptedtimeseriesdesign.Explainwhythisisabetter
designthantheonegrouppretestposttestdesign.
8)Drawtwographsofhypotheticaloutcomesforinterruptedtimeseries,oneclearlyshowingan
effectofthetreatmentandtheothernoeffectofthetreatment.Explainhowyourhypothetical
datasupportyourassertionofaneffectandofnoeffect.
9)Describetheregressiondiscontinuitydesignandwhenyouwoulduseit.
10)Whenusingaregressiondiscontinuitydesign,whatkindofoutcomeordatawouldhaveto
existtoenableyoutoinferthatthetreatmentwaseffective?Whatpotentialthreatstointernal
validityexistwhenusingthisdesign?
Classroomexercisesuggestions
1)Quasiexperimentaldesignsareoftenusedtoevaluatelargescaleprogramsthataredesigned
tobenefitgroupsofindividualsorentirecommunities.ExamplesincludetheDAREprogramto
reducedrugabuseortheHeadStartprogramdesignedtohelppreparechildrenofpovertyfor
kindergarten.Thereisincreasingpressureonthesetypesofprogramstodemonstratepositive
outcomes.AccordingtoRossi,Freeman,andLipsey(1999)therearefivedifferenttypesof
programevaluation1)evaluationofneed(arethereproblemsthatneedtobeaddressed?);2)
assessmentofprogramtheory(doestheproposedprogramimpacttheidentifiedneeds?);3)
programmonitoring;4)outcomeevaluation(anassessmentofwhetherornotthegoalsofthe
programarebeingmet);5)efficiencyassessment(aretheoutcomesworthwhile?).Althoughany
oftheexperimentalmethodologiesmaybeusedtoevaluateprogramsitislikelythatquasi
designswillbeusedbecauserandomassignmentistypicallynotpossible.Moreinformation
aboutprogramevaluationcanbefoundinthesourcesbelow.
Campbell,D.T.(1969).Reformsasexperiments.AmericanPsychologist,24,409429.
Posavac, E., & Carey, R. (1997). Program evaluation: Methods and case studies (5th
ed.). Englewood Cliffs, NJ: Prentice-Hall, Inc.
Shadish,W.R.,Cook,T.D.,&Campbell,D.T.(2002).Experimentalandquasi
experimentaldesignsforgeneralizedcausalinference.Boston:HoughtonMifflin.
AssuggestedbyShaughnessy,Zechmeister,&Zechmeister(2009)onewaytomakeprogram
evaluationsmorerelevanttostudentsistorelatethemtoinstitutionalchangesatyourcollegeor
university.BelowisabriefsummaryofanactivitysuggestedbyShaughnessyet.al.
Askstudentstoconsiderrecentchangesthathavebeenmadeonyourcampus(e.g.,
changesingraduationrequirementsorstudentlifeissues).Whatevidencewasusedto
determinethatachangeneededtobemade(e.g.,comparisonwithotherschools,
consultationwithexperts)?Didtheadministrationuseexperimentsorquasiexperiments
todeterminewhetherornottomakethesechanges?Whydoyouthinkinstitutionsdonot
makeuseofexperimentsorquasiexperiments?Canyouthinkofsituationsinwhichan
experimentalapproachcouldhavebeenused?
2)Youcanextendthetextdiscussionofinterruptedtimeseriesbydiscussingseveralvariations
onthebasicdesign.Theseincludereversaltimeseriesdesignswhichinvolvesmultipleremovals
andreintroductionsofthetreatmentsimilartosinglesubjectreversaldesigns.Ifsimilar
changesinbehaviorareseeneachtimethetreatmentisintroducedthenwecanbemore
confidentinitseffectiveness.Presentexamplestoyourstudentswiththecaveatthatinmany
instancesitmayunethicalorsimplynotfeasibletoemploythistypeofdesign.
Anothervariationoftheinterruptedtimeseriesdesigninvolvestheadditionofa(nonequivalent)
controlgroupthatdoesnotreceivetheexperimentaltreatment.Anexampleofthistimeofdesign
isastudyconductedbyAsbridgeet.al(2009)whousedatimeseriesdesigntoevaluatethe
effectofachangeinOntariolawthatrequiredthesuspensionofdriverslicenseforanyone
drivingwithabloodalcoholleveloverthelegallimit.Monthlytrafficfatalitiesweremonitored
beforeandaftertheintroductionofthenewlaw.Additionally,twootherprovincesservedas
controlsareweremonitoredaswell.Theresultsofthestudyindicatethattheintroductionofthe
newlawresultedinasignificantdecreaseintrafficfatalities.Theinclusionofcontrolprovinces
rulesouttheinfluenceofsimplehistoryeffectsasanexplanationforchangesinthetraffic
fatalities.Howeveritshouldbenotedthatthesetypesofdesignswouldnoteliminatethe
possibilityofselectionhistoryinteractiveeffects.
Asbridge, M., Mann, R., Smart, R., Stoduto, G., Beirness, D., Lamble, R., et al. (2009).
The effects of Ontario's administrative driver's licence suspension law on total
driver fatalities: A multiple time series analysis. Drugs: Education, Prevention &
Policy, 16(2), 140-151.
Athirdvariationthatimprovesthebasicdesigniscalledinterruptedtimeserieswithswitching
replications.Thistypeofdesigninvolvesrepeatingtheinterventionatadifferentpointintime
withadifferentsample.Forexample,astudybyPalmgreenet.al(2001)assessedthe
effectivenessofpublicserviceannouncements(PSA)onreducingmarijuanauseamonghigh
users.AninterruptedtimeseriesdesignwasusedwiththePSAintroducedatdifferentpointsin
timefortwodifferentcountiesinKentucky.Similarreductionsinmarijuanauseforthetwo
countiesprovidesstrongevidencefortheefficacyofthePSAs.
Palmgreen, P., Donohew, L., Lorch, E., Hoyle, R., & Stephenson, M. (2001). Television
campaigns and adolescent marijuana use: Tests of sensation seeking
targeting. American Journal of Public Health, 91(2), 292-296.
3)Describethemassedvs.distributedpracticeeffectstotheclass.Tellthemhowthese
differencescouldbeappliedtoimprovelearninginschool.Thenchallengethemtodesignafield
experimentinarealschool.Letthemcometogripswiththeideathatrandomassignmentisnot
alwaysfeasible.Thenletthemdesignthestudyasaquasiexperiment.
4)Ifthismaterialisintroducedearlyenoughinthesemester,studentsmaywishtocollecttime
seriesdataoverthecourseofseveralweeksoratleastseveraldays.Theimportantpointofthis
exerciseistochallengestudentstodecidehowtodeterminewhetherpreandposttreatmentdata
aresignificant.Althoughathoroughtreatmentoftimeseriesstatisticalanalysesaremostlikely
beyondthescopeofthecourse,studentscanatleastgainanappreciationoftheissuesinvolved.
Thiswillbeaparticularlyvaluableintroductiontothenextchapteronsinglecaseresearch
designs,asmanyofthesedesignsaretimeseriesbased.
5)Havestudentsidentifyatreatmentoraprogramthatshouldbeinvestigatedusingthe
regressiondiscontinuitydesign.Aftertheyhaveidentifiedthisprogram,havethemdesignthe
studyselectingsuchvariablesasthepretestandposttestmeasuresandthecutoffscore.
6)Investigatetheeffectofmidtermsonnumberofpeopleinthelibrary.Chooseastudyareaof
yourcampuslibraryandvisititatroughlythesametimeeveryday;besuretouseapopular
studytime.Countthenumberofpeopleinthestudyarea(besuretodefinethearea'sboundaries
clearlysothateachobserveristakingthesamekindofdata).Pretreatmentdays=daysbefore
midterms,posttreatment=daysduringandaftermidterms.Domidtermshaveatemporaryor
longlastingeffectonthenumberofpeoplestudyinginthelibrary?

Test Bank For Research Methods Design and Analysis 11th Edition by Christensen

Încărcat de

Informații document

Descriere originală:

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

Test Bank For Research Methods Design and Analysis 11th Edition by Christensen

Încărcat de

Drepturi de autor:

Formate disponibile

downloadfullfileathttp://testbankinstant.

46) Which of the following is NOT a quasi-experimental design?

S-ar putea să vă placă și