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For instance, training to the farmers on new methods of cultivation was really a
cause for increased production? These conditions are necessary to decide cause
and effect statements:
(1) Strong evidence of association between an action and observed outcome need
to be gathered. In other words, there should be enough evidence of variation. This
means that the variables occur together. For instance “if x occurs (cause) then
y”(effect).
(2) There should be evidence that action preceded the result or an outcome. This
means time
sequence of variables (that the causal event occurs either before or simultaneously
with the
effect) is important.
(3) This outcome or result should be explained by only this factor not by any other
factor. If the
hypothesis is that rice production increases with the use of organic manures
keeping all
other things constant.
How these causal relationships are determined? They are determined through the
use of
experiments. These research designs can fall under two sub categories (1)
experimental (2) quasi experimental.
Experimental Designs
We can conduct experiments in two settings – in the laboratory or in the field. In a
laboratory
experiment, the researcher administers the treatment to subjects in an controlled
environment. This desired setting assists the researcher in minimizing unwanted
effects of extraneous variables through the control and manipulation of certain
variables. However, laboratory experiments provides a high level of internal validity
because the respondents can be carefully controlled/or manipulated. We can
conclude that the results obtained from a laboratory experiment are due to the
changes in the treatment variable(s) because we are eliminating the effects of
many extraneous variables. But the results of laboratory experiments may not be
able to project the real world situation which means external validity of the results
are questioned. As the human factor as a variable is involved more and more
doubts of the external validity of the results coming out of laboratory experiment
increase more and more.
Field Experiments
These field experiments are conducted in the real world environment. This form of
experimentation provides a high level of external validity as the respondents are
reacting as they would be in normal circumstances.
Experimental designs are useful in addressing the evaluation questions about the
effectiveness
and impact of programs.
It is hypothesized in such designs that the observed outcomes are the result
of a given program or innovation instead of a function of extraneous variable or
events. For example, experimental designs help us to answer such questions as the
following: would adopting a modern methods of cultivation improve the yield
performance? How the agricultural officers professional training influencing the
quality of agricultural extension at the farmers’ field level?
Experimental designs are intended to measure cause and effect relationships. If
they can
measure concomitant variation, the degree of change in one variable say rice
production, when other variable, say fertiliser consumption is changed. Example: In
agricultural sciences, researchers hypothesize that using a particular pesticide (the
cause or treatment) would reduce or kill the pest (effect). To demonstrate this, two
farmers suffering from the same problem are chosen. The treatment is administered
in one of the farmer’s field (the test group), while the second farmer is the control
group. The difference in the yield rate between the test group and the control group
is attributed to the effects of the pesticide.
Classic experimental designs: Randomization of subjects into control and
treatment groups is a classic experimental method. The two broad classes of classic
experimental design are:
Between subjects designs:
In a between-subjects design, the values of the dependent variable for one group of
participants
(the group of farmers who have prior experience in using a knapsack prayer) are
compared with the values for another group of participants (for example, the group
of farmers who have never used the knapsack prayer before.). In between-subjects
designs, responses from a given participant appear in only one group.
Factorial designs
Let us imagine a design where we have an training programme where we would like
to look
at a variety of program variations to see which works best. For instance, we would
like to vary the amount of time other farmers receive instruction with one group
getting one hour per week and another group 4 hours per week. We would like to
vary the setting with one group getting the training in the field and another group in
the class room. We could think about having four separate groups to do this, but
when we are varying the amount of time in instruction, what setting would we use:
in class or in the field? And when we are studying the setting, what amount of
instruction time would we use: 1 hour, 4 hours or something else?
In factorial design, a factor is a major independent variable. In the above example
we have
two factors : time spent in instruction (through 4 hrs / week) and training setting
(field and class room). A level is a sub division of a factor. In this example, time in
instruction has two levels and setting has two levels. We depict a factorial design
with a numbering notation. In this particular example we have 2X2 factorial design.
The number notation will tell us the number of factors and number of levels. The
number of different treatment groups that we have in any factorial design can
easily be determined by multiplying through the number notation. For instance, in
our example we have 2X2 = 4 groups.
A null outcome would be indicated by the average retention score being the same
for all four
groups of the factorial design. Unequal mean retention scores would indicate a main
effect of time factor in imparting training and training setting /or an interaction
effect of both.
With Regard
Ramdayal kumawat
MBA (AB) 1ST YEAR
Institute Of Agri Business Management
S. K. R. A. U. Bikaner