Chapter 12: Experimental Research: compare the outcomes of this group

Weak and Strong Designs with the experimental group to see if the
treatment had an effect.
3. Manipulation of the Independent
Variable: The researcher
Experimental Research: This type of systematically changes the independent
research is used to determine cause-and- variable to observe its effect on the
effect relationships by manipulating an dependent variable. Different
independent variable and observing its manipulation techniques include:
effect on a dependent variable. 4. Presence or Absence Technique: This
technique involves comparing a group
RCT (Randomized Controlled Trial): This
that receives the treatment (presence of
is a commonly used term for experimental
the independent variable) with a group
research, especially in education and
that doesn't (absence of the
medical research. RCTs involve random
independent variable).
assignment of participants to different
5. Amount Technique: This technique
treatment and control groups. Medical
involves comparing groups that receive
research often includes:
different amounts or levels of the
 double-blind procedures, where independent variable.
neither the researcher nor the
Factorial Designs: These designs test the
participants know who is receiving the
effects of multiple independent variables
actual treatment.
(factors) on a dependent variable and
 Educational experiments, however,
examine the interactions between these
often employ single-blind procedures
independent variables. They help unpack
where only the researcher knows which
complex relationships between variables.
participants are in which groups.
Main Effect: This refers to the effect of a
Experimental Control: This refers to
single independent variable on the
researchers' efforts to ensure that the
dependent variable.
observed effect on the dependent variable
is due to the manipulated independent Interaction Effect: This happens when the
variable and not some other extraneous effect of one independent variable on the
factor. They do this by: dependent variable depends on the level of
another independent variable. For example,
1. Random Assignment: Randomly
the effectiveness of a new teaching method
assigning participants to different groups
(independent variable 1) on student test
(experimental and control) to ensure
scores (dependent variable) may differ
that the groups are similar at the
depending on the level of student motivation
beginning of the study. This helps to
(independent variable 2).
minimize the impact of confounding
variables. Repeated-Measures Designs: This type of
2. Control Groups: Using a control group design involves measuring the same
that does not receive the experimental participants multiple times under different
treatment allows the researcher to
conditions or time points. This allows for a understand how interventions work for
within-subjects comparison, increasing the specific individuals.
sensitivity of the study to detect small
effects. 1. A-B-A Design: This design involves a
baseline phase (A), where the behavior
is measured without intervention; a
treatment phase (B), where the
Chapter 13: Experimental Research: intervention is introduced; and a return
Quasi and Single-Case Designs to baseline phase (A), where the
intervention is removed to see if the
behavior returns to its original levels.
2. A-B-A-B Design: This design extends
Quasi-Experimental Designs: These
the A-B-A design by adding a second
designs share similarities with strong
treatment phase (B) to see if the
experimental designs, but they lack random
intervention consistently leads to
assignment. This makes it harder to
changes in the target behavior.
definitively attribute changes in the
3. Multiple-Baseline Design: This design
dependent variable to the independent
assesses the impact of a treatment on
variable, as other factors might be at play. A
multiple behaviors, individuals, or
key design in this category is the
settings. It involves establishing
nonequivalent comparison group design.
baselines for each behavior, individual,
This design compares a treatment group to
or setting and then introducing the
a comparison group, but the participants are
intervention at different points in time.
not randomly assigned to the groups.
The staggered introduction of the
Interrupted Time-Series Designs: These intervention helps to rule out the
designs measure a dependent variable possibility that changes in the target
multiple times before and after an behaviors are due to extraneous factors.
intervention. This allows the researcher to 4. Changing-Criterion Design:
see if the intervention changed the trend or Researchers use this design when the
pattern of the data. goal is to gradually change a behavior.
They introduce the intervention in
Regression Discontinuity Designs: phases, with each phase having a more
Researchers use these designs to evaluate stringent criterion for the target
the impact of an intervention when behavior.
participants are assigned to groups based
on a cutoff score on a pre-intervention
measure.

Single-Case Experimental Designs: