ERLENE D.

RACELIS
 WHAT IS EXPERIMENTAL
RESEARCH?
• It is a systematic and scientific approach
to research in which the researcher
manipulates one or more variables and
controls, and measures any change in
other variables
• The purpose is to study the cause and
effect relationship
 EXPERIMENTAL RESEARCH…

• An experiment is a set of observations

conducted under controlled
circumstances in which the
investigator manipulates conditions to
ascertain what effects such
manipulation has on the outcome.
 EXPERIMENTAL RESEARCH DESIGN
One -Shot Case Study Design

1 . PRE -EXPERIMENTAL DESIGN One -group Pretest Posttest Design

Static Group Comparison

Posttest only Control Group Design

2 . TRUE
EXPERIMENTAL Pretest Posttest Control Group Design
DESIGN
Solomon Four Group Design

Non -equivalent Control Group

3 . QUASI -
Time Series
EXPERIMENTAL DESIGN

4 . FACTORIAL DESIGN Multiple Time Series

 One -Shot Case Study Design

1. PRE -EXPERIMENTAL DESIGN

One -group Pretest Posttest Design

Static Group Comparison

• „pre-experimental designs represent the simplest form of research

designs
• „considered “pre-,” indicating they are preparatory or prerequisite to
true experimental designs
• „no randomization procedures are used to control for extraneous
variables
 ONE-SHOT CASE STUDY DESIGN

Selected
TREATMEN T POST -
experimental
TEST
group
Example: The effects of counseling
sessions on the attitudes of identified
bullies in school.

Experimental Group Treatment (X) Posttest

Bully students Counseling Observation
 ONE-GROUP PRETEST-POSTTEST
DESIGN

Selected
experimental TREATMEN T POST -
group TEST
PRETEST
Example: You want to determine whether praising primary
school children makes them do better in Mathematics.

PRE TEST

Experimental TREATMENT
POST TEST
Group
Praising
Primary School
Children
 STATIC GROUP COMPARISON

experimental TREATMENT POST -

group TEST

POST -
control group TEST
 Posttest only Control Group Design

2. TRUE EXPERIMENTAL
Pretest Posttest Control Group Design
DESIGN

Solomon Four Group Design

 POST TEST ONLY CONTROL GROUP

Randomly
selected TREATMENT POST -
experimen TEST
tal group

Randomly selected POST -

control group TEST
PRETEST POSTTEST CONTROL GROUP DESIGN

Randomly
selected
TREATMENT POST-
experimental
group
TEST
PRE-TEST

Randomly selected POST-

control group TEST
PRE-TEST
 SOLOMON FOUR GROUP DESIGN

Experimental
POST -
Group A

PRE -TEST TEST

TREATMENT

Experimental POST -
Group B
TEST
 QUASI -EXPERIMENTAL DESIGN

Non-equivalent Multiple
Time Series
Control Group Time Series

PROs:
can be very useful in generating results for general trends Greater
external validity(more like real world conditions)
Much more feasible given time and logistical constraints
CONs:
Without proper randomization, statistical tests can be meaningless
Not as many variables controlled
Selection could be biased
Simply defined as not a true experiment since it
does not have randomly assigned groups the
comparison/control group is predetermined to be
comparable to the treatment group in critical ways.
Matching, comparing the same participants over
time and pre-existing groups are used. These
designs are frequently used when it is not logistically
feasible or ethical to conduct a randomized
controlled trial.
 FACTORIAL DESIGN

• Used to examine the effects that the manipulation of at

least 2 independent variables (simultaneously at different
levels) has upon the dependent variable.

PROs: more precision on each factor than with single factor

experimentation, broadening the scope of an experiment,
possible to estimate the interaction effect.

CONs: could be complex, the experiment can be very large

with a number of factors each at several levels.
SAMPLE ABSTRACT USING
EXPERIMENTAL RESEARCH DESIGN
 The Effect of Reflective Thinking
Strategies Used in Teaching of the
Subject of Neural System on
Undergraduates’ Academic
Achievement and Knowledge
Permanence
 This study has been conducted so as to determine the effect of reflective thinking
strategies used in teaching of the subject of neural system in Anatomy class on students’
academic achievement and knowledge permanence. The freshmen of First and
Immediate Aid Department of Vocational Health High School of Mardin Artuklu University
form the research sample.
The research is a quantitative study and pretest-posttest control group model from
quasi-experimental design has been applied. The subject is taught by using reflective
thinking strategies in experimental group meanwhile in control group, it is handled by
conventional teaching method. Whether there is an equation between the groups has
been searched by applying pretest-posttest achievement test to the undergraduates
generating work group. The application period of the research is 10 weeks and Academic
achievement test has been used as data collection tool. This test has been applied to the
same group in order to evaluate the permanence of knowledge as a permanence test
after 5 weeks the posttest process of the application. Data analysis have been carried out
with independent samples and paired samples tests in SPSS 18.00 package for data
analysis. With reference to the result of this research, a significant difference has been
observed between the achievement posttest scores of experimental and control group,
the pretest-posttest achievement scores of experimental group, the pretest posttest
scores of control group, the posttest-permanence test scores of experimental and control
group. In consequence of all these analysis, it is deduced that training applications based
on reflective thinking strategies used in teaching the subject of neural system in
Anatomy class enhance positively the success of undergraduates with regards to learning
about the covered subject, and also their knowledge is more permanent by the way of
these strategies.
END