Question 1

Which design can most easily be used with intact classes?

Accepted Answer

A)  Solomon 
B)  Factorial 
C)  Randomized subjects posttest only 
D)  Counterbalanced 
E)  Randomized subjects pretest-posttest 
A)  Solomon 
B)  Factorial 
C)  Randomized subjects posttest only 
D)  Counterbalanced 
E)  Randomized subjects pretest-posttest

Question 2

A researcher might choose to use a counterbalanced design when

Accepted Answer

A)  the interactive effect of different treatments is to be examined. 
B)  there is likely to be a carry-over effect of exposure to one treatment on a subsequent treatment. 
C)  there is a likelihood of pretest sensitization. 
D)  intact class groups are to be used. 
A)  the interactive effect of different treatments is to be examined. 
B)  there is likely to be a carry-over effect of exposure to one treatment on a subsequent treatment. 
C)  there is a likelihood of pretest sensitization. 
D)  intact class groups are to be used.

Question 3

The Solomon three- and four-group designs were developed in order to control the threat of

Accepted Answer

A)  differential measurement. 
B)  history. 
C)  maturation. 
D)  pretest sensitization. 
A)  differential measurement. 
B)  history. 
C)  maturation. 
D)  pretest sensitization.

Question 4

Which of the following is an advantage of the factorial design? It

Accepted Answer

A)  provides an opportunity to observe interaction. 
B)  accomplishes what might take many separate experiments. 
C)  provides a more powerful test of the hypothesis. 
D)  All of these are true. 
A)  provides an opportunity to observe interaction. 
B)  accomplishes what might take many separate experiments. 
C)  provides a more powerful test of the hypothesis. 
D)  All of these are true.

Question 5

The control group time series design overcomes the one-group time series design problem of

Accepted Answer

A)  maturation. 
B)  history. 
C)  nonrandomization. 
D)  all of these are true. 
A)  maturation. 
B)  history. 
C)  nonrandomization. 
D)  all of these are true.

Question 6

Exhibit 11.3: The following graphs show the results of two studies comparing the effect of instructional Methods A and B in large and small social studies classes.The dependent variable was scores on a standardized social studies test.
  
-Refer to Exhibit 11-3.Which graph shows interaction but no main effects?

Accepted Answer

A)  graph (a) 
B)  graph (b) 
A)  graph (a) 
B)  graph (b)

Question 7

Exhibit 11.1: In the following items, select the experimental design that best fits the descriptive statement.
-Refer to Exhibit 11-1.Recommended design unless there is some question relative to the randomness of the assignment of subjects.

Accepted Answer

A)  One-group, pretest-posttest design 
B)  Randomized subjects, posttest only, control-group design 
C)  Randomized subjects, pretest-posttest design control-group 
D)  Randomized Solomon four-group design 
E)  Counterbalanced design 
A)  One-group, pretest-posttest design 
B)  Randomized subjects, posttest only, control-group design 
C)  Randomized subjects, pretest-posttest design control-group 
D)  Randomized Solomon four-group design 
E)  Counterbalanced design

Question 8

How do quasi-experimental designs differ from true experimental designs?

Accepted Answer

Quasi-experimental designs do not have r

Question 9

Mr.Short and Mr.Long have very different ideas about how math should be taught.They decide to conduct a semester-long experiment to determine which teacher's method produced higher student achievement.How would you advise them about the conduct of the experiment? Pay attention to: design, procedures, measures, and control of extraneous variables.

Accepted Answer

As Mr. Short and Mr. Long are conducting

Question 10

The difference between the group means in a pretest-posttest control group experimental design can be tested for statistical significance most precisely by

Accepted Answer

A)  analysis of variance of the groups' means on the posttest. 
B)  separate t-tests of the prepost difference for the experimental and for the control group. 
C)  analysis of covariance on the groups' posttest means with pretest as the covariate. 
D)  analysis of variance of the mean changes from pre- to posttest for the two groups. 
A)  analysis of variance of the groups' means on the posttest. 
B)  separate t-tests of the prepost difference for the experimental and for the control group. 
C)  analysis of covariance on the groups' posttest means with pretest as the covariate. 
D)  analysis of variance of the mean changes from pre- to posttest for the two groups.

Question 11

If a researcher compared left-handed versus right-handed girls on a reading test after giving half of them special training, then the attribute variable and one likely extraneous variable, would be respectively

Accepted Answer

A) special training; reading scores. 
B) handedness; age of student. 
C) reading scores; ability level. 
D) special training; gender. 
E) handedness; special training. 
A) special training; reading scores. 
B) handedness; age of student. 
C) reading scores; ability level. 
D) special training; gender. 
E) handedness; special training.

Question 12

In contrast to time series designs, multiple baseline designs

Accepted Answer

A)  involve observation of two or more target behaviors during the baseline condition. 
B)  do not reinstate initial baseline conditions following treatment. 
C)  use a control group to compare the effectiveness of the treatment. 
D)  All of these are true. 
E)  a and b 
A)  involve observation of two or more target behaviors during the baseline condition. 
B)  do not reinstate initial baseline conditions following treatment. 
C)  use a control group to compare the effectiveness of the treatment. 
D)  All of these are true. 
E)  a and b

Question 13

In a preexperimental design specific events may occur between the pretest and the posttest, which cause changes that are measured on the posttest.This represents a failure to control

Accepted Answer

A)  randomization. 
B)  maturation. 
C)  pretest sensitivity. 
D)  reactivity. 
E)  history. 
A)  randomization. 
B)  maturation. 
C)  pretest sensitivity. 
D)  reactivity. 
E)  history.

Which design can most easily be used with intact classes?

A researcher might choose to use a counterbalanced design when

The Solomon three- and four-group designs were developed in order to control the threat of

Which of the following is an advantage of the factorial design? It

The control group time series design overcomes the one-group time series design problem of

Exhibit 11.1: In the following items, select the experimental design that best fits the descriptive statement. -Refer to Exhibit 11-1.Recommended design unless there is some question relative to the randomness of the assignment of subjects.

How do quasi-experimental designs differ from true experimental designs?

The difference between the group means in a pretest-posttest control group experimental design can be tested for statistical significance most precisely by

If a researcher compared left-handed versus right-handed girls on a reading test after giving half of them special training, then the attribute variable and one likely extraneous variable, would be respectively

In contrast to time series designs, multiple baseline designs

In a preexperimental design specific events may occur between the pretest and the posttest, which cause changes that are measured on the posttest.This represents a failure to control

The Nature of Scientific Inquiry

The Scientific Approach in Education

he Research Problem

Reviewing the Literature

The Hypothesis

Descriptive Statistics

Sampling and Inferential Statistics

Tools of Research

Validity and Reliability

Experimental Research

Ex Post Facto Research

Correlation Research

Survey Research

Defining and Designing Qualitative Research

Types of Qualitative Research

Analyzing and Reporting Qualitative Research

Action Research

Mixed Methods Research

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Exam 11: Experimental Research Design

Which design can most easily be used with intact classes?

A researcher might choose to use a counterbalanced design when

The Solomon three- and four-group designs were developed in order to control the threat of

Which of the following is an advantage of the factorial design? It

The control group time series design overcomes the one-group time series design problem of

Exhibit 11.1: In the following items, select the experimental design that best fits the descriptive statement. -Refer to Exhibit 11-1.Recommended design unless there is some question relative to the randomness of the assignment of subjects.

How do quasi-experimental designs differ from true experimental designs?

The difference between the group means in a pretest-posttest control group experimental design can be tested for statistical significance most precisely by

If a researcher compared left-handed versus right-handed girls on a reading test after giving half of them special training, then the attribute variable and one likely extraneous variable, would be respectively

In contrast to time series designs, multiple baseline designs

In a preexperimental design specific events may occur between the pretest and the posttest, which cause changes that are measured on the posttest.This represents a failure to control

The Nature of Scientific Inquiry

The Scientific Approach in Education

he Research Problem

Reviewing the Literature

The Hypothesis

Descriptive Statistics

Sampling and Inferential Statistics

Tools of Research

Validity and Reliability

Experimental Research

Ex Post Facto Research

Correlation Research

Survey Research

Defining and Designing Qualitative Research

Types of Qualitative Research

Analyzing and Reporting Qualitative Research

Action Research

Mixed Methods Research

Guidelines for Writing Research Proposals

Interpreting and Reporting Results of Quantitative Research

Filters