CHAPTER 5 FACTORIAL DESIGNS FACTORIAL ESSENTIALS Factorial design

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CHAPTER 5 FACTORIAL DESIGNS

CHAPTER 5 FACTORIAL DESIGNS

FACTORIAL ESSENTIALS • Factorial design = more than one IV • IVs referred to

FACTORIAL ESSENTIALS • Factorial design = more than one IV • IVs referred to as “factors” • Identifying factorial designs • Notation system • Digits represent IVs • Numerical values of digits represent the # of levels of each IV • 2 x 3 factorial (say: “two by three”) • 2 IVs, one with 2 levels, one with 3 = 6 total conditions • 2 x 4 x 4 factorial • 3 IVs, with 2, 4, and 4 levels = 32 total conditions

FACTORIAL ESSENTIALS • Identifying factorial designs • Factorial matrix • 2 x 2 (two

FACTORIAL ESSENTIALS • Identifying factorial designs • Factorial matrix • 2 x 2 (two levels each of type of exam and presence of timer) Presence of Timer Exam Type Timer Math Verbal No Timer

Presence of Timer Exam Type Timer No Timer Math ½ Timer This is a

Presence of Timer Exam Type Timer No Timer Math ½ Timer This is a 2 x 3 design. Verbal Presence of Timer No Timer Exam Type Math Verbal Music This is a 3 x 2 design.

I am interested to see whether performance on an exam is affected by projecting

I am interested to see whether performance on an exam is affected by projecting a countdown timer on the board during the test. Timer No Timer 5 5 Overall, is there an effect of presence of timer?

I am interested to see whether performance on an exam is affected by projecting

I am interested to see whether performance on an exam is affected by projecting a countdown timer on the board during the test. Timer No Timer 5 10 Overall, is there an effect of presence of timer?

I am interested to see whether performance on an exam is affected by projecting

I am interested to see whether performance on an exam is affected by projecting a countdown timer on the board during the test. I also believe that the type of content on the exam affects exam score. Timer No Timer Math 8 5 6. 5 Verbal 2 5 3. 5 5 5 Overall, is there an effect of presence of timer? Overall, is there an effect of content type?

I am interested to see whether performance on an exam is affected by projecting

I am interested to see whether performance on an exam is affected by projecting a countdown timer on the board during the test. I also believe that the type of content on the exam affects exam score. Timer No Timer Math 6 4 5 Verbal 8 2 5 7 3 Overall, is there an effect of presence of timer? Overall, is there an effect of content type?

I am interested to see whether performance on an exam is affected by projecting

I am interested to see whether performance on an exam is affected by projecting a countdown timer on the board during the test. I also believe that the type of content on the exam affects exam score. Timer No Timer Math 5 5 5 Verbal 10 5 7. 5 5 Overall, is there an effect of presence of timer? Overall, is there an effect of content type?

I am interested to see whether performance on an exam is affected by projecting

I am interested to see whether performance on an exam is affected by projecting a countdown timer on the board during the test. I also believe that the type of content on the exam affects exam score. Timer No Timer Math 8 2 5 Verbal 2 8 5 5 5 Overall, is there an effect of presence of timer? Overall, is there an effect of content type?

I am interested to see whether performance on an exam is affected by projecting

I am interested to see whether performance on an exam is affected by projecting a countdown timer on the board during the test. I also believe that the type of content on the exam affects exam score. Timer No Timer Math 2 8 Verbal 2 8 Main effect of presence of timer.

I am interested to see whether performance on an exam is affected by projecting

I am interested to see whether performance on an exam is affected by projecting a countdown timer on the board during the test. I also believe that the type of content on the exam affects exam score. Timer No Timer Math 2 4 Verbal 4 6 Main effect of presence of timer. Main effect of content type.

I am interested to see whether performance on an exam is affected by projecting

I am interested to see whether performance on an exam is affected by projecting a countdown timer on the board during the test. I also believe that the type of content on the exam affects exam score. Timer No Timer Math 2 2 Verbal 4 4 Main effect of content type.

I am interested to see whether performance on an exam is affected by projecting

I am interested to see whether performance on an exam is affected by projecting a countdown timer on the board during the test. I also believe that the type of content on the exam affects exam score. Timer No Timer Math 8 2 Verbal 5 5 Main effect of presence of timer. Interaction effect.

I am interested to see whether performance on an exam is affected by projecting

I am interested to see whether performance on an exam is affected by projecting a countdown timer on the board during the test. I also believe that the type of content on the exam affects exam score. Timer No Timer Math 8 2 Verbal 2 8 Interaction effect.

I am interested to see whether performance on an exam is affected by projecting

I am interested to see whether performance on an exam is affected by projecting a countdown timer on the board during the test. I also believe that the type of content on the exam affects exam score. Timer No Timer Math 2 5 Verbal 8 5 Main effect of content type. Interaction effect.

DEFINITION—MAIN EFFECTS AND INTERACTIONS • Main Effect • Overall effect of individual factors (IVs)

DEFINITION—MAIN EFFECTS AND INTERACTIONS • Main Effect • Overall effect of individual factors (IVs) • Interactions • When the effect of one factor (IV) depends on the level of the other factor (IV) • For every 2 -way ANOVA you conduct, you will always report TWO main effects and ONE interaction • A) Main effect of IV 1 • B) Main effect of IV 2 • C) Interaction Effect

REPORTING RESULTS—MAIN EFFECTS AND INTERACTIONS • You must indicate which effects were significant and

REPORTING RESULTS—MAIN EFFECTS AND INTERACTIONS • You must indicate which effects were significant and which were not. • Must include statement of statistical test in proper reporting format: • Test Letter (df)=Value, p decision • Must include a statement (in words) explaining the effect. There is a significant main effect of presence of timer: F(1, 24) = 8. 2, p<. 05. Students taking an exam with a timer scored higher (M=8, SD=2) than students taking the exam without a timer (M=2, SD=2).

REPORTING RESULTS—MAIN EFFECTS AND INTERACTIONS • You must indicate which effects were significant and

REPORTING RESULTS—MAIN EFFECTS AND INTERACTIONS • You must indicate which effects were significant and which were not. • Must include statement of statistical test in proper reporting format: • Test Letter (df)=Value, p decision • Must include a statement (in words) explaining the effect. There is no significant main effect of exam type: F(1, 24) = 1. 2, p=NS. Students taking an exam with a timer scored similarly (M=5, SD=2) to students taking the exam without a timer (M=5, SD=2).

REPORTING RESULTS—MAIN EFFECTS AND INTERACTIONS • You must indicate which effects were significant and

REPORTING RESULTS—MAIN EFFECTS AND INTERACTIONS • You must indicate which effects were significant and which were not. • Must include statement of statistical test in proper reporting format: • Test Letter (df)=Value, p decision • Must include a statement (in words) explaining the effect. There is a significant interaction effect of between exam type and presence of timer: F(1, 24) = 6. 2, p<. 05. Presence of timer improved performance for students taking the Math test, but did not have any effect on students taking the Verbal test.

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