Quantitative Research Designs Chapter 7 Copyright 2019 Mc

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Quantitative Research Designs Chapter 7 Copyright © 2019 Mc. Graw-Hill Education. All rights reserved.

Quantitative Research Designs Chapter 7 Copyright © 2019 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education.

Three Forms of Quantitative Research Designs Characteristics Experimental forms Quasiexperimental forms Descriptive forms Manipulation

Three Forms of Quantitative Research Designs Characteristics Experimental forms Quasiexperimental forms Descriptive forms Manipulation of independent variables Present: Researcher controlled Present: Natural variation Absent Random assignment of participants to conditions Present Absent Copyright © 2019 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 2

Used to determine causation Conducted in a laboratory or other simulated settings controlled by

Used to determine causation Conducted in a laboratory or other simulated settings controlled by researchers The Experimental Framework Lab environment controls for extraneous influences When an independent variable is manipulated, a researcher should conduct a manipulation check In 2013, Westerman and Westerman randomly assigned participants to one of four message conditions to examine how participants responded to feedback about a work project Copyright © 2019 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 3

Researcher controls Selection of treatment and control groups Based on theory Random sample Classical

Researcher controls Selection of treatment and control groups Based on theory Random sample Classical Experiment Random assignment of participants to conditions Ensures participants in each condition are equivalent before any treatment Manipulation checks Copyright © 2019 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 4

Figure 7. 2: Posttest Only Design Jump to Figure 7. 2: Posttest Only Design,

Figure 7. 2: Posttest Only Design Jump to Figure 7. 2: Posttest Only Design, Appendix Copyright © 2019 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 5

Figure 7. 3: Pretest. Posttest Experimental Design Jump to Figure 7. 3: Pretest-Posttest Experimental

Figure 7. 3: Pretest. Posttest Experimental Design Jump to Figure 7. 3: Pretest-Posttest Experimental Design, Appendix Copyright © 2019 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 6

Treatment groups based on two or more independent variables Factorial Design Allows the researcher

Treatment groups based on two or more independent variables Factorial Design Allows the researcher to test for the effects of each independent variable Researchers can test for main and interaction effects Copyright © 2019 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 7

Multiple measurements of the dependent variable across time Longitudinal Experimental Design Time between measurements

Multiple measurements of the dependent variable across time Longitudinal Experimental Design Time between measurements for a design depends on the nature of the communication phenomenon being studied Helpful in determining the degree to which training or instruction has been effective Copyright © 2019 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 8

Evaluating Experimental Designs Strengths Limitations • Researchers can manipulate the independent variable to observe

Evaluating Experimental Designs Strengths Limitations • Researchers can manipulate the independent variable to observe changes in the dependent variable • Not all communication can be studied using one of the experimental forms • Assume that any effect on the dependent variable, or D V, is the cause of the independent variable I V • Precision • Cannot guarantee that some factor other than the treatment factor produced the significant effect • May not reflect reality Copyright © 2019 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 9

Researcher relies upon natural variations in the independent variable Quasi. Experiments Posttest, pretest-posttest, factorial,

Researcher relies upon natural variations in the independent variable Quasi. Experiments Posttest, pretest-posttest, factorial, and longitudinal designs can be used as long as the natural variation of the independent variable can be substituted for manipulation of the independent variable Field experiments are particularly effective for studying communication in context Copyright © 2019 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 10

Researcher controls manipulation of the I V and random assignment of participants Field Experiments

Researcher controls manipulation of the I V and random assignment of participants Field Experiments Occur in real and natural environments Allow for the observation and evaluation of complex and unfolding interaction events Copyright © 2019 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 11

Strengths and Limitations of Quasi. Experimental Research Designs Strengths Limitations Can address realworld problems

Strengths and Limitations of Quasi. Experimental Research Designs Strengths Limitations Can address realworld problems Conditions may not be equivalent Design is based on naturally existing variations Cannot determine cause and effect Copyright © 2019 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 12

Also called cross-sectional or nonexperimental designs Researcher does not control the manipulation of the

Also called cross-sectional or nonexperimental designs Researcher does not control the manipulation of the I V Descriptive Designs Participants are not randomly assigned to conditions Predictor and criterion are better labels for the I V and D V as they do not imply causality Copyright © 2019 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 13

Strengths Evaluating Descriptive Designs Conducted in environments with participants who are like the individuals

Strengths Evaluating Descriptive Designs Conducted in environments with participants who are like the individuals the researcher wants to generalize Can be used to explore topics Limitations No direct control over the manipulation of the I V Researcher does not assign participants to experimental conditions Limits interpretation of research findings Copyright © 2019 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 14

Developed for experimental, quasiexperimental, and descriptive designs Online Experiments Designed as a field experiment

Developed for experimental, quasiexperimental, and descriptive designs Online Experiments Designed as a field experiment if online behavior is the natural environment being examined Help in reaching a diverse audience of participants Can embed audio and video elements Sampling can be problematic Copyright © 2019 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 15

Bias and error can be introduced through the interaction with participants Researcher Effects and

Bias and error can be introduced through the interaction with participants Researcher Effects and Procedural Bias How a researcher communicates with participants Researcher unknowingly encourages desired responses Demand characteristics are created when a research topic has socially desirable elements Researcher uses research protocol to detail procedural steps Copyright © 2019 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 16

Figure 7. 6: How Is the Study Designed? Jump to Figure 7. 6: How

Figure 7. 6: How Is the Study Designed? Jump to Figure 7. 6: How Is the Study Designed? , Appendix Copyright © 2019 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 17

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Research Design Quantitative Symbolic Representations of Quantitative DesignsResearch Design Quantitative Symbolic Representations of Quantitative Designs
NonExperimental designs Developmental designs SmallN designs Psych 231NonExperimental designs Developmental designs SmallN designs Psych 231
Experimental Group Designs Group Designs Simple Group DesignsExperimental Group Designs Group Designs Simple Group Designs
NonExperimental designs Developmental designs SmallN designs Psych 231NonExperimental designs Developmental designs SmallN designs Psych 231
NonExperimental designs Developmental designs SmallN designs Psych 231NonExperimental designs Developmental designs SmallN designs Psych 231
NonExperimental designs Developmental designs SmallN designs Psych 231NonExperimental designs Developmental designs SmallN designs Psych 231
QUASIEXPERIMENTAL DESIGNS SMALL N DESIGNS CORRELATIONAL DESIGNS WeekQUASIEXPERIMENTAL DESIGNS SMALL N DESIGNS CORRELATIONAL DESIGNS Week
Different Conceptual Designs Different Conceptual Designs Designs forDifferent Conceptual Designs Different Conceptual Designs Designs for
Chapter 8 Clarifying Quantitative Research Designs Copyright 2011Chapter 8 Clarifying Quantitative Research Designs Copyright 2011
RESEARCH DESIGN Experimental Designs The specific research designsRESEARCH DESIGN Experimental Designs The specific research designs
Field Research Designs Purpose of field research designsField Research Designs Purpose of field research designs
Quantitative Research QuasiExperimental Designs Pretestposttest Survey Research NonequivalentQuantitative Research QuasiExperimental Designs Pretestposttest Survey Research Nonequivalent
Qualitative and Quantitative Research Designs Social Research MethodsQualitative and Quantitative Research Designs Social Research Methods
Research Designs Sebastian M Rasinger Quantitative Research inResearch Designs Sebastian M Rasinger Quantitative Research in