Experimental and Quasi-experimental Designs for Research |
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Page 20
... with X may be of this nature , al- though there are ample grounds to suspect the content features of the testing process . The process 20 DONALD T. CAMPBELL AND JULIAN C. STANLEY Other interactions with X Reactive arrangements.
... with X may be of this nature , al- though there are ample grounds to suspect the content features of the testing process . The process 20 DONALD T. CAMPBELL AND JULIAN C. STANLEY Other interactions with X Reactive arrangements.
Page 21
... reactive arrangements may be very hard to avoid . But in much research on teaching methods there is no need for the students to know that an experiment is going on . ( It would be nice to keep the teachers from knowing this , too , in ...
... reactive arrangements may be very hard to avoid . But in much research on teaching methods there is no need for the students to know that an experiment is going on . ( It would be nice to keep the teachers from knowing this , too , in ...
Page 47
... Reactive arrangements seem to be less certainly involved in Design 9 than in Design 8 because of the heterogeneity of the materials and the greater possibility that the subjects will not be aware that they are get- ting different ...
... Reactive arrangements seem to be less certainly involved in Design 9 than in Design 8 because of the heterogeneity of the materials and the greater possibility that the subjects will not be aware that they are get- ting different ...
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Common terms and phrases
achieved analysis analysis of variance attitudes B₁ Campbell causal Class classroom comparison confounded CONTROL GROUP DESIGN correlation covariance Design 12 differences discussion educational research effect of X employed equivalent eral error ex post facto experimental and control experimental control experimental design experimental effect experimental group experimental variable external factors gain hypothesis inference interaction effect internal validity interpretation interviewers involved Latin squares main effect matching maturation measures memory bias ment mental mental Psychology methods O₁ and O2 occasions occur panel study perimental persons plau plausible rival population possible posttest scores present pretest and posttest pretest scores pretest-posttest problem procedures Psychol psychology psychotherapy pupils quasi-experimental designs quasi-experiments random assignment randomly relevant represent research on teaching rival hypotheses sampling selection settings shift sible social sources of invalidity specific statistical Table teachers ternal validity tests of significance time-series tion trol group true experiment usually