Question 1

The one-group posttest-only design can provide pilot information for future research.

Accepted Answer

A) True 
 B)False

Question 2

Some poor quasi-experimental designs have only one level so no comparisons can be made.

Accepted Answer

A) True 
 B)False

Question 3

What are the pros and cons of using the four types of quasi-experimental designs with major limitations?

Accepted Answer

One-Group Posttest-Only Design:
Pros: Th

Question 4

The Solomon four-group design allows the researcher to test the effects of the pretest.

Accepted Answer

A) True 
 B)False

Question 5

A pretest-posttest control group design should be used when:

Accepted Answer

A)  There is a small sample size 
B)  There is a large sample size 
C)  The groups are homogeneous 
D)  a and c 
A)  There is a small sample size 
B)  There is a large sample size 
C)  The groups are homogeneous 
D)  a and c

Question 6

With a time-series design, several pretests help establish a baseline.

Accepted Answer

A) True 
 B)False

Question 7

How does random assignment affect bias?

Accepted Answer

Random assignment should elimi

Question 8

Random assignment of participants to groups always makes the groups equivalent.

Accepted Answer

A) True 
 B)False

Question 9

There is increased confidence that random assignment of participants to groups yields equivalent groups when:

Accepted Answer

A)  There is a small sample size 
B)  Groups are fairly homogeneous 
C)  There is a control group 
D)  All of the above 
A)  There is a small sample size 
B)  Groups are fairly homogeneous 
C)  There is a control group 
D)  All of the above

Question 10

What differentiates randomized experiments from quasi-experiments?

Accepted Answer

The difference between randomi

Question 11

The Solomon four-group design is a quasi-experimental approach.

Accepted Answer

A) True 
 B)False

Question 12

A researcher is interested in the effects of ethics training on corporate executive decision-making. She contacts three similar companies. These three companies receive either an ethics training course, a traditional leadership course, or no course (control). Which training they receive is delivered randomly. The participating executives are assessed before and after training. This design is:
Explain your answer. There is random assignment of treatments to similar intact groups. Assume there are no significant pretest differences between the group

Accepted Answer

A)  Poor experimental design 
B)  Poor quasi-experimental design 
C)  Moderate quasi-experimental design 
D)  Strong quasi-experimental design 
A)  Poor experimental design 
B)  Poor quasi-experimental design 
C)  Moderate quasi-experimental design 
D)  Strong quasi-experimental design

Question 13

Possible problems with the one group pretest-posttest design include:

Accepted Answer

A)  Maturation effects 
B)  Carryover effects 
C)  Ecological validity 
D)  a and b 
A)  Maturation effects 
B)  Carryover effects 
C)  Ecological validity 
D)  a and b

Question 14

match the example with its specific design name. You may use the design name more than once. Also diagram the design.
-A group of bald patients are randomly assigned to either a treatment group or a control group. The treatment group receives an anti-baldness medication for one month, and the control group receives a placebo sugar pill for one month. Patients' new hair growth is measured at the end of the month.

Accepted Answer

A)  one group posttest only design 
B)  one group pretest-posttest design 
C)  posttest-only design with nonequivalent groups 
D)  pretest-posttest nonequivalent control group design 
E)  single-group time-series design with temporary treatment
F) single-group time-series design with continuous treatment
G) posttest only control group design
H) pretest-posttest control group design 
A)  one group posttest only design 
B)  one group pretest-posttest design 
C)  posttest-only design with nonequivalent groups 
D)  pretest-posttest nonequivalent control group design 
E)  single-group time-series design with temporary treatment
F) single-group time-series design with continuous treatment
G) posttest only control group design
H) pretest-posttest control group design

Question 15

When matching is used, the characteristic that is matched must not be related to the DV.

Accepted Answer

A) True 
 B)False

Question 16

Matching is used when the IV only has one level.

Accepted Answer

A) True 
 B)False

Question 17

Problems with the weak pretest-posttest quasi-experimental design include:

Accepted Answer

A)  Random assignment of groups to treatments/conditions 
B)  Participants assign themselves to groups 
C)  The researcher does not have control over the IV 
D)  b and c 
A)  Random assignment of groups to treatments/conditions 
B)  Participants assign themselves to groups 
C)  The researcher does not have control over the IV 
D)  b and c

Question 18

Nonequivalence of groups does not affect the strength of a quasi-experimental design.

Accepted Answer

A) True 
 B)False

Exam 5: Randomized Experimental and Quasi-Experimental Designs

The one-group posttest-only design can provide pilot information for future research.

Some poor quasi-experimental designs have only one level so no comparisons can be made.

What are the pros and cons of using the four types of quasi-experimental designs with major limitations?

The Solomon four-group design allows the researcher to test the effects of the pretest.

A pretest-posttest control group design should be used when:

With a time-series design, several pretests help establish a baseline.

How does random assignment affect bias?

Random assignment of participants to groups always makes the groups equivalent.

There is increased confidence that random assignment of participants to groups yields equivalent groups when:

What differentiates randomized experiments from quasi-experiments?

The Solomon four-group design is a quasi-experimental approach.

Possible problems with the one group pretest-posttest design include:

When matching is used, the characteristic that is matched must not be related to the DV.

Matching is used when the IV only has one level.

Problems with the weak pretest-posttest quasi-experimental design include:

Nonequivalence of groups does not affect the strength of a quasi-experimental design.

Definitions, Purposes, and Dimensions of Research

Planning a Quantitative Research Project

Variables, Research Questions, and Hypotheses

Research Approaches

Single-Subject Designs

Nonexperimental Approachesdesigns

Internal Validity

Sampling and Introduction to External Validity

Measurement and Descriptive Statistics

Measurement Reliability

Measurement Validity

Types of Data Collection Techniques

Ethical Issues in Conducting the Study

Practical Issues in Data Collection and Coding

Making Inferences From Sample Data I: The Null Hypothesis Significance Testing Approach

Making Inferences From Sample Data II: the Evidence-Based Approach

General Design Classifications for Selection of Difference Statistical Methods

Selection of Appropriate Statistical Methods: Integration of Design and Analysis

Data Analysis and Interpretation: Basic Difference Questions

Analysis and Interpretation of Basic Associational Research Questions

Analysis and Interpretation of Complex Research Questions

Evaluating Research Validity: Part I

Evaluating Research Validity: Part II

Evaluating Research for Evidence-Based Practice

Writing the Research Report

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