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Research Design Explained

Mark L. Mitchell, Janina M. Jolley

Chapter 14

Single-n Designs and Quasi-Experiments - all with Video Answers

Educators

Chapter Questions

01:38

Problem 1

Suppose that the means for the treatment and no-treatment conditions are the same. If so, which requirement of establishing causality has not been met?

Sonam Khatri
Sonam Khatri
Numerade Educator

Problem 2

If the study does not manipulate the treatment, which requirement of establishing causality will be difficult to meet?

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01:48

Problem 3

If participants are not randomly assigned to condition, which requirement for establishing causality will be almost impossible to meet?

Mahendra Kumar
Mahendra Kumar
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00:16

Problem 4

Compare and contrast how single- $n$ designs and randomized experiments account for nontreatment factors.

Ronald Prasad
Ronald Prasad
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00:50

Problem 5

What arguments can you make for generalizing results from the single- $n$ design?

Monica Miller
Monica Miller
Numerade Educator
02:30

Problem 6

How do the A-B design and the pretestposttest design differ in terms of
a. procedure?
b. internal validity?

Ameer Said
Ameer Said
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Problem 7

How does the single- $n$ researcher's A-B-A design differ from the quasi-experimenter's reversal time-series design in terms of a. procedure?
b. internal validity?

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03:00

Problem 8

Design a quasi-experiment that looks at the effects of a course on simulating parenthood, including an assignment that involves taking care of an egg, on changing the expectations of junior-high school students about parenting. What kind of design would you use? Why?

Josee Pacheco
Josee Pacheco
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04:24

Problem 9

An ad depicts a student who has improved his grade-point average from 2.0 to 3.2 after a stint in the military. Consider Campbell and Stanley's “spurious eight." Is the military the only possible explanation for the improvement?

Evelyn Cunningham
Evelyn Cunningham
Numerade Educator
04:13

Problem 10

One study found that students who had been held back a grade did worse in school than students who had not been held back. Based on this evidence, some people concluded holding students back a grade harmed students.
a. Does this evidence prove that holding students back harms their performance? Why or why not?
b. If you were a researcher hired by the Department of Education to test the assertion that holding students back harms them, what design would you use? Why?

YH
Yazeed Hamami
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