Relationship Between Quasi-Experiments and Confounding Variables
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Relationship Between Quasi-Experiments and Confounding Variables
Week Five Homework Exercise Name : PSYCH/610 Version 2
1 University of Phoenix Material
Week Five Homework Exercise
Answer the following questions, covering material from Ch. 11 of the Methods in Behavioral Research (please cite and references your answers using proper APA 6th ed. style citations/references):
:
- What are single-case designs and when are they most useful?
- How may a researcher enhance the generalizability of the results of a single case design?
- What is the relationship between quasi-experiments and confounding variables? Provide an example
- Provide examples of: one-group posttest designs and one-group pretest and posttest designs. What are the limitations of each?
- Provide examples of non-equivalent control group designs. What are the advantages of having a control group?
- What is a quasi-experimental research design? Why would a researcher use a quasi-experimental design rather than a true experimental design?
- What is the difference between a cross-sectional and a longitudinal study? What is a sequential study? Which of these designs is most vulnerable to cohort effects? Which design is most vulnerable to the effects of attrition?
- What are the differences between: needs assessment, program assessment, process evaluation, outcome evaluation, and efficacy assessment? Why is program evaluation important to the field?
- A researcher wants to investigate patriotic behavior across the lifespan. She samples people in the following age groups: 18–28, 29–39, 40–50, 51–60, and 61 and above. All participants are interviewed and asked to complete questionnaires and rating scales about patriotic behavior. This type of developmental research design is called ________________. What is the primary disadvantage of this type of design? Explain.
References
Relationship Between Quasi-Experiments and Confounding Variables
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Excellent Quality
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Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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