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Example of a One-Group Pretest-Posttest Design
A practical example of a one-group pretest-posttest design involves evaluating an anti-drug education program for elementary school students. Researchers first measure the students' baseline attitudes toward illegal drugs (the pretest). Next, they implement the anti-drug curriculum over a specified period. Finally, they measure the students' attitudes again (the posttest). By comparing the pretest and posttest scores, researchers can see if attitudes changed, though the lack of a control group makes it difficult to definitively attribute any change solely to the educational program.
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Research Methods in Psychology - 4th American Edition @ KPU
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Example of a One-Group Pretest-Posttest Design
Why is it difficult to conclude with certainty that a treatment was effective when using a one-group pretest-posttest design?
A researcher is using a one-group pretest-posttest design to study the effect of a new stress-reduction workshop on college students. Match each component of the study to its specific role in this research design.
A health psychologist wants to evaluate the impact of a weekend nature retreat on stress levels using a one-group pretest-posttest design. Arrange the steps of this study in the correct chronological order.
A researcher evaluates a new study-skills workshop using a one-group pretest-posttest design and observes a significant increase in students' grade point averages at the end of the semester. The researcher can definitively conclude that the workshop caused the increase because the pretest measurement successfully accounts for each participant's individual academic history.
Which of the following describes the basic procedure used in a one-group pretest-posttest design?
A researcher evaluates a new social-anxiety intervention using a one-group pretest-posttest design and finds that participants' anxiety levels are lower at the posttest than they were at the start. When appraising the scientific merit of the claim that 'the intervention caused the change,' a peer reviewer would note that the lack of a comparison group makes it impossible to rule out threats like maturation or history. Consequently, in terms of research design standards, this study is evaluated as having critically low _____ validity.
When using a one-group pretest-posttest design to evaluate a new mindfulness intervention, the researcher uses the pretest to establish a(n) _____ for participants' stress levels before the intervention occurs.
A researcher evaluates a new math tutoring software using a one-group pretest-posttest design. To control for potential order effects, the researcher can counterbalance the study by having half of the participants take the posttest exam before they use the tutoring software.
Analyze the structural differences between a within-subjects experiment and a one-group pretest-posttest design. Match each design characteristic to the research design or feature it describes.
An educational psychologist wants to evaluate the effectiveness of a new reading intervention using a one-group pretest-posttest design. Arrange the steps of the research process and the subsequent evaluation of its findings in the correct chronological and logical order.
Learn After
Arrange the following steps in the correct order to represent how researchers evaluate an anti-drug education program using a one-group pretest-posttest design.
A researcher evaluates a new anti-drug education program by measuring students' attitudes toward illegal drugs before the program begins and again after the curriculum is completed. If the researcher finds that attitudes improved, why must they be cautious about concluding that the program was the sole cause of this improvement?
A researcher evaluates a new 'Workplace Mindfulness' program using the same one-group pretest-posttest design as the anti-drug education program example. Match each component of this mindfulness study to its correct research design role.
In the anti-drug education program example, the one-group pretest-posttest design allows researchers to analyze the amount of change in students' attitudes, but it is structurally unable to rule out whether that change was actually caused by external events occurring between the two measurements.
A university wellness center asks you to design a study to evaluate whether their new 'Digital Detox' seminar reduces student screen time. To construct a research protocol that replicates the structural blueprint used in the anti-drug education program example, which set of actions should be synthesized into the final plan?
Match each phase of the anti-drug education program evaluation to its specific role in the study example.
In the one-group pretest-posttest example involving an anti-drug program, researchers would still be able to accurately determine if a shift in attitude took place even if they did not conduct the initial pretest.
A researcher evaluates an anti-drug education program by measuring students' attitudes before and after the curriculum. When assessing the logical strength of this design to support a causal conclusion, the researcher must judge the evidence as weak because the design lacks a(n) _____ group.
In the anti-drug education program example, suppose a highly publicized community anti-drug rally took place during the week between the pretest and posttest. Any attitude change observed could be due to that event rather than the curriculum itself. In research design terminology, this uncontrolled outside event represents a threat to internal validity called _____.
A critical methodologist is reviewing the anti-drug education program study and must decide how much causal confidence to place in its conclusions. Arrange the following evaluative steps in the order the methodologist should logically apply them.