Please use this identifier to cite or link to this item:
https://hdl.handle.net/1959.11/22278
Title: | Undertaking Experiments in Social Sciences: Sequential, Multiple Time Series Designs for Consideration | Contributor(s): | Phan, Huy (author) ; Ngu, Bing (author) | Publication Date: | 2017 | DOI: | 10.1007/s10648-016-9368-0 | Handle Link: | https://hdl.handle.net/1959.11/22278 | Abstract: | In social sciences, the use of stringent methodological approaches is gaining increasing emphasis. Researchers have recognized the limitations of cross-sectional, nonmanipulative data in the study of causality. True experimental designs, in contrast, are preferred as they represent rigorous standards for achieving causal flows between variables. The Solomon four-group design, for example, is ideal for its positioning to account for, and factor out, confounded influences of predictors on outcomes. However, in daily life settings, it is often difficult to emulate true experimental conditions. Identified limitations include financial resources, logistic difficulties, time constraint, and small sample sizes in social science research settings. There are, of course, other experimental designs that are noteworthy for consideration. Time series and single-case designs, quasi in nature, are effective alternatives for educators and researchers to consider in their research foci. This article examines the different experimental designs that may be implemented in naturalistic classroom settings. In particular, one important inquiry of our theoretical discussion pertains closely to the conceptualization of two innovative designs that we have made, consequently as a result of our research development and examination of the literature: a 'sequential, multiple time series multi-group design and a multi time series, multi-group single-case design'. These experimental designs are innovative and enable comparisons for within and between differences under different experimental conditions. | Publication Type: | Journal Article | Source of Publication: | Educational Psychology Review, 29(4), p. 847-867 | Publisher: | Springer New York LLC | Place of Publication: | United States of America | ISSN: | 1573-336X 1040-726X |
Fields of Research (FoR) 2008: | 170103 Educational Psychology 170110 Psychological Methodology, Design and Analysis |
Fields of Research (FoR) 2020: | 520102 Educational psychology 520105 Psychological methodology, design and analysis |
Socio-Economic Objective (SEO) 2008: | 930102 Learner and Learning Processes 930103 Learner Development 930101 Learner and Learning Achievement |
Socio-Economic Objective (SEO) 2020: | 160101 Early childhood education | Peer Reviewed: | Yes | HERDC Category Description: | C1 Refereed Article in a Scholarly Journal |
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Appears in Collections: | Journal Article School of Education |
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