For several experimental designs, the pretest-posttest designs are mainly preferred approaches to make comparisons to participant groups and to measure the level of change that occurs as a result of the treatment of the results interventions. In addition, the pretest-posttest designs are deemed as an expansion of the post-test designs that have non-equivalent groups. As such, they are deemed as one of the simplest methods that can be used for intervention. For instance, in a study by Kazu and Demirkol (2013), the researchers used a pretest method to conducts analysis of blended learning environment on high school achievement on high school's student's academic performance.
In the pretest experiment, this investigation explores the learners learning environment by contrasting the blended learning environment and a traditional learning environment. It has been seen whether there is a noteworthy distinction between the scholarly accomplishment grade scatterings and the male-female understudies' evaluations. The investigation has been done in Diyarbakir Anatolian High School in 2010-2011 scholastic year first-semester science courses. For the investigation, two quantitive courses sections have been chosen among the classes shaped by optional school senior understudies. Bunch examination has been directed to give the objectivity while shaping the test and control groups. The investigation has been led with 54 members, 19 guys, and 8 females for the trial group and 18 guys and 9 females for the control group. The trial group proceeded with its instruction in a blended learning environment and the control group proceeded with its training in a traditional learning environment.
Delegate your assignment to our experts and they will do the rest.
The made learning environments have centered the hereditary qualities subject of the science course and went on for about a month and a half. Amid the examination, pre-test and last test have been utilized for the scholarly accomplishment investigation. As indicated by the outcomes obtained toward the finish of the examination, a noteworthy contrast hasn't been found between the two groups at the end of the pre-test connected to investigation and control groups. Moreover, as per the midpoints of the last test grades, the analysis group has been discovered more fruitful than the control group. In both of the learning environments, female students have ended up being more fruitful than the male understudies.
In the table above, it can be observed that the academic achievement of grades mainly averages the group as well as the control group based on gender. On the other hand, the experimental group of male students achievement is 27.10. on the other hand, the same experimental group, which are the female's academic achievement grade averaged was 34.37. Therefore, based on the information obtained from the test, a sample T-test was used to evaluate a significant difference that existed between the control group and the experimental group. At the end of the study, it was noted that there a significant difference between the final test achievement grades of the two student groupings. As such, it has been analyzed whether the study indicated a significant difference in the gender of the learners. Also, at the end of the study, it was noted that the achievement of the averages of the female students was higher compared to the male learners in both the pre-test and the final test.
In time repeated measures, the subjects are mainly designed to offer more than a single score. This is important since it motivates researchers to proclaim the repeated measures that in most cases cannot be independent. Further, in the analysis of repeated measures, which are mainly based on raw scores, the analysis is to treat the raw scores as though they represent all the relevant data or information in the underlying observations. Meaning that the raw scores agreed are sufficient for the underlying observations (Anderson & McLean, 2018). Further, if a raw score is to represent a quantitative ability, then a researcher must ensure that the pattern of observation is not important.
For instance, in a study by Gillespie, Farra, and Gates (2014), are deemed as a repeated measure study on workplace educational violence program. In the study, one technique to lessen the danger of violence is prevention-focused education. The reason for this paper was to report the learning results of a working environment savagery instructive prevention program custom fitted to the necessities of crisis division representatives. A quasi-experimental design was utilized to decide the learning maintenance of program content after a crossover (on the web and classroom) instructive intercession. One hundred twenty employees that finished the work environment violence prevention program took an interest in the examination. A rehashed measures examination of change was led to decide whether singular test scores expanded essentially between pattern, post-test, and half year post-test periods. The outcomes showed a critical time impact, Wilk's L ¼ .390, F (2, 118) ¼ 26.554, p < .001, h2 ¼ .310. Follow-up polynomial differences demonstrated a noteworthy direct impact with methods expanding after some time, F (1, 119) ¼ 53.454, p < .001, h2 ¼ .310, while singular test scores turned out to be fundamentally higher after some time. It was presumed that the utilization of a half breed methodology expands the likelihood that huge learning results and maintenance will be accomplished.
In the current study, it was possible to find a significant increase in knowledge post completion, especially in online modules. As such, an important finding of the study is that it increases the learning test scores following the completion of a tabletop exercise. The study indicates that the application of hybrid modalities may enhance the likelihood that learning outcomes will be obtained (Cuijpers et al, 2017). In addition, the highest levels of retention are achieved initial learning is considered to build, especially on the collaborative as well as active learning strategies where there are several opportunities that can apply to synthesize the concept applied.
On the other hand, factorial experiments are mainly applied in cases that entail simultaneously several factors at two or more levels. On the other hand, various factors affect different elements of the study, in a factorial experiment and the researcher is mainly interested in the main effects as well as the interaction effects among various factors. For instance, in a study by Giddens et al, (2012) is an example of a factorial study that investigates the use of virtual communities to enhance cultural awareness. In the study, the researchers suggest that cultural competence is regarded as a mere expectation of professional practice. However, to effectively teach the concept, especially to nursing students is a challenge. A correlational approach was involved to collect two surveys from the participants. The results indicated that the use of the virtual community may result in cultural awareness. The mediation utilized in this examination is a virtual network known as The Neighborhood. The Neighborhood includes the unfurling accounts of 40 characters more than three scholastic semesters. Network character stories center around basic wellbeing related issues experienced by people and families, and the medical attendant character stories center around expert practice issues. The narratives are improved with photographs, video clasps, and restorative records. A paper and network landing page join singular character stories to network occasions (Giddens, 2007). Workforce utilizes the narratives and other highlighted applications as a reason for learning exercises with the expectation to attract associations with ideas in educational and clinical courses. Since highlighted characters are various, there are different open doors for learning exercises and talk identified with contrasts in close to home preferences and decision making among the characters.
Two reviews were utilized in the information gathering process: a statistic study and a leave study. The understudy statistic review included member age, sex, race/ethnicity, and previous human services involvement. The leave review was utilized to find out about the members' close to home encounters as clients of The Neighborhood. An aggregate of 22 questions was on the leave review. Eighteen things framed four subscales (commitment to learning, subjective results, view of handiness, and social mindfulness); one thing estimated recurrence of utilization, and three inquiries were open-finished reactions. The 18 subscale things originated from a thing bank known as the Current Student Inventory (CSI), a part of the Flashlight Evaluation System. Preceding being incorporated into the bank, all things experience broad substance legitimacy testing.
References
Anderson, V. L., & McLean, R. A. (2018). Design of experiments: a realistic approach . Routledge.
Cuijpers, P., Weitz, E., Cristea, I. A., & Twisk, J. (2017). Pre-post effect sizes should be avoided in meta-analyses. Epidemiology and psychiatric sciences , 26 (4), 364-368.
Giddens, J. F., North, S., Carlson-Sabelli, L., Rogers, E., & Fogg, L. (2012). Using a virtual community to enhance cultural awareness. Journal of Transcultural Nursing , 23 (2), 198-204.
Gillespie, G. L., Farra, S. L., & Gates, D. M. (2014). A workplace violence educational program: a repeated measures study. Nurse education in practice , 14 (5), 468-472.
Kazu, I. Y., & Demirkol, M. (2014). Effect of Blended Learning Environment Model on High School Students' Academic Achievement. Turkish Online Journal of Educational Technology-TOJET , 13 (1), 78-87.
