The pre, true and quasi-experiments have several differences amongst them, some of the differences exist in the way sampling is done in the experiments. For a true experiment, the samples are randomly selected, this is the case for the pre-experiment design (Campbell & Stanley, 2015). For quasi experimental designs, the samples are not selected randomly, they should be able to perform a treatment for the experiment. In the pre-experimental design, the basic experimental steps were followed. However, a control group was not included. In the true experimental design, all the steps that need to conduct an experiment were followed and a control group was also included in the experiment. In the quasi experimental design, the basic steps of conducting an experiment are followed. Some groups of the experiment are controlled; however, not all the factors of the experiment are controlled.
In the experiments, the participants are subjected to several conditions so that the researchers can find outcomes for their studies. In all the experimental designs, the findings that are of interest are measured and noted. The researchers then try to find the relationships between the findings and the treatment that the participants were subjected to.
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For the pre-experimental design, the experiment follows all the steps that are needed for an experiment but it does not include a control group (Best & Kahn, 2016). In a true experimental design, all the steps of an experiment are followed and all factors in the experiment have a control group. In a quasi experimental design, it is not possible for all the factors in the experiment to have control, only specified are assigned control groups.
Both studies use randomization of participants, they randomize the participants into groups. The primary reason why randomization is used is to control the lurking variable good automatically. The process also ensures that there is no selection of bias and it also prevents the use of accidental bias. Randomization presents groups that are comparable and it eliminates sources of bias in the treatment assignment.
References
Best, J. W., & Kahn, J. V. (2016). Research in education . Pearson Education India.
Campbell, D. T., & Stanley, J. C. (2015). Experimental and quasi-experimental designs for research . Ravenio Books.
