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BTM8106 Week 5 Complete Solution use as a guide

Question # 00445180
Subject: Engineering
Due on: 12/19/2016
Posted On: 12/18/2016 08:49 AM

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BTM8106 Week 5 Complete Solution use as a guide


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Week 5

Quasi-Experimental Designs

Part I - Answer the following questions:

1. Jackson (2012), even-numbered chapter exercises, p 360.

2. Describe the advantages and disadvantages of quasi-experiments? What is the fundamental weakness of a quasi-experimental design? Why is it a weakness? Does its weakness always matter?

3. If you randomly assign participants to groups, can you assume the groups are equivalent at the beginning of the study? At the end? Why or why not? If you cannot assume equivalence at either end, what can you do? Please explain.

4. Explain and give examples of how the particular outcomes of a study can suggest if a particular threat is likely to have been present.

5. Describe each of the following types of designs, explain its logic, and why the design does or does not address the selection threats discussed in Chapter 7 of Trochim and Donnelly (2006):

a. Non-equivalent control group pretest only

b. Non-equivalent control group pretest/posttest

c. Cross-sectional

d. Regression-Discontinuity

6. Why are quasi-experimental designs used more often than experimental designs?

7. One conclusion you might reach (hint) after completing the readings for this assignment is that there are no bad designs, only bad design choices (and implementations). State a research question for which a single-group post-test only design can yield relatively unambiguous findings.

Part II - Answer the following questions:

1. What research question(s) does the study address?

2. What is Goldberg’s rationale for the study? Was the study designed to contribute to theory? Do the results of the study contribute to theory? For both questions: If so, how? If not, why not?

3. What constructs does the study address? How are they operationalized?

4. What are the independent and dependent variables in the study?

5. Name the type of design the researchers used.

6. What internal and external validity threats did the researchers address in their design? How did they address them? Are there threats they did not address? If so how does the failure to address the threats affect the researchers’ interpretations of their findings? Are Goldberg’s conclusions convincing? Why or why not?

Tags guide solution complete week btm8106 study addre does design threats designs researchers weakne following explain groups particular aume theory group nonequivalent questions goldbergs research control week chapter answerthe questions1 quasiexperimental addre2 5quasiexperimentaldesignspart guide findingspart rationale

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Preview: results xx the xxxxxxxx process Answer x (D)Regression-DiscontinuityThe regression xxxxxxxxxxxxx (RD) xx x design xx evaluate the xxxxxx impacts of xxxxxxxxxxxxx It xx xxxx a xxxxxxxxxxxxxxxxxx design that xx used for xxxx design xx xxxxxxxx the xxxx defining characteristics xxxx arises in xxxxxxxx and xxxxx xxxxxxxxxxxx It xx very effective xxx the researchers xxxxxxx it xxxxx xx generally xxxxxxxxxx in a xxxxx area in xxx context xx x research xxxxx It is xxxxxxx that this xxxxxxxx design xx xxxxxxxxxx create xxxxxxxxxxxxxxx that help xxx researcher to xxx the xxxxxxxx xxxxxxxxx mechanism xxx getting the xxxxxxx and accurate xxxxxx (Trochim, xxxxx xxxx it xx only a xxxxxx that helps xx identify xxx xxxxxxxxxxx to xxxxxxxx the impact xxx results of xxxxxxxxx that xx xxx main xxxxxxxx of this xxxxx Answer 6:An xxxxxxxxxxxx design xxxxxx xx evidence xxxx structure that xx used by xxx researchers xx xxx physical xxxxxxxx It is xxxxxxx that this xxxxxxxx design xxxxx xxx researcher xx control the xxxxxxxxxxx of the xxxx repetition xx xxxxxxxxxxx and xxx significant determination xx causality Due xx this xxxxxxx xxxx research xxxxxx could not xx applied in xxx setting xx xxxxx research xxxxxxxxx which includes xxx human services xxxx type xx xxxxxxx is xxx taking place xx quasi-experimental designs xxx it xx xxxx more xxxxx then experimental xxxxxx (Trochim & xxxxx 1982) xxx xxxxxxxxxxxx design xxxx requires the xxxxxxxxxx of resources xxx circumstances xxx xxx higher xxxx to set xxx extra study xxxxx to xxx xxxxxxxxxxxxx to xxx matter of xxxxxxxxxx evidence but xxx quasi-experimental xxxxxxx xx not xxxxxxx the huge xxxx or any xxxx of xxxxx xxxx to xxxxxxx the research xxxxxxx On the xxxxx of xxx xxxxx statement, xx could be xxxxxx that quasi-experimental xxxxxxx used xxxx xxxxx than.....
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Preview: the xxxx context xx analyze the xxxxxxxx of children xxxxxxx the xx xxxxxxxxxxx Researchers xxxx addressed the xxxxxxxxxxx related to xxxxxxxxxxx of xxx xxxxxxxx for xxxxxxxxxx the study xxxxxxx the change xx the xxxxxxxxxxx xxxxx change xxx outcomes of xxx research (Ohlund xxxxx Yu, x x ) xxxxxx they used x similar research xxxxxxx without xxxxxx xxx change xxx two weeks xxx addressing the xxxxxxxx threats, xxx xxxxxxxxxxx also xxxx the unique xx program feature xxxx the xxxx xx commercial xxx that reduced xxx effects of xxxxxxx and xxxxxxx xx research xxxxxxxx But, the xxxxxxxxxxx did not xxxxxxx the xxxxxxxx xxxxxxx of xxx experimental process xxx related arrangements xx the xxxxxxxxxx xx natural xxxxxxxx Hence, this xxxxxx affected the xxxxxxxxxxxxxx of xxxxxxxxxxx xx the xxxxxxx of data xxxxxxxx because natural xxxxxxx for xxxx xxxxx group xxx include a xxxxx group instead xx small xxxx xx could xxxx tough task xx observe the xxxxxx behavior xx xxxxxxxx on xxx basis of xx program because xx their xxxxxxxxx xxxxxxxx and xxxxxxxxx (Goldberg, 1990) xxxx study describes.....
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