Between classroom design - Revision history

Koedinger at 20:13, 30 October 2007

2007-10-30T20:13:07Z

← Older revision		Revision as of 20:13, 30 October 2007
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	[[Category:Glossary]]		[[Category:Glossary]]
	[[Category:~~Interactive Communication~~]]		[[Category:PSLC General]]
	[[Category:Scripted Collaborative Problem Solving]]		[[Category:Scripted Collaborative Problem Solving]]

DejanaDiziol at 12:55, 5 September 2007

2007-09-05T12:55:40Z

← Older revision		Revision as of 12:55, 5 September 2007
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	From a strictly experimental viewpoint, this design is rather detrimental: In comparison to a [[within classroom design]], internal validity is reduced since differences can occur not only due to ''experimental variation'' and ''statistical chance'', but also due to ''prior group differences'' (see Cook & Shadish, 1994). Therefore, some scientists argue that data of between design studies should be analysed at the group level, yielding smaller sample sizes and reduced statistical power.		From a strictly experimental viewpoint, this design is rather detrimental: In comparison to a [[within classroom design]], internal validity is reduced since differences can occur not only due to ''experimental variation'' and ''statistical chance'', but also due to ''prior group differences'' (see Cook & Shadish, 1994). Therefore, some scientists argue that data of between design studies should be analysed at the group level, yielding smaller sample sizes and reduced statistical power.

	However, ~~given certain circumstances~~, a between design ~~can be~~ the best choice to make. ~~For instance, when~~ study conditions ~~are rather intrusive and~~ the chance is high that participants will get to know about the other conditions' treatment, the study's validity ~~in a [[within classroom design]] is reduced~~.		However, in some situations, a between design is the best choice to make. Given rather intrusive study conditions in a [[within classroom design]], the chance is high that participants will get to know about the other conditions' treatment. This can affect the study's validity.
	In this case, a between design is preferable. In order to control for possible prior group differences, conditions should be compared with regard to descriptive variables that influence the outcome (e.g. prior knowledge, gender, age, ...). If differences are found, these should be controlled statistically (covariate analysis, see e.g. Huitema, 1980).		Thus in this case, a between design is preferable. In order to control for possible prior group differences, conditions should be compared with regard to descriptive variables that influence the outcome (e.g. prior knowledge, gender, age, ...). If differences are found, these should be controlled statistically (covariate analysis, see e.g. Huitema, 1980).

DejanaDiziol at 12:48, 5 September 2007

2007-09-05T12:48:21Z

← Older revision		Revision as of 12:48, 5 September 2007
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	In a between classroom design, classes are randomly assigned to conditions.		In a between classroom design, classes are randomly assigned to conditions.
	From a strictly experimental viewpoint, this design is rather detrimental: In comparison to a [[within classroom design]], internal validity is reduced since differences can occur not only due to ''experimental variation'' and ''statistical chance'', but also due to ''prior group differences'' (see Cook & Shadish, 1994). Therefore, some scientists argue that data should be analysed at the group level, yielding smaller sample sizes and reduced statistical power.		From a strictly experimental viewpoint, this design is rather detrimental: In comparison to a [[within classroom design]], internal validity is reduced since differences can occur not only due to ''experimental variation'' and ''statistical chance'', but also due to ''prior group differences'' (see Cook & Shadish, 1994). Therefore, some scientists argue that data of between design studies should be analysed at the group level, yielding smaller sample sizes and reduced statistical power.

	However, given certain circumstances, a between design can be the best choice to make. For instance, when study conditions are rather intrusive and the chance is high that participants will get to know about the other conditions' treatment, the study's validity in a [[within classroom design]] is reduced.		However, given certain circumstances, a between design can be the best choice to make. For instance, when study conditions are rather intrusive and the chance is high that participants will get to know about the other conditions' treatment, the study's validity in a [[within classroom design]] is reduced.

DejanaDiziol at 12:43, 5 September 2007

2007-09-05T12:43:04Z

← Older revision		Revision as of 12:43, 5 September 2007
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	Cook, T. D., & Shadish, T. R. (1994). Social experiments: Some developments over the past 15 years. 'Annual Review of Psychology, 40,' 545-580.		Cook, T. D., & Shadish, T. R. (1994). Social experiments: Some developments over the past 15 years. 'Annual Review of Psychology, 40,' 545-580.
	Huitema, B.E. (1980). 'The analysis of covariance and alternatives.' New York: Wiley and Sons.		Huitema, B.E. (1980). 'The analysis of covariance and alternatives.' New York: Wiley and Sons.

			[[Category:Glossary]]
			[[Category:Interactive Communication]]
			[[Category:Scripted Collaborative Problem Solving]]

DejanaDiziol at 12:40, 5 September 2007

2007-09-05T12:40:49Z

← Older revision		Revision as of 12:40, 5 September 2007
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	From a strictly experimental viewpoint, this design is rather detrimental: In comparison to a [[within classroom design]], internal validity is reduced since differences can occur not only due to ''experimental variation'' and ''statistical chance'', but also due to ''prior group differences'' (see Cook & Shadish, 1994). Therefore, some scientists argue that data should be analysed at the group level, yielding smaller sample sizes and reduced statistical power.		From a strictly experimental viewpoint, this design is rather detrimental: In comparison to a [[within classroom design]], internal validity is reduced since differences can occur not only due to ''experimental variation'' and ''statistical chance'', but also due to ''prior group differences'' (see Cook & Shadish, 1994). Therefore, some scientists argue that data should be analysed at the group level, yielding smaller sample sizes and reduced statistical power.

	However, given certain circumstances, a between design can be the best choice to make. For instance, when study conditions are rather intrusive and the chance high that participants will get to know about the other conditions' treatment, the study's validity in a [[within classroom design]] is reduced.		However, given certain circumstances, a between design can be the best choice to make. For instance, when study conditions are rather intrusive and the chance is high that participants will get to know about the other conditions' treatment, the study's validity in a [[within classroom design]] is reduced.
	In this case, a between design is preferable.		In this case, a between design is preferable. In order to control for possible prior group differences, conditions should be compared with regard to descriptive variables that influence the outcome (e.g. prior knowledge, gender, age, ...). If differences are found, these should be controlled statistically (covariate analysis, see e.g. Huitema, 1980).


			Cook, T. D., & Shadish, T. R. (1994). Social experiments: Some developments over the past 15 years. 'Annual Review of Psychology, 40,' 545-580.
			Huitema, B.E. (1980). 'The analysis of covariance and alternatives.' New York: Wiley and Sons.

DejanaDiziol at 10:18, 5 September 2007

2007-09-05T10:18:00Z

← Older revision		Revision as of 10:18, 5 September 2007
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	In a between classroom design, classes are randomly assigned to conditions.		In a between classroom design, classes are randomly assigned to conditions.
	From a strictly experimental viewpoint, this design is rather detrimental: In comparison to a [[within classroom design]], internal validity is reduced since differences can occur not only due to ''experimental variation'' and 'statistical chance'', but also due to ''prior group differences'' (see Cook & Shadish, 1994). Therefore, some scientists argue that data should be analysed at the group level, yielding smaller sample sizes and reduced statistical power.		From a strictly experimental viewpoint, this design is rather detrimental: In comparison to a [[within classroom design]], internal validity is reduced since differences can occur not only due to ''experimental variation'' and ''statistical chance'', but also due to ''prior group differences'' (see Cook & Shadish, 1994). Therefore, some scientists argue that data should be analysed at the group level, yielding smaller sample sizes and reduced statistical power.

	However, given certain circumstances, a between design can be the best choice to make. For instance, when study conditions are rather intrusive and the chance high that participants will get to know about the other conditions' treatment, the study's validity in a [[within classroom design]] is reduced.		However, given certain circumstances, a between design can be the best choice to make. For instance, when study conditions are rather intrusive and the chance high that participants will get to know about the other conditions' treatment, the study's validity in a [[within classroom design]] is reduced.
	In this case, a between design is preferable.		In this case, a between design is preferable.

DejanaDiziol at 10:17, 5 September 2007

2007-09-05T10:17:35Z

New page

In a between classroom design, classes are randomly assigned to conditions.
From a strictly experimental viewpoint, this design is rather detrimental: In comparison to a [[within classroom design]], internal validity is reduced since differences can occur not only due to ''experimental variation'' and 'statistical chance'', but also due to ''prior group differences'' (see Cook & Shadish, 1994). Therefore, some scientists argue that data should be analysed at the group level, yielding smaller sample sizes and reduced statistical power.

However, given certain circumstances, a between design can be the best choice to make. For instance, when study conditions are rather intrusive and the chance high that participants will get to know about the other conditions' treatment, the study's validity in a [[within classroom design]] is reduced.
In this case, a between design is preferable.