PSY 5107 Week 6 – Assignment: Discriminate Quasi-Experimental Research 

PSY 5107 Week 6 – Assignment: Discriminate Quasi-Experimental Research 

A Sample Answer For the Assignment: PSY 5107 Week 6 – Assignment: Discriminate Quasi-Experimental Research 

Title: PSY 5107 Week 6 – Assignment: Discriminate Quasi-Experimental Research 

PSY 5107 Week 6 – Assignment Discriminate Quasi-Experimental Research

There are a few key differences between quasi-experiments and true experiments. The most significant difference is that quasi-experiments do not involve the random assignment of participants to conditions. This means that there is always some degree of selection bias in quasi-experiments, as the participants who choose to be in a study may be different from those who do not (Rinella et al., 2020). Additionally, it is more difficult to rule out alternate explanations for results in quasi-experiments than it is in true experiments. Finally, quasi-experiments typically have smaller sample sizes than true experiments, which can lead to less reliable results. The purpose of this assignment is to differentiate between true experimental and quasi-experimental designs with an example.

A quasi-experimental research design is a type of research design that does not involve randomly assigning participants to experimental and control groups. Rather, quasi-experimental designs allow for the study of differences among individuals within pre-existing groups (e.g., people who already have different levels of exposure to a risk factor) (Pabel, 2021). Quasi-experimental research design is often used when it would be unethical or impossible to randomly assign participants to groups (e.g., testing a new cancer drug on people who have not yet been diagnosed with cancer).

Hypothetical Example of a Quasi-Experimental Research Design

A research was conducted to determine the effects of poverty on intelligence among the urban population in New York. The research mainly involved comparing the intelligent quotient (IQs) of adults who grew up in poverty with the IQs of adults who grew up in wealthy families. The main objective of the study was to test whether poverty has significant impacts on the intelligence or IQ.

 

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: PSY 5107 Week 6 – Assignment: Discriminate Quasi-Experimental Research 

 

Study’s hypothesis (Ho): poverty has no significant impacts on the intelligence among the

urban population

Alternative hypothesis (H1): poverty has significant impacts on the intelligence among the

urban population

The Issue of Random Assignment

A quasi-experimental research design is a type of research design that does not involve randomly assigning participants to

PSY 5107 Week 6 - Assignment Discriminate Quasi-Experimental Research
PSY 5107 Week 6 – Assignment Discriminate Quasi-Experimental Research

experimental and control groups. Rather, quasi-experimental designs allow for the study of differences among individuals within pre-existing groups (e.g., people who already have different levels of exposure to a risk factor). From the hypothetical study design, researchers want to compare the IQs of adults who grew up in poverty with the IQs of adults who grew up in wealthy families. By doing so, they can study the effects of poverty on intelligence without randomly assigning people to poverty and wealth conditions (Viglia & Dolnicar, 2020). From the study, the issue of random assignment is social economic status (poverty/wealth). In other words, the researchers want to determine the impact of poverty/wealth on intelligence.

From the study design, it would be necessary to conduct a quasi-experimental study and not a true experiment because there are already pre-existing groups (poor and wealthy). In other words, researchers in this case do not need to randomly assign participants into two groups. Instead, they only need to take into account the differences that exist between the groups that have been considered before embarking on the research process. In a true experimental study, researchers would randomly assign participants to two groups—an experimental group and a control group (Ogilvie et al., 2020). They would then give the experimental group the treatment and compare their results to those of the control group; this, however, is not possible in this case.

 

How the Group Membership Could Be Impactful In Understanding the Results

The group membership in this quasi-experimental research could be impactful in understanding the results. That is because, when the groups are not randomly assigned, but are instead chosen by the researcher as in this case, there is a potential for bias to enter into the study (Siedlecki, 2020). For example, if one group (the wealthy or the poor) is significantly larger than another, or if one group is more highly motivated than another, then it could very well be that the results of the study are due to these factors and not to the intervention itself.

Converting Quasi-Experimental Study into a True Experimental Study

To convert the  hypothetical quasi-experimental study provided into a true experimental study, researchers would need to randomly assign participants to one of two groups – an intervention group and a control group (poor or wealthy). Then, they would need to measures the outcomes of interest for both groups. Finally, they would need to analyze the data and compare the two groups.

Conclusion

The term “quasi-experimental design” is used to refer to any study that does not meet the requirements of a true experimental design. In other words, quasi-experimental studies are observational studies, rather than experiments (Siedlecki, 2020). There are a number of reasons why researchers might opt for a quasi-experimental design over a true experimental design. Quasi-experiments may be used when it is not possible to randomly assign participants to different groups (i.e., when there is no way to control who receives the treatment and who does not). Quasi-experiments may also be used when it is unethical or impractical to randomly assign participants to different groups (for example, in studies involving human subjects).

 

PSY 5107 Week 6 – Assignment: Discriminate Quasi-Experimental Research  References

Ogilvie, D., Adams, J., Bauman, A., Gregg, E. W., Panter, J., Siegel, K. R., … & White, M. (2020). Using natural experimental studies to guide public health action: turning the evidence-based medicine paradigm on its head. J Epidemiol Community Health, 74(2), 203-208. http://dx.doi.org/10.1136/jech-2019-213085

Pabel, A. (2021). An 4 Application of Quasi-Experiments to Study Humour in Tourism Settings Guided by Post-Positivism. Research Paradigm Considerations for Emerging Scholars, 38. https://doi.org/10.21832/9781845418281

Rinella, M. J., Strong, D. J., & Vermeire, L. T. (2020). Omitted variable bias in studies of plant interactions. Ecology, 101(6), e03020. https://doi.org/10.1002/ecy.3020

Siedlecki, S. L. (2020). Quasi-experimental research designs. Clinical Nurse Specialist, 34(5), 198-202. 10.1097/NUR.0000000000000540

Viglia, G., & Dolnicar, S. (2020). A review of experiments in tourism and hospitality. Annals of Tourism Research, 80, 102858. https://doi.org/10.1016/j.annals.2020.102858

As we begin this session, I would like to take this opportunity to clarify my expectations for this course:

Please note that GCU Online weeks run from Thursday (Day 1) through Wednesday (Day 7).

 

Course Room Etiquette:

  • It is my expectation that all learners will respect the thoughts and ideas presented in the discussions.
  • All postings should be presented in a respectful, professional manner. Remember – different points of view add richness and depth to the course!

 

Office Hours:

  • My office hours vary so feel free to shoot me an email at [email protected] or my office phone is 602.639.6517 and I will get back to you within one business day or as soon as possible.
  • Phone appointments can be scheduled as well. Send me an email and the best time to call you, along with your phone number to make an appointment.
  • I welcome all inquiries and questions as we spend this term together. My preference is that everyone utilizes the Questions to Instructor forum. In the event your question is of a personal nature, please feel free to post in the Individual Questions for Instructor forumI will respond to all posts or emails within 24 or sooner.

 

Late Policy and Grading Policy

Discussion questions:

  • I do not mark off for late DQ’s.
  • I would rather you take the time to read the materials and respond to the DQ’s in a scholarly way, demonstrating your understanding of the materials.
  • I will not accept any DQ submissions after day 7, 11:59 PM (AZ Time) of the week.
  • Individual written assignments – due by 11:59 PM AZ Time Zone on the due dates indicated for each class deliverable.

Assignments:

  • Assignments turned in after their specified due dates are subject to a late penalty of -10%, each day late, of the available credit. Please refer to the student academic handbook and GCU policy.
  • Any activity or assignment submitted after the due date will be subject to GCU’s late policy
  • Extenuating circumstances may justify exceptions, which are at my sole discretion. If an extenuating circumstance should arise, please contact me privately as soon as possible.
  • No assignments can be accepted for grading after midnight on the final day of class.
  • All assignments will be graded in accordance with the Assignment Grading Rubrics

Participation

  • Participation in each week’s Discussion Board forum accounts for a large percentage of your final grade in this course.
  • Please review the Course Syllabus for a comprehensive overview of course deliverables and the value associated with each.
  • It is my expectation that each of you will substantially contribute to the course discussion forums and respond to the posts of at least three other learners.
  • A substantive post should be at least 200 words. Responses such as “great posts” or “I agree” do notmeet the active engagement expectation.
  • Please feel free to draw on personal examples as you develop your responses to the Discussion Questions but you do need to demonstrate your understanding of the materials.
  • I do expect outside sources as well as class materials to formulate your post.
  • APA format is not necessary for DQ responses, but I do expect a proper citation for references.
  • Please use peer-related journals found through the GCU library and/or class materials to formulate your answers. Do not try to “Google” DQ’s as I am looking for class materials and examples from the weekly materials.
  • I will not accept responses that are from Wikipedia, Business com, or other popular business websites. You will not receive credit for generic web searches – this does not demonstrate graduate-level research.
  • Stay away from the use of personal pronouns when writing.As a graduate student, you are expected to write based on research and gathering of facts. Demonstrating your understanding of the materials is what you will be graded on. You will be marked down for lack of evidence to support your ideas.

Plagiarism

  • Plagiarism is the act of claiming credit for another’s work, accomplishments, or ideas without appropriate acknowledgment of the source of the information by including in-text citations and references.
  • This course requires the utilization of APA format for all course deliverables as noted in the course syllabus.
  • Whether this happens deliberately or inadvertently, whenever plagiarism has occurred, you have committed a Code of Conduct violation.
  • Please review your LopesWrite report prior to final submission.
  • Every act of plagiarism, no matter the severity, must be reported to the GCU administration (this includes your DQ’s, posts to your peers, and your papers).

Plagiarism includes:

  • Representing the ideas, expressions, or materials of another without due credit.
  • Paraphrasing or condensing ideas from another person’s work without proper citation and referencing.
  • Failing to document direct quotations without proper citation and referencing.
  • Depending upon the amount, severity, and frequency of the plagiarism that is committed, students may receive in-class penalties that range from coaching (for a minor omission), -20% grade penalties for resubmission, or zero credit for a specific assignment. University-level penalties may also occur, including suspension or even expulsion from the University.
  • If you are at all uncertain about what constitutes plagiarism, you should review the resources available in the Student Success Center. Also, please review the University’s policies about plagiarism which are covered in more detail in the GCU Catalog and the Student Handbook.
  • We will be utilizing the GCU APA Style Guide 7th edition located in the Student Success Center > The Writing Center for all course deliverables.

LopesWrite

  • All course assignments must be uploaded to the specific Module Assignment Drop Box, and also submitted to LopesWrite every week.
  • Please ensure that your assignment is uploaded to both locations under the Assignments DropBox. Detailed instructions for using LopesWrite are located in the Student Success Center.

Assignment Submissions

  • Please note that Microsoft Office is the software requirement at GCU.
  • I can open Word files or any file that is saved with a .rtf (Rich Text Format) extension. I am unable to open .wps files.
  • If you are using a “.wps” word processor, please save your files using the .rtf extension that is available from the drop-down box before uploading your files to the Assignment Drop Box.

Grade of Incomplete

  • The final grade of Incomplete is granted at the discretion of the instructor; however, students must meet certain specific criteria before this grade accommodation is even possible to consider.
  • The grade of Incomplete is reserved for times when students experience a serious extenuating circumstance or a crisis during the last week of class which prevents the completion of course requirements before the close of the grading period. Students also must pass the course at the time the request is made.
  • Please contact me personally if you are having difficulties in meeting course requirements or class deadlines during our time together. In addition, if you are experiencing personal challenges or difficulties, it is best to contact the Academic Counselor so that you can discuss the options that might be available to you, as well as each option’s academic and financial repercussions.

Grade Disputes

  • If you have any questions about a grade you have earned on an individual assignment or activity, please get in touch with mepersonally for further clarification.
  • While I have made every attempt to grade you fairly, on occasion a misunderstanding may occur, so please allow me the opportunity to learn your perspective if you believe this has occurred. Together, we should be able to resolve grading issues on individual assignments.
  • However, after we have discussed individual assignments’ point scores, if you still believe that the final grade you have earned at the end of the course is not commensurate with the quality of work you produced for this class, there is a formal Grade Grievance procedurewhich is outlined in the GCU Catalog and Student Handbook.