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Overview of Nonexperimental Research – Research Methods in Psychology – 2nd Canadian Edition
Chapter 7: Nonexperimental Research
- Define nonexperimental research, distinguish it clearly from experimental research, and give several examples.
- Explain when a researcher might choose to conduct nonexperimental research as opposed to experimental research.
What Is Nonexperimental Research?
is research that lacks the manipulation of an independent variable, random assignment of participants to conditions or orders of conditions, or both.
In a sense, it is unfair to define this large and diverse set of approaches collectively by what they are not. But doing so reflects the fact that most researchers in psychology consider the distinction between experimental and nonexperimental research to be an extremely important one. This distinction is because although experimental research can provide strong evidence that changes in an independent variable cause differences in a dependent variable, nonexperimental research generally cannot. As we will see, however, this inability does not mean that nonexperimental research is less important than experimental research or inferior to it in any general sense.
When to Use Nonexperimental Research
As we saw in Chapter 6, experimental research is appropriate when the researcher has a specific research question or hypothesis about a causal relationship between two variables—and it is possible, feasible, and ethical to manipulate the independent variable and randomly assign participants to conditions or to orders of conditions. It stands to reason, therefore, that nonexperimental research is appropriate—even necessary—when these conditions are not met. There are many ways in which preferring nonexperimental research can be the case.
- The research question or hypothesis can be about a single variable rather than a statistical relationship between two variables (e.g., How accurate are people’s first impressions?).
- The research question can be about a noncausal statistical relationship between variables (e.g., Is there a correlation between verbal intelligence and mathematical intelligence?).
- The research question can be about a causal relationship, but the independent variable cannot be manipulated or participants cannot be randomly assigned to conditions or orders of conditions (e.g., Does damage to a person’s hippocampus impair the formation of long-term memory traces?).
- The research question can be broad and exploratory, or it can be about what it is like to have a particular experience (e.g., What is it like to be a working mother diagnosed with depression?).
Again, the choice between the experimental and nonexperimental approaches is generally dictated by the nature of the research question. If it is about a causal relationship and involves an independent variable that can be manipulated, the experimental approach is typically preferred. Otherwise, the nonexperimental approach is preferred. But the two approaches can also be used to address the same research question in complementary ways. For example, nonexperimental studies establishing that there is a relationship between watching violent television and aggressive behaviour have been complemented by experimental studies confirming that the relationship is a causal one (Bushman & Huesmann, 2001). Similarly, after his original study, Milgram conducted experiments to explore the factors that affect obedience. He manipulated several independent variables, such as the distance between the experimenter and the participant, the participant and the confederate, and the location of the study (Milgram, 1974).
Types of Nonexperimental Research
Nonexperimental research falls into three broad categories: single-variable research, correlational and quasi-experimental research, and qualitative research. First, research can be nonexperimental because it focuses on a single variable rather than a statistical relationship between two variables. Although there is no widely shared term for this kind of research, we will call it . Milgram’s original obedience study was nonexperimental in this way. He was primarily interested in one variable—the extent to which participants obeyed the researcher when he told them to shock the confederate—and he observed all participants performing the same task under the same conditions. The study by Loftus and Pickrell described at the beginning of this chapter is also a good example of single-variable research. The variable was whether participants “remembered” having experienced mildly traumatic childhood events (e.g., getting lost in a shopping mall) that they had not actually experienced but that the research asked them about repeatedly. In this particular study, nearly a third of the participants “remembered” at least one event. (As with Milgram’s original study, this study inspired several later experiments on the factors that affect false memories.)
As these examples make clear, single-variable research can answer interesting and important questions. What it cannot do, however, is answer questions about statistical relationships between variables. This detail is a point that beginning researchers sometimes miss. Imagine, for example, a group of research methods students interested in the relationship between children’s being the victim of bullying and the children’s self-esteem. The first thing that is likely to occur to these researchers is to obtain a sample of middle-school students who have been bullied and then to measure their self-esteem. But this design would be a single-variable study with self-esteem as the only variable. Although it would tell the researchers something about the self-esteem of children who have been bullied, it would not tell them what they really want to know, which is how the self-esteem of children who have been bullied compares with the self-esteem of children who have not. Is it lower? Is it the same? Could it even be higher? To answer this question, their sample would also have to include middle-school students who have not been bullied thereby introducing another variable.
Research can also be nonexperimental because it focuses on a statistical relationship between two variables but does not include the manipulation of an independent variable, random assignment of participants to conditions or orders of conditions, or both. This kind of research takes two basic forms: correlational research and quasi-experimental research. In , the researcher measures the two variables of interest with little or no attempt to control extraneous variables and then assesses the relationship between them. A research methods student who finds out whether each of several middle-school students has been bullied and then measures each student’s self-esteem is conducting correlational research. In , the researcher manipulates an independent variable but does not randomly assign participants to conditions or orders of conditions. For example, a researcher might start an antibullying program (a kind of treatment) at one school and compare the incidence of bullying at that school with the incidence at a similar school that has no antibullying program.
The final way in which research can be nonexperimental is that it can be qualitative. The types of research we have discussed so far are all quantitative, referring to the fact that the data consist of numbers that are analyzed using statistical techniques. In qualitative research, the data are usually nonnumerical and therefore cannot be analyzed using statistical techniques. Rosenhan’s study of the experience of people in a psychiatric ward was primarily qualitative. The data were the notes taken by the “pseudopatients”—the people pretending to have heard voices—along with their hospital records. Rosenhan’s analysis consists mainly of a written description of the experiences of the pseudopatients, supported by several concrete examples. To illustrate the hospital staff’s tendency to “depersonalize” their patients, he noted, “Upon being admitted, I and other pseudopatients took the initial physical examinations in a semipublic room, where staff members went about their own business as if we were not there” (Rosenhan, 1973, p. 256). Qualitative data has a separate set of analysis tools depending on the research question. For example, thematic analysis would focus on themes that emerge in the data or conversation analysis would focus on the way the words were said in an interview or focus group.
Internal Validity Revisited
Recall that internal validity is the extent to which the design of a study supports the conclusion that changes in the independent variable caused any observed differences in the dependent variable. Figure 7.1 shows how experimental, quasi-experimental, and correlational research vary in terms of internal validity. Experimental research tends to be highest because it addresses the directionality and third-variable problems through manipulation and the control of extraneous variables through random assignment. If the average score on the dependent variable in an experiment differs across conditions, it is quite likely that the independent variable is responsible for that difference. Correlational research is lowest because it fails to address either problem. If the average score on the dependent variable differs across levels of the independent variable, it could be that the independent variable is responsible, but there are other interpretations. In some situations, the direction of causality could be reversed. In others, there could be a third variable that is causing differences in both the independent and dependent variables. Quasi-experimental research is in the middle because the manipulation of the independent variable addresses some problems, but the lack of random assignment and experimental control fails to address others. Imagine, for example, that a researcher finds two similar schools, starts an antibullying program in one, and then finds fewer bullying incidents in that “treatment school” than in the “control school.” There is no directionality problem because clearly the number of bullying incidents did not determine which school got the program. However, the lack of random assignment of children to schools could still mean that students in the treatment school differed from students in the control school in some other way that could explain the difference in bullying.
Notice also in Figure 7.1 that there is some overlap in the internal validity of experiments, quasi-experiments, and correlational studies. For example, a poorly designed experiment that includes many confounding variables can be lower in internal validity than a well designed quasi-experiment with no obvious confounding variables. Internal validity is also only one of several validities that one might consider, as noted in Chapter 5.
- Nonexperimental research is research that lacks the manipulation of an independent variable, control of extraneous variables through random assignment, or both.
- There are three broad types of nonexperimental research. Single-variable research focuses on a single variable rather than a relationship between variables. Correlational and quasi-experimental research focus on a statistical relationship but lack manipulation or random assignment. Qualitative research focuses on broader research questions, typically involves collecting large amounts of data from a small number of participants, and analyses the data nonstatistically.
- In general, experimental research is high in internal validity, correlational research is low in internal validity, and quasi-experimental research is in between.
Discussion: For each of the following studies, decide which type of research design it is and explain why.
- A researcher conducts detailed interviews with unmarried teenage fathers to learn about how they feel and what they think about their role as fathers and summarizes their feelings in a written narrative.
- A researcher measures the impulsivity of a large sample of drivers and looks at the statistical relationship between this variable and the number of traffic tickets the drivers have received.
- A researcher randomly assigns patients with low back pain either to a treatment involving hypnosis or to a treatment involving exercise. She then measures their level of low back pain after 3 months.
- A college instructor gives weekly quizzes to students in one section of his course but no weekly quizzes to students in another section to see whether this has an effect on their test performance.
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Overview of Nonexperimental Research – BC Open Textbooks
Non-experimental research: What it is, Types & Tips
6.1 Overview of Non-Experimental Research
Frequently Asked Questions About how does an experimental research design differ from a nonexperimental research design?
If you have questions that need to be answered about the topic how does an experimental research design differ from a nonexperimental research design?, then this section may help you solve it.
What distinguishes an experimental research design from a non-experimental one?
Non-experimental research does not involve the manipulation of control variables, whereas experimental research employs a scientific approach to manipulating one or more control variables and measuring their impact on the dependent variables.
What distinguishes an experimental research study from a non-experimental study?
Nonexperimental methods involve observing the relationships between variables, whereas experimental methods manipulate and control the variables.
An nonexperimental research design is what?
Non-experimental designs include studies where the experimenter merely describes a group or looks at connections between existing groups.
What distinguishes exploratory research from experimental research?
The most crucial aspect of experimental research is that it is conducted in a controlled setting. Exploratory research is a study that aims to provide an answer to a question or address a phenomenon.
Why do dependent and independent variables have different names in experimental and nonexperimental research methods?
This is so even though experimental research can offer compelling proof that variations in one independent variable lead to variations in another, non-experimental research typically cannot.
What distinguishes experiential learning from experimentation?
Experimental learning is frequently used synonymously with practical or onsite learning. As a result, compared to experiential education, experiential learning is more focused on issues that are more directly related to the learner and the learning context.
Which experiment—experimental or nonexperimental—is superior?
Because you can directly control the variables, experimental research is good for testing new products or services. Non-experimental research is better if you want to observe naturally occurring factors. If you want to test a hypothesis as accurately as possible, you should choose experimental research.
What is a non-experimental research design example?
For instance, an investigator may be interested in the average age, sex, most prevalent diagnoses, and other characteristics of pediatric patients being transported by air. Typically, non-experimental studies are purely observational, with the results intended to be purely descriptive.
What distinguishes experimental learning from experiential learning?
While experiential research is described as participants imitating past behaviors as closely as possible without necessarily keeping meticulous records, experimental research is meant to be more rigorous scientifically.
What distinguishes experimentation from experience?
You can say “experimental setup”, but the experiment is the PROCEDURE you use to test a hypothesis. An experience is something that happens to you that is memorable in some way.
What distinguishes experimentation from an actual experiment?
Experimentation is the act of doing experiments. eg. “not all experimentation is done in a laboratory” means sometimes experiments are done outside the lab.
Are experimental and experiential learning the same thing?
Experiential education is distinct from experimental education.
Which aspects of experimental and non-experimental research are similar and which are different?
Non-experimental research takes place in a real-world setting, and it is not always possible for the researcher to control all potential variables. In experimental studies, the researcher carefully controls the variables s/he is interested in and sets up the environment.