Monday, August 9 Chapter Nine Educational Research
1. Internal validity: (text pg. 220) control of extraneous variables.
Due to the fact that the plausible extraneous variables were controlled, the study had high internal validity.
2. Statistical regression: (text pg. 223) threat from change of extreme scores to those closer to the mean.
Due to statistical regression, the outliers scoring very high on the first test came back to the mean in the second test, thus the internal validity wasn’t as strong as the researchers hoped.
3. Diffusion of treatment: (text pg. 224) threat from treatment effect on one group affecting other groups.
The diffusion of treatment became obvious as the control group began getting resentful toward the group receiving the intervention.
4. Experimenter effects: (text pg. 224) threat from characteristics or expectations of the experimenter.
The age and gender of the experimenter seemed to have detrimental experimenter effects on the subjects.
5. External validity: (text pg. 225) generalizability of results.
The study proved to have strong external validity as it applied to most classrooms in the United States regardless of differences in characteristics.
6. Factorial designs: (text pg. 234) containing two or more independent variables.
By studying more than one independent variable and their interactions, the researchers employed the factorial design experiment.
7. Intervention fidelity: (text pg. 239) extent to which intervention occurred as intended.
When the subjects filled out the daily logs as the experiments wished, they knew they had strong intervention fidelity in their study.
I consider myself a pretty strong visual learner. There are times that someone will begin reading a passage from a book to me and I simply ask to stop and read it myself. I can be auditory, but it is a lot more work for my brain to process and begin analyzing information (especially when something is read out loud). With this information in mind, one would think I would use more graphic representations in my classroom. Yet I don’t think I do it enough.
After today’s class in which each group had to visually present the threats to internal validity, I am determined to have my students complete more non-linguistic representations. Not only does it vary the class activities and provide a nice break, it creates meaning in the mind for many students. I know I went from a peripheral understanding of the threats to a very solid comprehension after the activity in class. I look forward to adapting these activities to my history classroom this year.