1.
DEPARTMENT OF INFORMATION
TECHNOLOGY
Title:- Experimental Research
Group:- FOUR
NAME #ID_NUMBER
MAYET SEMAGN SCIR/198/07
MEKUANNINT MISIGANAW SCIR/207/07
ABIY ZEGEYE SCIR/016/07
NAFIS DEJENE SCIR/245 /07
AMINA ABDELA SCIR/036/07

2.
In its simplest form, experimental research involves comparing two
groups on one outcome measure to test some hypothesis regarding
causation. For example, if a researcher is interested in the effects of a
new medication on headaches, the researcher would randomly divide a
group of people with headaches into two groups. One of the groups,
the experimental group, would receive the new medication being
tested. The other group, the control group, would receive a place
medication besides receiving the different medications, the groups
would be treated exactly the same so that the research could isolate the
effects of the medications. After receiving the medications, both groups
would be compared to see whether people in the experimental group
had fewer headaches than people in the control group. Assuming this
study was properly designed and properly designed studies will be
discussed in detail in later chapters, if people in the experimental
group had fewer headaches than people in the control group, the
researcher could conclude that the new medication reduces headaches.

3.
Experimental research provides a systematic and logical method for
answering the question,
What will happen if this is done when certain variables are carefully
controlled or manipulated? In fact, deliberate manipulation is a part of
the experimental method. In an experiment, the researcher measures
the effects of an experiment which he conducts intentionally. The key
element in true experimental research is scientific control and the
ability to rule out alternative explanations.

4.
Following is a list of key terminology:
 Independent Variable – This is the variable that will be
manipulated, the “cause” or treatment variable. This variable may
be an activity or characteristic that the researcher believes will
make a difference.
 Dependent Variable – This variable is the “effect” or outcome of
manipulating the independent variable. The only constraint is that
the outcome must be measurable.
 Experimental Group – The group that receives the treatment being
investigated.
 Control Group – The group that remains the same in order to have
something to compare the experimental group against.

5.
 Random assignment: test subjects must be randomly assigned the
treatment group to control for creation of groups that may
systematically differ in other way that impacts outcome of the
treatment.
 Experimental control: all aspect of the treatment are identical
except for the independent variable. If for other factors are control
and keep constant, then if measurable difference is found in the
outcomes, the researcher can be assured that the difference is due
the independent variable.
 Appropriate measures: the measures or outcomes must
appropriate for testing the hypothesis. The outcome measured
must present the idea being tested in the hypothesis in order for
result to be valid

6.
To sum up, we use experimental during the following time
 Post-test only control design
 Pre-test post-test only design
 Group design
 Factorial
 Randomized block
 Cross over

7.
These particular designs appeared to be the ones instructional technology researchers
would be most likely to use for experimental studies or find in the literature. They are
also core designs in the sense of including basic components of the more complex or
related designs not covered.
 True experiments. The ideal design for maximizing internal validity is the true
experiment, what distinguishes the true experiment from less powerful designs is
the random assignment of subjects to treatments, thereby eliminating any
systematic error that might be associated with using intact groups
 Repeated measures. A variation of the above experimental design is the situation
where all treatments
 Quasi-experimental Designs. Oftentimes in educational studies, it is neither
practical nor feasible to assign subjects randomly to treatments. Such is especially
likely to occur in school-based research, where classes are formed at the start of
the year. These circumstances preclude true-experimental designs, while allowing
the quasi-experiment as an option.
 Time series design. Another type of quasi-experimental approach is time series
designs. This family of designs involves repeated measurement of a group, with
the experimental treatment induced between two of the measures.

8.
• We undertake experimental
 Select a topic. This step is self-explanatory and usually not a problem. The step
simply involves identifying a general area that is of personal interest and then
narrowing the focus to a researchable problem.
 Identify the research problem. Given the general topic area, what specific
problems are of interest? In many cases, the researcher already knows the
problems. A key concern is the importance of the problem to the field. Conducting
research requires too much time and effort to be examining trivial questions that
do not expand existing knowledge. Experienced researchers will usually be
attuned to important topics, based on their knowledge of the literature and current
research activities.
 Conduct a literature search. With the research topic and problem identified, it is
now time to conduct a more intensive literature search. Of importance is
determining what relevant studies have been performed; the designs, instruments,
and procedures employed in those studies; and, most critically, the findings. Based
on the review, direction will be provided for
 State the research questions. This step is probably the most critical part of the
planning process. Once stated, the research questions or hypotheses provide the
basis for planning all other parts of the study: design, materials, and data analysis.

9.
 Determine the research design. The next consideration is whether an experimental
design is feasible. If not, the researcher will need to consider alternative
approaches, recognizing that the original research question may not be answerable
as a result.
 Determine methods. The researcher must continually use the research questions
and/or hypotheses as reference points. A good place to start is with subjects or
participants.
 Determine data analysis techniques. Whereas statistical analysis procedures vary
widely in complexity, the appropriate options for a particular experiment.

10.
Systematic evaluation of this instructional method of major interest in
the evaluation would certainly be how effectively the new method
supports instructional objectives compared to conventional teaching
procedures. Under normal conditions, it would be difficult logistically
to address this question via a true experiment. The results of either
category of experiment would provide useful information for the
evaluator, particularly when combined with outcomes from other
measures, for either judging the method’s effectiveness summative
evaluation or making recommendations to improve it formative
evaluation. Only a very narrow, shortsighted approach would use the
experimental results as isolated evidence for proving or disapproving
program effects.