DEAR STUDENTS ,
Welcome to our new blog on the topic: "QUASI EXPERIMENT"
Learning Outcomes
METHODS OF EDUCATIONAL RESEARCH
Historical Research
Descriptive Research
Experimental Research
Qualitative Research
Mixed research
Experimental Research
Experimental research is research conducted with a scientific approach using two sets of variables. The first set acts as a constant, which you use to measure the differences of the second set. Quantitative research methods, for example, are experimental.
Types of experimental research
The classic experiment definition is, “The methods used to collect data in experimental studies.”
There are three primary types of experimental design:
Pre-experiment
True experiment
Quasi experiment
What is a Quasi-Experimental Design?
In experimental research, units are assigned to an experimental group and to a treatment group. The treatment group, also known as the experimental group, receives the treatment being studied by the researcher. The control group, on the other hand, receives a placebo or no treatment at all. In a true experiment, units of the sample group are assigned to either group using random assignment. However, there are some studies that do not employ the use of random assignment. These studies follow a quasi-experimental research design.
The quasi-experimental design, just like a true experiment, aims to identify the cause-and-effect relationship between two variables; the independent and dependent variable. The only difference is that the quasi-experimental design employs non-random criteria while assigning subjects to Quasi-experiments are subject to concerns regarding internal validity, because the treatment and control groups may not be comparable at baseline. In other words, it may not be possible to convincingly demonstrate a causal link between the treatment condition and observed outcomes. This is particularly true if there are confounding variables that cannot be controlled or accounted for.
With random assignment, study participants have the same chance of being assigned to the intervention group or the comparison group. As a result, differences between groups on both observed and unobserved characteristics would be due to chance, rather than to a systematic factor related to treatment (e.g., illness severity). Randomization itself does not guarantee that groups will be equivalent at baseline. Any change in characteristics post-intervention is likely attributable to the intervention.
Quasi-experiments are subject to concerns regarding internal validity, because the treatment and control groups may not be comparable at baseline. In other words, it may not be possible to convincingly demonstrate a causal link between the treatment condition and observed outcomes. This is particularly true if there are confounding variables that cannot be controlled or accounted for.
With random assignment, study participants have the same chance of being assigned to the intervention group or the comparison group. As a result, differences between groups on both observed and unobserved characteristics would be due to chance, rather than to a systematic factor related to treatment (e.g., illness severity). Randomization itself does not guarantee that groups will be equivalent at baseline. Any change in characteristics post-intervention is likely attributable to the intervention.
3 Types of Quasi-Experiment
The most common quasi-experimental designs are:
1. Nonequivalent groups design: This design uses a pretest and posttest for participants to gauge cause and effect.
2. Regression discontinuity design: Regression discontinuity design assigns participants to a particular treatment using the propensity score of a pretreatment variable.
3. Interrupted time series design: In this design, researchers track participants for a lengthy period, both pre-intervention and post-intervention.
3 Advantages of a Quasi-Experiment
A quasi-experimental design has several advantages, including:
Higher external validity: Quasi-experimental research designs tend to have more real-world applications, especially within the social sciences.
Higher control over targeted hypotheses: Because the participants in the control group or comparison group are not randomized, the nonequivalent dependent variables in your study design can be more controlled, targeted, and efficient.
Can be combined with other methodologies: Quasi-experiments can lean on statistical analysis and alternative explanations from other true experiments, which cuts down on the time needed to determine your outcome of interest.
3 Disadvantages of a Quasi-Experiment
The disadvantages of a quasi-experimental design are as follows:
Lower internal validity: Because the researchers control the variables, it’s hard to know if they have included all confounding variables.
Risk of inaccurate data: Because a quasi-experimental design often borrows information from other experimental methods, there’s a chance that the data is not complete or accurate.
Risk of bias: Because researchers choose baseline elements and eligibility, there’s a risk of human bias in selection. Learn more about different.
validity
Internal Validity
Internal validity is the approximate truth about inferences regarding cause-effect or causal relationships. This is why validity is important for quasi experiments because they are all about causal relationships. It occurs when the experimenter tries to control all variables that could affect the results of the experiment. Statistical regression, history and the participants are all possible threats to internal validity. The question you would want to ask while trying to keep internal validity high is "Are there any other possible reasons for the outcome besides the reason I want it to be?" If so, then internal validity might not be as strong.
External Validity
External validity is the extent to which results obtained from a study sample can be generalized "to" some well-specified population of interest, and "across" Sub populations of people, times, contexts, and methods of study. Lynch has argued that generalizing "to" a population is almost never possible because the populations to which we would like to project are measures of future behavior, which by definition cannot be sampled. Therefore, the more relevant question is whether treatment effects generalize "across" Sub populations that vary on background factors that might not be salient to the researcher. External validity depends on whether the treatments studies have homogeneous effects across different subsets of people, times, contexts, and methods of study or whether the sign and magnitude of any treatment effects changes across subsets in ways that may not be acknowledged or understood by researchers. Athey and Imbens and Athey and Wager have pioneered machine learning techniques for inductive understanding of heterogeneous treatment effects
Example of a Quasi-Experimental Design
Let’s say you want to study the effects of a motivational reward on students who are frequently late to class. First, you would choose two classes of similar age, size, and makeup, then assign both classes a pretest, with research questions such as what time they arrive every day, reasons for tardiness, and general enjoyment of the class.
One class would then receive the motivational reward for being on time, making this class the intervention group. You would give nothing to the second class for arriving on time, making this class the comparison group. You would then administer a posttest with questions assessing the same factors as the pretest to see if the motivational reward affected tardiness.
EDUCATIONAL RADIO: Historical development :-
Educational radio has a rich history that dates back to the early 20th century. Here are some key developments:
l Early Beginnings: The first educational radio broadcasts can be traced back to the 1920s, with experimental educational broadcasts in the United States and Europe. These broadcasts were often lectures or educational talks.
l Expansion in the 1930s and 1940s: The 1930s and 1940s saw significant growth in educational radio, particularly in the United States. The Federal Communications Commission (FCC) played a key role in allocating frequencies for educational use. Stations like the National Association of Educational Broadcasters (NAEB) began producing educational programs for radio.
l World War II: During World War II, educational radio played a crucial role in disseminating information and providing educational content to soldiers and civilians. The war also led to advancements in radio technology, which benefited educational radio.
l Post-War Expansion: After World War II, educational radio continued to expand, with more stations and programs dedicated to educational content. The 1950s and 1960s saw the rise of educational radio networks and the development of more sophisticated programming.
l Shift to Television and Decline: The rise of television in the 1950s and 1960s led to a decline in the popularity of radio, including educational radio. Many educational radio stations switched to television or closed down.
l Resurgence in the Digital Age: In recent years, there has been a resurgence of interest in educational radio, particularly with the rise of broadcast and online radio. Many educational institutions and organizations are now using radio as a tool for distance learning and educational outreach.
Throughout its history, educational radio has been praised for its ability to reach a wide audience and provide educational content to people who may not have access to traditional forms of education. However, it has also faced challenges, such as competition from other media and limited funding.
Radio is regarded as an extension of personal communication and effective communication medium with the individual as well as the groups. At one given time, radio can simultaneously arrest the attention of thousands of people irrespective of its clientele of various educational attainments.
Teaching and learning involves communication between the teacher and the learner through a medium and radio acts as one such medium. Radio is one of the mass communication media which has got a great advantage over the other media.
Merits of radio as Mass media
As mode of mass media radio possesses the following merits.
1) Enriches School Programmes;A properly organized a programme can help in enriching the existing programmes in the such Efficiently organized programme can bring the school in contact with bigger world.
2) Supplements Classroom Instruction; Radio programme can provide new information and knowledge, to supplement the existing source instruction used in the classroom and to better analyze the courses allotted offer.
3) Furnishing up-to-date information; Radio programmes prove up-to-date and correct information on day-to-day happening.
4) Developing critical Thinking;Radio broadcasting delivers programmes like, Quiz, discussion etc, which may develop critical thinking and intellect of the children.
5) Provides scope for useful utilization of leisure time; Various types of programmes useful for the child they can spend their leisure time effectively by engaging themselves in programme of their interest.
6) Stimulates pupil’s interest; Frequent contacts of the pupils with the broadcasting of national and international activities stimulate their interest in national and international affairs.
7) Wide Reach: Radio can reach remote or marginalized communities with limited access to other forms of education, making it a powerful tool for inclusive education.
8) Cost-Effectiveness: Compared to other forms of media, radio production and broadcasting are relatively inexpensive, making it an affordable option for educational content delivery.
9) Ease of Use: Radio is simple to use and does not require special skills or equipment to access, making it accessible to a wide range of listeners, including those with low literacy levels.
10) Flexibility: Radio can be used for various educational purposes, including formal education, vocational training, health education, and community development programs.
11) Interactive: Educational radio programs can be interactive, allowing listeners to participate in discussions, ask questions, and share their opinions, enhancing engagement and learning outcomes.
12) Promotes Active Listening: Unlike visual media, radio requires listeners to actively engage their imagination, which can enhance comprehension and retention of information.
13) Cultural Relevance: Radio programs can be tailored to the cultural context of the audience, making the content more relatable and impactful.
14) Promotes Critical Thinking: Radio programs can stimulate critical thinking skills by presenting different perspectives and encouraging listeners to analyze and evaluate information.
15) Complement to Formal Education: Radio can complement formal education by reinforcing classroom learning, providing additional resources, and reaching students outside of school hours.
16) Empowerment: Educational radio can empower listeners by providing them with information and skills that can improve their lives and communities.
These merits highlight the importance and effectiveness of educational radio as a tool for promoting learning, empowerment, and social development.
Strengths of Educational Radio:
1) Accessibility: Radio is accessible to a wide range of people, including those in remote areas or with limited access to other forms of media. This makes it an effective tool for reaching undeserved populations.
2) Cost-Effective: Compared to television or internet-based media, radio production is often more affordable, making it accessible to educational institutions and organizations with limited budgets.
3) Versatility: Radio can be used to deliver a wide range of educational content, from lectures and discussions to music and drama. This versatility allows educators to tailor programming to their audience and educational goals.
4) Engagement: Radio has the ability to engage listeners through storytelling, music, and interactive programming. This can make educational content more engaging and memorable for listeners.
5) Portability: Radio can be easily accessed on portable devices such as radios or smart phones, allowing listeners to access educational content on the go.
Limitation of Educational Radio
1) As radio broadcast is a one way communication, there is no provision to students for further clarification.
2) To be benefit through radio broadcasting one must have some sense of hearing. Deaf pupil cannot be benefit through broadcasting.
3) Students remain inactive while listening to the broadcast programme
4) Most often it is very much difficult to integrate school programme with radio broadcast.
5) As radio broadcasting involves continuous listening students becomes more often inattentive
6) As there is no necessary co-ordination programmer, the broadcasting programme may not have adequate knowledge of pedagogical need.
7) Funding Challenges: Educational radio often relies on funding from government or non-profit organizations, which can be unstable and impact the quality and availability of educational programming.
Audio Lessons
Audio lessons in educational radio can cover a wide range of topics and formats, designed to engage listeners and facilitate learning. Here are some examples of audio lessons that could be included in educational radio programming:
l Script writing: Lessons on writing scripts for radio, including storytelling techniques, dialogue writing, and structuring a radio program.
l Pre-production: Tips and strategies for planning and preparing radio programs, including research, guest interviews, and segment planning.
l Post-production: Lessons on editing, sound mixing, and adding music or sound effects to enhance the quality of radio programs.
l Interview Techniques: Guidance on conducting interviews for radio, including research, questioning techniques, and engaging with guests.
l Radio Production Skills: Lessons on recording audio, using recording equipment, and understanding technical aspects of radio production.
l Narration and Voice Acting: Techniques for effective narration and voice acting in radio programs, including vocal modulation and expression.
l Program Formatting: Strategies for formatting radio programs, including segment length, transitions, and pacing.
l Audience Engagement: Tips for engaging with listeners through radio, including listener feedback, call-ins, and social media interaction.
l Ethics and Regulations: Information on ethical considerations and regulations related to radio broadcasting, including content standards and copyright issues.
l Career Development: Insights into career opportunities in radio, including roles in production, hosting, and content creation.
These audio lessons can be delivered in a variety of formats, such as lectures, interviews with experts, and hands-on activities, to cater to different learning styles and interests.
Audio lessons on script writing, Pre-production, and post-production processes and practices in educational radio can provide valuable insights and skills to aspiring radio producers and broadcasters. Here's an overview of what such lessons might cover:
l Script writing: Lessons on script writing for radio could include topics such as:
1. Understanding the basics of storytelling for radio.
2. Writing engaging and concise scripts for different types of radio programs (e.g., news, interviews, dramas).
3. Incorporating sound elements (e.g., music, sound effects) to enhance the script.
4. Script formatting and structuring for clarity and impact.
5. Adapting scripts for different audiences and purposes.
l Pre-production: Lessons on Pre-production in radio could cover:
1. Planning and research: Identifying topics, conducting interviews, gathering resources.
2. Program concept development: Creating a format, defining goals, and audience engagement strategies.
3. Guest coordination: Approaching and preparing guests for interviews or participation in programs.
4. Scheduling and logistics: Organizing recording sessions, securing equipment, and managing resources.
5. Script development: Refining scripts based on research and creative input, ensuring they align with program goals.
l Post-production: Lessons on post-production in radio might include:
1. Editing techniques: Using audio editing software to enhance recordings, remove errors, and improve clarity.
2. Sound design: Adding music, sound effects, and transitions to enhance the overall listening experience.
3. Mixing and mastering: Balancing audio levels, ensuring consistency, and preparing the final product for broadcast or distribution.
4. Quality control: Reviewing the final product for accuracy, coherence, and adherence to broadcasting standards.
5. Packaging and distribution: Preparing the program for broadcast, broadcasting, or other forms of distribution.
These lessons could be delivered through a combination of lectures, practical exercises, case studies, and hands-on experience, allowing learners to develop their skills in script writing, Pre-production, and post-production processes in educational radio.
The process of creating educational radio programs involves several key stages, from planning to production to broadcasting. Here's an overview of the typical process:
1. Needs Assessment and Program Planning: Identify the educational needs of the target audience and determine the goals and objectives of the radio program. Develop a program plan that outlines the content, format, and structure of the program.
2. Research and Content Development: Conduct research to gather information and resources for the program. Develop content that is educational, engaging, and relevant to the audience.
3. Script writing: Write scripts for the program, including dialogue, narration, and any other spoken content. Scripts should be clear, concise, and easy to understand.
4. Pre-production: Plan the logistics of the program, including scheduling, recording locations, and technical requirements. Prepare any necessary equipment and materials for recording.
5. Recording: Record the program using professional audio recording equipment. Ensure that sound quality is high and that all content is recorded according to the script.
6. Editing and Post-production: Edit the recorded content to ensure that it is clear, coherent, and engaging. Add music, sound effects, and other elements to enhance the program.
7. Quality Assurance: Review the edited program to ensure that it meets the educational objectives and quality standards. Make any necessary revisions or corrections.
8. Broadcasting: Schedule the program for broadcast on the radio. Ensure that it reaches the target audience at an appropriate time and frequency.
9. Evaluation and Feedback: Collect feedback from listeners and stakeholders to evaluate the effectiveness of the program. Use this feedback to make improvements for future programs.
10. Documentation and Archiving: Document the program and its production process for future reference. Archive the program for future use or distribution.- By following these steps, educational radio producers can create high-quality programs that effectively educate and engage their audience.
2. EDUCATIONAL TECHNOLOGY SHORT NOTE
EDUCATIONAL RADIO: Historical development
1. Early Beginnings
l The first experimental broadcasts for educational purposes began in the 1910s.
l Educational radio gained traction in the 1920s and 1930s, with universities and schools using radio for lectures and instructional programs.
2. Expansion and Innovation
l During the 1940s and 1950s, educational radio expanded globally, with many countries establishing dedicated educational radio stations.
l The 1960s saw innovations like two-way radio communication, which allowed for more interactive educational programs.
3. Challenges and Adaptations
l The rise of television in the 1950s and 1960s posed a challenge to educational radio, leading to a shift towards more specialized programming.
l In the late 20th century, educational radio adapted to digital technology, offering online streaming and podcasting.
4. Modern Context
l Today, educational radio continues to play a vital role in distance learning, especially in remote areas with limited access to the internet.
l It also serves as a platform for promoting literacy, health education, and cultural preservation
5. Impact and Future Prospects
l Educational radio has had a profound impact on global education, reaching diverse audiences and fostering lifelong learning.
l As technology advances, educational radio is poised to evolve further, integrating multimedia elements and interactive features to enhance learning experiences.
This brief history showcases the evolution and significance of educational radio as a powerful tool for education and communication.
Merits of radio as Mass media
1. Enriches School Programmes
2. Supplements Classroom Instruction;
3. Furnishing up-to-date information;
4. Developing critical Thinking
5. Provides scope for useful utilization of leisure time
6. Stimulates pupil’s interest
Strengths of Educational Radio:
1) Accessibility
2) Cost-Effective
3) Versatility
4) Engagement
5) Portability
6) Immediacy
7) Interactivity
8) Cultural Relevance
9) Promotion of Literacy
10) Longevity
Limitation of Educational Radio
1. As radio broadcast is a one way communication
2. To be benefit through radio broadcasting one must have some sense of hearing.
3. Students remain inactive while listening to the broadcast programme
4. Most often it is very much difficult to integrate school programme with radio broadcast.
5. As radio broadcasting involves continuous listening students becomes more often inattentive
6. As there is no necessary co-ordination programmer
7. Funding Challenges
8. Lack of Visual Content
9. Dependency on Audio Quality
Audio Lessons
1) Script writing:
2) Pre-production:
3) Post-production:
4) Interview Techniques
5) Radio Production Skills:
6) Narration and Voice Acting
7) Program Formatting:
8) Audience Engagement:
9) Ethics and Regulations:
10) Career Development:
process of creating educational radio
1. Needs Assessment and Program Planning
2. Research and Content Development
3. Script writing
4. Pre-production
5. Recording
6. Editing and Post-production
7. Quality Assurance
8. Broadcasting
9. Evaluation and Feedback
10. Documentation and Archiving
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