Practical Research 2 – Grade 11

Quarter 4 – Module 2: Experimental Research Design

First Edition, 2020

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Published by the Department of Education Division of Pasig City

Development Team of the Self-Learning Module

Writer: Charlene B. Ballera
Editor: Dyan S. Escuadra
Reviewers: Liza A. Alvarez, EPS – Research
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Layout Artist: Micaelle Lauren V. Tenorio
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Practical
Research 2
11
Quarter 4
Self-Learning Module 2
Experimental Research Design
Introductory Message

For the facilitator:

Welcome to the Practical Research 2 for Grade 11 Self-Learning Module on

Experimental Research Design!

This Self-Learning Module was collaboratively designed, developed and

reviewed by educators from Schools Division Office of Pasig City headed by its Officer-
In-Charge Schools Division Superintendent, Ma. Evalou Concepcion A. Agustin in
partnership with the Local Government of Pasig through its mayor, Honorable Victor
Ma. Regis N. Sotto. The writers utilized the standards set by the K to 12 Curriculum
using the Most Essential Learning Competencies (MELC) while overcoming their
personal, social, and economic constraints in schooling.

This learning material hopes to engage the learners into guided and
independent learning activities at their own pace and time. Further, this also aims
to help learners acquire the needed 21st century skills especially the 5 Cs namely:
Communication, Collaboration, Creativity, Critical Thinking and Character while
taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Moreover, you are expected to encourage and assist the
learners as they do the tasks included in the module.
For the Learner:

Welcome to the Practical Research 2 Self-Learning Module on Experimental

Research Design!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning material while being an active
learner.

This module has the following parts and corresponding icons:

Expectations - These are what you will be able to know after

completing the lessons in the module

Pretest - This will measure your prior knowledge and the

concepts to be mastered throughout the lesson.

Recap - This section will measure what learnings and skills

that you understand from the previous lesson.

Lesson- This section will discuss the topic for this module.

Activities - This is a set of activities you will perform.

Wrap Up- This section summarizes the concepts and

applications of the lessons.

Valuing-this part will check the integration of values in the

learning competency.

Posttest - This will measure how much you have learned from
the entire module.
 EXPECTATIONS
This module aims to enlighten you on the types of experimental research
designs used in quantitative research. It provides concepts of experimental research
designs that would greatly help you once you have decided to conduct an
experimental research.

After going through this module, you are expected to:

a. identify experimental research and its designs;

b. examine a sample quantitative research depicting an experimental research
design; and
c. write a draft of research design using your own research topic.

PRETEST
Directions: Read and analyze the following statements. Choose the letter of the best
answer and write your answer in your notebook.
1. What is TRUE about experimental research?

A. It is used to describe a phenomenological event.

B. It is used to determine what is the right and wrong decision.
C. It is used to generalize the behavior of the subjects of the study.
D. It is used to trace cause-and-effect relationship between variables.

2. What type of experimental research design is best used in a setting where

randomization is hard or impossible to do?
A. Posttest-Only Research Design
B. True Experimental Research Design
C. Quasi-Experimental Research Design
D. Static Group Comparison Research Design

3. What is the most accurate type of experimental research design that require
randomization in selecting respondents?

A. Posttest-Only Research Design

B. True Experimental Research Design
C. Quasi-Experimental Research Design
D. Static Group Comparison Research Design

4. Which of the following cannot be considered as an innovation made through

conducting experimental research?
A. Integrating ICT in education
B. Promoting products using social media
 C. Using bamboos and stones in making fire
D. Using advance medical technology in private hospital

5. At the beginning of the semester, Senior High School students are given a test to
determine their prior knowledge before the actual lesson starts. Before the end of
semester, the students are given the same test. This scenario is an example of what
experimental research design?

A. One-Shot Research Design

B. Pretest-Posttest Research Design
C. Pre-Experimental Research Design
D. Quasi-Experimental Research Design

RECAP

In the previous lesson, you have learned the types of descriptive research
design used in quantitative research. Let’s have an activity to refresh your mind.
Below is a crossword puzzle about the types of descriptive research design. Use the
following clues below to accomplish this activity. Do this in your notebook.

Horizontal Clues
1. The research design used to determine the relationship between two
variables
2. The research design used to evaluate the worth, success, effectiveness, or
efficiency of certain policies, or practices when applied to a group of
subjects
3. A research design that focuses on judging the “goodness of a criterion
measure”
5. A research design to evaluate changes over time by comparing at the same
point of time, but different subject representing different stages
Vertical Clues
1. The research design used to find significant differences between two or
more groups of subjects based on a criterion measure.
4. A research design that attempts to establish norms based on a large
number of survey data.
6. The research design used to imply the measurement of certain key
indicators without attaching any judgment to them.
7. A research design that establishes changes in criterion measure over a long
period of time.
 LESSON
In the previous lesson, you learned the types of non-experimental research
design (also called as descriptive research). For this lesson, you are going to learn
the types of experimental research design and how it differs from descriptive
research.

Experimental Research Design

Experimental research is one of the most known research designs mainly
because it is a classical scientific experiment that is like the activities performed in
science classes (Formplus Blog 2020).

Experimental research is used to investigate the cause and effect relationship

between the variables. It is also known as intervention because you do more than
just observe the subject. Unlike in descriptive research, this design manipulates one
variable to see if it influences the other variable. A factor treatment is introduced into
the research investigation and the researcher attempt to isolate the effects of such
treatment by means of control (Faltado et al. 2017).

For example, a researcher wishes to find out if incorporating mobile games to

a normal class activity could increase the class performance of the students. Since a
researcher induce a certain change using mobile games, he/she is intervening with
normal class activity.

Experimental research is used when:

(1) There is time priority in a causal relationship (cause precedes effect);
(2) to establish the existence of a cause- and- effect relationship between two
variables;
(3) You plan to do manipulation with the variables.
Three Main Parts of Experiments
According to Wikibooks (2019) and Colombo Plan Staff College (2018), the
most customary experiments are:

1. Independent and Dependent Variables

• Independent variable. It is a manipulated variable that incurs change in
dependent variable. It is the “experimental stimulus”.
• Dependent variable. It is a variable being studied in the experiment. It is
expected to change when independent variable is manipulated.

2. Pretesting and Post testing

• Pretesting. It is the initial measurement of dependent variables among the
participants of the study.
• Post testing. It is the re-measurement of dependent variables among the
participants of the study after they have been introduced to independent
variables.

3. Experimental and Control Group

• Experimental group. This is the group exposed to the influence of
intervention or treatment. This group was used in administering the
independent variable.
• Control group. This group is not exposed to any intervention or treatment.
• It is important to keep a close look to both group during experimental
period.

Types of Experimental Research Design

As mentioned in the works of Faltado et al. (2017) and Colombo Plan Staff College
(2018), below are the types of experimental research design used in quantitative
research.

• Pre-experimental Research Design. This is the simplest form of experimental

research design and usually conducted without a control group. This research
design is further divided into three types.

Design 1. One-shot design. This design includes only one group (experimental group)
that is exposed to treatment and sometime after, a posttest is given to determine the
effects of the treatment.

Group Treatment Posttest

Experimental X O
Legend: O= Observation; X= Treatment
Design 2. One group pretest-posttest design. This design includes only one group
(experimental group) that is exposed to a treatment. The results of the pretest and
posttest are compared to determine the effects of the treatment.

Group Pretest Treatment Posttest

Experimental O1 X O2
Legend: O= Observation; X= Treatment

Design 3. Static group comparison design. This design includes two groups (one
experimental group and the other is a control group). Both groups are given a
posttest. The posttest results of both groups are compared to determine the effects
of the treatment.

Group Treatment Posttest

Experimental X O1
Control O2
Legend: O= Observation; X= Treatment

• True Experimental Research Design. This is the most accurate experimental

research design. The distribution of samples for this design must be random. The
classification of this design is divided into three types.

Design 4. Pre-test/ Post-test Control Group Design. This design requires two groups
in equal standing (one control group and one experimental group). Both groups will
be given a pre-test. During the experimental period, only the experimental group will
receive the treatment. After the experimental period, both groups will be given a post-
test. Then the researcher may now compare the result of the post-test of both groups.

Group Pretest Treatment Posttest

Experimental O1 X O3
Control O2 O4
Legend: O= Observation; X= Treatment

Design 5. Posttest-Only Control Group Design. This design includes two groups in
equal standing (one control group and one experimental group). Both groups are not
given pretests but both groups are given a posttest after the exposure of the
experimental group to the intervention or treatment.

Group Treatment Posttest

Experimental X O1
Control O2
Legend: O= Observation; X= Treatment

Design 6. Solomon Four-Group Design. It makes use of four groups in equal standing
(two experimental groups and two control groups). The first two groups are tested
using the pretest-posttest method and the last two groups are tested using the
posttest only method. After experimental plan, the posttest results of four groups are
compared.

Group Pretest Treatment Posttest

Experimental A O1 X O3
Control A O2 O4
Experimental B X O5
Control B O6
Legend: O= Observation; X= Treatment

• Quasi-Experimental Research Design. This design does not include the use
of randomization in assigning the participants of the study. This was used when
the setting of the study is impossible to involve the process of randomization. This
design divided into two.

Design 7. Matching only design. The researchers still match the subjects in the
experimental group and control group on some variables but cannot be assured that
they are equivalent to others.

Group Pretest Treatment Posttest

Experimental O1 X O3
Control O2 O4
Legend: O= Observation; X= Treatment

Design 8. Time-series design. This design is usually an expansion of the one-group

pretest-posttest design. If the group score essentially the same in the pretests and
the consistently improve in the posttests, the researcher may have more confidence
in claiming that the treatment causes the improvement than if only one pretest and
on posttest were given.

Group Pretest Treatment Posttest

Experimental O 1, O 2, O 3, O 4 X O 5, O 6, O 7, O 8
Legend: O= Observation; X= Treatment

Experimental Methods

• Blind Experiment. It is used to ensure the validity of the test. According to

Bacli (2019), it specifically combats two internal validity threats:

• Experimenter Bias – the experimenter expectation causes the study to be

biased.
• Participant Bias – The desire of the participants to become “good
participants” causes the study to be biased.

Single Blind Experiment – it is a method where either the participants or the

experimenters are blind to the manipulation being made.
Double Blind Experiment – a method where both the participants and experimenters
are blind to the manipulation being made. One of the researchers act as the
coordinator to the participants, but he/she cannot share the information to other
researchers.

Placebo Group – a group of participants being told that they are receiving a
treatment, when in fact, they are not. The result from this group will be compared to
the real experimental group. So, if the experimental group shows better result
compared to the placebo group, then the treatment works.

ACTIVITIES
Directions: Accomplish the following activities in your research notebook.

A. Modified True or False. Write T if the statement is correct, if false, change the
underlined word/s to make the statement correct.

____1. The one-shot design includes only one group that is exposed to the treatment
and sometime after a posttest was given.
____2. Static group comparison design includes only one group (experimental group)
and done by giving pretest, treatment, and posttest.
____3. The true experimental research design involves the randomization process.
____4. A group in experimental research that does not receive treatment or
intervention is called the control group.
____5. A group of subjects being lied that they received treatment is called control
group.
____6. The static four group design requires four groups (two experimental groups
and two control groups) in equal standing.
____7. Single blind experiment happens when both the participants and
experimenters are not aware of the manipulation being made.
____8. Posttest only group design is a type of experimental research design containing
two groups (experimental group and control group) in equal standing and
eliminates the pretesting part.
____9. A group of subjects that receives treatment during the experimental plan is
called the experimental group.
____10. Experimental research is a scientific method that establishes the cause and
effect relationship between the variables.
B. Provide two (2) samples of quantitative research depicting experimental research
design from online sources or from your family members/relatives/friends and
complete the table below.

Name of the Title of Design applied Description of the research

Researcher/s Research Study in the research according to its type
study?
It involved two groups (one
Charlene B. Enhancing
experimental and one control
Ballera, Mary Learning
True Experimental group) selected randomly. The
Jane Dalisay, Competency in
Research Design result of pretest and posttest of
Jonalyn A. Practical
(Pretest/Posttest two groups were compared to
Gungon, and Research 2
Control Group) determine the effectiveness of
Renee Rose C. through Learners’
intervention applied by the
Reyes Module
researchers.
1.
2.

C. Based on what you have learned about quantitative research designs, decide on
the appropriate research design for your research topic. Use the questions below
as your guide in writing the draft of your research design.

Research Topic: ______________________________________________________________

1. What is the research design appropriate for your research topic? You may
choose from the designs in descriptive or experimental research design.
2. What is the purpose of your research based on the design you choose in item
1?

WRAP–UP

Summarize the description of each type of experimental research design by

completing PMI chart below.

Experimental Research Design

PLUS MINUS INTERESTING

(Advantage/s of using (Disadvantage/s of using (Interesting information you
Experimental Research Experimental Research Design) learned from this lesson)
Design)
 VALUING

Answer the question below based on your learnings today. Write your answer
in your notebook.
The same with the science
experiments, experimental research design
involves manipulation. Manipulation in real
life situation makes other people being
controlled of what they do and what their
future would be.

• Is doing experimental research still a

Figure 1. Laboratory Experiment
need? Why? Explain your idea by
(Source: https://www.flickr.com)
writing it in your research notebook.

POSTTEST

Directions: Read and analyze the following statements. Choose the letter of the best
answer and write your answer in your notebook.
1. What design is an expansion of the one-group pretest-posttest design where the
researcher may have more confidence in claiming that the treatment causes the
improvement than if only one pretest and one posttest were given?

A. One-shot design
B. Matching only design
C. Posttest-only design
D. Time-series design

2. Which is TRUE about the experimental research?

A. It generalizes the big amount of data.

B. It is used when your goal is to not intervene with variables.
C. It makes a simple interpretation on the data gathered from the participants of
the study.
D. It allows the researcher to make causal inferences between independent
variables and a dependent variable.
3. Which statement best described true experimental research design?
A. It is usually conducted without control group.
B. It is used when randomization is impossible to do.
C. It does not need to have two or more groups of subjects.
D. It involves randomization process in selecting subjects of the study.

4. Which of the following topic needs to use an experimental research design to have
more accurate results?

A. Effectiveness of ECQ in lowering the number of Covid-19 cases

B. Effects of ICT integration to the class performance of the students
C. Influence of social media to the spelling ability of the students in Pasig
D. Comparison of students’ lifestyle before and during the Covid-19 pandemic

5. A group of researchers conducted a study entitled “Raising students’ class

performance through the use of self-learning modules”. They group the student-
respondents into two (experimental group and control group) with equal standing.
Both groups were given a pretest. After the exposure of the experimental group to
the treatment, both groups were given a posttest. What type of experimental research
design was applied by the researchers?
A. Posttest-Only Research Design
B. Pre-Experimental Research Design
C. Quasi-Experimental Research Design
D. True Experimental Research Design
 KEY TO CORRECTION
Longitudinal 7.
Assessment 6.
Normative 2.
Comparative 1.
Vertical
Cross Sectional 5.
10. T Evaluative 3.
9. T Evaluation 2.
8. Static group comparison design Correlational 1.
7. Differential Selection Horizontal
6. Double Blind Experiment RECAP
5. Placebo
D 5. 4. T B5.
B 4. 3. T C4.
D 3. 2. One group pretest-posttest design B3.
D 2. 1. T C2.
D 1. Activity A 1. D
Posttest Activities Pretest

References
Ballera, Charlene B., Mary Jane A. Dalisay, Jonalyn D. Gungon, and Renee Rose C.
Reyes. 2019. Practical Research 2: Learning Module for Senior High School.
Unpublish.

Faltado III, Reuben E., Medardo B. Bombita, Helen B. Boholano, and Angeline
Pogoy. 2017 Practical Research 2 (Quantitative Research for SHS), 64-68.
Cubao, Quezon City: Lorimar Publishing.

FormPlus Blog. 2020. Experimental research designs: Types, examples & methods.
https://www.formpl.us/blog/experimental-research

Colombo Plan Staff College. 2018. Research in TVET Made Easy (3rd Edition). Metro
Manila, Philippines: CPSC.
https://www.yumpu.com/en/document/read/62742593/research-in-tvet-
made-easy

Wikibooks. 2020. Social Research Methods/Experiments. Last modified 19 January

2020.https://en.wikibooks.org/wiki/Social_Research_Methods/Experiments