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Single group, pre- and post- research designs: Some methodological concerns

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Single group, pre- and post- research designs : Some methodological concerns. / Marsden, Emma Josephine; Torgerson, Carole J.

In: Oxford Review of Education, Vol. 38, No. 5, 10.2012, p. 583-616.

Research output: Contribution to journalArticle

Harvard

Marsden, EJ & Torgerson, CJ 2012, 'Single group, pre- and post- research designs: Some methodological concerns', Oxford Review of Education, vol. 38, no. 5, pp. 583-616. https://doi.org/10.1080/03054985.2012.731208

APA

Marsden, E. J., & Torgerson, C. J. (2012). Single group, pre- and post- research designs: Some methodological concerns. Oxford Review of Education, 38(5), 583-616. https://doi.org/10.1080/03054985.2012.731208

Vancouver

Marsden EJ, Torgerson CJ. Single group, pre- and post- research designs: Some methodological concerns. Oxford Review of Education. 2012 Oct;38(5):583-616. https://doi.org/10.1080/03054985.2012.731208

Author

Marsden, Emma Josephine ; Torgerson, Carole J. / Single group, pre- and post- research designs : Some methodological concerns. In: Oxford Review of Education. 2012 ; Vol. 38, No. 5. pp. 583-616.

Bibtex - Download

@article{9f498fcda78a4b99ab01ec258df80c66,
title = "Single group, pre- and post- research designs: Some methodological concerns",
abstract = "This article provides two illustrations of some of the factors that can influence findings from pre- and post-test research designs in evaluation studies, including regression to the mean (RTM), maturation, history and test effects. The first illustration involves a re-analysis of data from a study by Marsden (2004), in which pre-test scores are plotted against gain scores to demonstrate RTM effects. The second illustration is a methodological review of single group,pre- and post-test research designs (pre-experiments) that evaluate causal relationships between intervention and outcome. Re-analysis of Marsden’s prior data shows that learners with higher baseline scores consistently made smaller gains than those with lower baseline scores, demonstrating that RTM is clearly observable in single group, pre-post test designs. Our review found that 13{\%} of the sample of 490 articles were evaluation studies. Of these evaluation studies, about half used an experimental design. However, a quarter used a single group, pre-post test design, and researchers using these designs did not mention possible RTM effects in their explanations, although other explanatory factors were mentioned. We conclude by describing how using experimental or quasi-experimental designs would have enabled researchers to explain their findings more accurately, and to draw more useful implications for pedagogy.",
keywords = "regression to the mean, research design, METHODOLOGICAL QUALITY, EDUCATIONAL INTERVENTION, evaluation research",
author = "Marsden, {Emma Josephine} and Torgerson, {Carole J}",
year = "2012",
month = "10",
doi = "10.1080/03054985.2012.731208",
language = "English",
volume = "38",
pages = "583--616",
journal = "Oxford Review of Education",
issn = "0305-4985",
publisher = "Routledge",
number = "5",

}

RIS (suitable for import to EndNote) - Download

TY - JOUR

T1 - Single group, pre- and post- research designs

T2 - Some methodological concerns

AU - Marsden, Emma Josephine

AU - Torgerson, Carole J

PY - 2012/10

Y1 - 2012/10

N2 - This article provides two illustrations of some of the factors that can influence findings from pre- and post-test research designs in evaluation studies, including regression to the mean (RTM), maturation, history and test effects. The first illustration involves a re-analysis of data from a study by Marsden (2004), in which pre-test scores are plotted against gain scores to demonstrate RTM effects. The second illustration is a methodological review of single group,pre- and post-test research designs (pre-experiments) that evaluate causal relationships between intervention and outcome. Re-analysis of Marsden’s prior data shows that learners with higher baseline scores consistently made smaller gains than those with lower baseline scores, demonstrating that RTM is clearly observable in single group, pre-post test designs. Our review found that 13% of the sample of 490 articles were evaluation studies. Of these evaluation studies, about half used an experimental design. However, a quarter used a single group, pre-post test design, and researchers using these designs did not mention possible RTM effects in their explanations, although other explanatory factors were mentioned. We conclude by describing how using experimental or quasi-experimental designs would have enabled researchers to explain their findings more accurately, and to draw more useful implications for pedagogy.

AB - This article provides two illustrations of some of the factors that can influence findings from pre- and post-test research designs in evaluation studies, including regression to the mean (RTM), maturation, history and test effects. The first illustration involves a re-analysis of data from a study by Marsden (2004), in which pre-test scores are plotted against gain scores to demonstrate RTM effects. The second illustration is a methodological review of single group,pre- and post-test research designs (pre-experiments) that evaluate causal relationships between intervention and outcome. Re-analysis of Marsden’s prior data shows that learners with higher baseline scores consistently made smaller gains than those with lower baseline scores, demonstrating that RTM is clearly observable in single group, pre-post test designs. Our review found that 13% of the sample of 490 articles were evaluation studies. Of these evaluation studies, about half used an experimental design. However, a quarter used a single group, pre-post test design, and researchers using these designs did not mention possible RTM effects in their explanations, although other explanatory factors were mentioned. We conclude by describing how using experimental or quasi-experimental designs would have enabled researchers to explain their findings more accurately, and to draw more useful implications for pedagogy.

KW - regression to the mean

KW - research design

KW - METHODOLOGICAL QUALITY

KW - EDUCATIONAL INTERVENTION

KW - evaluation research

U2 - 10.1080/03054985.2012.731208

DO - 10.1080/03054985.2012.731208

M3 - Article

VL - 38

SP - 583

EP - 616

JO - Oxford Review of Education

JF - Oxford Review of Education

SN - 0305-4985

IS - 5

ER -