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Experiments are an important part of research development
Experiment design
Experiments are an important part of research development and can be used to get valuable findings about a certain phenomenon. They can be done either in the field or in a laboratory. An experiment basically means the manipulation independent variables in different ways and then observes the outcome of the other dependent variables. Experiments can be done with animals or human beings as the variables. There different types of experiments depending on how experiment can assign subjects to different conditions. In this case the experiment is about testing the effect of e-mail request with different set of information and the effect on the responses (Ryan,2007).This experiment can be conducted as a within the subject or between the subject as discussed below:
Between the subject experiment:
This is one of the most common types of experiment especially when dealing with scientific experiments. This type of experiment is specifically designed to avoid carry over effects in an experiment. In this regard the participants can be in the control group or the treatment group within the experiment but will not belong to both hence each new treatment will need a new group (Godwin,2009).
In this case the experiment has been designed such that each offer presented has different benefits as part of modification to ensure that the experiment to derive the most accurate results and also ensure that the difference between the groups does not influence the final outcome.
Our case ahs picked on an e-mail message that invites people for a survey hence the survey is the main subject in this experiment and the participation by all the interested parties will derive the results to the researchers. To further differentiate the participants the e-mails have different offers which provide an opportunity for the participants to choose from. Tests will be conducted on the three categories of responses to determine which e-mail has the highest response numbers and to make its as the basis for the survey. The main interest in this experiment will therefore to find out which e-mail has the highest number of participants.
This type of experiment will therefore derive accurate results and free from contamination by extraneous factors this is because each participant will only be subjected to single treatment in terms of their preferences. This avoids boredom and even participant establishment which may affect the results from subsequent tests. This type of experiment will however require a large number of participants to be successful since they are only tested once. This is the major drawback for the between the subject design (Russell & Purcel, 2009).
Within the subjects design:
This is another type of experiment and serves in the opposite way as between the subject design and in this case the subjects or the participants in an experiment process are subject to more than one treatment which denotes the level of independent variables in the experiment. In our first design the participants were only subjected to a single treatment within the three e-mails and hence no single participant could be gauged on more than one e-mail. Under this new design the participants will be allowed to participate as independent variables in more than one type of e-mail and hence it’s possible to get outcomes that link a single participant to the hyperlink e-mail and also the $10 charity e-mail. This experiment will therefore test the participants on the three e-mails at different levels and hence it could be started with taking the survey on the hyperlink e-mail and determine the response and then subject the same group to the $10 charity e-mail and finally to $1000 chance e-mail. The outcome will then be analyzed and then reported in terms of the responses patterns in different cases. One of the key strengths of this design is its ability to reduce the error variance due to personal differences. This type of experiment also increases the statistical power and hence the beta error in an experiment which quite desirable in deriving accurate results in an experiment process (Johnson & Christensen, 2010).
Advantages of between the subjects design:
Although both experiment designs have advantages and disadvantages the between the subject model is the most proffered due to the following reasons:
One of the core strengths of the between the subjects experiment is that it has the potential or reducing the chances of contamination in an experiement.This is due to the fact the subjects are only allowed to participate in a single treatment with subsequent tests requiring new participants.
This design also allows a whole range of questions that will lead to accurate results. This is not possible with within the subject design because the same participants are used and hence its impossible to provide for a whole range of questions for treatment (Ray, 2008).
With these key advantages between the subjects experiment is the most common and highly valued by many researchers in social science and can lead to more accurate results.
References
Godwin,C.J.(2009). Research in Psychology: Methods and Design.6th ed. Hoboken, NJ : Wiley.
Johnson,B.& Christensen,L.(2010). Educational Research: Quantitative, Qualitative, and
Mixed Approaches.4th ed. Thousand Oaks, Calif. : SAGE Publications.
Ray,J.W.(2008). Methods toward a Science of Behavior and Experience.9th ed. Australia
; Belmont, CA: Thomson/Wadsworth.
Russel,B.& Purcell,J.(2009). Online research essentials: Implementing and designing
Research studies. San Francisco: Jossey-Bass.
Ryan,P.T.(2007). Modern Experimental Design. Hoboken, NJ: Wiley.
Experimental Intervention Research Design
Experimental/Intervention Research Design
Name
Institution
Date
Research MethodsName: ______________________________________________________________
PART I: Please refer to the IARC Intervention Trials article (posted to Moodle) in answering the following questions.
Define Intervention Trials. (50 word max; 4 points)
It is a trials done prevent or control new diseases and deal with subjects who are disease-free. Intervention trials involve evaluation of whether an agent or procedure reduces the risk of developing disease among those free from that condition at enrolment.
Briefly list 3 strengths of trials. (50 word max; 6 points)
The trials can be selectively carried on individuals without interfering with the community. It can also be carried anywhere that is suitable for intervention and this can reduce cost of hiring of rooms hence cost effective and reliable as the researcher can administer it even at home.
Briefly list 3 weaknesses of trials. (50 word max; 6 points)
The study has ethical constraints as many people can shy away from participating in it. The trials require a greater number of subjects to be followed up for a longer periods hence time consuming. As the study involve healthy people, it is logistically difficult to carry out.
List major challenges in conducting clinical trials. (50 word max; 4 points)
It is relative difficult to assign many interventions to individual levels as the trials majorly suits the community as a whole and at the same time people in the group of intervention can be easily get contaminated by the sick . The trial can easily reveal the true effect of the intervention hence compromising the result.
PART II: Now that you are familiar with trial methodology…a burgeoning expert indeed. Please read the article by Brian et al. entitled “Effect of a behaviour-change intervention on hand-washing with soap in India (Super-Amma): A cluster-randomized trial. Answer the following questions in reference to this article. Please note that when asked to “comment” you should not just restate the facts, but provide your opinion as to whether it was good, adequate, poor AND why.
Comment on sample: Size. How participants were selected. Any inclusion or exclusion criteria? (60 word max; 5 points)
The sample size was manageable as it was reasonable for analysis. The random method of selection was best suited for this experiment as it reduces bias and facilitates participation of members. The method of clustering of the villages was the best way to enhance equal participation of both the sexes in the community and finally by giving 1:1 ratio is comprehensive and inclusive for every eligible member to participate in the intervention.
Consider Outcomes: What were they? How were they assessed/measured? (75 word max; 5 points)
The primary outcome was to check the proportion of key events while the secondary outcome was to ascertain hand washers who use soap double blind to measure the outcome. Hand washing with soap was low at the begging of the experiment, however, there was a considerable increase in percentage after the second and third visit. Interestingly, the hand washing with soap was relatively higher in intervention group than in the control group at all the stages of visits.
Comment on your perception as to quality/strengths of the intervention. Weaknesses? (75 word max; 5 points)
The quality of the intervention was reasonable as there was equal representation in the sample. The use of random and stratified sampling reduces biasness in the experiment. By use of double blind method and female observers in the process reduces fear of intimidation. Timing of the experiment and door-door approach was also commendable as it reached the targeted group. The researcher also conducted a successful follow up after every six weeks.
Consider limitations as presented in IARC article. Which of these limitations do you see operative in this study? (75 word max; 5 points)
Since the study was like clinical intervention, it was difficult to assign to individual member of the community and that could take longer time to administer hence time consuming and costly. There could be an easier way of people within the intervention becoming contaminated when they are put within the strata thereby risking the healthy individuals.
Consider biases that are operative in intervention trials. Which of them are operative in this study? (75 word max; 5 points)
Invention trials are under the direct control of the investigator and the result can be easily influenced by those in charge. The trial uses double masking that can be dangerous to both the correspondents and the observers as they are not told of the dangers they are exposed to. Finally by use of only young female as observers, the trials tend to be discriminative to gender and age of individuals in the community.
Conclusions: Do the data presented by the author support their conclusions/recommendations? Please explain. (75 word max; 5 points)
Yes the data presented support the author’s findings and conclusion. The data was representative and the use of simple random and stratified method of data collection was accurate. The data had a fair representation in the sample as it took more than fifty percent of the community and used a ratio of 1:1 to be inclusive. The inclusive data gives a representative result that shows that there is a substantial increase in those using soap to wash their hands.
References
Biran, A. et al., (2014). Effect of a behaviour-change intervention on hand washing with soap in India (SuperAmma): A cluster-randomized trial. HYPERLINK “http://www.thelancet.com/lancetgh Vol 2. ” www.thelancet.com/lancetgh Vol 2.
Ejemot R, Ehiri J, Meremikwu M, Critchley J. Hand washing for preventing diarrhoea. Cochrane Database Syst Rev 2008; 1: CD004265.
Experiment. Identifying College Majors Based On Individuals Facial Features.
Experiment: Identifying College Majors Based On Individuals Facial Features.
Abstract
According to previous research, facial recognition is significant for the survival of human beings. Based on the former research, various scholars have identified the interconnection between human brains and various faces identified every day. The studies have however not identified the human brain sophistication. One studies carried out by Zayed University was to show how students could identify other individuals. The experiment entailed asking the students to identify the faces (that were photographed) and this involved students from Arts, Business, Humanities, I formation technology and education. Additionally, various students from the university were requested to identify the faces. It was expected that facial features could assist the students recognize the faces. According to the research outcome, 47% of the students recognized a good number of faces while others recognized few. This implication is that student brains had developed sophisticated specialized system that made it possible the students accurately identify the faces.
INTRODUCTION
Recognizing a face is essential for lives especially when a given person was known to be associated with criminal activities. According to Eysenck 2010, people easily identify criminals compared to other individuals. However, no research has identified how sophisticated the brain is.
Sir Francis Galton, a psychologist, in 1800 developed typical faces from different sections of the community and among the faces he developed included criminals and soldiers. This, he achieved through projecting photographs of various groups of people and creating a composite image that represented the average face of given group in the community (Jones et al, 2006). Jones et al (2006) also states, “This was done in effort to visualize the facial characteristics that were common to a particular group of people.”
In a similar way, Zayed University investigated is students could identify their colleagues on their facial features. This was to identify whether the University students could develop a specialized system in their brains that could enable them identify other students. The assumption was that facial features could provide the students with clues on the major students. Suppose the students could identify the faces and categorize the students on their majors, this that indicates that the students brains had developed specialized features. If majority of the students could not identify the faces that would mean their brains had not developed the specialized feature.
Another study carried out by Diamond and Carey in 1986 on dogs proved the hypothesis that brains develop specialized features. The study entailed showing dogs other pictures which were inverted and result confirmed that the dog’s brains had developed a specialized system since they could identify an inverted and upright pictures (Rackover, 2001).
METHOD
Participants
Those who participated in the survey included a 17-year old students form Zayed University who ages ranged from 19years to 22 years and the sampled students were in their second years of study.
Stimuli
The presented stimuli were colored student pictures from five different colleges at Zayed University. The samples students came from IT, Art, Humanities, Business, Education and Media who were presented on a projector screen.
Apparatus
We will use projectors to project students’ faces on the smart board.
Design
The study involved using a randomized procedure to show the participants pictures to be identified. The pictures were shifted and then presented to the participants.
Procedure
Those who participated in the research were first briefed on the study and the procedure. After that, the participants were given answers sheet with the 6 major colleges in Zayed University. Before identification process, the image of students was then projected on a screen and they had 10 seconds to observe the picture and identify the students major then tick the answer they thought was appropriate.
RESULTS
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Figure 1.
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Figure 2.
DISCUSSION
According to the study, among the 34 questions given to the participants, the highest performer scored 50% of the total pictures while the poorest scorer had 3 correct answers out of 34 possible scores. The mean score stood at 9.8 and majority scored 13 out of possible 34 correct answers and indicated in figure 2.
According to the results shown in figure 1, there was a 5.75% probability of scoring correct answer. This indicated the probability of a participant scoring a correct answer without help. In the study, 14 participants scored above average and eight among the participants scored over 10 points by getting over 10 correct answer and this indicated that they had developed a specialized system.
For the participants who obtained more that average could be cases where they would have identified the students who were either members of their classes or they had met the student before and this affected the result outcome. The other stimuli that could have been provided is a list of students names and the giving the participants pictures to match the names and the faces. Suppose the participants scored more than 5% then he or she could be disqualified from taking part in the experiment.
The students who were pictures were asked to smile without showing their teeth and this helped in maintaining experiment standardization. Suppose the experiment was to be repeated, the students could be asked to take photos in different posters so the participants could not easily re-identify the learners. All the participants were second year students. Suppose the participants could have been fourth years students, then it could have been assumed that they could have seen the pictures for a long time. They could have developed a specialized system and so could easily identify the faces.
The participants were allowed 10 seconds to identify the pictures. Suppose the experiment was to be repeated, then time for viewing the pictures could have been reduced. This is to ensure participants could easily process the pictures and identify their majors. The answer sheet given to the participants with the list of the faces might have had effects on the experiment. The participants must have found it hard to identify the faces and match the names and the face. Suppose the experiment was to be repeated, the participants could be asked to write down then major of the faces.
List of References
Diamond and Carey 1986
Eysenck, M. (2010). Cognitive Psychology . USA: Psychology Press.
Face Research ⇒ Students ⇒ Topic 3: Are attractive faces only average?. (n.d.). Face Research. Retrieved January 23, 2014, from http://faceresearch.org/students/averagene
Rackover, S., & Cahlon, B. (2001). Face recognition and computational processes . USA: Library of Congress.