Solution Manual for Research Methods for the Behavioral Sciences 3rd Edition Gregory J.

Priv

Solution Manual for Research Methods for the

Behavioral Sciences 3rd Edition Gregory J. Privitera

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 Instructor Resource
Privitera, Research Methods for the Behavioral Sciences, 3e
SAGE Publishing, Copyright 2020

Instructor’s Manual
Chapter 6: Choosing a Research Design

Chapter Outline
6.1 Designing a Study to Answer a Question
6.2 Categories of Research Design
6.3 Internal and External Validity
6.4 Demonstrating Cause in an Experiment
6.5 Ethics in Focus: Beneficence and Random Assignment
6.6 Threats to the Internal Validity of a Research Study
6.7 Threats to the External Validity of a Research Study
6.8 External Validity, Experimentation, and Realism
6.9 A Final Thought on Validity and Choosing a Research Design
Chapter Summary Organized by Learning Objectives
Key Terms
End-of-Chapter Problems
Review Questions
Activities

Learning Objectives
After reading this chapter, you should be able to:

1. Identify three categories of research design: nonexperimental, quasi-

experimental, and experimental.

2. Explain how a gradient of control can be used to understand research design.

3. Define and explain internal and external validity.

4. Describe three elements of control required in an experiment.

5. Distinguish between a laboratory experiment and a field experiment.

6. Describe factors that threaten the internal validity of a research study.

 Instructor Resource
Privitera, Research Methods for the Behavioral Sciences, 3e
SAGE Publishing, Copyright 2020

7. Describe factors that threaten the external validity of a research study.

8. Define and explain mundane and experimental realism.

➢ A suggestion for meeting learning objectives. This book has been written as a
teachable reference. You will find that the sections and chapters in this book are
loaded with practical research examples and illustrations that can be easily
incorporated into your lectures. An advantage of teaching from content in the
textbook is that it will increase how often students reference and read the textbook.
So incorporating the many examples and illustrations from the textbook into your
lectures should have a positive effect on the readings many students complete. This is
just something to keep in mind as you prepare your lectures.

Lecture suggestions in support of the learning objectives

Learning Objective 1 suggestions: Refer to Section 6.1 and Section 6.2 for this learning
objective. In this section, I introduce three categories of research design: experimental,
nonexperimental, and quasi-experimental. While the names of research design vary
substantially, ultimately, this is largely due to the ambiguity of trying to categorize
research design in the first place. Research designs can be identified as those that do not
demonstrate cause (nonexperimental, quasi-experimental) and the experiment, which can
demonstrate cause. Later, learning objective more specifically identify measuring the
value of a research design based on a gradient of control—the greater the control the
more experimental the research design; the less the control, the more nonexperimental the
research design.

You can of course add to this categorization of research design, if that is how you feel
more confortable discussing research design. If you do, then please refer to Figure 6.2,
Figure 6.3, and Figure 6.4, which each identify the types of research designs in each
category. These figures will give you the appropriate framework to fit your personal style
of teaching research design with the categorization used in the book. Figure 6.1 also
provides an overview of the goals of each research design category.

Learning Objective 2 suggestions: Refer to Section 6.3 for this learning objective. In this
section, I explain that categorization can oversimplify the complexity of research design.
The idea here is that thinking of research design only in terms of categories can take
away from the true complexity of research design. An alternative to categorization is to
think of design along a gradient of control, as illustrated in Figure 6.6 in Chapter 6. The
figure gives students a different yet equally effective way to identify the various research
designs used by researchers in the behavioral sciences.

Learning Objective 3 suggestion: Refer to Section 6.3 for this learning objective. In this
section, I related internal validity to causality and external validity to constraints in a
 Instructor Resource
Privitera, Research Methods for the Behavioral Sciences, 3e
SAGE Publishing, Copyright 2020

study. It will be better to avoid describing external validity as the extent to which results
generalize to a population because researchers often make generalizations to across other
features of a study, such as across settings, or across time. The idea is that external
validity can be applied beyond simply generalizing an outcome to a population. For this
reason, keep this in mind as you introduce the concept here.

Learning Objective 4 suggestions: Refer to Section 6.4 and Section 6.5 for this learning
objective. In this section, I establish the three key criteria for demonstrating cause and
effect: randomization, manipulation and comparison/control. These three criteria will be
revisited in greater detail in the experimental chapters in Chapters 10 through 12. Hence,
it is worthwhile to given an introduction to each requirement here to explain what is
required in an experiment before introducing experiments in greater detail.

Learning Objective 5 suggestions: Refer to Section 6.4 for this learning objective. In this
section, I explain that to establish the control of an experiment, researchers often need to
add substantial constraints. Therefore field experiments can be advantageous in cases
where it is possible to do so, in order to increase the external validity of an experiment.
Examples from the published peer-reviewed literature are included to support this
learning objective.

Learning Objective 6 suggestions: Refer to Section 6.6 for this learning objective. In this
section, I describe many common factors that threaten internal validity. These threats
include history and maturation, regression and testing effects, instrumentation and
measurement, heterogeneous attrition, and environmental factors.

Learning Objective 7 suggestions: Refer to Section 6.7 for this learning objective. In this
section, I describe many common factors that threaten internal validity. These threats are
described as subtypes of external validity and include population validity, ecological
validity, temporal validity, and outcome validity.

Also included to support learning objectives 6 and 7 is the Threats to Validity exercise.
Students can complete this exercise in class or as homework. The exercise requires
students to identify the common threats to internal and external validity, based on those
discussed in Chapter 6.

Learning Objective 8 suggestions: Refer to Section 6.8 for this learning objective. In this
section, I distinguish between mundane and experimental realism. This can address many
issues related to the environment that a research study is conducted. Because this is
relevant across research designs, it is introduced here as an important consideration when
developing a research design.
 Instructor Resource
Privitera, Research Methods for the Behavioral Sciences, 3e
SAGE Publishing, Copyright 2020

Threats to Validity
For each of the following examples, state the type of threat to internal or external validity
described.

1. A professor records the scores for 10 students who took a midterm and a make-up
midterm exam. She finds that scores improved on the make-up exam. Which two
threats to validity are likely to limit the internal validity of this result?

2. A researcher measures the effectiveness of an antidoping advertisement campaign by

measuring the number of arrests for doping before and after the campaign. One
problem is that police initiate a crackdown on doping during this same time. What
type of threat to internal validity does this describe?

3. A researcher measures responsiveness of a drug treatment program among patients

who volunteered or were mandated to participate. One problem that arises is that
many patients mandated to participate drop out of the program before it is completed.
What type of threat to internal validity does this describe?

4. A researcher implements an intervention program at a local youth center and finds the
program was effective (compared to a no-program control). He tests the effectiveness
of this program again at a youth center in another city and fails to show that the
program was effective. What type of “sub-validity” for external validity is
threatened?

5. A researcher measures the influence of feedback (positive, negative) on likelihood to

help others in a sample of college students. Their goal is to generalize the results to
the general population. Given the chosen sample, what type of “sub-validity” for
external validity is threatened?
 Instructor Resource
Privitera, Research Methods for the Behavioral Sciences, 3e
SAGE Publishing, Copyright 2020
Solution Manual for Research Methods for the Behavioral Sciences 3rd Edition Gregory J. Priv

Instructor Resource
Privitera, Research Methods for the Behavioral Sciences, 3e
SAGE Publishing, Copyright 2020

Answers to the Types of Sampling exercise:

1. Regression and testing effects

2. History effect

3. Attrition

4. Ecological validity

5. Population validity

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