Article: Understanding Experimental Quantitative Research Design, providing a comprehensive of its

application in scientific studies.

The Scientific Approach in Experimental Research

Experimental quantitative research design is rooted in the scientific method, which emphasizes
objectivity, control, and reproducibility. The goal is to isolate the effect of an independent variable
(the cause) on the dependent variable (the effect) while control for extraneous factors. This is
achieved through systematic manipulation, measurement, and analysis.

Experimental quantitative research design is a cornerstone of scientific inquiry, enabling researchers

to systematically investigate cause-and-effect relationships between variables. By adhering to
rigorous procedures, this approach allows researchers to test hypotheses and draw reliable
conclusions about the effects of interventions. On my presentation we will delves into the
fundamental principles, steps, and characteristics of experimental quantitative research design,
providing a comprehensive overview of its application in scientific studies.

Three Basic Steps in Experimental Research

1. Measurement of Variables:
• Before any intervention, the researcher measures the dependent variable(s) to establish a
baseline. This step ensures that any changes observed after the intervention can be attributed
to the manipulation of the independent variable
Example: Measuring Voter Awareness of Political Platforms
Before an election, a researcher measures the level of awareness among voters regarding the
platforms of political candidates. This is done through a survey that asks voters to identify key policies
proposed by candidates.

2. Intervention or Manipulation:
• The researcher actively intervenes by manipulating the independent variable. This could
involve introducing a treatment, changing conditions, or applying a stimulus to one group
(the experimental group) while withholding it from another (the control group).
Example: Exposure to Social Media Campaigns
The researcher designs a social media campaign that highlights the platforms of a specific
candidate. This campaign is targeted at a randomly selected group of voters (the experimental
group), while another group (the control group) is not exposed to the campaign.

3. Post-Intervention Measurement:
• After the intervention, the dependent variable is measured again to determine whether the
manipulation had an effect. Comparing the pre- and post-intervention measurements allows
the researcher to assess causality.
Example: Assessing Changes in Voter Awareness
After the campaign, the researcher measures voter awareness again using the same survey. The
results are compared between the experimental and control groups to determine whether the social
media campaign increased awareness.

The characteristics of experimental quantitative research are derived from the principles of the
scientific method and the foundational works of scholars in the fields of statistics, psychology, and
social sciences. These characteristics ensure that experimental research is systematic, objective, and
capable of establishing causal relationships. Below

Characteristics of Experimental Quantitative Research

1. Nature and Relationship of Variables:
• Experimental research focuses on the relationship between independent and dependent
variables. The independent variable is manipulated to observe its effect on the dependent
variable, while other variables are controlled to ensure the validity of the results.

Definition: Experimental research focuses on the relationship between independent variables (IVs)
and dependent variables (DVs). The IV is manipulated to observe its effect on the DV, while other
variables are controlled to ensure the validity of the results.
Origin: This characteristic stems from the work of John Stuart Mill and his principles of causal
inference, particularly the method of difference, which states that if two groups are identical except
for one factor, any difference in outcomes must be due to that factor.
Explanation: In experimental research, the IV is the presumed cause, and the DV is the presumed
effect. For example, in a study on the impact of campaign ads on voter behavior, the IV is the
exposure to campaign ads, and the DV is the change in voter behavior. The researcher manipulates
the IV to determine its effect on the DV while controlling for confounding variables.

Example: Impact of Campaign Spending on Voter Support

Independent Variable: Amount of campaign spending by a candidate.
Dependent Variable: Level of voter support (measured through surveys or election results).
The researcher examines whether higher campaign spending leads to increased voter support.

2. Testable Hypothesis:
• A clear and specific hypothesis is formulated, predicting the expected relationship between
the variables. For example, "Exposure to a social media campaign will increase voter turnout
by 10%."

Definition: A hypothesis is a clear, specific, and testable statement that predicts the relationship
between the IV and DV. It is formulated based on theoretical frameworks or prior research.
Origin: The concept of hypothesis testing was formalized by Ronald A. Fisher in the early 20th century
through his work on statistical significance and experimental design.
Explanation: A hypothesis provides a focused direction for the research. For example, "Exposure to
fact-checking websites will reduce belief in political misinformation by 20%." The hypothesis must be
falsifiable, meaning it can be proven wrong through empirical evidence. This characteristic ensures
that the research is grounded in scientific rigor.

Example: Effect of Door-to-Door Campaigning on Voter Turnout

Hypothesis: Voters who are visited by campaign volunteers are 20% more likely to vote compared to
those who are not visited.

3. Group Assignment:
• Participants are assigned to groups based on pre-determined criteria. Random assignment is
commonly used to ensure that the groups are comparable and that any differences in
outcomes are
• due to the intervention.

Definition: Participants are assigned to groups (e.g., experimental and control groups) based on pre-
determined criteria, often using randomization to ensure comparability.
Origin: The use of randomization in experiments was pioneered by R.A. Fisher in agricultural studies
and later adopted in social sciences. Randomization ensures that each participant has an equal
chance of being assigned to any group, minimizing selection bias.
Explanation: Random assignment helps ensure that the groups are equivalent at the start of the
experiment, so any differences in outcomes can be attributed to the manipulation of the IV. For
example, in a study on the effectiveness of a new teaching method, students are randomly assigned
to either the experimental group (new method) or the control group (traditional method).

Example: Randomized Assignment of Voters to Campaign Strategies

Voters in a barangay are randomly assigned to one of two groups: one group receives flyers about a
candidate, while the other group receives personal visits from campaign volunteers.

4. Experimental Treatments:
• The independent variable is manipulated through experimental treatments. For example, in a
study on the effects of a new teaching method, the experimental group might receive the
new method, while the control group continues with the traditional approach.

Definition: Experimental treatments are the specific interventions or manipulations applied to the IV.
These treatments are designed to create a contrast between groups.
Origin: The concept of experimental treatments comes from controlled experiments in the natural
sciences, where researchers manipulate conditions to observe their effects.
Explanation: The treatment is the active ingredient of the experiment. For example, in a study on the
impact of social media campaigns on voter turnout, the experimental group is exposed to the
campaign (treatment), while the control group is not. The treatment must be clearly defined and
consistently applied to ensure validity.

Example: Testing the Effectiveness of Anti-Corruption Messaging

The experimental group is exposed to anti-corruption advertisements on TV and social media, while
the control group is not. The researcher then measures changes in public perception of corruption.
5. Pre- and Post-Intervention Measurements:
• The dependent variable is measured before and after the intervention to assess the impact of
the independent variable. This allows the researcher to quantify the effect of the treatment.

Definition: The DV is measured before (pre-test) and after (post-test) the intervention to assess the
impact of the IV.
Origin: This characteristic is rooted in the pretest-posttest control group design, which was developed
by Donald T. Campbell and Julian C. Stanley in their seminal work Experimental and Quasi-
Experimental Designs for Research (1963).
Explanation: Pre-test measurements establish a baseline, while post-test measurements determine the
effect of the intervention. For example, in a study on the impact of a voter education program,
participants' knowledge of the electoral process is measured before and after the program. The
difference between the pre- and post-test scores indicates the program's effectiveness.

Example: Evaluating the Impact of Voter Education Programs

Before a voter education program, the researcher measures participants' knowledge of the electoral
process. After the program, the same measurement is taken to assess whether knowledge has
improved.

6. Control of Confounding Variables

Definition: Confounding variables are extraneous factors that could influence the DV. Researchers
control for these variables to ensure that the observed effect is due to the manipulation of the IV.
Origin: The importance of controlling confounding variables was emphasized by Fisher and later by
Campbell and Stanley in their work on internal validity.
Explanation: Control can be achieved through randomization, matching, or statistical techniques. For
example, in a study on the impact of campaign spending on voter support, factors like the
candidate's popularity and media coverage are controlled to isolate the effect of spending.

7. Statistical Analysis
Definition: Statistical methods are used to analyze the data and determine whether the observed
effects are statistically significant.
Origin: The development of statistical analysis in experimental research is attributed to Fisher, who
introduced techniques like analysis of variance (ANOVA) and p-values.
Explanation: Statistical analysis allows researchers to quantify the strength and significance of the
relationship between the IV and DV. For example, a t-test can be used to compare the mean scores
of the experimental and control groups, while regression analysis can control for additional variables.

Experimental quantitative research designs are systematic frameworks used to structure experiments
and test hypotheses. These designs vary in complexity and purpose, but all aim to establish causal
relationships between variables. On the next slide I’m going to talk about the types of experimental
quantitative designs.

Types of Experimental Designs

1. Completely Randomized Design:
• In this design, participants are randomly assigned to either the experimental or control group.
Randomization ensures that each participant has an equal chance of being assigned to any
group, minimizing bias and enhancing the validity of the results.
2. Randomized Block Design:
• This design is used when participants share a specific attribute (e.g., age, gender, or
education level) that could influence the outcome. Participants are grouped into blocks
based on this attribute, and randomization occurs within each block. This approach ensures
that the groups are balanced with respect to the attribute, increasing the precision of the
experiment.

1. Completely Randomized Design (CRD)

Definition: In a completely randomized design, participants are randomly assigned to experimental

and control groups. Each participant has an equal chance of being assigned to any group.
Theme: Randomization ensures that the groups are comparable at the start of the experiment,
minimizing bias and confounding variables.
Explanation: This design is simple and effective for experiments where participants are homogeneous
(i.e., there are no significant differences among them). For example, in a study on the effect of a new
teaching method on student performance, students are randomly assigned to either the
experimental group (new method) or the control group (traditional method).
Strengths:
• Easy to implement.
• Ensures unbiased group assignment.
Limitations:
Not suitable for heterogeneous populations (e.g., groups with significant differences in age, gender,
or education).
Example: Testing the effectiveness of a new drug by randomly assigning patients to treatment and
placebo groups.

2. Randomized Block Design (RBD)

Definition: In a randomized block design, participants are grouped into blocks based on a shared
characteristic (e.g., age, gender, or income level). Within each block, participants are randomly
assigned to experimental and control groups.
Theme: Blocking controls for the influence of confounding variables that could affect the outcome.
Explanation: This design is used when participants are heterogeneous, and the researcher wants to
ensure that each group is balanced with respect to the blocking variable. For example, in a study on
the impact of a voter education program, participants are grouped by region (e.g., Luzon, Visayas,
Mindanao) and then randomly assigned to the program or control group within each region.
Strengths:
• Increases precision by controlling for confounding variables.
• Suitable for heterogeneous populations.
Limitations:
• Requires prior knowledge of the blocking variable.
• More complex to implement than CRD.
Example: Testing the effectiveness of a new fertilizer by grouping farms by soil type and then
randomly assigning treatments within each soil type.

3. Factorial Design

Definition: In a factorial design, two or more independent variables (factors) are manipulated
simultaneously to study their individual and interactive effects on the dependent variable.
Theme: This design allows researchers to examine the main effects of each factor as well as the
interaction effects between factors.
Explanation: For example, in a study on the impact of campaign strategies, the researcher might
manipulate both the medium (e.g., TV ads vs. social media ads) and the message (e.g., positive vs.
negative framing). This creates a 2x2 factorial design with four experimental conditions.
Strengths:
Efficiently tests multiple factors in a single experiment.
Reveals interaction effects that might be missed in simpler designs.
Limitations:
Complexity increases with the number of factors and levels.
Requires a larger sample size.
Example: Testing the combined effects of teaching method (traditional vs. online) and class size
(small vs. large) on student performance.

4. Pretest-Posttest Control Group Design

Definition: In this design, participants are randomly assigned to experimental and control groups. Both
groups are measured before (pretest) and after (posttest) the intervention.
Theme: This design controls for internal validity by comparing changes in the dependent variable
between the two groups.
Explanation: For example, in a study on the impact of a voter education program, both groups
complete a pretest to measure their knowledge of the electoral process. After the experimental
group participates in the program, both groups complete a posttest to assess changes in knowledge.
Strengths:
• Controls for pretest differences between groups.
• Provides strong evidence of causality.
Limitations:
• Requires two rounds of data collection, which can be time-consuming.
• Pretest sensitization (participants may be influenced by the pretest).
Example: Testing the effectiveness of a new anti-smoking campaign by measuring participants'
attitudes toward smoking before and after the campaign.

5. Solomon Four-Group Design

Definition: This design extends the pretest-posttest control group design by adding two additional
groups: one that receives the pretest and intervention, and one that receives only the posttest.
Theme: This design controls for both pretest sensitization and external validity.
Explanation: For example, in a study on the impact of a new teaching method, the four groups are:
• Pretest + Intervention + Posttest
• Pretest + Posttest (no intervention)
• Intervention + Posttest (no pretest)
• Posttest only (no pretest or intervention)
Strengths:
• Controls for pretest effects and other threats to validity.
• Provides robust evidence of causality.
Limitations:
• Requires a larger sample size.
• More complex to implement and analyze.
Example: Testing the impact of a new health intervention by comparing all four groups.

6. Quasi-Experimental Design

Definition: Quasi-experimental designs lack random assignment but still aim to establish causal
relationships. They are used when randomization is not feasible or ethical.
Theme: These designs rely on natural groupings or pre-existing conditions to create comparison
groups.
Explanation: For example, in a study on the impact of a new policy, the researcher might compare
regions that implemented the policy (experimental group) with regions that did not (control group).
Strengths:
• Practical when randomization is not possible.
• Suitable for real-world settings.
Limitations:
• Lower internal validity due to lack of randomization.
• Susceptible to confounding variables.
Example: Evaluating the impact of a new traffic law by comparing accident rates before and after
its implementation in a specific city.

7. Repeated Measures Design

Definition: In this design, the same participants are exposed to all levels of the independent variable,
and their responses are measured multiple times.
Theme: This design controls for individual differences by using participants as their own controls.
Explanation: For example, in a study on the impact of different teaching methods, the same group of
students is exposed to Method A, Method B, and Method C, and their performance is measured after
each method.
Strengths:
• Requires fewer participants.
• Controls for individual differences.
Limitations:
• Order effects (e.g., fatigue or practice effects) may influence results.
• Not suitable for all types of interventions.
Example: Testing the effectiveness of different study techniques by having students use each
technique and measuring their test scores.
Example of Experimental Quantitative Research
Research Question: Does a new teaching method improve students' test scores in mathematics?
Hypothesis: Students taught using the new teaching method will score significantly higher on a
mathematics test compared to students taught using the traditional method.
Design:
• Independent Variable: Teaching method (new vs. traditional).
• Dependent Variable: Mathematics test scores.
• Participants: 100 students randomly assigned to two groups: experimental (new method) and
control (traditional method).
Procedure:
1. Pre-test: Both groups take a mathematics test to establish baseline scores.
2. Intervention: The experimental group is taught using the new method for one semester, while
the control group continues with the traditional method.
3. Post-test: Both groups take the same mathematics test again.
Analysis: Compare the pre- and post-test scores using statistical tests (e.g., t-test) to determine
whether the new teaching method had a significant effect.

Results: The experimental group showed a statistically significant improvement in test scores
compared to the control group, supporting the hypothesis.
Limitations of Experimental Quantitative Research
1. Artificiality: Laboratory settings may not reflect real-world conditions, limiting the
generalizability of the results.

2. Ethical Constraints: Some experiments, particularly those involving human participants may
raise ethical concerns.
3. Cost and Time: Experimental research can be resource-intensive, requiring significant time,
funding, and effort.
Conclusion
Experimental quantitative research design is powerful tool for investigating casual relationship and
testing hypotheses. By following systematic procedures and adhering to scientific principles,
researchers can generate reliable and valid findings that contribute to the advancement of
knowledge. Whether in education, psychology, political science, or other fields, experimental
research remains a cornerstone of empirical inquiry.