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Research I
Quarter III - Module 4A
Pre-Experimental Research
Design
Research I- Grade 8
Alternative Delivery Mode
Quarter 3 – Module 4A: Pre-Experimental Research Design
First Edition, 2020

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Juliet B. Montebon, EPS, CID – Science
Maria Pia B. Chu, EPS, CID - LRMS

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Department of Education – Regional Office VIII
Office Address: Government Center, Candahug, Palo, Leyte
Telefax: 053 - 3233156
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Research I
Quarter III - Module 4A
Pre-Experimental Research
Design
Introductory Message

This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions,
directions, exercises, and discussions are carefully stated for you to understand
each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.

At the end of each module, you need to answer the test to self-check your
learning. Answer keys are provided for each activity and test. We trust that you will
be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they
can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any
part of this SLM. Use a separate sheet of paper in answering the exercises and
tests. And read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering
the tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.

For the learner:

Welcome to the Research I Quarter III - Module 4A Pre-Experimental

Research Design!

The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action, and purpose. Through our hands we may learn, create,
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!
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 resource while being an active
learner.

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This module has the following parts and corresponding icons:

Explore This will give you an idea of the skills or

competencies you are expected to learn in the
module. A brief drill or review to help you link
the current lesson with the previous one. The
new lesson will also be introduced to you in
various ways such as a story, a song, a poem, a
problem opener, an activity, or a situation.

This section provides a brief discussion of the

lesson. This aims to help you discover and
Learn understand new concepts and skills.

This comprises activities for independent

practice to solidify your understanding and
What’s More skills of the topic. You may check the answers
to the exercises using the Answer Key at the
end of the module.

This includes questions or blank

sentences/paragraphs to be filled in to process
Apply what you learned from the lesson.

This is a task which aims to evaluate your level

of mastery in achieving the learning
Assess competency.

This contains answers to all activities in the

module.
Answer Key

This contains the learner’s reflection. Learners

are encouraged to think about the lessons
Reflect particularly the parts that went well (they have
understood) and the parts that were weak (they
have difficulty) and write about it briefly.
Learners can share their thoughts and feelings
about the lessons.

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 Explore

Do you have questions in mind? Are you in search of truth and for new
things? Have you ever conducted an experiment wherein you try to manipulate
conditions to know what affects such manipulation has on the outcome? May it be
done at home, in school or somewhere else. Good job! Keep going! You are
deliberately enhancing a skill towards a true researcher and a young scientist in
the making.

In this module, we will have a preview of how to set up a true experiment by

going through the basic concept of making a true experiment through experimental
design in research which is called pre-experimental design.

After going through this module, you are expected to:

1. identify the criteria of Pre-Experimental Design;
2. describe the various types of pre-experimental design;
3. cite the advantages and disadvantages of pre-experimental design;
4. make a valid pre-experimental research design;

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 Learn

Unlocking Concepts. Activity 1: Connect the Chain

Directions: Learn the words that talk about Pre-experimental designs. Below is a
chain of words that describe Pre-Experimental research design. Fill in each circle
alphabetically with terms from the table provided below.

1
______________
_

7 2
_____________ ______________

Pre-Experimental
Research Design
6 3
____________ ______________

5
4
______________
_____________ _

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Pre-Experimental Research Design

The simplest form of experimental design is Pre-Experimental Design since it

follows the basic experimental steps. It has no control group so a single group is
studied however no comparison between a non-treatment group is created.

Table 1. Basic Concepts in Pre-Experimental Design

Terms Definition

Experiment a method of data collection designed to test

hypotheses under controlled conditions

Talks on how participants are allocated to

Experimental Design
various group in an experiment

Something that researchers give to

Treatment
experimental units

a measurement taken before the

Pre-test
intervention/treatment

a measurement taken after the

Post-test
intervention/treatment

Dependent Variable usually, the intended effect of the

researcher’s intervention/treatment

Independent
the intervention/treatment being tested
Variable

Experimental Design in Research

When was the last time you conducted an experiment and made a design on
how your experiment goes all throughout the activity? Experimental design is
essential in conducting any research study since it serves as the backbone of the
study. A student needs to establish a suitable research design to determine the
path of any research study. Three identified types of research design are usually
utilized in research.

Table 2. Types of Experimental Design

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 Pre-Experimental True Experimental
Quasi-Experimental Design
Design Design

⮚ One Shot Case

● Post-test only
Design
control design
⮚ One Group
● Pre-test- post-
Pretest-Posttest ● Non-randomized block
test control group
Design design
design
⮚ Static Group ● Time Series Design
● Randomized
Comparison ● Absence of either
block design
⮚ No randomization/control
● *Cross over again
Randomization group
● Presence of
and No Control
Control Group
Group
● Randomization

What is Pre-Experimental Research Design?

Pre-experiments are the simplest form of research design. In a pre-

experiment either a single group or multiple groups are observed subsequent to
some agent or treatment presumed to cause change.

Types of Pre-Experimental Design

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 Pre-Experimental Research Design

One-Shot One-Group Static-

Case Study Pretest- Group
Design Posttest Comparison
Design

One-shot case study design

A single group is studied at a single point in time after some treatment that
is presumed to have caused change. The carefully studied single instance is
compared to general expectations of what the case would have looked like had the
treatment not occurred and to other events casually observed. No control or
comparison group is employed.

Experimental group Treatmentn Post-Test

gtnt

Another Example:

Experimental Group (Egx) Treatment (X) Posttest (O2)

Bully Students Counseling Observation

One-group pretest-posttest design

A single case is observed at two time points, one before the treatment and
one after the treatment. Changes in the outcome of interest are presumed to be the
result of the intervention or treatment. No control or comparison group is
employed.

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NO RANDOMIZATION NO CONTROL GROUP

Experimental group Pre-Test Treatment Post-Test

ngtnt

Example:
Egx O1 X O2
20 Grade 8 STE students pre-assessment DNA Puzzle Game post-assessment
On SIM DNA model on SIM DNA model

Static-group comparison

A group that has experienced some treatment is compared with one that has
not. Observed differences between the two groups are assumed to be a result of the
treatment.

Experimental group Treatment Post-Test

ngtnt

Regular group Post-Test

Egx O1 X O2
20 Regular Class students pre-assessment DNA Puzzle Game post-assessment
On SIM DNA model on SIM DNA model
Rgx O2
20 Grade 8 STE students post-assessment
On SIM DNA Model

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 Engage

Activity 2: Extract It Out!

Each situation presented below illustrates an appropriate type of a Pre-
Experimental Research Design. Identify the type of pre-experimental design as you
read the paragraphs thoroughly. Answer the Guide Questions briefly.
A. _________________________________________
Grade 8 Cheerfulness students of San Jose National High School were not
randomly selected but were given 2 quarters (First and Second) as a study
experience to make a title for a simple research proposal. It is expected from the
students to develop an appropriate research design to guide them for a better
methodology in gathering data during the study. The outcome measure is applied
by a corresponding grade at the end of the second quarter of the school year. The
goal is to determine if the treatment applied had an effect on the outcome.

Guide Questions:
1. Which/Who is the experimental group?
__________________________________________________________________________________
__________________________________________________________________________________
2. What is the treatment applied to the research study?
__________________________________________________________________________________
__________________________________________________________________________________
3. What is the post-test used in this situation?
__________________________________________________________________________________
__________________________________________________________________________________

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B. _____________________________________________
Same section in grade 8 of San Jose National High School are tested with a
questionnaire survey on their expected engagement in making a research proposal
before the first quarter of a school year starts. The group is enlisted in coaching
and advising every weekend of 2 quarters then another questionnaire survey post-
test is administered before the end of the second quarter to the group. The outcome
measure is applied by a corresponding grade at the end of the second quarter. In
this, a comparison is expected whether a change in the outcome or dependent
variable has taken place.
Guide Questions:
1. What is the pre-test used in the situation?
__________________________________________________________________________________
__________________________________________________________________________________
2. What is the treatment applied to the research study?
__________________________________________________________________________________
__________________________________________________________________________________
3. What is the post-test used in this situation?
__________________________________________________________________________________
__________________________________________________________________________________
C. _______________________________________________________
Grade 8 Honesty students and Grade 8 Perseverance students are chosen for a
comparison, Grade 8 Honesty students receive coaching and advising on the
students’ engagement to the making of research proposal while Grade 8
Perseverance students are intendedly to not receive coaching and advising during
the making of research proposal. A questionnaire survey test is applied to both
groups as posttest score is then determined to measure the difference after
treatment between the two sections.
Guide Questions:
1. Which group is used as an experimental group in the situation?
__________________________________________________________________________________
__________________________________________________________________________________
2. What is the treatment applied to the research study?
__________________________________________________________________________________
__________________________________________________________________________________

3. What is the post-test used in this situation?

__________________________________________________________________________________
__________________________________________________________________________________

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 Apply

Activity 3: Let’s get in!

Directions: State in the blanks the type of Pre-Experimental Design utilized in the
situation. Use the keys provided to formulate a diagram for each situation given
below.
Keys: Example:
X – treatment Experimental Group was given a treatment
O1 – pretest and measured for an outcome after
O2 – posttest an experiment.
Egx - Experimental Group
Rg0 – Regular Group One- Shot Case Study: Eg -----X------ O2

SITUATIONS:

1. Determine whether Don Carlos Elementary School pupils make them do better
in
Science.

____________: _________________________________________

2. Determine whether two sections of Logan Elementary School pupils make them
do better in Math

____________: _________________________________________

3. Grade 7 Newton (Egx) is given a new textbook (X) while Grade 7 Avogadro (Rg o) is
handed over with a regular textbook. A comparison between the outcome after
both groups are measured even if the Eg x is measured after being exposed to the
treatment (O1) while the regular group is measured without having been exposed
to the treatment (O2).

__________________ : ________________________________

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4. A researcher measures a customers’ reaction towards the new product (X)
display in a single store. Customers give a rating from 1-10 satisfaction rating
(O2) toward the new product display. The aim of the experiment is to get the
effectiveness of the new product display.

_________________: ___________________________________

5. To assess the effectiveness of a probiotic drink Yaho commercial (X), respondents

are recruited from various central schools in the city. Respondents are
interviewed and their attitudes toward the brand is measured (O 1). Then, they
watch a tv commercial advertising Yaho. After viewing the commercial, the
respondents are again interviewed regarding their attitude towards Yaho (O 2).

______________: ______________________________________

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 Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. Which of the following characterizes pre-experimental designs?

a. The results are generally useless.

b. Few threats to internal validity are controlled.
c. Few threats to external validity are controlled.
d. All of the above.

2. Which of the pre-experimental design characteristics below has the most

weaknesses with respect to internal validity?

a. Posttest only with nonequivalent groups

b. Unassessed treatment
c. One-group pretest-posttest
d. One-group posttest only

3. In an experimental design, which phrase below best describes a dependent

variable?
a. The one that is not manipulated and in which any changes are
observed
b. The one that is manipulated in order to observe any effects on the
other
c. A measure of the extent to which personal values affect research
d. An ambiguous concept whose meaning depends on how it is defined

4. In an experiment, what do you call the variable that is manipulated?

a. Independant variable.
b. Confounding variable.

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 c. Independent variable.
d. Dependent variable.

5. In an experiment, which variable is being measured?

a. Dependent variable.
b. Dependant variable.
c. Measurement variable.
d. Independent variable
6. Which of the following characterizes a One Shot Case Study?
a. It applies an intervention to only one group and has a pre-test.
b. It applies an intervention to only one group without a pre-test.
c. It does not apply intervention.
d. None of the above.
7. Which of the following does not tell about Static Group Comparison Design?
a. It uses pre- test or random assignment.
b. It does not use pre-test or random assignments.
c. It uses both an experimental group and a comparison group but no pre-test.
d. It uses both an experimental and a comparison group but no random
assignments.
8. Grade 8 Sympathy was administered a treatment with pre-test and post-test
during an experiment. Which of the following pre-experimental designs describe the
situation?
a. One Shot Case Study Design
b. One Group Pre-test/Post-test Design
c. Static Group Comparison Design
d. A and B
9. One Shot Case Study is a weak design since changes noted during the
experiment have been caused by the event.
a. True
b. False
10. Pre-experimental design lacks the rigor of experiments but is often used before
a true experiment is conducted.
a. True
b. False

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 Reflect

Write your understanding on this module.

1. What I learned about the lesson.
_______________________________________________________________________
______________________________________________________________________
_
_____________________________________________________________________
__
_____________________________________________________________________
__
2. Which part of the lesson is difficult for me?
_____________________________________________________________________
_
_____________________________________________________________________
_
_____________________________________________________________________
_

Answer Key

Assessment Apply
d 1. One-shot case study: Egx---X---O2
d 2. Static Group Comparison: Egx---X---O2
a Rgo------------O2
a 3. Static Group Comparison: Egx---X---O2
a Rgo------------O2
4. One-shot case study: Egx---X---O2
5. One-group pretest- posttest: Egx---O1---X---O2

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Engage Learn
A. One-shot case study Dependent Variable
1. Grade 8 Cheerfulness Experiment
2. Study experience Experimental Design
3. Outcome measure Independent Variable
B. One-group pretest-posttest Pre-test
1. Questionnaire survey Post-test
2. Coach and advise every Treatment
weekend
3. Questionnaire survey
C. Static Group Comparison
1. Grade 8 Honesty
2. Coach and advise every
weekend
3. Questionnaire survey

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References

Books
Yazon, Alberto D., Callo, Eden C. and Buenvinida, Lerma D. Learning Guide
in Methods of Research. Wiseman’s Books Trading, Inc. Philippines.
2019.
Bueno, David C. Introduction to Statistics: Concepts and Applications in
Research. Great Books Trading. Quezon City, Philippines. 2016.
Dela Cruz, Arleigh Ross D. Applications and Practice of Research for Senior
High School: Inquiries, Investigations and Immersion. Phoenix
Publishing
House. Philippines. 2016

Online Resources
2021.
https://allpsych.com/research-methods/experimentaldesign/preexperimentaldesig
n/

2019. https://www.researchconnections.org/childcare/datamethods/preexperimental.jsp

https://www.coursehero.com/file/p3sqfc6/Designs-that-offer-little-or-no-control-over-extraneous-
factors-One-Shot-Case/

https://wps.ablongman.com/ab_mcmillan_research_6/32/8347/2136840.cw/
content/index.html
2011.http://spectrum.troy.edu/drsmall/Class%20Stuff/Cp6691/Salkind/
Final_PP's_8th/Salkind_Chapter_11.pdf

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