Abstract Design/Analysis—Validity and Threats to Validity

Description:

Demonstrate your ability to assess validity and threats to validity in a research design.

 

Related Learning Outcomes

Compare alternative approaches and methods for conducting impact evaluations Assess strengths and limitations of different impact evaluation designs.

Word count: 1000 words

Words include tables, footnotes, figures, and in text citations. Not included in the word count are front matter (e.g., title page) and back matter (e.g., reference list, appendices)

 

In this assessment, your task is to demonstrate your understanding of validity and threats to validity.

Option 2: provide an analysis and redesign of an example case.

 

 

 

 

 

 

 

 

 

Option 2: Abstract Analysis and Redesign

Using one of the five designs introduced in Weeks 1-5 improve on the below case design. Justify the choices you make in your design and evaluate the tradeoffs in regards to threats to validity. Your essay justifying the design should conform to academic writing standards including the structure of introduction, main points, and conclusion sections. (1000 words)

Case:

Maths achievement is a significant problem in School District A. According to recent figures, approximately 47% of the Year 7 students in District A are underperforming on state mandated Year 7 end of year maths tests. In response to this issue, and as part of a wider ‘Maths Matters’ state initiative involving a variety of maths programs (e.g., increased time devoted to maths by 15 minutes per day throughout the primary school years; provision of free take-home maths support materials; facilitation of after-school maths clubs; and organisation of community maths fairs), School District A implemented a new maths curriculum software program in four Year 7 schools in order to increase students’ maths achievement. The pilot maths curriculum software program was implemented from March 2015 to April 2016. The stated aim of the program was to increase maths achievement on the state-mandated, Year 7 end of year test by 10% and increase in student self-efficacy. An extensive impact evaluation was conducted by the overseas company who designed the software. The methodology incorporated a utilization-focused approach and involved:

  •   The establishment of a steering committee involving key stakeholders
  •   Site visits to the four schools where the maths curriculum software program was implemented
  •   A comprehensive before-after examination of school statistics on maths achievement in the school the 
year before implementation compared to the year after
  •   A total of 1,000 telephone surveys of district parents conducted during the day to assess parent reports of their child’s satisfaction with maths.

 

  • Results suggest that the maths curriculum software program was extremely effective in meeting its goals— district maths achievement increased by 30% and statistical analysis of the survey revealed a high level of satisfaction with maths.
  • 
However, the steering committee is concerned that the design might not have been appropriate. Before expanding the program to other schools, they consult you a research expert and request advice on how the research design could be improved.

 

 

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