Quasi-Experimental Design Studies

Quasi-Experimental Design Studies

Article 1: A quasi-experimental examination of how school-based physical activity changes impact secondary school students’ moderate- to vigorous-intensity physical activity over time in the COMPASS study

What question/hypothesis was the researcher trying to answer or investigate?

Changes in a school’s physical activities, such as facilities, policies, and recreational programs, positively affect the students’ MVPA levels (Hunter, Leatherdale, Storey, & Carson, 2016).

The variables studied

The study’s independent variables include changes that occur to the institution’s policies regarding physical activities, recreational programming, physical environment, and public health resources. In addition, the condition and number of facilities that are used for physical activities were also considered as dependent variables. The dependent variable in the study is the low moderate to vigorous-intensity physical activity (MVPA) levels among adolescents. Research conducted in the last five years confirms that the activity settings, perceived support from teachers, as well as intramurals demonstrated a consistent positive association with the students’ MVPA. Such findings from other studies created a reasonable basis for using the school environment as the variable that affects adolescents’ MVPA levels (Hunter, Leatherdale, Storey, & Carson, 2016).

The sample

The sample population had eighty-nine secondary schools. Ten schools were from Alberta, while seventy-nine were from Ontario. From these schools, 57,229 students made up the sample. The population experienced changes due to school dropouts, missing subjects due to absenteeism or unscheduled classes, student/parent refusal, and questionnaire length. The final sample included eighty-six secondary schools and 18,777 students. The students were in grades 9 to 12 (Hunter, Leatherdale, Storey, & Carson, 2016).

How did the researcher gather data for the study?

The researchers collected data for the study using questionnaires. ‘The Cohort for obesity, marijuana use, physical activity, alcohol use, smoking, and sedentary behaviour (COMPASS)’ was instrumental in the collection of data. The COMPASS study questionnaire (CQ), the COMPASS School Policies and Practices Questionnaire (SPP), and the COMPASS School Environment Application (Co-SEA) were critical for the collection of data (Hunter, Leatherdale, Storey, & Carson, 2016). The data collected using these tools were used to create school health profiles for the students. These profiles are remitted to the institutions with feedback regarding their students’ health status. The feedback also highlighted resources and information, which is essential in targeting problem areas.

Were the data-gathering techniques appropriate for the study? In other words, did the data collection procedures produce data that allowed for the accurate examination of the original questions/hypothesis for the study?

Considering the variables that the study intended to monitor, using the questionaries alongside other tools was appropriate. The COMPASS cohort includes physical activity among the elements it measures. Therefore, it was relevant to assess the MVPA levels of the students, and in addition, requiring the school heads to report any changes in the chosen independent variables created room for validity and accuracy. Using a research team to analyze the data collected for one year created an opportunity to brainstorm and evaluate the impact that the changes may have on the health outcomes of students while generating practice-based evidence (Hunter, Leatherdale, Storey, & Carson, 2016).

The data that was collected was quantitative and partially qualitative. For instance, the change in MVPA levels was determined using two specific questions on the CQ. “Mark how many minutes of vigorous physical activity you did on each of the last seven days. This includes physical activity during physical education class, lunch, after school, evenings, and spare time” (Hunter, Leatherdale, Storey, & Carson, 2016). This item measured the moderate physical activities, which were recorded in hours or minutes. This eliminated the need to use ambiguous terms such as ‘moderate’ or ‘vigorous. However, these terms were included in the sentence, which highlighted actual activities that could be categorized under each time. Active activities included fast dancing, team sports, and jumping rope, while moderate activities included recreational swimming, walking, or riding a bike to school. While such data was self-reported, the design of the questions created room for validity. The methods chosen to collect data provided a reliable avenue to fulfil the study’s purpose.

What were the results?

Of the eighty-six schools, only fifteen changed the recreational programming, two altered the use of public health spaces, two changed the environment and equipment, and another two altered the environment and recreational programming. At least twenty-one institutions changed the physical environment. Nineteen schools reported multiple changes in different variables such as public health unit use, recreational programs, subjective equipment, environment, and physical surroundings. From the sixty-one schools that made changes in the independent variables, a notable difference was observed in the MVPA levels of at least nine schools. Of the nine schools, four showed an increase in the student’s MVA levels, while the other five demonstrated a negative change (Hunter, Leatherdale, Storey, & Carson, 2016).

How do the results affect your understanding of the world?

The mixed results obtained from the study highlight the various effects that different changes in a school’s environment have on the students’ MVPA. The results confirm that making independent changes does not necessarily increase physical activity. Instead, it is essential to consider other elements, including policies and external environment aspects. The changes should be specific and unique to different schools to yield a particularly positive outcome. Failure to approach these changes from a holistic perspective may lead to undesirable effects such as reduced MVPA levels.

Article 2: Children’s physical activity levels during school recess: a quasi-experimental intervention study

What question/hypothesis was the researcher trying to answer or investigate?

Playground markings and intervention through physical structures during recess have short-term effects on the student’s MVPA and VPA levels.

The variables studied

The study’s main variables included playground markings, interventions in the form of physical structures, pupil level, school level aspects, intervention effect, and children’s MVPA and vigorous physical activity (VPA). The dependent variables in the study’s split purpose are the children’s MVPA and VPA, as well as the effect on the interventions. The other variables are independent because the study sought to determine their impact on the dependent variable.

 The sample

The sample population entailed 150 boys and 147 girls, who were randomly selected from twenty-six elementary institutions. The schools are in an urban city in England. The distribution within grades K-1 and grades 2- 4 was equal. The treatment group included fifteen schools, while the control group had eleven schools. The treatment group had seventy-six boys and seventy-three girls, while the treatment group had seventy-four boys and seventy-four girls (Ridgers, Stratton, & Fairclough, 2007).

How did the researcher gather data for the study?

Data for the study was collected using observation. The researchers visited the schools twice every week. They also saw the redesign of the playground once before. After redesigning the garden, the researchers saw the school earlier in six weeks. The children’s physical activities were monitored during the morning, afternoon, and lunch recess periods (Ridgers, Stratton, & Fairclough, 2007).

Were the data-gathering techniques appropriate for the study? In other words, did the data collection procedures produce data that allowed for the accurate examination of the original questions/hypothesis for the study?

The data collection methods were appropriate for the study because they provided information about the specific variables. The study relied on primary data to assess the effects that each of the variables had on the students’ physical activities. Since such data was dependent on the manipulation or lack of the environment, it was essential to observe them in real-time. To ensure accuracy, the data was attained using fixed and removed monitors under the supervision of the school staff and principal researcher. The involvement of the school’s administration allowed the research to gain engagement for both students and staff members. At the same time, the supervisors did not undergo any training regarding the physical activities on the playground. These elements ensured consistent results that were not manipulated to attain a specific outcome (Ridgers, Stratton, & Fairclough, 2007).

What were the results?

The girl’s and boys’ physical activities did not show any significant differences during recess. The boys in the treatment group participated in low levels of VPA despite their higher BMI, body mass, and great stature. The girls in the experimental group also engaged in less MVPA and VPA than those in the control group. The redesign of the playground led to increased VPA and MVPA among the children in the short term. Other aspects, such as changing the environment, could increase physical activity (Ridgers, Stratton, & Fairclough, 2007). However, the increment of physical activities during recess is more complex and demands consideration of multiple elements and factors such as age, gender, duration of vacation, and available interventions.

How do the results affect your understanding of the world?

The results reveal that the manipulation of physical activities in the school setting is dependent on numerous factors. School administrators need to consider multiple factors when seeking to increase physical activities that promote the health of the children. This approach allows the desired MVPA and VPA levels to be achieved (Ridgers, Stratton, & Fairclough, 2007).

Study comparison

The two studies use the quasi-experimental design to investigate and find answers to the main question. Subsequently, both studies examine issues that are related to physical activities among the younger generations within a school setting. Both studies intend to establish the effects that various variables have on the MVPI levels among the subjects. The pretest-posttest method is applied in both studies. Additionally, both studies involve the manipulation of the independent variables to determine their effect on the dependent variable. As expected of studies using such a design, the study does not randomly allocate the participants to certain conditions. Instead, the separate groups are subjected to manipulated and unmanipulated environments and data collected. The lack of randomness increases the validity of the studies (Maciejewski, 2018).

Regarding using the quasi-experimental design, the second study used control and experimental groups. This aspect is a common characteristic of the quasi-experimental design (White & Sabarwal, 2014). The first study subjects all participants to conditions that are manipulated naturally by the school’s administration (Hunter, Leatherdale, Storey, & Carson, 2016). This means that data collected after manipulation for all subjects is used to determine any changes.

References

Hunter, S., Leatherdale, S. T., Storey, K., & Carson, V. (2016). A quasi-experimental examination of how school-based physical activity changes impact secondary school students’ moderate- to vigorous-intensity physical activity over time in the COMPASS study. International Journal of Behavioral Nutrition and Physical Activity volume, 13(86). doi:https://doi.org/10.1186/s12966-016-0411-9

Maciejewski, M. L. (2018). Quasi-experimental design. Biostatistics & Epidemiology, 4(1), 38-47. doi:https://doi.org/10.1080/24709360.2018.1477468

Ridgers, N., Stratton, G., & Fairclough, S. J. (2007). Children’s physical activity levels during school recess: A quasi-experimental intervention study. International Journal of Behavioral Nutrition and Physical Activity, 4(1). doi:10.1186/1479-5868-4-19

White, H., & Sabarwal, S. (2014). Quasi-Experimental Design and Methods.

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Locate two new academic articles from a professional, peer-reviewed journal related to a topic of your interest. These articles should involve experimental or quasi-experimental designs and should be two NEW articles (i.e., not articles you used previously in this course).

Skim the two articles to understand the key issues and methods they address. Be sure to answer all questions in each bullet point entirely and wholly. There should be two sections, one for each numerical bullet below. Separate each area in your paper with a clear heading that allows your professor to know which shell you are addressing in that section of your report. The essay should be 2,250-2,500 words and should include proper citations for the two articles being reviewed. Make sure to reference the sources using the APA writing style for each piece. Include a cover page and a reference page, which do not count towards the minimum word limit.

Summarize both professional and peer-reviewed articles by addressing the following for each study. Repeat this sequence for each piece.

What question/hypothesis was the researcher trying to answer or investigate?

Define the variables studied.

Describe the sample.

How did the researcher gather data for the study? Were the data-gathering techniques appropriate for the study? In other words, did the data collection procedures produce data that allowed for the accurate examination of the original questions/hypothesis for the study?

What were the results? How do the results affect your understanding of the world?

Compare and contrast both studies and explain the similarities and differences with regard to experimental/quasi-experimental research designs.

Assignment Expectations

Length: 2,250-2,500 words

Structure: Include a title page and reference page in APA style. These do not count towards the minimum word amount for this assignment.

References: Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at least three (3) scholarly sources to support your claims.

Format: Save your assignment as a Microsoft Word document (.doc or .docx).

Filename: Name your saved file according to your first initial, last name, and the module number (for example, “RHall Module 1.docx”)

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