ACTION ITEM -- 1. Factorial Proverb Homework W24 (1)

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Apr 3, 2024

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Factorial Design Proverb Activity Due Week 8 Lab Student Name : [Sean Park] Proverb: “ No Pain, No Gain” Meaning of Proverb: It is necessary to work hard or suffer in order to succeed; the amount of effort you put into something is related to the level of your success or satisfaction with your achievement Assignment Scenario: A music school plans to prepare its students for an annual concert competition. They are wondering if the proverb “No gain without pain” would apply to their students. Thus, they are wondering how to advise their students to practice their instruments during the one month before the competition. Accordingly, the school hires YOU as a research consultant to assess how they should advise their students to practice their instrument in the month before the concert AND (b) whether this potential effect might depend on a second factor that has yet to be considered. To help the teachers, your task is to propose a study—using a 2 x 2 factorial design—to answer these questions. Instructions: In accordance with the proverb and assignment scenario above, identify a second independent variable that might interact with the first independent variable, and propose a 2 X 2 factorial design study to test the hospital’s research questions. Describe your design by answering the questions below. 1

I. Study Design (21 total possible points) 1. Based on the above scenario, design a 2x2 factorial design and propose hypotheses that are consistent with the proverb. Your design should aim to test boundary conditions of the proverb’s general assertion as it relates to the scenario. Both selected IVs must be ones that can be manipulated such that participants can be randomly assigned to conditions. *Tip: If you are having trouble thinking of a second IV for your factorial design, go back to the extraneous variable you identified in your simple experimental design and see if any may be interesting to include as a second independent variable in this study. a) Identify your first independent variable (IV1), in terms of both the construct and the operational definition, and the two levels of this IV. (2 points) *Note: This can be the same as the independent variable used in your simple experimental design activity; however, it does not have to be the same. [First Independent Variable (IV1): Practice Intensity - Construct: Rigor or strenuousness of the practice sessions. - Operational Definition: The two levels o High-Intensity Practice: Students practice for 2 hours daily with focused, goal-oriented tasks designed to push their skills to the limit. o Low-Intensity Practice: Students practice for 30 minutes daily with less demanding tasks focusing on enjoyment and relaxation.] b) Identify your second independent variable (IV2), in terms of both the construct and the operational definition, and the two levels of this IV. (3 points) [Second Independent Variable (IV2): Practice Feedback - Construct: The type of feedback received during practice sessions. - Operational Definition: The two levels o Positive Feedback: Students receive encouragement and positive reinforcement focusing on what they did well. o Constructive Feedback: Students receive detailed feedback on areas of improvement and how to enhance their performance.] c) Identify the dependent variable (DV), in terms of both the construct and the operational definition, and the scale of measurement used. Your DV should lie on an interval or on a ratio scale to allow for powerful statistical tests of data. (3 points) 2

[Dependent Variable (DV): Performance Improvement - Construct: the enhancement in musical ability and performance quality. - Operational Definition: Measured by the difference in scores from a standardized performance evaluation conducted by professional judges before the study begins and at the competition. Scores are on a 100-point scale, where higher scores indicate better performance. - Scale of Measurement: Ratio scale with a true 0 d) Describe your proposed hypotheses for all possible effects. You must predict a significant interaction. (5 points) *Note: Be sure to include all hypotheses: one for each independent variable (IV), one for an interaction between the two IVs, and all simple effects. The hypotheses for the main effect of each IV can either be predicted as being significant or not significant; however, a significant interaction MUST be predicted . Be sure to include significance and directionality (and rationale where relevant) in all your statements. As a reminder, for a hypothesis about an interaction to be complete, it must describe all simple effects. [Main effect: I hypothesize that there will be a significant main effect of both IV1 and IV2, with the effect of IV1 being high-intensity practice leading to greater performance improvement than low-intensity practice, and the main effect of IV2 being constructive feedback leading to greater performance improvement than positive feedback. Interaction: I predict that there will be a significant interaction between practice intensity and Practice Feedback on Performance Improvement. Specifically, high-intensity practice combined with constructive feedback will result in the highest performance improvement, indicating that the type of feedback moderates the effect of practice intensity on improvement. Simple Effects: I predict that within high-intensity practice, constructive feedback will lead to significantly greater improvement than positive feedback. Within low-intensity practice, the difference between feedback types will be less pronounced.] 2. What motivates the selection of your second IV? Clearly explain how the second independent variable clarifies a potential boundary condition. In other words, justify why you selected this second independent variable for your proposed study. (5 points) [The selection of Practice Feedback as the second IV is motivated by the hypothesis that the efficacy of practice intensity might be contingent upon the type of feedback 3

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received. Feedback could act as a boundary condition, clarifying under which conditions high or low intensity practice is most beneficial. This addresses the potential variability in how students respond to practice based on the nature of feedback.] 3. Indicate whether your proposed experiment will be a between-subjects, within- subjects, or mixed-subjects design and explain why you have selected this design type. Make sure you clearly indicate how each variable will be manipulated (i.e., between- subjects or within-subjects for each variable). (3 points)  [This proposed experiment will be a between-subjects design. Each participant will be randomly assigned to one of the four conditions resulting from the combination of the two IVs (High-Intensity Practice with Positive Feedback, High-Intensity Practice with Constructive Feedback, Low-Intensity Practice with Positive Feedback, Low-Intensity Practice with Constructive Feedback). This design is chosen to minimize carryover effects and practice effects that could arise from participants experiencing more than one level of the independent variables. This ensures that any changes in the DV can be attributed to the manipulation of the IVs rather than participants' adaptation or learning from the first condition they were exposed to.] II. Design Matrix & Graph (9 total possible points) 1. Complete the design matrix below. Make sure to fill in your variable names, level names, and all cell means. Your predicted effects should be consistent with previously stated hypotheses (4 points). *We will assume that any differences between means that are greater than zero would be significant when interpreting predicted effects. IV 1: [Practice Intensity] Level 1: [High-Intensity Practice] Level 2: [Low-intensity Practice] IV2: [Practice Feedback] Level 1: [Constructive Feedback] Predicted Cell Mean 85 Predicted Cell Mean 75 4

Level 2: [Positive Feedback] Predicted Cell Mean 65 Predicted Cell Mean 55 2. Using the means from your design matrix, sketch an APA-style graph appropriate for your variables (i.e., line graph or bar graph). Be sure to label the axes with the appropriate variable names. You will also need to include a legend to distinguish between the two levels of your second independent variable (5 points). *Note: You can use the excel sheet, “Factorial Design Proverb Activity Graphing Tool” to create the appropriate graph (i.e., line graph or bar graph) dependent on the variables you select and hypotheses you predict, and then paste the graph here. Or, you can sketch by hand. Your results should be consistent with your hypotheses (and your design matrix above, as your predicted effects should be consistent with your previously stated hypotheses). [ ] III. Lecture Connection (10 total possible points) Recognizing that conclusions from a factorial design can be limited when certain extraneous variables are not properly controlled: 5

1a. What is the one extraneous variable you wrote about in your simple experimental design homework? (1 point) [The extraneous variable I wrote about in the simple experimental design was the individual skill level of each student.] 1b. Describe one extraneous variable in your study that is different from the one you wrote about in your simple experimental design homework that you think needs to be controlled. In the context of your specific study and a factorial design, why does this variable need to be controlled? (5 points) *Note: If this extraneous variable were to be a confounding variable in your study, how does this impact the conclusions you can draw in the context of your specific study? [Another extraneous variable that I believe needs to be controlled in my study is the motivational level of the students. If students are not equally motivated, their engagement with the material and the effort they put into practicing could vary, which would affect the results. For example, a highly motivated student might make fewer mistakes not just because of the frequency of practice, but because they are more focused and diligent during their practice sessions. If motivation is not controlled, it could become a confounding variable. To control for motivation, I could measure it with a prestudy questionnaire and use it as a covariate in the analyses, or ensure that the random assignment also distributes motivational levels evenly across the different practice frequency groups.] Suppose you analyze your predicted effects with the appropriate statistical tests. You find that your results are in line with your hypotheses. Please write the appropriate simple effects 6

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statements for each of the four predicted simple effects. 2a. Look at the top row of your matrix: Write a statement (with relevant numerical values) to describe this simple effect (1 points). [The simple effect of Practice Intensity (IV1) within Constructive Feedback (IV2, Level 1) is that high-intensity practice predicts a higher mean score (85) compared to low- intensity practice, which predicts a mean score of (65). This represents a decrease of 20 points when moving from high to low-intensity practice within the Constructive Feedback condition] 2b. Look at the bottom row of your matrix: Write a statement (with relevant numerical values) to describe this simple effect (1 points). [the simple effect of Practice Intensity (IV1) within Positive Feedback (IV2, Level 2) is that high-intensity practice predicts a mean score of (75), while low-intensity practice predicts a mean score of (55). This represents a decrease of 20 points when moving from high to low-intensity practice within the Positive Feedback condition.] 2c. Look at the left column of your matrix: Write a statement (with relevant numerical values) to describe this simple effect (1 points). [The simple effect of Practice Feedback (IV2) for High-Intensity Practice (IV1, Level 1) shows that Constructive Feedback predicts a higher mean score (85) compared to Positive Feedback, which predicts a mean score of (75). This represents a decrease of 10 points when moving from Constructive to Positive Feedback for high-intensity practice.] 2d. Look at the right column of your matrix: Write a statement (with relevant numerical values) to describe this simple effect (1 points). [The simple effect of Practice Feedback (IV2) for Low-Intensity Practice (IV1, Level 2) indicates that Constructive Feedback predicts a mean score of (65), whereas Positive 7 Top Row Bottom Row Left Column Right Column

Feedback predicts a mean score of (55). This represents a decrease of 10 points when moving from Constructive to Positive Feedback for low-intensity practice.] Student Learning Outcomes for this Activity (SLOs): After completing this assignment, you should be able to... ● Differentiate between simple experimental designs and factorial designs ● Propose hypotheses that are consistent with a given proverb and scenario that might clarify boundary conditions (or limitations) on that proverb’s general assertion ● Identify & interpret effects from a factorial design, including main effects, interaction, and simple effects ● Understand the rationale for a second independent variable in a factorial design & justify the connection for the selection of the second IV 8

ACTION ITEM -- 1. Factorial Proverb Homework W24 (1)

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