Jämför metoder
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| Blocked Pretest-Posttest Experimental Design× | Experimentell design med kontrollgrupp× | |
|---|---|---|
| Ämnesområde | Försöksplanering | Försöksplanering |
| Familj | Process / pipeline | Process / pipeline |
| Ursprungsår≠ | 1935 (blocking, Fisher); 1963 (pretest-posttest + blocking synthesis, Campbell & Stanley) | 1935 (Fisher); 1963 (Campbell & Stanley codification) |
| Upphovsperson≠ | Donald T. Campbell & Julian C. Stanley (systematized); blocking technique from Ronald A. Fisher | Ronald A. Fisher; systematised by Donald T. Campbell & Julian C. Stanley |
| Typ≠ | Experimental design | Experimental research design |
| Ursprungskälla | Campbell, D. T., & Stanley, J. C. (1963). Experimental and Quasi-Experimental Designs for Research. Rand McNally. link ↗ | Campbell, D. T., & Stanley, J. C. (1963). Experimental and Quasi-Experimental Designs for Research. Rand McNally. link ↗ |
| Alias | blocked pre-post design, RBPP design, block-randomized pretest-posttest design, randomized block pre-post control group design | controlled experiment, true experimental design, randomized controlled design, treatment-control design |
| Närliggande≠ | 6 | 4 |
| Sammanfattning≠ | The blocked pretest-posttest experimental design combines blocking — grouping participants into homogeneous strata before randomization — with pre- and post-intervention measurement. Blocking controls for known sources of variability (e.g., baseline ability, gender, site), while the pretest-posttest structure quantifies change scores directly. Together, they reduce error variance and increase statistical power compared to a simple pretest-posttest design, making this approach well suited to educational, clinical, and behavioral intervention studies. | Control group experimental design is a fundamental experimental structure in which participants are assigned to at least two groups — a treatment group that receives the intervention and a control group that does not — so that the effect of the intervention can be isolated by comparing outcomes across groups. Randomisation of assignment strengthens causal inference by balancing known and unknown confounders. |
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