Pretest-posttest designs and measurement of change

By D. Dimitrov, Phillip D. Rumrill, Jr.. Work, 2003

1,066 citations recorded by the source corpus.

The article examines issues involved in comparing groups and measuring change with pretest and posttest data. Different pretest-posttest designs are presented in a manner that can help rehabilitation professionals to better understand and determine effects resulting from selected interventions. The reliability of gain scores in pretest-posttest measurement is also discussed in the context of rehabilitation research and practice.

Subfields: Management Science and Operations Research, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/137f5bf9b37127455b125b261cd5705349d45309

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In Management Science and Operations Research

In Statistics and Probability

Citations in the corpus

Nature Involvement Increases Hedonic and Eudaimonic Well-Being: A Two-Week Experimental Study (2014, neutral): “ANCOVA is the recommended method for analyzing pre-post data in randomized designs (Dimitrov & Rumrill, 2003; Huitema, 2011).”
Effects of a yoga-based intervention for young adults on quality of life and perceived stress: The potential mediating roles of mindfulness and self-compassion (2012, neutral): “There is no consensus on which method is preferable for quasi-experimental designs, with arguments in favor of an ANCOVA (Van Breukelen, 2006 ) and against it (Dimitrov & Rumrill Jr, 2003 ).”
Dose-Dependent Media Priming Effects of Stereotypic Newspaper Articles on Implicit and Explicit Stereotypes (2013, methodology): “This is a recommended method for pre-post designs (Dimitrov & Rumrill, 2003).”
Augmented reality in informal learning environments: A field experiment in a mathematics exhibition (2014, methodology): “Usually, the statistical analysis of paired pretest-posttest data is done via paired t-tests or a repeated measures analysis of variance (Dimitrov & Rumrill, 2003).”
Training attentional control and working memory - Is younger, better? (2012, methodology): “Assuming that the trained and control groups are randomly assigned, the advantage of the ANCOVA is that it controls for differences between the scores of the two groups at pre-test (Dimitrov & Rumrill, 2003; Jamieson, 2004; Miller & Chapman, 2001).”
Enhancing Autobiographical Memory Specificity Through Cognitive Training (2013, methodology): “Research Question 3: Relationship between changes in AMS and depression symptoms Change scores were computed for the MFQ and AMS (posttraining minus pretraining; Dimitrov & Rumrill, 2003).”
Promoting Critical Thinking and Problem Solving Skills of Preservice Elementary Teachers through Process-Oriented Guided-Inquiry Learning (POGIL) (2018, methodology): “…design was used to compare groups in which one or more experimental International Journal of Instruction, October 2018 ● Vol.11, No.4 groups were exposed to treatment or intervention, then compared to one or more control groups that did not receive the treatment (Dimitrov & Rumrill, 2003).”