experimental, non-experimental, and quasi-experimental designs

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Page 1: Experimental, non-experimental, and quasi-experimental designs

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike License. Your use of this material constitutes acceptance of that license and the conditions of use of materials on this site.

Fundamentals of Program Evaluation

Copyright 2006, The Johns Hopkins University and Jane Bertrand. All rights reserved. Use of these materials permitted only in accordance with license rights granted. Materials provided “AS IS”; no representations or warranties provided. User assumes all responsibility for use, and all liability related thereto, and must independently review all materials for accuracy and efficacy. May contain materials owned by others. User is responsible for obtaining permissions for use from third parties as needed.

Page 2: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Fundamentals of Program Evaluation Course 380.611

Experimental, Non-experimental and Quasi-Experimental Designs

Page 3: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Topics to cover:

Study designs to measure impactNon-experimental designsExperimental designsQuasi-experimental designsObservational studies with advanced multivariate analysis

Page 4: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Which study designs (next class)control to threats to validity?

Experimental (randomized control trials) “gold standard” for assessing impactControls threat to validity

Quasi-experimentalControls some threats to validity

Non experimental Do not control threats to validity

Observational with statistical controls:Controls some threats to validity

Page 5: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Notation in study designs

X = intervention or programO = observation (data collection point)RA = random allocation (assignment)RS = random selection

How would we interpret?1) O X O2) O O

Page 6: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Source of data for “O”

Routine health information (service statistics)Survey dataOther types of quantitative data collection

Page 7: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Non-experimental designs

Post-test onlyPretest post-testStatic group comparison

Sources:Fisher and Foreit, 2002Cook & Campbell, Campbell & Stanley

Page 8: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Posttest-Only Design

Time

Experimental Group X O1

Page 9: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Example: % of youth that used condom at last sex

Time

Experimental X 15%Group

Note: “X” is the campaign

What are the threats to validity?

Page 10: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Pretest-Posttest Design

Time

Experimental Group O2 X O1

Page 11: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Example: % of youth that used condoms at last sex

Exp. 3% X 15%

Threats to validity?

Page 12: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Static-Group Comparison

Time

X O1Experimental Group

Comparison Group O2

Page 13: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Example: % of youth that used condoms at last sex

Exp. group X 15%

Control group 5%

Threats to validity?

Page 14: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Questions

Do evaluators ever use non-experimental designs?

If so, why?

Page 15: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Experimental designs

Pretest post-test control group designPost-test only control group design

Randomized controlled trials (RCTs):Are a subset of experimental designsStay tuned for Ron Gray’s lecture (Lecture 12)

Page 16: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Pretest-Posttest Control Group Design

Experimental Group

Control Group

Time

O1 X O2

O3 O4

RA

Page 17: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Example: % of youth that used condom at last sex

Time 1 Time 2

Exp 10% X 24%

RA

Control 11% 12%

Note: Youth aren’t randomized to use/not use condoms. This design implies that they are randomly allocated to a group that RECEIVES/DOES NOT RECEIVE the program.

Page 18: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Posttest-Only Control Group Design

Experimental Group

Control Group

Time

X O1

O2

RA

Page 19: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Example: % of pregnant women who deliver with skilled attendant

Time 1 X Time 2Exp. 40%

RA

Control 25%

Note: Women aren’t randomized to deliver w/w-out. This design implies that they are randomly allocated to a group that RECEIVES/DOES NOT RECEIVE the program.

Page 20: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Multiple Treatment Designs

Experimental Group 1

Experimental Group 2

Control Group

Time

O1 X O2

O3 Y O4RA

O5 O6

Although practical difficulties in conducting research increase with design complexity, experiments that examine the multiple treatments are frequently used in OR studies. One advantage is that using multiple treatment designs increases the available alternatives.

Page 21: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Limitations of the experimental design

Difficult to use with full-coverage programsGeneralizability (external validity) is lowPolitically unpopular(In some cases) unethical

Page 22: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Quasi-experimental designs

When randomization is unfeasible or unethical

Treatment must still be manipulable

Threats to validity must be explicitly controlled

Page 23: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Three most common quasi-experimental designs:

Time series

Pretest post-test non-equivalent control group design

Separate sample pre-test post-test design

Page 24: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Quasi-experimental designs:Time Series

Multiple observations before and after X

Can be used prospectively or retrospectively

Page 25: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Time Series Design

Time

Experimental Group O1 O2 O3 X O4 O5 O6

Page 26: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Example 1 of Time SeriesSudden increase at program intervention

0

1

2

3

4

5

6

7

O1 O2 O3 O4 O5 O6

Mill

ions

of C

ondo

ms

Dist

ribut

ed

Program Intervention (X)

Page 27: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Example 2 of Time SeriesSteady increase regardless of intervention

0

1

2

3

4

5

6

7

O1 O2 O3 O4 O5 O6

Mill

ions

of C

ondo

ms

Dist

ribut

ed

Program Intervention (X)

Page 28: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Example 3 of Time SeriesIncreases and decreases before & after intervention

0

1

2

3

4

5

6

7

O1 O2 O3 O4 O5 O6

Mill

ions

of C

ondo

ms

Dist

ribut

ed

Program Intervention (X)

Page 29: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Example 4 of Time SeriesTemporary impact of intervention

0

1

2

3

4

5

6

7

O1 O2 O3 O4 O5 O6

Mill

ions

of C

ondo

ms

Dist

ribut

ed

Program Intervention (X)

Page 30: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Using service statistics to demonstrate probable effect

AdvantagesLowers costsTakes advantage of existing informationConstitutes a natural experiment

DisadvantagesFalls short of demonstrating causalityCan’t know “what would have happened in the absence of the intervention”

Page 31: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Time Series Analysis: Condom Sales in Ghana

23456789

1011

Early96

Late96

Early97

Late97

Early98

Late98

Early99

Late99

Early00

Late00

Early01

Late01

Mill

ions

of C

ondo

ms

Dist

ribu

ted

Program Intervention (February 2000)

Sales & distribution figures from MOH, GSMF, and PPAG

Page 32: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Clinic visits in Nepal Before & After Radio Programming

Radio Spots on Air Radio Serial on Air

No Intervention

Average Monthly Clinic Visits

Page 33: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Example: Mass Media Vasectomy Promotion in Brazil

Reasons that it’s a good case study:Topic is almost exclusive to the media campaign

little “naturally occurring” communication on subject

Available service statisticsRoutinely collectedHigh quality

Page 34: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Key media events that promoted Pro-Pater

1983: 3 minute broadcast on vasectomy and Pro-PaterResulted in 50% increase in # vasectomies

1985:10 week newspaper and magazine promotion (with Population Council)54% increase in # vasectomies

Page 35: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

1989 campaign

Vasectomy promotion in 3 cities (Sao Paulo, Salvador and Fortaleza)

Objective of the campaign:Increase knowledge/awareness (and eliminate misconceptions)Increase # vasectomies among lower middle class men aged 25-49

Page 36: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

4 phases of the 1989-90 campaign

(1) Pre-campaign P.R.Press releases, press conference

(2) Campaign-“vasectomy is an act of love”

TV spots (May, June 1989)RadioPamphlets, billboard, magazine ads

Page 37: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

4 phases of the 1989-90 campaign

(3) Rebroadcasting of TV spotsSeptember 19892-5 times daily in evenings

(4) Mini-campaign: (Jan-March 1990)Ad in Veja magazineElectronic billboard in San PauloDirect mailing of pamphlet to Vejasubscribers

Page 38: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Mean number of daily calls to PRO-Pater clinic: 1989-90

0

20

40

60

80

100

120

Beforecampaign

Campaign Aftercampaign

Mini-campaign

After mini-campaign

Page 39: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Results of Brazil Study

Source: D. Lawrence Kincaid; Alice Payne Merritt; Liza Nickerson; Sandra de Castro Buffington; Marcos Paulo P. de Castro; Bernadete Martin de Castro, "Impact of a Mass media Vasectomy Promotion Campaign in Brazil," International Family Planning Perspectives, Vol. 22, No. 4. (Dec., 1996), pp. 169-175.

Page 40: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Number of vasectomies

Poisson regression: measured slopes based on monthly points Immediate/substantial increase after start of the campaignGradual decline through 1990After last campaign, downward trend became even greater

Page 41: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Possible hypotheses

Cost of operation increased

Competition from other doctors (that Pro-Pater had trained) increased

Page 42: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Take-home messages re: time series

“What was the impact of the program?”Combining service stats/special studies

Useful to understanding program dynamics

Time series (quasi-experimental design) can’t definitively demonstrate causality “What would have happened in the absence of the program”????

Page 43: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Non-Equivalent Control Group

Time

O1 X O2Experimental Group

Control Group O3 O4

Page 44: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Example: vasectomy promotion in Guatemala (1983-84)

3 communication strategiesRadio and promoterRadio onlyPromoter only

One community per strategy (all on Southern coast)Before/after survey

400 men per community, each survey

Page 45: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Results of Vasectomy Promotion: % interested in vasectomy

Pre PostRadio & Promoter 16 22Radio only 32 32Promoter only 33 37Comparison 23 27

Page 46: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Results of Vasectomy promotion: % operated

Pre PostRadio & Promoter 0.5 0.8Radio only 1.5 2.0Promoter only 1.0 3.0*Comparison 0.3 1.0

Page 47: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Separate Sample Pretest-Posttest Design

Time

Target population

O1 XRS

TargetPopulation

O2XRS

Page 48: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Findings from MayanBirthspacing Project

0102030405060708090

100

Knows Approves Ever UsedFP

Uses FP

BeforeAfter

Page 49: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Alternative to experimental designs

Application of multi-level multi-variatestatistical analysis to “observational”(cross sectional) data.

Page 50: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Example: Measuring the effects of exposure (dose effect)

Did increased exposure to Stop Aids Love Life in Ghana relate to desired outcomes?

Controlling for socio-economic factors and access to media

Page 51: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

% aware of at least one way to avoid AIDS by level of exposure

0102030405060708090

100

Male Female

NoneLowHigh

Page 52: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

% believe their friends approve condoms (HIV/AIDS)

0

10

20

30

40

50

60

70

80

Male Female

NoneLowHigh

Page 53: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

ABC’s: AbstinenceMean age at first sex

1616.5

1717.5

1818.5

1919.5

2020.5

Male Female

NoneLowHigh

Page 54: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

ABC’s: Being faithful% with 1 partner in past year

0

5

10

15

20

25

30

Male Female

NoneLowHigh

Page 55: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

ABC’s: Condom use% used condom at last sex

0

5

10

15

20

25

30

35

Male Female

NoneLowHigh

Page 56: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Example of estimating the effects of exposure to media

Example from Tsha Tsha (South Africa)

Using the data related to exposure to the communication program as a determinant of outcome

(Credits to CADRE in S. Africa, and to the authors: Kevin Kelly, Warren Parker, and Larry Kincaid)

Page 57: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Perceived Qualities of Boniswaamong Females

6962 62

6861

0

20

40

60

80

Concerned Honest Courageous Confident Loyal

N=269

Page 58: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Example: relating outcome to identification with characters

Does identification with specific characters in a soap opera affect outcomes?Controlling for SES

Page 59: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Multiple regression to estimate the independenteffect of exposure, controlling for other influences *

Learned about AIDS on TV

-.01

.09

.13

.13

.11.26

.33

.12.09

.31

Recall of the Drama

AIDS Attitude

Frequency of TV viewing

Female

Lagged AIDS attitude (wave 1)

Education

Kwazulu provinceresidence

* Including lagged attitude means that the impact of other variables is on change in attitude.

Page 60: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Path model: Effects of recall of drama and identification with Boniswa on AIDS Attitudes

-.01

.09

.13

.13

.11.26

.12.34

.13

.33

.12.09

.31

.09

.06Watches “Days of

Our Lives”

Learned about AIDS on TV

Frequency of TV viewing

Identification with Boniswa

Abstained for a month or more

Recall of the Drama

AIDS Attitude

Female

Lagged AIDS attitude

Education

Wave 3; South Africa, 2004Wave 3; South Africa, 2004Kwazulu province

Page 61: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Observational studies with statistical controls

Widespread use, esp. among academicsAdvantages

Doesn’t require an experimental designAllows greater understanding of the pathways to change (tests conceptual framework)

Limitations: Difficult to rule out confounding factors

Page 62: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Why are the Victoria et al and Habicht et al articles important?

Challenge RCT as the gold standard for evaluating ALL interventionsSuggest different levels of evidence:

Probability (RCTs)Plausibility (includes comparison group and addresses confounding factors)Adequacy (based on trends in expected direction following intervention)

Page 63: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Reasons why RCTs may have low external validity (Victora)

Causal link between intervention and outcome can vary depending on external factors:

Actual dose delivered to the target population varies

Institutional, provider, recipient behaviors

Dose-response relationship varies by site:Nutritional interventions (health of target pop)

Page 64: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Trade-off between internal and external validity

Example: evaluating communication campaign

Pilot projects: don’t deliver the full impact of a national full coverage program

Results not generalizable

Mass media: lower internal validityCan’t control for all confounding factors

Page 65: Experimental, non-experimental, and quasi-experimental designs

Fundamentals of Program Evaluation

Take home message from Victora et al./Habicht et al.

RCTs are the gold standard:But may not be appropriate for evaluating large scale public health interventions

Evidence-based public health must draw on studies with designs other than RCTs

PlausibilityAdequacy