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Year : 2019  |  Volume : 2  |  Issue : 2  |  Page : 51-54

Analyzing educational interventions without random assignment

Office of Academic Affairs, University of Georgia College of Veterinary Medicine, Athens, Georgia, USA

Correspondence Address:
Dr. Samuel C Karpen
College of Veterinary Medicine, 501 D.W. Brooks Drive, Athens, GA 30602
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Source of Support: None, Conflict of Interest: None

DOI: 10.4103/EHP.EHP_21_19

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Since educational researchers rarely have the luxury of random assignment, confounding variables are a common concern. This manuscript introduces readers to methods for statistically controlling confounding variables, namely propensity score matching, propensity score weighting, and doubly robust estimation. These techniques allow researchers to accurately estimate the effect of an intervention (e.g. a new teaching method's effect on course grades) even when the groups being compared differ on other relevant variables (e.g. one group has a higher pre-DVM GPA than the other). Example analysis are included to aid researchers hoping to conduct their own analyses.

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