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Related Concept Videos

Group Design02:01

Group Design

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The most basic experimental design involves two groups: the experimental group and the control group. The two groups are designed to be the same except for one difference— experimental manipulation. The experimental group gets the experimental manipulation—that is, the treatment or variable being tested—and the control group does not. Since experimental manipulation is the only difference between the experimental and control groups, we can be sure that any differences between...
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Reliability and Validity01:29

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Reliability and validity are two important considerations that must be made with any type of data collection. Reliability refers to the ability to consistently produce a given result. In the context of psychological research, this would mean that any instruments or tools used to collect data do so in consistent, reproducible ways.
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Updated: Sep 11, 2025

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology
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Does Virtual Advising Increase College Enrollment? Evidence from a Random-Assignment College Access Field Experiment.

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Summary
This summary is machine-generated.

Virtual college counseling improved student support and application breadth but not enrollment. Low-intensity virtual programs may not suffice for all students needing intensive, in-person college access guidance.

Keywords:
C93I23I24I28L31

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Area of Science:

  • Education policy
  • Higher education access
  • Virtual learning interventions

Background:

  • In-person college access programs show effectiveness.
  • Limited data exists on virtual interventions' comparable benefits.
  • Scalable, low-cost virtual programs are increasingly relevant.

Purpose of the Study:

  • Evaluate two virtual college counseling program variants.
  • Assess impact on college application behaviors and outcomes.
  • Explore mechanisms behind program effectiveness or lack thereof.

Main Methods:

  • Randomized controlled trial design.
  • Two variants of a virtual college counseling program.
  • Analysis of extensive survey data on student experiences and outcomes.

Main Results:

  • Students reported increased support in college applications.
  • Participants applied more broadly to four-year institutions.
  • No significant increase in college acceptance or enrollment rates observed.

Conclusions:

  • Virtual interventions can enhance application support and breadth.
  • Low-intensity virtual programs may be insufficient for many students.
  • In-person, intensive support might be crucial for college enrollment.