They said it was condemnable that first candidates had been allowed to take entry tests and later on they were told that their degrees were nonequivalent
to the degrees mentioned in the job ad.
A quasi-experimental, pre-post study on three Dutch medical-surgical units demonstrated 345 RNs, who received education on pain management as a daily numeric pain scale, were more accurate in their pain assessment and documentation than a nonequivalent
control group of 358 RNs (de Rond, de Wit, van Dam, & Muller, 2000).
The top three most common 510(k) deficiencies include: nonequivalent
preclinical testing results as compared to the predicate device (your device is not as strong as the predicate device); discrepancies in the device description, parts listing and/or engineering drawings; and sterility and cleaning issues.
groups with anchor test design, also known as common-item nonequivalent
groups design was used (de Ayala, 2009; Kolen & Brennan, 2014).
Quasi-experimental designs that can establish causal validity include nonequivalent
groups with multiple pretests, single-factor within-subject designs, and single-case designs, all described below.
Nevertheless, researchers may have adequate subject-matter knowledge to be able to identify outcomes that are not expected to change in response to the intervention of interest, which have been referred to as control outcomes or nonequivalent
This result renders the groups nonequivalent
on a critical skill, and it is evidence that nonfluent English speakers were less likely to finish the pre-K year.
If other drug candidates tested nonequivalent
, "it could result in a significant delay for competitors as they retrench to develop the needed analytic package to allow them to properly manufacture an approvable generic," Wheeler told investors, noting that "we could possibly have an extended period of sole generic status for this product.
The purpose of this quasi-experimental nonequivalent
control group study was to determine the influence that a financial education intervention administered in First Year Experience courses had on students' perceptions of their financial behavior such as compulsive spending and credit card use.
The researchers used a quantitative pretest-posttest nonequivalent
control group quasi-experimental design to determine if there is a significant difference in content knowledge acquisition between traditional and flipped classroom methods.
The research method used in this study due to lack of randomly selected samples is quasi-experimental based on nonequivalent
control group design On this design E is the symbol of the group scheme, C symbolizes the control group, 01 is the symbol of pretest, 02 is the symbol of the post-test and X is the symbol of the independent variable.
This research was quasi-experimental and utilized a nonequivalent
control group design (Campbell & Stanley, 1963).