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Longitudinal/repeated measures data arise in situations where we have multiple measures on a subject taken over time (growth over time) or a change under different treatment conditions. A simple example of longitudinal research design is when the research setting involves multiple follow-up measurements on a random sample of individuals, such as their achievement, performance, or attitude, over a period of time with logically spaced time points. Researchers across different disciplines have used different terms to describe the analysis of data obtained from repeatedly observing the same subjects. Some of the terms they have used are longitudinal data analysis, within-subjects design, repeated-measures design, growth modeling, multilevel growth modeling, or individual change model.

The simplest form of a repeated measures design is a one-way repeated measures design, one-way repeated measures ANOVA design, or within-subjects repeated measures design, when repeated measures on a dependent variable are observed either over time (e.g., time, grade level) or under different treatment conditions (different type of medication for long-term illness). These times, grade levels, or treatment conditions serve as the repeated measures independent variables in the analysis.

More complex repeated measures designs have at least one between-subjects factor (e.g., gender, ethnicity) in addition to having repeated measures as within-subjects factors (e.g., time). These repeated designs with both within-subjects factors and between-subjects factors are called repeated measures ANOVA with between-subjects factors designs or factorial repeated measures designs. Below, a detailed description, assumptions, a hypothetical data set, and SPSS analysis and results of only the one-way repeated-measures ANOVA design are provided because of space limitations.

One-Way Repeated Measures ANOVA Design

In the one-way ANOVA design, all subjects are measured on all levels of the repeated measures independent variable (e.g., time or treatment conditions). Table 1 shows the representation of five subjects (S1, S2,S3,S4,S5) in a one-way design with three time points (T1,T2,T3).

Table 1 One-Way Repeated Measures Design
Time
T1T2T3
S1S1S1
S2S2S2
S3S3S3
S4S4S4
S5S5S5

Source of Variance in One-Way Repeated Measures Design

In this design, total variability (SSTotal) in the measured dependent variable is partitioned into a part due to time (SSTime), a part due to subjects (SSSubjects), and error (SSTime × Subject), which is an interaction between subject and time. Thus,

None

The associated degrees of freedom in this design are partitioned as

None

where total degrees of freedom are the total number of measurements (N = T × S) minus one. So,

None

The degrees of freedom for time effect are the number of measurements over time and are represented as

None

The degrees of freedom for subjects effect are the number of subjects minus one and are represented as

None

The degrees of freedom for the error term are

None

The corresponding mean squares (MS) are calculated by dividing sum of squares (SS) by their associated degrees of freedom (df). Thus,

None
None
None

The F ratio for testing the null hypothesis that μT1T2 = … =μTj, j = 1,2,…, T time points is the ratio of MSTime and MSTime × Subject. Thus,

None

with df = (T − 1), (T − 1)(S − 1).

Assumptions

Three assumptions underlie the one-way repeated measures design:

  • Measurements for each time point are normally distributed.
  • Subjects are independent.
  • The variances of the differences between each pair of levels of the repeated measures factor are equal. This assumption is called the “sphericity assumption,” and it is tested using Mauchly's test. A significant Mauchly's test indicates that the assumption of sphericity is not met. Violating this assumption inflates Type I error rate.

Analysis of Hypothetical Repeated Measures Data

Table 2 presents a small hypothetical data set in which five first-grade students are tested weekly for 3 weeks on their vocabulary learning in terms of the number of words they learn each week. The research question of interest is whether or not, on average, first-grade students' vocabulary learning changes over the 3 weeks. Similarly, is there growth in first-grade students' vocabulary learning over the 3 weeks?

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