Assay Of Comparative + Non Comparative Study

Comparative and non comparative study

Running head: comparative and non comparative studies

COMPARATIVE AND NON COMPARATIVE STUDIES (Sara Al-thihli ( 63466 (Amine Al-sarki ( 59211 Sultan Qaboos university

Comparative and non comparative study Abstract

As We Know, Comparative study is

a study in which a

participant is randomly assigned to one of two or more treatment groups for purposes of comparing the results of the separate treatment groups . In the other hand , non Comparative study is a study that Non-comparative studies examine factors that may be related to successful learning and students’ satisfaction or how students with different learning styles perform in a technology-based environment . in this assay we will describe two studies; One of them is Comparative study and the other is non Comparative study. Actually we will focus in certain points which are the aim of the studies, the problem, studies questions, instruments, advantages and disadvantages.

The non Comparative study: The non Comparative study's title is "EXAMINING THE EXPERIENCE

OF

READER-RESPONSE

IN

AN

ON-LINE

ENVIRONMENT" which is a study of middle –school classroom. The purpose of evaluation study:

Comparative and non comparative study

The purpose of the study is to explore the ways in which the students and the teacher responded to the texts they read and discussed together in two environments.

The problem of evaluation study: This study looks to articulate the various ways that these response environments are utilized by the students and teachers. Research Questions: In

what

ways

does

the

teacher

facilitate

student

responses: A. In the group environment discussions of books? B. In the on-line environment discussions of books? How do the students respond to texts and to each other: A. In the group environment discussions of books? B. In the on-line environment discussions of books? C. In the physical computer environment? D. Across the multiple contexts? Participants:

Comparative and non comparative study

This study is implemented on Fifth-grade students and their teacher. • The Students: The classroom had a total of 20 participants: 14 were European-American, 1 was African-American, and 4 were of mixed descent. There were 10 girls and 9 boys in the class. • The Teacher: Mr. Tyler Springs, the teacher of the class, was also a participant

engaged in the study.

Evaluation study instruments applied: •

Observation: observed in both face-to-face group conversations and in an on-line threaded discussion environment

to

document

their

responses

to

literature. Observations for this study took place daily during the teacher’s 2-hour defined time for reading instruction. The observations occurred every day during a 6-week time period,

•

Conversations and Interviews: with the teacher, During

the

data

collection

process

informal

Comparative and non comparative study

conversations and interviews were utilized to gather insight into what the participants thought about the classroom events and to gain additional information on student interactions that were observed as students . worked together.

•

Observational Field Notes: notes that included a summary of the daily events, particular items of interest, and any changes that occurred in the schedule of classroom events.

•

Document

Analysis:

Hand-written

documents

created by the students during class time were also collected to provide additional insights into the students’ reader response process. Advantages or disadvantages of the evaluation strategies: • advantages: This study hopes to help teachers’ growing( understandings of how

to support student

)conversations and reading comprehension ) Arnold, 2006(

Comparative and non comparative study

:Disadvantages• The data collection period for this study focused(-1 on one complete cycle of literature discussion groups in which the students were reading realistic fiction books. Though this choice focused the .analysis on one unit of study it also did not incorporate the study of other -2 authors and other genres of literature. In addition, the two groups read two different books by. This was a limitation as comparisons across the two ) groups were challenging. ( )Arnold, 2006 The results: •

) The research found that in the on-line, computer mediated

environment

the

students

led

the

conversation, posing questions and responding to each other without teacher intervention. This Third Space, created through the students’ collaboration in the

on-line

threaded

discussion

environment,

encouraged students to write and respond with each

Comparative and non comparative study

other. This space empowered the students to take ownership of the response process. the data illustrated that some students enjoyed• the threaded discussion environment more than other students. All students engaged at turns at talk in only

both environments, though the students

took

significant

responsibility

questions in the on-line environment.

for

posing

( )Arnold, 2006 )

The Comparative study: The

Comparative study's title is " Impact of Online

Instruction on Teachers’ Learning And Attitudes toward Technology Integration " which is a study of middle –school classroom. Type of the comparative study: Learner's

perception

and

performance,

comparative

study… Problem statement: the purpose of this study is to explore the potential impact of online instruction in a graduate course affects K-

Comparative and non comparative study

12 teachers’ attitudes towards technology integration in schools and learning performance in the United States. )Yuliang, 2005( Study questions: What is the potential impact of online instruction in a graduate course affects K-12 teachers’ attitudes towards technology

integration

in

schools

and

learning

performance in the United States? Participants: Nineteen participants in both the experimental group )Online section(

and control group )traditional section(

were pre-tested and post-tested with the Stages of Concerns )SoC( Questionnaire. They are divided in these two groups as ) 14 participant in the experimental group( and ) 5 in the control group( Instruments: •

)SoC) Questionnaire. It assesses 7 stages of concern, which

can

be

divided

into

internal

and

external

concerns. The first four stages are internal including awareness, informal, personal, and management. The

Comparative and non comparative study

last three stages are external including consequence, collaboration,

and

refocusing.

The

questionnaire

consists of 35 items that participants rate using an eight-point Likert scale that ranges from ‘not true of me now’ )0( to ‘very true of me’ )7(. High numbers indicate high concern and low numbers, low concern. )Yuliang, 2005( •

Pre-test:

were administered in the paper-andpencil

format in both sections during the first week as a pretest to measure the initial state of K-12 teachers’ attitudes. )Yuliang, 2005( •

Post-test: was administered during the final week in both sections to measure the developmental state of the

K-12

teachers’

attitudes

affected

by

online

instruction over the semester. )Yuliang, 2005( •

A nonparametric statistic procedure was used to examine the differences between two groups.

Results: 1- The results indicate that online instruction can be a viable alternative and can be as important as traditional instruction for higher education.

Comparative and non comparative study

2- Online

instruction

significantly

promoted

online

learner’s concern only in personal stage. 3- No significant differences were found in other six stages of SoC questionnaire between the two groups. 4- No significant differences were found in students’ final course grades between two groups. • Advantages: • its results may have implications for international educators and educational researchers since there is an increasing demand of online instruction in educational and other settings all over the world. • promises contributions to the current literature in the

area

of

online

instruction

and

distance

education. •

It uses the SoC instrument, which can measure, over time, a continuum of attitudes an individual may develop during a certain period time.

Disadvantages: 1. both experimental and control groups are not balanced in terms of the number of participants in the present study,

Comparative and non comparative study

2. in the traditional section, the instructor also did PowerPoint

presentations;

students

also

accessed/printed the instructor’s chapter notes from WebCT before the class in the present study.

The References: •

Impact of Online Instruction on Teachers’ Learning And Attitudes toward Technology Integration, Yuliang LIU, Ph.D, Turkish Online Journal of Distance Education-TOJDE October 2005 ISSN 13026488 Volume: 6 Number: 4 Article: 7

•

Examining the experience of reader-response in an on-line environment )http://www.ohiolink.edu/etd/view.cgi?acc_num=osu1164637393 )

Comparative and non comparative study

Comparative and non comparative study