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Comparative and Non-Comparative
- 1. Comparative & Non-Comparative Studies By: Khasla AL-Brashdi 68692
- 2. Before Starting A lot of developmental studies, cost benefit studies or performance studies (Comparative Studies). No concern about what features make a particular type of instruction more effective than the others. Most findings have shown no significance difference.
- 3. Problem & Purpose; Comparative “ The effect of multimedia instruction for Chinese learning”. A developmental study. To compare between lectures and multimedia -based instruction. Hypothesis: “more permanent results will arise when combinations of text and technology based information are used to assist students in learning Chinese”
- 4. Problem & Purpose; Non-Comparative “ Learning Strategies and other factors influencing achievement via web courses”. To examine how students with different learning styles functioned in World Wide Web –Based courses. To determine what factors influenced their learning and how these factors are related to each other..
- 5. Participants Comparative: A total of 41 second graders in a southern city in Taiwan. Non-Comparative: About 99 students tacking tow non- major introductory courses (web based courses) at Iowa State University .
- 6. Evaluation Instruments; Comparative Need analysis following the Dick and Cary Model just to justify the study and increase its importance. Pre test: was given to both groups prior to using the systems by the treatment group or receiving lectures by the comparison group. Post test: immediately after the treatment. Delayed posttest: Six weeks after the immediate posttest.
- 7. Evaluation Instruments; Non-Comparative Online questioner where students asked to rate them selves while they are taking the courses: learning strategies scale. Pattern of learning scale Demographics questions. Group Embedded Figures Test (GEFT): learning styles test.
- 8. Cons and Pros; Comparative Very scientific to use Dick & Cary model for doing a need analysis. Using the same teacher to ensure the reliability of the results. No insurance for sample homogeneous. study sample is too small to judge between two types of instruction.
- 9. Cons and Pros; Non-Comparative Use of big enough sample. No insurance for sample heterogeneous, are they really present the society of the study?! No investigation to see if the results affected by students level of achievement. Depending mainly on questionnaires which are not always reflect the real facts.
- 10. Results; Comparative As most comparative studies, results of the comparative study have shown no significance differences between the control and the experimental group. However, the results revealed that the treatment group consistently performed better than the comparison group in almost all the areas of competencies in both posttests.
- 11. Results; Non-Comparative Unexpected, results of the non-comparative study have shown that learning styles, patterns of learning towards web-based instruction, and students characteristics did not have an effete on web based learning achievement.
- 12. A Final Word It is true that some types of instruction can be more effective than others. However, they are effective in a particular setting and for particular learners. The question is not what type of instruction is more effective than other. Why, How when and For who a type of instruction is effective.
- 13. References Shih, Ching-Chan; Ingebritsen, Tom; Dleasants, John; Fliokinger, Kathleen; Brrow, George. (1998). Learning Strategies and other factors influencing achievement via web courses. Proceedings in the annual conference on Distance teaching and Learning. Lee, Chung-ping, Shen, Chung-wei and Lee, Doris. (2008). The effect of multimedia instruction for Chinese learning. Learning, Media and Technology ,33:2,127 — 138