CAUSAL-COMPARATIVE

STUDY

Rida Wahyuningrum

English Department

Wijaya Kusuma University

Surabaya

A Delivery on the Course of

Research on ELT I

What is

Causal-Comparative Study?

Also known as ex post facto research (see Latin for after the fact).

In this type of research investigators attempt to determine the cause or consequences of differences that already exist between or among groups of individuals.

Causal-comparative research is an attempt to identify a causative relationship between an independent variable and a dependent variable.

The relationship between the independent variable and dependent variable is usually a suggested relationship (not proven) because you (the researcher) do not have complete control over the independent variable.

Nature of Causal-Comparative Study

Similarities to Correlational StudyBoth types of research are examples of associational research:

Researchers seek to explore relationships among variables.

Both attempt to explain phenomena of interest.

Both seek to identify variables that are worthy of later exploration

Often provide guidance for later experimental studies.

Neither allows the researcher to manipulate the variables.

Both attempt to explore causation.

Differences

Causal-comparative Typically compare 2 or

more groups of subjects

Involves at least 1 categorical variable.

Analyzes data by comparing averages or uses crossbreak tables.

Correlational Requires a score on

each variable for each subject.

Investigate 2 or more quantitative variables.

Analyzes data by using scatterplots and/or correlation coefficients.

Similarities to Experimental Study

Nature of Causal-Comparative Study

Both require at least one categorical variable.

Both compare group performances to determine relationships.

Differences

Causal-Comparative No manipulation of the

variables.

Provide weaker evidence for causation.

The groups are already formed, the researcher must find them.

Experimental The independent

variable is manipulated.

Provide stronger evidence for causation.

The researcher can sometimes assign subjects to treatment groups.

3 Types of Causal-Comparative Study

1. Exploration of Effects

2. Exploration of Causes

3. Exploration of Consequences

Conducting

a Causal-Comparative Study

1. Define a research problem2. Write a research question3. Review literature4. Set hypothesis5. Select instruments and collect data6. Analyse data7. Report conclusions

The Design

The basic design is to select a group that has the independent variable and select another group of subjects that does not have the independent variable.

The 2 groups are then compared on the dependent variable.

Usually 2 weaknesses in the research:

Lack of randomizationInability to manipulate an independent variable

ThreatsOftentimes subject bias occursLocationInstrumentationLoss of subjects

Data Analysis

1. Construct frequency polygons.2. Means and standard deviations

(only if variables are quantitative)

3. T-test for differences between means.

4. Analysis of covariance

The researcher must remember that demonstrating a relationship between 2 variables (even a very strong relationship) does not prove that one variable actually causes the other to change in a causal-comparative study.

Caution!

Limitation

of

Use

There must be a pre-existing independent variable

Years of study, gender, age, etc.

There must be active variables- variables which the research can manipulate

The length and number of study sessions, instructional techniques, etc.

Example

Exploration of effects caused by membership in a given group.

Question: What differences in abilities are caused by gender?

Hypothesis: Females have a greater amount of linguistic ability than males.

Example

Exploration of causes of group membership.

Question: What causes individuals to join a gang?

Hypothesis: Individuals who are members of gangs have more aggressive personalities than individuals who are not members of gangs.

ExampleExploration of the consequences of an intervention.

Question: How do students taught by the inquiry method react to propaganda?

Hypothesis: Students who were taught by the inquiry method are more critical of propaganda than are those who were taught by the lecture method.

A lecturer of literature found out that, based on class performance, some students were good at poem reading and some others were not. Based on the findings, he proposed a title for his research proposal:

THE EFFECTS OF POEM READING INTEREST AND KNOWLEDGE TOWARDS POEM READING SKILLS OF THE SEVENTH SEMESTER STDUENTS OF X UNIVERSITY

1. Define a Problem: It is believed that there is a

causal-comparative relationship among the factors

(poem reading interest, poem knowledge, and poem

reading skills)

3. Dependent Variable: poem reading skills

4. Write a research question: Do both poem reading

interest and poem knowledge have effects on poem

reading skills of the seventh semester students of X

university?

2. Independent Variable: poem reading interest

and poem knowledge

5. Review literature: poems and poem-making in litera-

semester students of X university

7. Select instruments and collect data: poems to read,

observations, interview, scoring sheets, etc.

9. Report conclusions: writing a scientific paper or

other formats such as skripsi, thesis, or dissertation.

6. Hypothesis: Poem reading interest and knowledge

have effects towards poem reading skills of the 7th

ture, elements of poem reading, techniques of

poem reading, etc.

8. Analyse data: 1) statistical tests, 2) hypothetical

tests (regression-based analysis)

BEFORE

Rida Wahyuningrum

English Department

Wijaya Kusuma University

Surabaya