Comparative &Comparative &Non-Comparative StudiesNon-Comparative Studies

By: Khasla AL-BrashdiBy: Khasla AL-Brashdi

6869268692

Before StartingBefore Starting

A lot of developmental studies, cost benefit studies or A lot of developmental studies, cost benefit studies or performance studies (Comparative Studies).performance studies (Comparative Studies).

No concern about what features make a particular No concern about what features make a particular type of instruction more effective than the others.type of instruction more effective than the others.

Most findings have shown no significance difference. Most findings have shown no significance difference.

Problem & Purpose; ComparativeProblem & Purpose; Comparative

““The effect of multimedia instruction for Chinese The effect of multimedia instruction for Chinese learning”. A developmental study.learning”. A developmental study.

To compare between lectures and multimedia -based To compare between lectures and multimedia -based instruction.instruction.

Hypothesis: “more permanent results will arise when Hypothesis: “more permanent results will arise when combinations of text and technology based combinations of text and technology based information are used to assist students in learning information are used to assist students in learning Chinese”Chinese”

Problem & Purpose; Non-ComparativeProblem & Purpose; Non-Comparative

““Learning Strategies and other factors influencing Learning Strategies and other factors influencing achievement via web courses”.achievement via web courses”.

To examine how students with different learning To examine how students with different learning styles functioned in World Wide Web –Based styles functioned in World Wide Web –Based courses.courses.

To determine what factors influenced their learning To determine what factors influenced their learning

and how these factors are related to each other..and how these factors are related to each other..

ParticipantsParticipants

Comparative:Comparative: A total of 41 second graders in a A total of 41 second graders in a

southern city in Taiwan. southern city in Taiwan.

Non-Comparative:Non-Comparative: About 99 students tacking tow non- About 99 students tacking tow non-

major introductory courses (web major introductory courses (web based courses) at Iowa State based courses) at Iowa State University .University .

Evaluation Instruments;Evaluation Instruments; ComparativeComparative

Need analysis following the Dick and Cary Model just Need analysis following the Dick and Cary Model just to justify the study and increase its importance.to justify the study and increase its importance.

Pre test: was given to both groups prior to using the Pre test: was given to both groups prior to using the systems by the treatment group or receiving lectures systems by the treatment group or receiving lectures by the comparison group.by the comparison group.

Post test: immediately after the treatment.Post test: immediately after the treatment.

Delayed posttest: Six weeks after the immediate Delayed posttest: Six weeks after the immediate posttest.posttest.

Evaluation Instruments; Non-ComparativeEvaluation Instruments; Non-Comparative

Online questioner where students Online questioner where students asked to rate them selves while they asked to rate them selves while they are taking the courses:are taking the courses: learning strategies scale.learning strategies scale. Pattern of learning scalePattern of learning scale Demographics questions.Demographics questions.

Group Embedded Figures Test Group Embedded Figures Test (GEFT): learning styles test.(GEFT): learning styles test.

Cons and Pros; ComparativeCons and Pros; Comparative

Very scientific to use Dick & Cary Very scientific to use Dick & Cary model for doing a need analysis.model for doing a need analysis.

Using the same teacher to ensure the Using the same teacher to ensure the reliability of the results.reliability of the results.

No insurance for sample No insurance for sample homogeneous.homogeneous.

study sample is too small to judge study sample is too small to judge between two types of instruction. between two types of instruction.

Cons and Pros; Non-ComparativeCons and Pros; Non-Comparative

Use of big enough sample.Use of big enough sample.

No insurance for sample heterogeneous, No insurance for sample heterogeneous, are they really present the society of the are they really present the society of the study?!study?!

No investigation to see if the results No investigation to see if the results affected by students level of achievement.affected by students level of achievement.

Depending mainly on questionnaires Depending mainly on questionnaires which are not always reflect the real facts.which are not always reflect the real facts.

Results; ComparativeResults; Comparative

As most comparative studies, results As most comparative studies, results of the comparative study have shown of the comparative study have shown no significance differencesno significance differences between between the control and the experimental the control and the experimental group. However, the results revealed group. However, the results revealed that the treatment group consistently that the treatment group consistently performed better than the comparison performed better than the comparison group in almost all the areas of group in almost all the areas of competencies in both posttests. competencies in both posttests.

Results; Non-ComparativeResults; Non-Comparative

Unexpected, results of the non-Unexpected, results of the non-comparative study have shown that comparative study have shown that learning styles, patterns of learning learning styles, patterns of learning towards web-based instruction, and towards web-based instruction, and students characteristics students characteristics did not have did not have an effetean effete on web based learning on web based learning achievement.achievement.

A Final WordA Final Word

It is true that some types of instruction It is true that some types of instruction can be more effective than others. can be more effective than others. However, they are However, they are effective in a effective in a particular setting and for particular particular setting and for particular learners.learners.

The question is The question is not what typenot what type of of instruction is more effective than other.instruction is more effective than other.

Why, How when and For who a typeWhy, How when and For who a type of of instruction is effective.instruction is effective.

ReferencesReferences

Shih, Ching-Chan; Ingebritsen, Tom; Shih, Ching-Chan; Ingebritsen, Tom; Dleasants, John; Fliokinger, Kathleen; Brrow, Dleasants, John; Fliokinger, Kathleen; Brrow, George. (1998). Learning Strategies and other George. (1998). Learning Strategies and other factors influencing achievement via web factors influencing achievement via web courses. courses. Proceedings in the annual conference Proceedings in the annual conference on Distance teaching and Learning.on Distance teaching and Learning.

Lee, Chung-ping, Shen, Chung-wei and Lee, Lee, Chung-ping, Shen, Chung-wei and Lee, Doris. (2008). The effect of multimedia Doris. (2008). The effect of multimedia instruction for Chinese learning. instruction for Chinese learning. Learning, Learning, Media and TechnologyMedia and Technology,33:2,127 — 138,33:2,127 — 138