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
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:

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:
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

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(
: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

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 both environments, though the students
only took significant responsibility for posing
questions in the on-line environment. ( )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-

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

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.

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,
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 1302-
6488 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
)

Assay of Comparative + Non Comparative Study

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Assay of Comparative + Non Comparative Study

Uploaded by

Copyright:

Available Formats

Comparative and non comparative study

Running head: comparative and non comparative studies

(Sara Al-thihli ( 63466

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

The purpose of evaluation 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

In what ways does the teacher facilitate student

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?

This study is implemented on Fifth-grade students and

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.

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

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