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Compartive and non-compartive study

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  • 1. COMPARATIVE ANDNON- COMPARATIVESTUDIESDalal Mohammed AL-Dhafari - 83486
  • 2. Comparative Study (developmentalstudies) Study Title:  Comparing Computer-based and Text-based Research Writing: a Course Model Author:  Michael Petracca, M.A., M.Ed. Date of Publish: 1999
  • 3. Comparative Study Since 1996, several lecturers in the University of California, Santa Barbara, Writing Program, have been teaching an upper-division university-level research course that combines traditional, text-based writing with computer aided research presentation, the latter using World Wide Web pages as tools for developing ideas and supporting materials in a non linear way. Each student chooses a topic area of interest and creates a research project on that topic, using two different formats: an expository essay and a website. At the end of the course, each student writes a final exam comparing the two research presentation methods, discussing the advantages and drawbacks of each. Through comparing these two very different approaches to writing, students learn to appreciate the strengths and limitations of traditional academic discourse and Web-based writing and researching. Resource:
  • 4. Non-Comparative Study Study Title:  Navigation Tools’ Effect on Learners’ Achievement and Attitude Author:  Inez H. Farrell Date of Publish: March 7, 2000
  • 5. Non-Comparative Study The purpose of this study was to ascertain if varying the amount of learner control and interactivity through the used of navigation tools would influence the achievement and attitude of learners. The design of the study was a quasi-experimental study with random assignment of three ability levels of students to three navigation tool treatment groups. A 3 (navigation tool treatments) by 3 (ability levels) by 2 (achievement and attitude) factorial design was employed to test the hypotheses. A module titled The Poetry Portal was constructed to test 3 navigation tools (linear, menu and search engine) and their effect on achievement and attitude scores. One hundred forty-six eighth grade students were stratified into 3 ability levels (low, middle, high) by Stanford 9 scores. Resource:  http://scholar.lib.vt.edu/theses/available/etd-04132000- 16260041/unrestricted/Navigation_Tools.pdf