Causal-comparative research involves comparing two or more groups that differ on some independent variable to determine the cause or reason for pre-existing differences between the groups. It attempts to identify cause-and-effect relationships. The researcher does not manipulate the independent variable because it has already occurred or cannot be manipulated. Causal-comparative research involves selecting groups that differ on the independent variable, making comparisons between the groups on a dependent variable, and attempting to determine the cause for any differences found. An example is comparing job satisfaction between teachers with high experience versus low experience.

1. Educational Research:
Causal-Comparative Study
 At least two different groups are compared on a
dependent variable or measure of performance
(called the “effect”) because the independent
variable (called the “cause”) has already occurred
or cannot be manipulated.
 Dependent variable-the change or difference
occurring as a result of the independent variable.
 Independent variable- an activity of characteristic
believed to make a difference with respect to some
behavior.

2. Purpose of causal comparative
research
 The researcher attempts to determine the cause,
or reason, for pre existing differences in groups
of individuals.
 Attempts to identify cause and effect
relationships.
 Involve two or more group variables.
 Involve making comparison.
 Individuals are not randomly selected and
assigned to two or more groups.
 Cannot manipulate the independent variable
 Less costly and time consuming

3. Causal Comparative Research
STEPS
Taken
1. Problem
2. Sample
3. Design and
Procedure
4. Data Analysis

4.  Example: The Relationship between Years of
Experience and Job Satisfaction

Causal Comparative Design
 Hypotheses
• Alternative- Teachers with a high level of experience
will be more satisfied with their jobs than teachers with
low levels of experience.
• Null- Teachers with a high level of experience will be
equally satisfied with their jobs when compared to
teachers with low levels of experience.
 Variables
• Dependent- Job satisfaction
• Independent- Years of experience
• Two levels (high & low)
• Exists naturally in the population of teachers at the
start of study.

5.  Sample
 Two groups sampled, one for each level of the independent
variable:
• High Experience
• Low Experience
 Select two groups that differ on some independent variable
• One group possesses some characteristic that the other does not
• Each group possesses the characteristic but in differing amount
• The independent variable must be clearly operationally defined
• * Randomly sample subjects from each of the two groups
• Collect background information on subjects to determine the
equality of the groups
• Compare groups on the dependent variable

6. Control of Extraneous variable
 What other variable besides years of experience could
explain job satisfaction among teachers?
 Matching: Each subject in the high experience group
is matched with a subject with a low experience group
along the variable of class size.
 Each high experience teacher who teachers a large
class is matched with a low experience teacher who
teaches a large class.
 Each high experience teacher who teaches a small
class is matched with a low experience teacher who
teaches a small class.

7. Data Analysis
• Mean - job satisfaction ratings for High Experience and Low
Experience subjects are compared using t-test, ANOVA or
other appropriate statistical test.
• Rejection of the null hypothesis supports the alternative
hypothesis that years of experience result in increased job
satisfaction.

8. Example of Research Objectives
 To identify the purpose of of Causal
Comparative Research?
 To Identify the meaning of Causal
Comparative Research topics and describe
the basic design?
 To examine the type of Causal Comparative
Research?

9. Example of Research Questions :
1. What are the strengths of the study?
 Groups are comparable to one another.
 Contrasted statistical with practical significance.
 Large sample size.
 Multiple “replications” of treatment effect.
2. What are the weaknesses of the study?
 Lack of random assignment.
 Focus on standardized test performance.

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