1. COMPARATIVE AND
NON- COMPARATIVE
STUDIES
Dalal Mohammed AL-Dhafari - 83486

2. Comparative Study (developmental
studies)
 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