Comparative Research

 What is Comparative Research?

 Comparative studies are research projects that investigate phenomena using quantitative and qualitative
methodologies to find similarities and/or differences.
 A comparative approach highlights flaws in research design and assists researchers in raising the standard of
their work. Comparative research concentrates on the similarities and contrasts between units.
 Researchers compare cases to each other. They use statistical methods to construct (and adjust) quantitative
comparisons. They compare cases to theoretically derived pure cases, and compare values on relevant
variables to average values to assess covariation.
 When is Comparative Research used?
 Health and Medicine
 Scientists and medical practitioners may utilize comparative research design in clinical trials. During
human trials, there will be a comparison of the drug’s effects among different people. Comparative
research is done to know the risks or side effects of the drug on different individuals.
 Business and Entrepreneurship
 Business companies or corporations use comparative research to monitor their competitors and assess
themselves in the market. Entrepreneurs and business analysts use comparative research as it provides
a better understanding of the problems faced and how the business can properly react or adapt to
them.
 What are the Strengths and Weaknesses of Comparative Research?

Strengths Weaknesses
 Discovers cause and effect relationships  Less or no control over variables
 Poses no ethical issues  'Thought experiment’ – It does not involve any
 Can be studied in the past real people.
 It avoids artificiality
 Time-efficient, cheap, and easily accessible

 Example Title and Abstract of Comparative Research

A Comparative Study of Cognitive and Non-Cognitive Factors Relationship to Academic Success for Foreign
Master’s Students

Abstract

This study examined ways to improve the predictability of academic success in the selection and admission
procedures for foreign students, compared to U.S. citizens and permanent residents. The population consisted of
students who enrolled in master’s degree programs in the fall semesters of 1995, 1996 and 1997 at the University of
Maryland, College Park. Of the 3,275 students, 595 were considered to be foreign students, 118 were permanent
residents and 2,544 were U.S. citizens. The study examined literature dealing with academic success to determine the
degree to which selected cognitive and noncognitive variables were related to academic success for foreign students.
Ten predictor variables were selected to determine their relationship to four measures of academic success. The
measures of academic success were graduate grade point average, total number of semesters taken to complete the
degree, total number of credits completed by graduation, and the likelihood of completing the master’s degree. Data
were obtained from the Office of Institutional Research and Planning.
This study did not find a relationship between the GMAT and GRE scores and foreign student academic success.
There also appeared to be no significant relationship between TOEFL total mean scores and academic success. There
was a significant relationship between gender and academic success. Age did not appear to have a significant effect on
academic success of foreign students, but there was a relationship between age and academic success for U.S. citizens
and permanent residents. A number of differences were found in academic success related to field of study. There
appeared to be relationships between students’ country of origin and their academic achievement. In addition, a
significantly positive effect was found between financial support from the University and academic success. Full-time
 enrollment also had a positive effect on academic success for permanent residents and U.S. citizens, but no effect on
academic success for foreign students. No significant relationship was found between changing majors and academic
success.
Additional studies are suggested to confirm the findings, and the research methodology should be expanded to
include a qualitative approach to further understand factors contributing to foreign student academic success.

(Source: https://www.researchgate.net/publication/277173956_A_Comparative_Study_of_Cognitive_and_Non-
cognitive_Factors_Relationship_to_Academic_Success_For_Foreign_Master's_Students)

A Causal Comparative Study on the Effect of Proficiency-Based Education on School Climate

Abstract

This quantitative, causal comparative study sought to determine if proficiency-based education has an effect on
school climate. With sweeping school reform across the United States, educators are seeking ways to improve student
achievement and maintain a positive school climate. This study consisted of 87 teachers in proficiency-based high
schools and 125 teachers in non-proficiency-based high schools in New England who were emailed the Secondary
School Climate Assessment Instrument (SCAI-S-G). Data analysis consisted of descriptive statistics computed for each
teacher group through SPSS. SPSS was also used to conduct separate t tests for each of the eight domains of the SCAI-
S-G in order to compare the two groups. Assumption testing was carried out with the Kolmogorov-Smirnov and the
Wilks-Shapiro tests. Assumptions of normality were not tenable, therefore, the Mann-Whitney U was run for each of
the eight domains of the SCAI-S-G in order to compare the two groups. In order to limit the risk of type I error with
multiple tests run, a Bonferroni correction was used. The following research question was examined: Is there a
difference between the teachers’ assessments of school climate in a proficiency-based high school and the teachers’
assessments of school climate in a non-proficiency-based high school on the eight categories measured by the SCAI-S-
G? It was found that there was a statistical difference in four domains of school climate with non-proficiency-based
schools showing a slightly higher score than proficiency-based schools for physical environment, student interactions,
attitude and culture and community relations. There was no statistically significant difference between non-proficiency-
based schools and proficiency-based schools in the domains of faculty relations, leadership and decisions, discipline
and learning and assessment. While these results were surprising, in light of the components of the proficiency-based
model that encompass student-centered learning, relationships and autonomy, the information is useful for schools as
they strive to success within the proficiency-based model.

(Source: https://digitalcommons.liberty.edu/doctoral/1439/)

Educational Outcomes of Synchronous and Asynchronous High School Students: A Quantitative Causal-
Comparative Study of Online Algebra 1

Abstract

This study used a quantitative, causal-comparative design. It compared educational outcome data from online
Algebra 1 courses to determine if a significant difference existed between synchronous and asynchronous students for
end-of-course grades, state assessments scores, and student perceptions of their course. The study found that
synchronous students had significantly lower end-of-course grades and standardized test scores than asynchronous
students. In addition, it was found that there was no difference between synchronous and asynchronous formats in
student perceptions of transactional distance. Nevertheless, the findings provide valuable information regarding
outcomes in online Algebra 1 courses. The study includes a discussion of the problem of online mathematics
instruction, along with several research-based suggestions for improving online mathematics instruction at the high
school level. Several recommendations for future research are discussed.

(Source: https://eric.ed.gov/?id=ED579952)

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