CAUSAL COOPERATIVE RESEARCH

By : St. Choirun Nisak Ashari

DESCRIPTION…

To determine the cause or consequences of the differences that already exist between or among group of individuals- ‘ex post facto’

One variable is considered as the causal (independent variable) and one variable is considered the effect (dependent variable)

The independent variable (IV) is not manipulated; it has already occurred

CHARACTERISTICS

There are three types of causal- comparative research:

Exploration of effects Exploration of causes Exploration of the consequences

CHARACTERISTICS

PROCEDUREProblem formulation

Identify and define particular phenomena of interest and then to consider possible causes for, or consequences of these phenomena

Sample Define carefully the characteristic to be

studied and select group that differ in this characteristic

Instrumentation No limitation

Design Involve selecting groups that differ on

particular variable of interest, compare and remember no manipulation!

DATA ANALYSIS

• Construct frequency polygons

• Calculate means and standard deviations

• T-test to show differences between means

• The result do not prove cause and effect, but only identifying the relationship

EXAMPLE OF RESEARCH

• Author: Talebi, S.H., & Maghsuodi, M.(2008)

• Title: Monolingual and Bilingual English Learners in one Classroom: ‘Who is at a Disadvantage?’

• Source: Asian EFL Journal, Volume 10. Issue 3, Article 10.

• Purpose: To investigate how monolingual and bilingual ESL learners perform on reading comprehension tests in mixed mono/bilinguality classrooms

(cont.)Hypotheses:

1. Bilingual and monolingual students differ significantly in reading comprehension scores

2. There will be significant interaction between linguality and proficiency in reading comprehension scores

3. Male and female students differ significantly in their reading comprehension scores

4. There will be significant interaction between linguality and gender in reading comprehension scores

(cont.)

• Sample: male and female 1st year pre-university students (157 students, group A- 47 M, 30 F, Mono; group B, 53 M, 27 F, Bili)

• Instrumentations: Language Proficiency test (NELSON, series 400 B), Test of reading comprehension in English, Self evaluation proficiency scale and background questionnaire

• Procedure: 3 Phases, refer to handouts

(cont.)• Results

1. Bilingual students had significantly higher score than monolingual students

2. There was a significant interaction effect between linguality and proficiency, where students with high proficiency and bilingualism had highest scores

3. The third and forth hypotheses were rejected as there were no significant differences between gender as well as for interaction between linguality and gender.

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