Casual comparative design involves identifying and determining the causes and effects among two or more variables while correlation research design represents a general approach to research that focuses on assessing the co-variation among two or more variables.
In researching, the impact of Head start preschool program on kindergarten readiness the above two methods would be similar in that they both involve studying group performance. In addition, they both tend to be descriptive. However, while casual comparative tries to establish the cause and effect correlation design dies not. Also, casual comparative allows one to make reasonable inference about cause and correlation does not. In this study I would implement the correlation design and try to determine the degree of linear association between the head start program and kindergarten performance in order to conclusively establish if the program is necessary and its impact presumably positive if any.
Selection of the subjects or group of employees to be used may result in bias. The bias may lead to results that are misleading especially if the employees sub-divide themselves according to their efficiency in work performance. Similarly, the time of the research may affect the accuracy of the result since the participants will improve their performance as time passes. Moreover, if some employees who were participating in the test change jobs or transfer to different branches this could affect the results. Design contamination as result of the test group knowing about the comparison group may affect the study since one group may have a reason to make the study fail. Therefore, after the study the researcher should interview the respondents in order to know if there was any contamination. The season of the research which is beyond the researchers control will definitely influence the result since summer is normally extremely hot and most employees may be unsettled if they are accustomed to travelling during the summer. Also, a pretest may jeopardize the result as it influences them by increases and decreases they responsiveness to the experimental variable.
Julia’s research may be affected by the mood of the children from their homes thus influencing the quality of the responses she receives. If the children are in high spirit the result may be favorable and vice-versa. Personalities of the children may also sway the result. If the children are introverts or extroverts then the result may vary according to the type of children and their personalities. Thus, some children may not be comfortable in groups that involve people of the opposite sex and hence, it may affect their emotions while othersmay be very comfortable thus resulting in biased results. The different backgrounds of the children may act as a reason for inaccurate results. A child brought up in a family where he or she has experienced violence or child abuse may learn to shut down the emotions and hence Julia may not be able to get the emotional response that she may have wanted. Disorders among the participants may also influence the study. Children with autism prefer staying alone and hence affecting the quality of the results while at the same time may display extra ordinary results if the test was about their aptitude in mathematics or musical skills.
References
Charles, C.M. (1995). Introduction to education research (2nd edition). White Plains, NY: Longman.
L.R. Gay, Geoffrey E. Mills, & Peter W. Airasaian. Education Research: Competencies for Analysis and Applications (9th edition). Pearson Education, Limited.
