Children from low-income families often begin kindergarten at an academic disadvantage. This research consisted of a causal comparative study of the short-term and longer term academic effects of voluntary prekindergarten VPK participation with a population of students who qualified for free or reduced-price lunch in a large southern public school district. Reading and math achievement of low-income students who attended VPK in were compared with a matched sample of students who did not attend. Analyses were also conducted to see if the effects of VPK persisted through the early school years as measured by school type Title I or non-Title I. Short-term and longer term effects in favor of VPK participation were found for kindergarten, first, and third graders who attended summer or full-year programs and a Title I school for 1 to 3 years of their academic career during the 4-year period examined.
Top 3 Types of Research Questions
10+ Comparative Research Examples in PDF | DOC | Examples
A research question forms the basic and core unit of a research project, review of literature and study. These questions help in focusing the study and Competitive Exams , deciding the methodology and also play a vital role in inquiry, reporting and analysis stages of a research. The first active step in a research is the research question. This is a collection question and views on composing questions for research. Before going into sample questions, one must be acquainted with types of research questions.
10+ Comparative Research Examples in PDF | DOC
Quantitative research typically focuses on two types of testing:. Both can be applied to the topic of poverty reduction. For correlations, testing focuses on the correlation relationship among possible interval-type predictors of poverty, or poverty reduction, and the outcome poverty. While causal comparative focuses on the extent that the outcome poverty differs, based on the nominal-type predictor variables.
PQDT Open is getting a new home! Please refer to this FAQ. Participants were recruited through an online survey and invited to participate via email to electronically complete the Felder-Soloman Index of Learning Styles ILS , a item assessment of learning style preference. Results were analyzed using non-parametric chi-square tests of independence in SPSS software. The chi-square analyses did not result in a significant difference between the learning style preferences of the generational cohorts.