When we do comparitive study in two regions what can we get the results?
Answers
It is deceptively simple to imagine that a curriculum’s effectiveness could be easily determined by a single well-designed study. Such a study would randomly assign students to two treatment groups, one using the experimental materials and the other using a widely established comparative program. The students would be taught the entire curriculum, and a test administered at the end of instruction would provide unequivocal results that would permit one to identify the more effective treatment.
The truth is that conducting definitive comparative studies is not simple, and many factors make such an approach difficult. Student placement and curricular choice are decisions that involve multiple groups of decision makers, accrue over time, and are subject to day-to-day conditions of instability, including student mobility, parent preference, teacher assignment, administrator and school board decisions, and the impact of standardized testing. This complex set of institutional policies, school contexts, and individual personalities makes comparative studies, even quasi-experimental approaches, challenging, and thus demands an honest and feasible assessment of what can be expected of evaluation studies