Comparative and non-comparative evaluation in educational technology

In this project we summarize the strategy applied to evaluate educational technologies using comparative (developmental studies, cost-benefit analysis studies or perception and performance studies) and non-comparative approaches also we compare between them
The study:
The Comparative study: Effectiveness of Lessons on the Slide Rule Presented via Television and in Person. By ANDERSON GEORGE R. and VANDERMEER ABRAM W.
Non comparative study: Evaluation of an innovative mathematics program in terms of classroom environment, student attitude, and conceptual development. By HOWARD SPINNER and BARRY J. FRASER
The purpose:
The purpose of Comparative study was to determine the relative effectiveness with which television could be used to present a unit of work on the slide rule in high-school mathematics classrooms.
However, the purpose of Non comparative study was to determine the effectiveness of innovative mathematics program, the Class Banking System (CBS), which enables teachers to use constructivist ideas and approaches.
Methodology:
In Comparative study: Five classes of ,high-school classes ranging in number from 22 to 26 constituted the experimental populations. The content of the experimental instruction concerned certain computational skills on the slide rule which were presented in six half-hour programs over a six-weeks period. Three classes were taught via television by the senior author and the two other classes were taught "'in person" by the same author.
On the basis of test scores on the California Test of Mental Maturity, two matched groups of 41 students each were selected. The groups taught by television viewed the presentation in their regular classrooms on the same days that the control groups were taught "in person" by the author. A five question test was administered to both groups after each lesson, and a 25 item final test comprising the five short tests were re administered after the last instructional session.
in Non comparative study:
Individualized Classroom Environment Questionnaire (ICEQ), Constructivist Learning Environment Survey (CLES), Test of Mathematics-Related Attitudes (TOMRA), and concept map tests were administered to two groups of fifth-grade students as pre-tests and post-tests over an academic year.
Result:
In comparative study:
1.Teaching the slide rule via television seemed to be practically as effective as teaching it in person, since there was only a small, statistically insignificant difference in the final mean scores in favor of the group taught "in person.“
2. No significant differences were found when the data were further analyzed to determine whether differences would show up when the experimental groups were divided according to sex and according to intelligence test scores.
3. It appeared that the groups taught by television forgot what they learned more readily than groups taught in person.
In non-comparative study:
Relative to non-CBS students, CBS students experienced more favorable changes in terms of mathematics concept development, attitudes to mathematics, and perceived classroom environments on several dimensions of the CLES (e.g., Personal Relevance, Shared Control) and the ICEQ (e.g., Participation and Differentiation). Qualitative information based on classroom observations and student interviews reinforced and enriched the patterns of results obtained from the concept test and questionnaires.
Recourse:
Educational Technology Research and Development Journal :
http://www.springerlink.com/content/w87r87gr3310222x/
Educational resources information center:
http://www.eric.ed.gov/
To get presentation Go to this linke:
http://www.slideshare.net/u067328/comparative-and-noncomparative-evaluation-1433609