There are numerous ways to evaluate students’ performance that have proven to be beneficial. Nevertheless, exams remain the most common of them, as the method allows for a high degree of precision. At the same time, there is currently no universal framework that provides the guidelines for conducting research. Although numerous teachers and professors have already mastered the use of computer technologies and prepare tests in the electronic format, the conservative, paper-oriented approach is still popular in multiple educational institutions.
The research from the case utilizes various types of research methods. The survey represents a qualitative method, while the experiment is quantitative. Therefore, the combination of both types allows for the enhanced result, as the quantitative data can be explained by subjective experiences. According to Leatherdale (2019), the combination of different experimental and non-experimental designs is often the best strategy. Students’ performance is a dependent variable in the research, while the format (electronic and paper) is an independent variable. Although the extraneous variables are not vividly present, the educational process itself and the improved courses may impact the results of the study.
The sample in the study is formed by 200 people, with 100 represented by males and 100 – by females. The equal distribution has proven to be crucial for ensuring the most objective outcomes. Given the remarkable importance of the study, the sample may not be considered sufficient to make decisions that have an impact on the entire nation. Nevertheless, it provides a crucial insight that can be further enhanced by future studies. The survey consisting of two questions and the experiment (repeated after a period of a week) are the major data collection tools utilized in the research.
Reference
Leatherdale, S. T. (2019). Natural experiment methodology for research: a review of how different methods can support real-world research. International Journal of Social Research Methodology, 22(1), 19-35. Web.