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Correlative Design and Quasi-Experimental Designs

A correlative design is a study that examines the correlation between the two traits, events, or behavior. Conversely, a quasi-experiment is a real experiment that is performed, and results are deduced from it. However, they are deficient in some of the most important aspects. The paper discusses the peer reviews of both correlative designs and Quasi-Experimental designs and discovers the outcomes of both designs.

Correlative Design

“Results of a Hypothetical Study on Whether People Who Make Daily To-Do Lists Experience Less Stress Than People Who Do Not Make Such Lists”(Macan,1990). Has shown all the data from the theoretical studies on the correlation between if people could make an everyday catalog of all the things to be done (a “to-do list”) and pressure. It is important to note down that it’s highly uncertain if this experiment is correlational or an experiment study since it is imprecise if independent-variable is changed or not. If the investigator arbitrarily assigns several members to design daily-to-do lists and other participants do not make a list, after that, it is considered an experiment. If the investigator just asks the participants if they have designed an everyday to-do list, it is considered a correlational study. The peculiarity is crucial as if the study was experimental; then it might be deduced that the designing of daily-to-do-lists compact the stress among the participants.

However, if it is a correlational study, it might be figured out that all of these variables have a relation statistically. Possibly being worried and stressed could have an undesirable consequence on the ability of individuals to make further plans. Or maybe the people who are more careful are furthermore probable to design to-do lists and lesser probable to become stressed out (3rd variable-problem). However, the most important element is that what elaborates is the study as a correlational or an experimental is not due to the variables that are being premeditated, nor if variables are categorical or quantitative, nor the nature of statistics or graph which is used to examine all the available data. This is how the study is made (Macan,1990).

Quasi-Experimental Design

The word quasi means “resembling.” Therefore the quasi based experimental-research is the study that has a resemblance to experimental research, although it is not considered a true experiment. In Quasi-Experimental designs, the independent variables are changed. The participants are not arbitrarily given the orders or circumstances of the situation.

An Investigator needs to study a new technique of teaching fractions to the students of 3rd grade. The researcher has found that one way to accomplish the study with the help of a treatment group consists of one of the classes of 3rd-grade kids and the controlling group that consists of one more class of 3rd-grade kids. This could be the non-equivalent based groups-design since the kids are not arbitrarily assigned to their classes by the investigator; this means there would be a significant difference among them. For instance, the parental of high-grade achieving students have further aggravated students, and they may have been further probable to ask for that their kids to be assigned to the class of Ms. William. Otherwise, the principal may have assigned the “troublemakers” to “Mr. Jones’s class” since he maintains discipline more effectively (Evertson, C. M.1994).

In this study, the researchers have used a nonequivalent group-based design, and he could take certain steps to make sure that their classes are as alike as probable. In the above peer review, the investigator can attempt to choose two different classes in a similar school, whereas the kids in both classes have made comparable score points on the homogeneous mathematic examination, and chosen teachers have the same teaching style, have less age difference and have the same sex. Taking these steps could augment the inner legitimacy of the investigation since it could eradicate many of the significant impenetrable variables.


Macan, T. H., Shahani, C., Dipboye, R. L., & Phillips, A. P. (1990). College students’ time management: Correlations with academic performance and stress. Journal of educational psychology82(4), 760.

Evertson, C. M., (1994). Classroom management for elementary teachers. Allyn & Bacon, A Division of Simon & Schuster, Inc., 160 Gould Street, Needham Heights, MA 02194.



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