| Types of Study | Aim | Pros | Cons |
| Exploratory study | Helps familiarize a researcher with a topic, common in new areas of new interest or fields that are relatively new. Also appropriate for more persistent phenomena. | Can offer a breadth and depth of information. | Seldom provide satisfactory answers to research questions. |
| Descriptive study | To describe situations and events. | Helpful in qualitative analysis. | Limiting. Generally part of a larger study as to why a phenomena occurs. |
| Cross-sectional studies | A snap-shot in time. Exploratory and descriptive studies are often cross-sectional. | Gives an accurate analysis of a phenomena at one given time. | Phenomena are organic and always changing. |
| Longitudinal studies | Designed to permit observations of the same phenomenon over an extended period. | Best way to study changes over time. | Can be difficult for quantitative studies such as large scale surveys. |
| | | | |
| Types of Longitudinal studies | | | |
| Trend study | Studies within a population over time. | Can provide an in-depth analysis of a population over a period of time. | Sampling could result in candidates with similar background and characteristics. Resulting in a less than simple random sample. |
| Cohort study | A researcher examines specific sub-populations as they change over time. | Unique cross-section of a population with true random sampling. | Limited to the cohort you have chosen to study. |
| Panel study | Examines the same set of people each time. | Most comprehensive data on changes over time. | Panel attrition |
Place for Section 101 and 114 to post reading memos, practice quiz questions, or study tools.
1 comment:
andrew, thanks for doing this! however... for next time, note that whatever you post should be based on the reading due for the next lecture (ie Babbie chapter 5)
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