Comparison and contrast between the Altinyelken research techniques to the ones in Annotated Bibliography

This article compares the research techniques used in Altinyelken's model and Annotated Bibliography. It highlights the differences in their focus, sampling methods, and data collection techniques.

Running head: RESEARCH AND STUDY TECHNIQUES 1
Comparison and contrast between the Altinyelken research techniques to the ones in Annotated
Bibliography
Name
Course
Date

RESEARCH AND STUDY TECHNIQUES 2
COMPARISON BETWEEN ANNOTATED BIBLIOGRAPHY AND ALTINYELKEN’S
There are many research methods, but the one chosen depends on the phenomenon under review
and the environment where the data is derived. A study was carried out in Uganda with regards
to the implementation of the new curriculum along with its response by the teachers. The reports
are marked with some contrast to the Annotated bibliography according to Johnson Jr, O., &
Wagner, M. (2017). Equalizers or Enablers of Inequality? A Counterfactual Analysis of Racial
and Residential Test Score Gaps in Year-Round and Nine-Month Schools. The ANNALS of the
American Academy of Political and Social Science.
In the Altiyelken,s model the main focus is on the curriculum as well as its impacts on the
education activities. This is gross underestimation as the other aspects of the school context are
not put to context in the the The ANNALS of the American Academy of Political and Social
Science major focus is on the impact of the study durations on the performance of the students
(Johnson & Wagner, (2017). It is done in order to identify the differences in performance of the
year round students in relation to the nine month students. this makes the mode to have a clearer
picture of the curriculum situation.
In the report from the Uganda education system, there have been reports that since the new
curriculum came to the picture, many improvements have been observed. Many classrooms have
been created; enrollment has risen has marginally improved (Rogan & Grayson, (2003). The
research also says there has been more teachers and study equipment. This shows that the
Altiyelken study was mainly on the quantitative aspect. In the ANNALS of the American
Academy of Political and Social Science although its main nature is the quantitative data, the

RESEARCH AND STUDY TECHNIQUES 3
qualitative features are put to consideration. For example, actual percentages have been used to
show the education quality being offered. This is a better mode as it gauges the productivity of
the schooling mode.
The research methods applied in the Altinyelken report were observation as well as interviews.
The school heads, teachers as well as students were part of the study where they gave the
required information on the curriculum (Chaudhury et al, (2006). In the ANNALS of the
American Academy of Political and Social Science the survey was mainly conducted on the
account records from the student’s general performance. They may have missed out on the major
factors leading to this results
In both cases, the sampling method was used to collect information. The difference comes in the
sampling technique applied. In Uganda, all the eight schools which had been selected for the
implementation of the curriculum were used as grounds for the research (Chisholm and
Leyendecker, (2008). This was a good move as all the information that will be collected will be
an accurate representation of the general system. In the ANNALS of the American Academy of
Political and Social Science we are told that 22,708 students were used for the research
indiscriminative of their schools. In this mode, there is a probability that some group of students
may be left out.
The method of research, study design and the data collection technique is key to the quality of
the results of the investigation. Different techniques bring different outcomes.

RESEARCH AND STUDY TECHNIQUES 4
REFERENCES
Johnson Jr, O., & Wagner, M. (2017). Equalizers or Enablers of Inequality? A Counterfactual
Analysis of Racial and Residential Test Score Gaps in Year-Round and Nine-Month Schools.
The ANNALS of the American Academy of Political and Social Science, 674(1), 240-261.
Chaudhury, N., Hammer, J., Kremer, M., Muralidharan, K., Rogers, F.H., (2006). Missing in action:
teacher and health worker absence in developing countries. Journal of Economic Perspectives
20 (1), 91–116.
Chisholm, L., Leyendecker, R., (2008). Curriculum reform in post-1990s sub-Saharan Africa.
International Journal of Educational Development 28 (2), 195–205.
Rogan, J.M., Grayson, D.J., (2003). Towards a theory of curriculum implementation with particular
reference to science education in developing countries. International Journal of Science
Education 25 (10), 1171–1204