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| Panelbasierte kausal-komparative Forschung× | Kausale-komparative Forschung× | |
|---|---|---|
| Fachgebiet | Forschungsdesign | Forschungsdesign |
| Familie | Process / pipeline | Process / pipeline |
| Entstehungsjahr≠ | 1950s–1980s (formalized across educational and social science methodology literature) | 1964 |
| Urheber≠ | Building on causal-comparative tradition (John W. Best, 1959) extended to panel data structures in social and educational research | Fred N. Kerlinger |
| Typ≠ | Quantitative observational research design | Non-experimental quantitative research design |
| Wegweisende Quelle≠ | Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2019). How to Design and Evaluate Research in Education (10th ed.). McGraw-Hill. ISBN: 978-1260087840 | Kerlinger, F. N. (1964). Foundations of Behavioral Research. Holt, Rinehart and Winston. link ↗ |
| Aliasnamen | panel causal-comparative design, longitudinal ex post facto research, panel ex post facto study, repeated-measures causal-comparative study | ex post facto research, causal-comparative design, retrospective causal study, CCR |
| Verwandt≠ | 5 | 3 |
| Zusammenfassung≠ | Panel-based causal-comparative research is a quantitative observational design that tracks the same sample of participants or units across multiple time points and then compares pre-existing groups to identify differences in outcomes. By combining the temporal depth of a panel structure with the group-contrast logic of causal-comparative (ex post facto) methodology, it allows researchers to examine how naturally occurring conditions — such as treatment exposure, policy changes, or demographic characteristics — relate to outcomes over time, without experimental random assignment. | Causal-comparative research is a non-experimental quantitative design in which the researcher compares two or more groups that already differ on an independent variable — one that was not manipulated — to investigate possible causes or consequences of that difference. Because group membership is pre-existing rather than randomly assigned, the design can suggest causal relationships but cannot establish them with the certainty of a true experiment. It is widely used in education, psychology, and social sciences when experimental manipulation is impractical or unethical. |
| ScholarGateDatensatz ↗ |
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