So sánh phương pháp

	Opportunity to Learn Analysis	Phân tích nội dung
Lĩnh vực	Education	Định tính
Họ	Process / pipeline	Process / pipeline
Năm ra đời	1963	Systematised through Krippendorff's methodology work; 4th edition 2018
Người khởi xướng	John B. Carroll (1963); Lorraine McDonnell (1995); IEA surveys	Klaus Krippendorff (systematic formulation); roots in early 20th-century communications research
Loại	Measurement and analysis of students' exposure to instructional content	Qualitative / mixed-method research technique
Công trình gốc	McDonnell, L. M. (1995). Opportunity to learn as a research concept and a policy instrument. Educational Evaluation and Policy Analysis, 17(3), 305–322.	Krippendorff, K. (2018). Content Analysis: An Introduction to Its Methodology (4th ed.). Sage. ISBN: 978-1506395661
Tên gọi khác	OTL Analysis, Opportunity-to-Learn Indicators, Content Coverage Analysis, Curriculum Coverage Measurement	İçerik Analizi, systematic content coding, quantitative content analysis
Liên quan	4	5
Tóm tắt	Opportunity to learn (OTL) analysis measures the degree to which students are actually taught the content on which they are assessed, and relates that exposure to their achievement. Rooted in Carroll's 1963 model of school learning and developed as both a research concept and a policy instrument by McDonnell (1995) and the international IEA assessments, it treats content coverage, instructional time, and the alignment between the enacted curriculum and the tested curriculum as measurable conditions of learning rather than properties of the learner.	Content analysis is a systematic research technique for reducing text, visual, or media material into coded categories so that patterns can be counted, compared, and interpreted. Formalised by Klaus Krippendorff in his widely cited methodology textbook (latest edition 2018), the method sits at the boundary of qualitative and quantitative inquiry: it imposes structured, replicable coding on inherently meaning-laden material.