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The study conclusions not only reflect the main aim of the research but also reveal the impact of formal and informal learning in major enterprises in Scotland. The research was conducted through semi-structured interviews with the managers as well as line managers. Observing the employees was another method of doing the research to ensure the unspoken details regarding company websites and annual reports were covered.
Data collection and analysis was performed through interviews and observation which were appropriate for the study. However, another more effective and efficient method of doing the same would have been through the use of questionnaires, because the study involved various companies in different geographic areas. The researchers did have impacts on the study as they came up with other findings regarding lifelong learning in European countries through formal and informal learning. The timing of the study is one of the factors that impacted the findings of the study as it determines the method of data collection and analysis. Further research on small companies should be necessary to draw a better conclusion for the study because there are more small companies in European countries.
The study by Swain and Hammond (2010) examines outcomes and motivations of higher education students who take part-time classes in UK. The study was successful in measuring and testing the efficiency of the research. The study has explored and measured other details regarding part-time students in UK including their mental health difficulties and their daily routine. The conclusion gives details of the provision of high quality tuition for both part-time students and mature learners in UK, which reflects the aim of the research.
The research was conducted via data collection and analysis through face to face interviews in various locations, including the students’ homes and their place of work. Face to face
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The study analyzed uses a Single Subject research design with 6 children suffering from Autism. The researchers used an A – B – C design. Here the ‘A’ condition was a baseline; the ‘B’ condition was an intervention and the ‘C’ condition was a choice condition.
In an experiment all the external factors are also to be considered so that a perfect conclusion is derived. For e.g. in a school a scheme is adopted to improve the grades of the students and to check if the scheme is successful or not a test is taken before and after the scheme is implemented.
This paper aims at understanding the validity of qualitative researches. However before moving into describing how these are more effective and valid, it is essential to get a clear view of the various methods available for conducting a research. The
ch it was concluded that all programs for adolescence obesity are targeted at schools because school invades substantial amount of time in the life of this population and schools have the necessary mechanisms to implement the programs. As one of the most important factors for
e selected group or sample, external validity refers to the degree to which the findings can be inferred to other settings such as a wider population or similar settings. An example of threat to validity is the “historical effect” confounds that affects an experiment
Scientific studies can only be done on a proportional presentation of the population or even non-human models due to the unpredictability of results. Consequently researchers have been faced with criticism on external validity of their findings. The external
The strategies that should be helpful in strengthening the study include proper evidence and trustworthiness in the quasi-experimental studies. For instance, if the study proposed that regular exercise
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