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Correlation, descriptive and historical methods lie in the fact that in the process of their application, researchers process the information received. Each of the three methods involves some collection of information on a given topic and the subsequent distribution of the data obtained. Correlation, descriptive and historical studies are aimed at presenting certain information with the aim of subsequent application or determination of the evidence base for each phenomenon.
However, there is a striking difference in these approaches that require separate consideration. First of all, the correlation method is based on the method of processing statistical data (Machi & McEvoy, 2016). It examines the resulting coefficients by comparing one variable with another. At the same time, if there is an increase in both variables, then it is customary to talk about a positive correlation. If one variable increases and the other, on the contrary, decreases, then it is necessary to mention a negative correlation. The descriptive method does not compare but forms the features and characteristics of objects. Subsequently, a typology of the obtained data and a description of the study are made. The historical method represents a separate process of scientific research. Because in the process of this method, the researcher is deprived of the possibility of actually observing the subject, he is based on the data and facts of other scientists. In this case, the main role is played by the synthesis of the available information.
The research proposal includes a summary of the proposed issue and its study. The paper describes the main difficulties in considering the topic, questions, and points that the researcher intends to clarify (Salkind, 2012). A research proposal sets out the field of study in general terms and the relationship of the object to the field of science under consideration. This paper suggests a rationale for the relevance of the topic, that is, the reason why it is worthy of in-depth review. The author of the paper needs to include a plan applicable to the research process and a practical approach to considering the object. The main idea is to provide the public with meaningful facts about the importance and necessity of the problem under study.
At the same time, a typical class paper is an independent, written, scientific study of a student, an analysis of exciting questions on a chosen topic and a deduced answer to them. In this paper, the student argues his point of view through the prism of the skills acquired during the period of study. For students, coursework is an opportunity to understand whether they are interested in a scientific activity or not, and to try their hand at academic work.
Reliability and validity are two main factors for any study. Validity reflects the reliability of the conclusions obtained during the study of the issue. It is based on a series of real experimental studies in comparison with the results of “ideal” experiments. Reliability is understood as the ability to reproduce the described results of the experiment under the same conditions (Pickren & Rutherford, 2010). Validity can be assessed through performance and randomness criteria that are based on specific performance measures. In a psychological experiment, it is important to use the criterion of randomness when it is required to select an object of study or a test person who has been more or less exposed to various emergencies. To assess reliability, it is possible to recreate the results several times to assess their variability or consistency.
References
Machi, L. A., & McEvoy, B. T. (2016). The literature review: Six steps to success (3rd ed.). Sage.
Pickren, W. E., & Rutherford, A. (2010). A history of modern psychology in context. John Wiley & Sons.
Salkind, N. J. (2012). Exploring research (8th ed.). Pearson.
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