In the study, there are various confounding variables controlled. These include the difference in experience and knowledge of the curriculum instructors for the students, the nature and differences in the questions asked or in hand to collect the information required and prior relations of the instructors to their study student groups; these variables would affect the results. The study thus controls these variables through ensuring that the curriculum instructors used are of relatively the same level of knowledge and experience in this line of work. The questions, in regard to collection of information, have also been standardized for the whole group. This means that they use the same question hence the impact is the same thus yielding related and true results of the participants. It is also crucial to determine the relationship the instructors may have had with the study students groups prior to the study. This is because it would have an extrinsic effect on their perception of the instructor that is unrelated to the study. As such the students and instructors in this study have been grouped to relative strangeness.There are, however, some present confounding variable in the study not controlled. These include the difference in infusion ability and rate, and the difference in interests of the students to the curriculum. This is to say that some different students have different infusion rates and interests to the curriculum and as such would have effect on the. Project Description about the Impacts of Curriculum Infusion on Undergraduates Attitudes, Knowledge and Behavior in regards to Alcohol, Drugs and Substance Abuse.
Brett, P. (2006). Quantitative Research in Psychology. Research Psychology Journal, 15(6), 67- 90.
Cordero, E., Israel, T., White, S., and Park, Y. (2010). Impact of Instructor and Course Characteristics on the Effectiveness of Curriculum Infusion. Journal of American College Health, 59, 75-81.
Moesha, D. (2010). Behaviour monitoring in young people. Journal of Social Behavior and Personality, 18(7), 285-294.
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