• ...is an important factor/concept/idea/ to consider because...
• … will be argued/outlined in this paper.
Once you have finished writing your first draft it is recommended that you spend time revising your work. Proofreading and editing are two different stages of the revision process.
As can be seen in the figure above there are four main areas that you should review during the editing phase of the revision process. The main things to consider when editing include content, structure, style, and sources. It is important to check that all the content relates to the assignment task, the structure is appropriate for the purposes of the assignment, the writing is academic in style, and that sources have been adequately acknowledged. Use the checklist below when editing your work.
Editing checklist
There are also several key things to look out for during the proofreading phase of the revision process. In this stage it is important to check your work for word choice, grammar and spelling, punctuation and referencing errors. It can be easy to mis-type words like ‘from’ and ‘form’ or mix up words like ‘trail’ and ‘trial’ when writing about research, apply American rather than Australian spelling, include unnecessary commas or incorrectly format your references list. The checklist below is a useful guide that you can use when proofreading your work.
Proofreading checklist
This chapter has examined the experience of writing assignments. It began by focusing on how to read and break down an assignment question, then highlighted the key components of essays. Next, it examined some techniques for paraphrasing and summarising, and how to build an argument. It concluded with a discussion on planning and structuring your assignment and giving it that essential polish with editing and proof-reading. Combining these skills and practising them, can greatly improve your success with this very common form of assessment.
Academic Skills Centre. (2013). Writing an introduction and conclusion . University of Canberra, accessed 13 August, 2013, http://www.canberra.edu.au/studyskills/writing/conclusions
Balkis, M., & Duru, E. (2016). Procrastination, self-regulation failure, academic life satisfaction, and affective well-being: underregulation or misregulation form. European Journal of Psychology of Education, 31 (3), 439-459.
Custer, N. (2018). Test anxiety and academic procrastination among prelicensure nursing students. Nursing education perspectives, 39 (3), 162-163.
Yerdelen, S., McCaffrey, A., & Klassen, R. M. (2016). Longitudinal examination of procrastination and anxiety, and their relation to self-efficacy for self-regulated learning: Latent growth curve modeling. Educational Sciences: Theory & Practice, 16 (1).
Writing Assignments Copyright © 2021 by Kate Derrington; Cristy Bartlett; and Sarah Irvine is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.
Home » Assignment – Types, Examples and Writing Guide
Table of Contents
Definition:
Assignment is a task given to students by a teacher or professor, usually as a means of assessing their understanding and application of course material. Assignments can take various forms, including essays, research papers, presentations, problem sets, lab reports, and more.
Assignments are typically designed to be completed outside of class time and may require independent research, critical thinking, and analysis. They are often graded and used as a significant component of a student’s overall course grade. The instructions for an assignment usually specify the goals, requirements, and deadlines for completion, and students are expected to meet these criteria to earn a good grade.
The use of assignments as a tool for teaching and learning has been a part of education for centuries. Following is a brief history of the Assignment.
Here are some of the most common types of assignments:
An essay is a piece of writing that presents an argument, analysis, or interpretation of a topic or question. It usually consists of an introduction, body paragraphs, and a conclusion.
Essay structure:
A research paper involves gathering and analyzing information on a particular topic, and presenting the findings in a well-structured, documented paper. It usually involves conducting original research, collecting data, and presenting it in a clear, organized manner.
Research paper structure:
A case study involves analyzing a real-life situation, problem or issue, and presenting a solution or recommendations based on the analysis. It often involves extensive research, data analysis, and critical thinking.
Case study structure:
A lab report is a scientific document that summarizes the results of a laboratory experiment or research project. It typically includes an introduction, methodology, results, discussion, and conclusion.
Lab report structure:
A presentation involves delivering information, data or findings to an audience, often with the use of visual aids such as slides, charts, or diagrams. It requires clear communication skills, good organization, and effective use of technology.
Presentation structure:
A creative project is an assignment that requires students to produce something original, such as a painting, sculpture, video, or creative writing piece. It allows students to demonstrate their creativity and artistic skills.
Creative project structure:
Following are Examples of Assignment templates samples:
Essay template:
I. Introduction
II. Body paragraphs
III. Conclusion
Research paper template:
I. Title page
II. Abstract
III. Introduction
IV. Literature review
V. Methodology
VI. Results
VII. Discussion
VIII. Conclusion
Case study template:
II. Analysis
III. Solution/recommendations
IV. Conclusion
Lab report template:
IV. Materials and methods
VI. Discussion
VII. Conclusion
Presentation template:
II. Main points
Creative writing template:
Here is a general guide on how to write an assignment:
Assignments have many applications across different fields and industries. Here are a few examples:
The purpose of an assignment varies depending on the context in which it is given. However, some common purposes of assignments include:
Assignments are typically given by instructors or professors as part of a course or academic program. The timing of when to write an assignment will depend on the specific requirements of the course or program, but in general, assignments should be completed within the timeframe specified by the instructor or program guidelines.
It is important to begin working on assignments as soon as possible to ensure enough time for research, writing, and revisions. Waiting until the last minute can result in rushed work and lower quality output.
It is also important to prioritize assignments based on their due dates and the amount of work required. This will help to manage time effectively and ensure that all assignments are completed on time.
In addition to assignments given by instructors or professors, there may be other situations where writing an assignment is necessary. For example, in the workplace, assignments may be given to complete a specific project or task. In these situations, it is important to establish clear deadlines and expectations to ensure that the assignment is completed on time and to a high standard.
Here are some common characteristics of assignments:
There are several advantages of assignment, including:
There are also some limitations of assignments that should be considered, including:
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Home » Education » What is the Difference Between Homework and Assignment
The main difference between homework and assignment is that homework is a task or a work assigned to a student generally by a teacher to be completed outside the classroom setting, most probably at home, while an assignment is a task assigned to a student to be completed within the course of a particular study.
Assignments and homework vary from one another due to a wide range of distinctive elements such as the objective or the purpose of the task, main functions, and the benefits received.
1. What is Homework – Definition, Features 2. What is Assignment – Definition, Features 3. Similarities Between Homework and Assignment – Outline of Common Characteristics 4. Difference Between Homework and Assignment – Comparison of Key Differences
Homework refers to the tasks assigned to the students by the schoolteachers. They expect students to carry out the task during non-school hours. Teachers often give homework to complete at home in order to make their students practice the learning material already taught. Their aim is to reinforce learning and facilitate the mastery of specific competencies and skills .
Sometimes, a student might get preparation assignments as homework. The purpose of such homework is to introduce the student to the study material that the teacher will present in future lessons. Furthermore, it would help students to obtain the maximum benefit once the new material is being taught in class.
On the other hand, homework sometimes facilitates the transfer of previously acquired skills to new situations. For example, the students might learn in class about factors that led to World war I. Then, as homework, the teacher would ask the students to find out the factors that led to World war II. Here, the teacher gives an integration homework, which requires the student to apply separately learned skills to create a single product, such as science projects, newspaper reports, or creative writing.
In addition, homework can be used to build up proper communication between parents and children, as a constructive method of punishment and also to make the parents aware of what is happening in school.
If you are a student, you might think that it is not your responsibility to learn by yourself; rather, it is the job of the teacher to teach you. But, a teacher cannot teach every little thing in a particular unit or subject to the students.
Such a spoon-feeding method of imparting knowledge can negatively influence the learning capabilities and the academic career of a student. Especially in academic establishments such as colleges or universities, teachers expect the students do some research to grasp the untaught concepts and to explore the subject on their own instead of teaching everything to the students using a lecture method.
The actual purpose of giving assignments is to enhance the learning skills of the students. This enables the students to occupy their brains more and more. Academic assignments improve the creativity of the students as they naturally acquire and learn a lot when they read or practice a subject or art on their own. Therefore, the main reason for giving assignments is to provide the student with a platform to practice and explore knowledge about a subject on their own.
Homework is a work or a task assigned to a student by a teacher to be completed during a non-school hour, whereas an assignment is a task assigned to a student in the course of study. In contrast to homework, an assignment usually provides the student with a clue about the objectives of the assigned task.
The main purpose of an assignment is to help a student understand the studying process well. In contrast, homework basically helps the student to improve his/her skills.
An assignment can be used to figure out what should be taught, while homework is basically used to identify the challenges encountered by students on a particular topic.
Some advantages of assignments include supporting students to revise a particular topic and boosting the students’ confidence, whereas homework becomes helpful in understanding a specific topic and when preparing for an exam.
In brief, the main difference between homework and assignment is that homework is assigned to be completed outside the classroom while assignments are assigned to be completed within the course of a particular study. Nonetheless, no matter how beneficial they can be, for most students, homework and assignments are a massive source of unhappiness and irritation.
1. Levy, Sandra. “ Why Homework Is Bad: Stress and Consequences .” Healthline , Healthline Media.
Anuradha has a BA degree in English, French, and Translation studies. She is currently reading for a Master's degree in Teaching English Literature in a Second Language Context. Her areas of interests include Arts and Literature, Language and Education, Nature and Animals, Cultures and Civilizations, Food, and Fashion.
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Assessment is a necessary part of the teaching and learning process, helping us measure whether our students have really learned what we want them to learn. While exams and quizzes are certainly favorite and useful methods of assessment, out of class assignments (written or otherwise) can offer similar insights into our students' learning. And just as creating a reliable test takes thoughtfulness and skill, so does creating meaningful and effective assignments. Undoubtedly, many instructors have been on the receiving end of disappointing student work, left wondering what went wrong… and often, those problems can be remedied in the future by some simple fine-tuning of the original assignment. This paper will take a look at some important elements to consider when developing assignments, and offer some easy approaches to creating a valuable assessment experience for all involved.
First Things First…
Before assigning any major tasks to students, it is imperative that you first define a few things for yourself as the instructor:
In his book Engaging Ideas (1996), John Bean provides a great list of questions to help instructors focus on their main teaching goals when creating an assignment (p.78):
1. What are the main units/modules in my course?
2. What are my main learning objectives for each module and for the course?
3. What thinking skills am I trying to develop within each unit and throughout the course?
4. What are the most difficult aspects of my course for students?
5. If I could change my students' study habits, what would I most like to change?
6. What difference do I want my course to make in my students' lives?
What your students need to know
Once you have determined your own goals for the assignment and the levels of your students, you can begin creating your assignment. However, when introducing your assignment to your students, there are several things you will need to clearly outline for them in order to ensure the most successful assignments possible.
A great way to get students engaged with an assignment and build buy-in is to encourage their collaboration on its design and/or on the grading criteria (Hudd, 2003). In his article “Conducting Writing Assignments,” Richard Leahy (2002) offers a few ideas for building in said collaboration:
• Ask the students to develop the grading scale themselves from scratch, starting with choosing the categories.
• Set the grading categories yourself, but ask the students to help write the descriptions.
• Draft the complete grading scale yourself, then give it to your students for review and suggestions.
A Few Do's and Don'ts…
Determining your goals for the assignment and its essential logistics is a good start to creating an effective assignment. However, there are a few more simple factors to consider in your final design. First, here are a few things you should do :
Next are a few elements to avoid in your assignments:
The assignments we give to students don't simply have to be research papers or reports. There are many options for effective yet creative ways to assess your students' learning! Here are just a few:
Journals, Posters, Portfolios, Letters, Brochures, Management plans, Editorials, Instruction Manuals, Imitations of a text, Case studies, Debates, News release, Dialogues, Videos, Collages, Plays, Power Point presentations
Ultimately, the success of student responses to an assignment often rests on the instructor's deliberate design of the assignment. By being purposeful and thoughtful from the beginning, you can ensure that your assignments will not only serve as effective assessment methods, but also engage and delight your students. If you would like further help in constructing or revising an assignment, the Teaching, Learning, and Professional Development Center is glad to offer individual consultations. In addition, look into some of the resources provided below.
Online Resources
“Creating Effective Assignments” http://www.unh.edu/teaching-excellence/resources/Assignments.htm This site, from the University of New Hampshire's Center for Excellence in Teaching and Learning, provides a brief overview of effective assignment design, with a focus on determining and communicating goals and expectations.
Gardner, T. (2005, June 12). Ten Tips for Designing Writing Assignments. Traci's Lists of Ten. http://www.tengrrl.com/tens/034.shtml This is a brief yet useful list of tips for assignment design, prepared by a writing teacher and curriculum developer for the National Council of Teachers of English . The website will also link you to several other lists of “ten tips” related to literacy pedagogy.
“How to Create Effective Assignments for College Students.” http:// tilt.colostate.edu/retreat/2011/zimmerman.pdf This PDF is a simplified bulleted list, prepared by Dr. Toni Zimmerman from Colorado State University, offering some helpful ideas for coming up with creative assignments.
“Learner-Centered Assessment” http://cte.uwaterloo.ca/teaching_resources/tips/learner_centered_assessment.html From the Centre for Teaching Excellence at the University of Waterloo, this is a short list of suggestions for the process of designing an assessment with your students' interests in mind. “Matching Learning Goals to Assignment Types.” http://teachingcommons.depaul.edu/How_to/design_assignments/assignments_learning_goals.html This is a great page from DePaul University's Teaching Commons, providing a chart that helps instructors match assignments with learning goals.
Additional References Bean, J.C. (1996). Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom . San Francisco: Jossey-Bass.
Fitzpatrick, R. (1989). Research and writing assignments that reduce fear lead to better papers and more confident students. Writing Across the Curriculum , 3.2, pp. 15 – 24.
Flaxman, R. (2005). Creating meaningful writing assignments. The Teaching Exchange . Retrieved Jan. 9, 2008 from http://www.brown.edu/Administration/Sheridan_Center/pubs/teachingExchange/jan2005/01_flaxman.pdf
Hass, M. & Osborn, J. (2007, August 13). An emic view of student writing and the writing process. Across the Disciplines, 4.
Hedengren, B.F. (2004). A TA's guide to teaching writing in all disciplines . Boston: Bedford/St. Martin's.
Hudd, S. S. (2003, April). Syllabus under construction: Involving students in the creation of class assignments. Teaching Sociology , 31, pp. 195 – 202.
Leahy, R. (2002). Conducting writing assignments. College Teaching , 50.2, pp. 50 – 54.
Miller, H. (2007). Designing effective writing assignments. Teaching with writing . University of Minnesota Center for Writing. Retrieved Jan. 9, 2008, from http://writing.umn.edu/tww/assignments/designing.html
MIT Online Writing and Communication Center (1999). Creating Writing Assignments. Retrieved January 9, 2008 from http://web.mit.edu/writing/Faculty/createeffective.html .
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A case study research paper examines a person, place, event, condition, phenomenon, or other type of subject of analysis in order to extrapolate key themes and results that help predict future trends, illuminate previously hidden issues that can be applied to practice, and/or provide a means for understanding an important research problem with greater clarity. A case study research paper usually examines a single subject of analysis, but case study papers can also be designed as a comparative investigation that shows relationships between two or more subjects. The methods used to study a case can rest within a quantitative, qualitative, or mixed-method investigative paradigm.
Case Studies. Writing@CSU. Colorado State University; Mills, Albert J. , Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010 ; “What is a Case Study?” In Swanborn, Peter G. Case Study Research: What, Why and How? London: SAGE, 2010.
General information about how to choose a topic to investigate can be found under the " Choosing a Research Problem " tab in the Organizing Your Social Sciences Research Paper writing guide. Review this page because it may help you identify a subject of analysis that can be investigated using a case study design.
However, identifying a case to investigate involves more than choosing the research problem . A case study encompasses a problem contextualized around the application of in-depth analysis, interpretation, and discussion, often resulting in specific recommendations for action or for improving existing conditions. As Seawright and Gerring note, practical considerations such as time and access to information can influence case selection, but these issues should not be the sole factors used in describing the methodological justification for identifying a particular case to study. Given this, selecting a case includes considering the following:
Eisenhardt, Kathleen M. “Building Theories from Case Study Research.” Academy of Management Review 14 (October 1989): 532-550; Emmel, Nick. Sampling and Choosing Cases in Qualitative Research: A Realist Approach . Thousand Oaks, CA: SAGE Publications, 2013; Gerring, John. “What Is a Case Study and What Is It Good for?” American Political Science Review 98 (May 2004): 341-354; Mills, Albert J. , Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010; Seawright, Jason and John Gerring. "Case Selection Techniques in Case Study Research." Political Research Quarterly 61 (June 2008): 294-308.
The purpose of a paper in the social sciences designed around a case study is to thoroughly investigate a subject of analysis in order to reveal a new understanding about the research problem and, in so doing, contributing new knowledge to what is already known from previous studies. In applied social sciences disciplines [e.g., education, social work, public administration, etc.], case studies may also be used to reveal best practices, highlight key programs, or investigate interesting aspects of professional work.
In general, the structure of a case study research paper is not all that different from a standard college-level research paper. However, there are subtle differences you should be aware of. Here are the key elements to organizing and writing a case study research paper.
I. Introduction
As with any research paper, your introduction should serve as a roadmap for your readers to ascertain the scope and purpose of your study . The introduction to a case study research paper, however, should not only describe the research problem and its significance, but you should also succinctly describe why the case is being used and how it relates to addressing the problem. The two elements should be linked. With this in mind, a good introduction answers these four questions:
Each of these questions should be addressed in no more than a few paragraphs. Exceptions to this can be when you are addressing a complex research problem or subject of analysis that requires more in-depth background information.
II. Literature Review
The literature review for a case study research paper is generally structured the same as it is for any college-level research paper. The difference, however, is that the literature review is focused on providing background information and enabling historical interpretation of the subject of analysis in relation to the research problem the case is intended to address . This includes synthesizing studies that help to:
III. Method
In this section, you explain why you selected a particular case [i.e., subject of analysis] and the strategy you used to identify and ultimately decide that your case was appropriate in addressing the research problem. The way you describe the methods used varies depending on the type of subject of analysis that constitutes your case study.
If your subject of analysis is an incident or event . In the social and behavioral sciences, the event or incident that represents the case to be studied is usually bounded by time and place, with a clear beginning and end and with an identifiable location or position relative to its surroundings. The subject of analysis can be a rare or critical event or it can focus on a typical or regular event. The purpose of studying a rare event is to illuminate new ways of thinking about the broader research problem or to test a hypothesis. Critical incident case studies must describe the method by which you identified the event and explain the process by which you determined the validity of this case to inform broader perspectives about the research problem or to reveal new findings. However, the event does not have to be a rare or uniquely significant to support new thinking about the research problem or to challenge an existing hypothesis. For example, Walo, Bull, and Breen conducted a case study to identify and evaluate the direct and indirect economic benefits and costs of a local sports event in the City of Lismore, New South Wales, Australia. The purpose of their study was to provide new insights from measuring the impact of a typical local sports event that prior studies could not measure well because they focused on large "mega-events." Whether the event is rare or not, the methods section should include an explanation of the following characteristics of the event: a) when did it take place; b) what were the underlying circumstances leading to the event; and, c) what were the consequences of the event in relation to the research problem.
If your subject of analysis is a person. Explain why you selected this particular individual to be studied and describe what experiences they have had that provide an opportunity to advance new understandings about the research problem. Mention any background about this person which might help the reader understand the significance of their experiences that make them worthy of study. This includes describing the relationships this person has had with other people, institutions, and/or events that support using them as the subject for a case study research paper. It is particularly important to differentiate the person as the subject of analysis from others and to succinctly explain how the person relates to examining the research problem [e.g., why is one politician in a particular local election used to show an increase in voter turnout from any other candidate running in the election]. Note that these issues apply to a specific group of people used as a case study unit of analysis [e.g., a classroom of students].
If your subject of analysis is a place. In general, a case study that investigates a place suggests a subject of analysis that is unique or special in some way and that this uniqueness can be used to build new understanding or knowledge about the research problem. A case study of a place must not only describe its various attributes relevant to the research problem [e.g., physical, social, historical, cultural, economic, political], but you must state the method by which you determined that this place will illuminate new understandings about the research problem. It is also important to articulate why a particular place as the case for study is being used if similar places also exist [i.e., if you are studying patterns of homeless encampments of veterans in open spaces, explain why you are studying Echo Park in Los Angeles rather than Griffith Park?]. If applicable, describe what type of human activity involving this place makes it a good choice to study [e.g., prior research suggests Echo Park has more homeless veterans].
If your subject of analysis is a phenomenon. A phenomenon refers to a fact, occurrence, or circumstance that can be studied or observed but with the cause or explanation to be in question. In this sense, a phenomenon that forms your subject of analysis can encompass anything that can be observed or presumed to exist but is not fully understood. In the social and behavioral sciences, the case usually focuses on human interaction within a complex physical, social, economic, cultural, or political system. For example, the phenomenon could be the observation that many vehicles used by ISIS fighters are small trucks with English language advertisements on them. The research problem could be that ISIS fighters are difficult to combat because they are highly mobile. The research questions could be how and by what means are these vehicles used by ISIS being supplied to the militants and how might supply lines to these vehicles be cut off? How might knowing the suppliers of these trucks reveal larger networks of collaborators and financial support? A case study of a phenomenon most often encompasses an in-depth analysis of a cause and effect that is grounded in an interactive relationship between people and their environment in some way.
NOTE: The choice of the case or set of cases to study cannot appear random. Evidence that supports the method by which you identified and chose your subject of analysis should clearly support investigation of the research problem and linked to key findings from your literature review. Be sure to cite any studies that helped you determine that the case you chose was appropriate for examining the problem.
IV. Discussion
The main elements of your discussion section are generally the same as any research paper, but centered around interpreting and drawing conclusions about the key findings from your analysis of the case study. Note that a general social sciences research paper may contain a separate section to report findings. However, in a paper designed around a case study, it is common to combine a description of the results with the discussion about their implications. The objectives of your discussion section should include the following:
Reiterate the Research Problem/State the Major Findings Briefly reiterate the research problem you are investigating and explain why the subject of analysis around which you designed the case study were used. You should then describe the findings revealed from your study of the case using direct, declarative, and succinct proclamation of the study results. Highlight any findings that were unexpected or especially profound.
Explain the Meaning of the Findings and Why They are Important Systematically explain the meaning of your case study findings and why you believe they are important. Begin this part of the section by repeating what you consider to be your most important or surprising finding first, then systematically review each finding. Be sure to thoroughly extrapolate what your analysis of the case can tell the reader about situations or conditions beyond the actual case that was studied while, at the same time, being careful not to misconstrue or conflate a finding that undermines the external validity of your conclusions.
Relate the Findings to Similar Studies No study in the social sciences is so novel or possesses such a restricted focus that it has absolutely no relation to previously published research. The discussion section should relate your case study results to those found in other studies, particularly if questions raised from prior studies served as the motivation for choosing your subject of analysis. This is important because comparing and contrasting the findings of other studies helps support the overall importance of your results and it highlights how and in what ways your case study design and the subject of analysis differs from prior research about the topic.
Consider Alternative Explanations of the Findings Remember that the purpose of social science research is to discover and not to prove. When writing the discussion section, you should carefully consider all possible explanations revealed by the case study results, rather than just those that fit your hypothesis or prior assumptions and biases. Be alert to what the in-depth analysis of the case may reveal about the research problem, including offering a contrarian perspective to what scholars have stated in prior research if that is how the findings can be interpreted from your case.
Acknowledge the Study's Limitations You can state the study's limitations in the conclusion section of your paper but describing the limitations of your subject of analysis in the discussion section provides an opportunity to identify the limitations and explain why they are not significant. This part of the discussion section should also note any unanswered questions or issues your case study could not address. More detailed information about how to document any limitations to your research can be found here .
Suggest Areas for Further Research Although your case study may offer important insights about the research problem, there are likely additional questions related to the problem that remain unanswered or findings that unexpectedly revealed themselves as a result of your in-depth analysis of the case. Be sure that the recommendations for further research are linked to the research problem and that you explain why your recommendations are valid in other contexts and based on the original assumptions of your study.
V. Conclusion
As with any research paper, you should summarize your conclusion in clear, simple language; emphasize how the findings from your case study differs from or supports prior research and why. Do not simply reiterate the discussion section. Provide a synthesis of key findings presented in the paper to show how these converge to address the research problem. If you haven't already done so in the discussion section, be sure to document the limitations of your case study and any need for further research.
The function of your paper's conclusion is to: 1) reiterate the main argument supported by the findings from your case study; 2) state clearly the context, background, and necessity of pursuing the research problem using a case study design in relation to an issue, controversy, or a gap found from reviewing the literature; and, 3) provide a place to persuasively and succinctly restate the significance of your research problem, given that the reader has now been presented with in-depth information about the topic.
Consider the following points to help ensure your conclusion is appropriate:
Note that, depending on the discipline you are writing in or the preferences of your professor, the concluding paragraph may contain your final reflections on the evidence presented as it applies to practice or on the essay's central research problem. However, the nature of being introspective about the subject of analysis you have investigated will depend on whether you are explicitly asked to express your observations in this way.
Problems to Avoid
Overgeneralization One of the goals of a case study is to lay a foundation for understanding broader trends and issues applied to similar circumstances. However, be careful when drawing conclusions from your case study. They must be evidence-based and grounded in the results of the study; otherwise, it is merely speculation. Looking at a prior example, it would be incorrect to state that a factor in improving girls access to education in Azerbaijan and the policy implications this may have for improving access in other Muslim nations is due to girls access to social media if there is no documentary evidence from your case study to indicate this. There may be anecdotal evidence that retention rates were better for girls who were engaged with social media, but this observation would only point to the need for further research and would not be a definitive finding if this was not a part of your original research agenda.
Failure to Document Limitations No case is going to reveal all that needs to be understood about a research problem. Therefore, just as you have to clearly state the limitations of a general research study , you must describe the specific limitations inherent in the subject of analysis. For example, the case of studying how women conceptualize the need for water conservation in a village in Uganda could have limited application in other cultural contexts or in areas where fresh water from rivers or lakes is plentiful and, therefore, conservation is understood more in terms of managing access rather than preserving access to a scarce resource.
Failure to Extrapolate All Possible Implications Just as you don't want to over-generalize from your case study findings, you also have to be thorough in the consideration of all possible outcomes or recommendations derived from your findings. If you do not, your reader may question the validity of your analysis, particularly if you failed to document an obvious outcome from your case study research. For example, in the case of studying the accident at the railroad crossing to evaluate where and what types of warning signals should be located, you failed to take into consideration speed limit signage as well as warning signals. When designing your case study, be sure you have thoroughly addressed all aspects of the problem and do not leave gaps in your analysis that leave the reader questioning the results.
Case Studies. Writing@CSU. Colorado State University; Gerring, John. Case Study Research: Principles and Practices . New York: Cambridge University Press, 2007; Merriam, Sharan B. Qualitative Research and Case Study Applications in Education . Rev. ed. San Francisco, CA: Jossey-Bass, 1998; Miller, Lisa L. “The Use of Case Studies in Law and Social Science Research.” Annual Review of Law and Social Science 14 (2018): TBD; Mills, Albert J., Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010; Putney, LeAnn Grogan. "Case Study." In Encyclopedia of Research Design , Neil J. Salkind, editor. (Thousand Oaks, CA: SAGE Publications, 2010), pp. 116-120; Simons, Helen. Case Study Research in Practice . London: SAGE Publications, 2009; Kratochwill, Thomas R. and Joel R. Levin, editors. Single-Case Research Design and Analysis: New Development for Psychology and Education . Hilldsale, NJ: Lawrence Erlbaum Associates, 1992; Swanborn, Peter G. Case Study Research: What, Why and How? London : SAGE, 2010; Yin, Robert K. Case Study Research: Design and Methods . 6th edition. Los Angeles, CA, SAGE Publications, 2014; Walo, Maree, Adrian Bull, and Helen Breen. “Achieving Economic Benefits at Local Events: A Case Study of a Local Sports Event.” Festival Management and Event Tourism 4 (1996): 95-106.
At Least Five Misconceptions about Case Study Research
Social science case studies are often perceived as limited in their ability to create new knowledge because they are not randomly selected and findings cannot be generalized to larger populations. Flyvbjerg examines five misunderstandings about case study research and systematically "corrects" each one. To quote, these are:
Misunderstanding 1 : General, theoretical [context-independent] knowledge is more valuable than concrete, practical [context-dependent] knowledge. Misunderstanding 2 : One cannot generalize on the basis of an individual case; therefore, the case study cannot contribute to scientific development. Misunderstanding 3 : The case study is most useful for generating hypotheses; that is, in the first stage of a total research process, whereas other methods are more suitable for hypotheses testing and theory building. Misunderstanding 4 : The case study contains a bias toward verification, that is, a tendency to confirm the researcher’s preconceived notions. Misunderstanding 5 : It is often difficult to summarize and develop general propositions and theories on the basis of specific case studies [p. 221].
While writing your paper, think introspectively about how you addressed these misconceptions because to do so can help you strengthen the validity and reliability of your research by clarifying issues of case selection, the testing and challenging of existing assumptions, the interpretation of key findings, and the summation of case outcomes. Think of a case study research paper as a complete, in-depth narrative about the specific properties and key characteristics of your subject of analysis applied to the research problem.
Flyvbjerg, Bent. “Five Misunderstandings About Case-Study Research.” Qualitative Inquiry 12 (April 2006): 219-245.
Definition of assignment noun from the Oxford Advanced American Dictionary
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Task is a piece of work to be done or undertaken.
Assignment is a task assigned as part of a job or course of study.
In short, assignment = task given to you.
Below are questions to ask yourself when designing an assignment that promotes information literacy and critical thinking skills.
Source: Greenfield Community College Library. “Information Literacy Toolkit for Faculty.” gcc.mass.edu, Greenfield Community College. Accessed 1 Jan. 2021.
Scaffolding and reinforcing information literacy skills and concepts throughout your courses and program, will allow students to develop and master their skill set. Below are a number of questions to think about while creating course and program materials.
Greenfield Community College Library. “Information Literacy Toolkit for Faculty.” gcc.mass.edu, Greenfield Community College. Accessed 1 Jan. 2021.
Assignments below are linked to documents. Please feel to download and edit for your classroom or context and to remix assignments. A librarian would be happy to tailor a version of an assignment or scaffold research skills into your class.
Example of a short assignment that asks students to think critically about two news sources.
Example of an annotated bibliography assignment that asks students to think critically about their sources.
Example of a research paper abstract assignment that asks students to closely evaluate their topics and sources needed.
Example of an assignment that asks students to brainstorm and evaluate research questions.
Example of an assignment that asks to compare and evaluate various sources.
Example of an assignment that asks students to critically approach source use and paraphrasing.
Example of an assignment that asks students to detail the research process by recording search strategies and resources located.
Example of an assignment that asks students to choose and refine a research topic.
Example of an assignment that asks students to think critically about sources.
Example of an assignment that asks students to crucially evaluate their research topic by evalauting sources.
There are any number of library-related assignments that can be incorporated into a course. Here are a few examples that can be adapted to most subjects (assignments may be repeated across categories).
(annotated) bibliography variations.
Collins Memorial Library. “Ideas for Library-Related Assignments.” Pugetsound.edu, University of Puget Sound. Accessed 1 Jan. 2021.
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In psychology, random assignment refers to the practice of allocating participants to different experimental groups in a study in a completely unbiased way, ensuring each participant has an equal chance of being assigned to any group.
In experimental research, random assignment, or random placement, organizes participants from your sample into different groups using randomization.
Random assignment uses chance procedures to ensure that each participant has an equal opportunity of being assigned to either a control or experimental group.
The control group does not receive the treatment in question, whereas the experimental group does receive the treatment.
When using random assignment, neither the researcher nor the participant can choose the group to which the participant is assigned. This ensures that any differences between and within the groups are not systematic at the onset of the study.
In a study to test the success of a weight-loss program, investigators randomly assigned a pool of participants to one of two groups.
Group A participants participated in the weight-loss program for 10 weeks and took a class where they learned about the benefits of healthy eating and exercise.
Group B participants read a 200-page book that explains the benefits of weight loss. The investigator randomly assigned participants to one of the two groups.
The researchers found that those who participated in the program and took the class were more likely to lose weight than those in the other group that received only the book.
Random assignment ensures that each group in the experiment is identical before applying the independent variable.
In experiments , researchers will manipulate an independent variable to assess its effect on a dependent variable, while controlling for other variables. Random assignment increases the likelihood that the treatment groups are the same at the onset of a study.
Thus, any changes that result from the independent variable can be assumed to be a result of the treatment of interest. This is particularly important for eliminating sources of bias and strengthening the internal validity of an experiment.
Random assignment is the best method for inferring a causal relationship between a treatment and an outcome.
Random selection (also called probability sampling or random sampling) is a way of randomly selecting members of a population to be included in your study.
On the other hand, random assignment is a way of sorting the sample participants into control and treatment groups.
Random selection ensures that everyone in the population has an equal chance of being selected for the study. Once the pool of participants has been chosen, experimenters use random assignment to assign participants into groups.
Random assignment is only used in between-subjects experimental designs, while random selection can be used in a variety of study designs.
Random sampling refers to selecting participants from a population so that each individual has an equal chance of being chosen. This method enhances the representativeness of the sample.
Random assignment, on the other hand, is used in experimental designs once participants are selected. It involves allocating these participants to different experimental groups or conditions randomly.
This helps ensure that any differences in results across groups are due to manipulating the independent variable, not preexisting differences among participants.
Random assignment is used in experiments with a between-groups or independent measures design.
In these research designs, researchers will manipulate an independent variable to assess its effect on a dependent variable, while controlling for other variables.
There is usually a control group and one or more experimental groups. Random assignment helps ensure that the groups are comparable at the onset of the study.
There are a variety of ways to assign participants into study groups randomly. Here are a handful of popular methods:
While randomization assures an unbiased assignment of participants to groups, it does not guarantee the equality of these groups. There could still be extraneous variables that differ between groups or group differences that arise from chance. Additionally, there is still an element of luck with random assignments.
Thus, researchers can not produce perfectly equal groups for each specific study. Differences between the treatment group and control group might still exist, and the results of a randomized trial may sometimes be wrong, but this is absolutely okay.
Scientific evidence is a long and continuous process, and the groups will tend to be equal in the long run when data is aggregated in a meta-analysis.
Additionally, external validity (i.e., the extent to which the researcher can use the results of the study to generalize to the larger population) is compromised with random assignment.
Random assignment is challenging to implement outside of controlled laboratory conditions and might not represent what would happen in the real world at the population level.
Random assignment can also be more costly than simple observational studies, where an investigator is just observing events without intervening with the population.
Randomization also can be time-consuming and challenging, especially when participants refuse to receive the assigned treatment or do not adhere to recommendations.
Random sampling refers to randomly selecting a sample of participants from a population. Random assignment refers to randomly assigning participants to treatment groups from the selected sample.
Yes, random assignment ensures that there are no systematic differences between the participants in each group, enhancing the study’s internal validity .
Yes, with random assignment, participants have an equal chance of being assigned to either a control group or an experimental group, resulting in a sample that is, in theory, representative of the population.
Random assignment does not completely eliminate sampling error because a sample only approximates the population from which it is drawn. However, random sampling is a way to minimize sampling errors.
Random assignment is not possible when the experimenters cannot control the treatment or independent variable.
For example, if you want to compare how men and women perform on a test, you cannot randomly assign subjects to these groups.
Participants are not randomly assigned to different groups in this study, but instead assigned based on their characteristics.
Yes, random assignment eliminates the influence of any confounding variables on the treatment because it distributes them at random among the study groups. Randomization invalidates any relationship between a confounding variable and the treatment.
Random assignment is used to ensure that all groups are comparable at the start of a study. This allows researchers to conclude that the outcomes of the study can be attributed to the intervention at hand and to rule out alternative explanations for study results.
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Methodology
Published on March 8, 2021 by Pritha Bhandari . Revised on June 22, 2023.
In experimental research, random assignment is a way of placing participants from your sample into different treatment groups using randomization.
With simple random assignment, every member of the sample has a known or equal chance of being placed in a control group or an experimental group. Studies that use simple random assignment are also called completely randomized designs .
Random assignment is a key part of experimental design . It helps you ensure that all groups are comparable at the start of a study: any differences between them are due to random factors, not research biases like sampling bias or selection bias .
Why does random assignment matter, random sampling vs random assignment, how do you use random assignment, when is random assignment not used, other interesting articles, frequently asked questions about random assignment.
Random assignment is an important part of control in experimental research, because it helps strengthen the internal validity of an experiment and avoid biases.
In experiments, researchers manipulate an independent variable to assess its effect on a dependent variable, while controlling for other variables. To do so, they often use different levels of an independent variable for different groups of participants.
This is called a between-groups or independent measures design.
You use three groups of participants that are each given a different level of the independent variable:
Random assignment to helps you make sure that the treatment groups don’t differ in systematic ways at the start of the experiment, as this can seriously affect (and even invalidate) your work.
If you don’t use random assignment, you may not be able to rule out alternative explanations for your results.
With this type of assignment, it’s hard to tell whether the participant characteristics are the same across all groups at the start of the study. Gym-users may tend to engage in more healthy behaviors than people who frequent cafes or community centers, and this would introduce a healthy user bias in your study.
Although random assignment helps even out baseline differences between groups, it doesn’t always make them completely equivalent. There may still be extraneous variables that differ between groups, and there will always be some group differences that arise from chance.
Most of the time, the random variation between groups is low, and, therefore, it’s acceptable for further analysis. This is especially true when you have a large sample. In general, you should always use random assignment in experiments when it is ethically possible and makes sense for your study topic.
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Random sampling and random assignment are both important concepts in research, but it’s important to understand the difference between them.
Random sampling (also called probability sampling or random selection) is a way of selecting members of a population to be included in your study. In contrast, random assignment is a way of sorting the sample participants into control and experimental groups.
While random sampling is used in many types of studies, random assignment is only used in between-subjects experimental designs.
Some studies use both random sampling and random assignment, while others use only one or the other.
Random sampling enhances the external validity or generalizability of your results, because it helps ensure that your sample is unbiased and representative of the whole population. This allows you to make stronger statistical inferences .
You use a simple random sample to collect data. Because you have access to the whole population (all employees), you can assign all 8000 employees a number and use a random number generator to select 300 employees. These 300 employees are your full sample.
Random assignment enhances the internal validity of the study, because it ensures that there are no systematic differences between the participants in each group. This helps you conclude that the outcomes can be attributed to the independent variable .
You use random assignment to place participants into the control or experimental group. To do so, you take your list of participants and assign each participant a number. Again, you use a random number generator to place each participant in one of the two groups.
To use simple random assignment, you start by giving every member of the sample a unique number. Then, you can use computer programs or manual methods to randomly assign each participant to a group.
This type of random assignment is the most powerful method of placing participants in conditions, because each individual has an equal chance of being placed in any one of your treatment groups.
In more complicated experimental designs, random assignment is only used after participants are grouped into blocks based on some characteristic (e.g., test score or demographic variable). These groupings mean that you need a larger sample to achieve high statistical power .
For example, a randomized block design involves placing participants into blocks based on a shared characteristic (e.g., college students versus graduates), and then using random assignment within each block to assign participants to every treatment condition. This helps you assess whether the characteristic affects the outcomes of your treatment.
In an experimental matched design , you use blocking and then match up individual participants from each block based on specific characteristics. Within each matched pair or group, you randomly assign each participant to one of the conditions in the experiment and compare their outcomes.
Sometimes, it’s not relevant or ethical to use simple random assignment, so groups are assigned in a different way.
Sometimes, differences between participants are the main focus of a study, for example, when comparing men and women or people with and without health conditions. Participants are not randomly assigned to different groups, but instead assigned based on their characteristics.
In this type of study, the characteristic of interest (e.g., gender) is an independent variable, and the groups differ based on the different levels (e.g., men, women, etc.). All participants are tested the same way, and then their group-level outcomes are compared.
When studying unhealthy or dangerous behaviors, it’s not possible to use random assignment. For example, if you’re studying heavy drinkers and social drinkers, it’s unethical to randomly assign participants to one of the two groups and ask them to drink large amounts of alcohol for your experiment.
When you can’t assign participants to groups, you can also conduct a quasi-experimental study . In a quasi-experiment, you study the outcomes of pre-existing groups who receive treatments that you may not have any control over (e.g., heavy drinkers and social drinkers). These groups aren’t randomly assigned, but may be considered comparable when some other variables (e.g., age or socioeconomic status) are controlled for.
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If you want to know more about statistics , methodology , or research bias , make sure to check out some of our other articles with explanations and examples.
Research bias
In experimental research, random assignment is a way of placing participants from your sample into different groups using randomization. With this method, every member of the sample has a known or equal chance of being placed in a control group or an experimental group.
Random selection, or random sampling , is a way of selecting members of a population for your study’s sample.
In contrast, random assignment is a way of sorting the sample into control and experimental groups.
Random sampling enhances the external validity or generalizability of your results, while random assignment improves the internal validity of your study.
Random assignment is used in experiments with a between-groups or independent measures design. In this research design, there’s usually a control group and one or more experimental groups. Random assignment helps ensure that the groups are comparable.
In general, you should always use random assignment in this type of experimental design when it is ethically possible and makes sense for your study topic.
To implement random assignment , assign a unique number to every member of your study’s sample .
Then, you can use a random number generator or a lottery method to randomly assign each number to a control or experimental group. You can also do so manually, by flipping a coin or rolling a dice to randomly assign participants to groups.
If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.
Bhandari, P. (2023, June 22). Random Assignment in Experiments | Introduction & Examples. Scribbr. Retrieved September 16, 2024, from https://www.scribbr.com/methodology/random-assignment/
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What this handout is about. The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms ...
Figure 20.3 Essay structure overview template figure. Image by USQ. Common types of essays. You may be required to write different types of essays, depending on your study area and topic. Two of the most commonly used essays are analytical and argumentative.. The task analysis process discussed in the previous chapter Writing Assignments will help you determine the type of essay required.
ASSIGNMENT definition: 1. a piece of work given to someone, typically as part of their studies or job: 2. a job that…. Learn more.
Writing Assignments Kate Derrington; Cristy Bartlett; and Sarah Irvine. Figure 19.1 Assignments are a common method of assessment at university and require careful planning and good quality research. Image by Kampus Production used under CC0 licence. Introduction. Assignments are a common method of assessment at university and require careful planning and good quality research.
Assignment is a task given to students by a teacher or professor, usually as a means of assessing their understanding and application of course material. Assignments can take various forms, including essays, research papers, presentations, problem sets, lab reports, and more. Assignments are typically designed to be completed outside of class ...
Transform your study habits and get better grades with MyStudyLife's game-changing student planner. Organize your schedule, track homework and achieve success . Revolutionize the way you tackle your academic journey with MyStudyLife, the ultimate high school or college schedule planner and online organizer rolled into one. Seamlessly integrate your academic life with this comprehensive tool ...
The main difference between homework and assignment is that homework is a task or a work assigned to a student generally by a teacher to be completed outside the classroom setting, most probably at home, while an assignment is a task assigned to a student to be completed within the course of a particular study.. Assignments and homework vary from one another due to a wide range of distinctive ...
Case study is a method of in-depth research and rigorous inquiry; case analysis is a reliable method of teaching and learning. A case study is a modality of research that investigates a phenomenon for the purpose of creating new knowledge, solving a problem, or testing a hypothesis using empirical evidence derived from the case being studied.
[countable] a task or piece of work that somebody is given to do, usually as part of their job or studies Students are required to complete all homework assignments. You will need to complete three written assignments per semester. a business/special assignment
Do consider including a way for students to make the assignment their own. In their study, Hass and Osborn (2007) confirmed the importance of personal engagement for students when completing an assignment. Indeed, students will be more engaged in an assignment if it is personally meaningful, practical, or purposeful beyond the classroom.
Using an Assignment Planner describes how to plan backwards from the assignment deadline. Make a habit of using *USask's Assignment Planner for help with developing completion timelines and finding resources for stages of the writing process. TrentU's 10 Steps to Complete Your Assignments describes the steps in the planning process.
Even if this is just a course assignment, treat your introduction as the initial pitch of an idea based on a thorough examination of the significance of a research problem. ... Connected to the background and significance of your study is a section of your proposal devoted to a more deliberate review and synthesis of prior studies related to ...
The purpose of a paper in the social sciences designed around a case study is to thoroughly investigate a subject of analysis in order to reveal a new understanding about the research problem and, in so doing, contributing new knowledge to what is already known from previous studies. In applied social sciences disciplines [e.g., education, social work, public administration, etc.], case ...
1 [countable, uncountable] a task or piece of work that someone is given to do, usually as part of their job or studies You will need to complete three written assignments per semester. She is in Greece on an assignment for one of the Sunday newspapers. one of our reporters on assignment in China I had given myself a tough assignment. a business/special assignment
Assignment is a task assigned as part of a job or course of study. In short, assignment = task given to you. Share. Improve this answer. Follow answered May 8, 2012 at 13:19. Fr0zenFyr Fr0zenFyr. 2,317 2 2 gold badges 18 18 silver badges 22 22 bronze badges. Add a comment |
A double-blind study withholds each subject's group assignment from both the participant and the researcher performing the experiment. If participants know which group they are assigned to, there is a risk that they might change their behavior in a way that would influence the results. This can lead to a few types of research bias ...
assignment in American English. (əˈsainmənt) noun. 1. something assigned, as a particular task or duty. She completed the assignment and went on to other jobs. 2. a position of responsibility, post of duty, or the like, to which one is appointed. He left for his assignment in the Middle East.
Example of an assignment that asks to compare and evaluate various sources. Paraphrasing . Example of an assignment that asks students to critically approach source use and paraphrasing. Research Log . Example of an assignment that asks students to detail the research process by recording search strategies and resources located. Topic Proposal
Random selection (also called probability sampling or random sampling) is a way of randomly selecting members of a population to be included in your study. On the other hand, random assignment is a way of sorting the sample participants into control and treatment groups. Random selection ensures that everyone in the population has an equal ...
Case study: Detailed study of a specific subject (e.g., a place, event, organization, etc). Data can be collected using a variety of sources and methods. Focuses on gaining a holistic understanding of the case. Ethnography: Detailed study of the culture of a specific community or group. Data is collected by extended immersion and close observation.
Some Study.com courses require students to complete assignments to finish the course. Learn how to identify whether or not an assignment is required, find instructions for adequate execution, and ...
Example: Random assignment. In your study, you have two groups: a control group that receives no intervention. an experimental group that has a remote team-building intervention every week for a month. You use random assignment to place participants into the control or experimental group.