SCIENTIFIC AND METHODOLOGICAL SOUNDNESS OF EXPERIMENTS IN PEDAGOGICAL RESEARCH
Abstract
The experimental method is more exact compared to other quantitative methods, although it can have drawbacks, related to the positivist epistemological position. Determining exactly the educational effects of existing, innovative and new pedagogical concepts, programmes, systems, models, methods and instruments commands the use of experiments in pedagogical research. If completed pedagogical research projects are analysed, the conclusion is experiments are used much less frequently than other methods.
This study determines the prevalence of parallel-group designs as compared to how frequently other experimental designs are used. A representative sample of scientific and professional papers was analysed and it was ascertained that the conducted experiments partly satisfy relevant theoretical and methodological criteria. It is evident that result reliability when using the experimental method is still relatively low, which may have negative effects on the development of pedagogical sciences and related scientific disciplines, as well as on scientifically grounded innovation of the teaching and learning process and enhancement of the educational process. Hence, it is crucial to use multi-method research approaches (employing the experimental method as appropriate, depending on the research problem) in preparing (and approving) doctoral dissertations, writing reviews and publishing research papers.
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DOI: http://dx.doi.org/10.46827/ejes.v0i0.411
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