Development and Factorial Validation of a Scale for Measuring the Causes of Data Fabrication in Education Research Studies in Nigeria

The current study aimed to recognize the reality of interdisciplinary studies in educational research and the encountered challenges, and to provide developmental recommendations. The author implemented a descriptive methodology and constructed a questionnaire. From the faculty of education at Majmaah University (55) teaching member participated in the study during the second semester 1442/ 1443 hijri. Analyses of data found that the level of interdisciplinary studies in educational research was low, in addition the challenges level encountering educational interdisciplinary research was high, differences between respondents answers on the reality and challenges was insignificant, and recommendations offered to develop interdisciplinary studies in educational research volume was high. In light of the results, the author recommends to benefit from non-specialized experiences in conducting educational research, to seek partnerships between different disciplines in solving educational and communal problems and developmental issues, to activate the role of research teams to enhance researchers, educationalists and academics participation in interdisciplinary studies, and to increase university fund budgets to conduct educational interdisciplinary studies. In addition, the author recommends conducting a study involving interdisciplinary research skills acquaintance, and a study on the relation of interdisciplinary studies to achieve the kingdom vision of 2030.

This article shares the authors’ reflections and experiences gained from a pilot study that was recently used in completing a larger qualitative educational research study on the challenges and opportunities for instructional leadership in inclusive secondary schools in Zimbabwe. Historically, pilot studies have not been reported. When interest in this area started to emerge, the focus was on quantitative research, especially in health-related disciplines. In recent times, there has been growing debate on the place of pilot studies in qualitative and mixed methods research. However, a number of questions still remain unanswered, especially in the area of educational research. One of the worrisome features of these questions seems to be the taken‑for‑granted assumption that once a researcher conceives of an educational research idea, they are automatically clear and specific on the onto-epistemological and methodological tools that may best be employed to answer the questions at hand. This view is reflected when, for example, the few writers on pilot studies generally specify a particular research approach, such as importance of pilot studies in quantitative research, importance of pilot studies in qualitative research, or importance of pilot studies in mixed methods research, and do not talk about the value of a pilot study in educational research learning as a search for a good theory-method fit. This article focuses on pilot studies in educational research learning in order to close this gap. The central theme in this article is that pilot-studying may itself determine, for example, whether a study should follow a qualitative, mixed methods or quantitative approach. It also determines the appropriateness of research tools for the task at hand. Specifically, pilot-studying helps especially student researchers to find an appropriate theory-method fit and thereby makes researching possible. Following a pilot study, educational research that was originally planned to be mixed methods research or quantitative research may end up embracing a qualitative approach and vice versa. Our desire to share reflections and experiences gained in completing the main PhD study which informs the current article, coupled with ongoing debates on pilot studies in educational research, inspired us to pen this article. The article contributes to scholarship by elaborating and adding new insights on the work of earlier writers on the important research practice of pilot-studying in educational research processes. Received: 29 September 2021 / Accepted: 8 December 2021 / Published: 5 March 2022

Imagine a physician who wants to research options to help her patients lose weight. As a clinical researcher, she may first explore the efficacy of a medication. Not only is there an instrument that accurately collects patient weight but also the link between the intervention (medication) and the outcome (weight) has been established. Her study manipulates the behavior of the physician (what should be prescribed), and the intervention is administered to the patient, who in this case, is a relatively passive recipient.

to general feelings such as liking/disliking of mathematics, nor is it meant to exclude perceptions of the difficulty, usefulness, and appropriateness of mathematics as a school subject. There are several ways affective variables are related to mathematics learning. It is likely that a student who feels very positive about mathematics will achieve at a higher level than a student who has a negative attitude toward mathematics. It is also likely that a high achiever will enjoy mathematics more than a student who

The Problem- and Technology-Based Research (IBPT) approach constitutes an innovative pedagogical model designed for first-year university students, with the objective of strengthening research and technological competencies through the integration of technological resources, problem-solving, and formative research. The aim of this research was to introduce and validate IBPT as a viable option for higher education by evaluating its effects on the gradual enhancement of research skills among 73 first-year engineering and nursing students at a public university in Peru. A quasi-experimental pretest-posttest methodology was utilized, incorporating a questionnaire designed according to the four phases of IBPT: understanding the problem, planning activities, executing tasks, and reviewing solutions. The findings revealed significant improvements in research competencies, particularly in activity execution and solution review, while more moderate progress was observed in problem comprehension and activity planning. In conclusion, IBPT emerges as an effective alternative for integrating problem-solving and technological resources in higher education, fostering the acquisition of research competencies and laying the groundwork for the consolidation of advanced research skills, essential for academic knowledge production and professional development in later stages.

Practice‐based research (PBR) has emerged as a valuable alternative to traditional scientific methods by generating knowledge through practice and enhancing the relevance of research to practitioners. However, knowledge about PBR has largely been developed within disciplinary silos, leading to its limited cross‐disciplinary understanding. This paper addresses this gap by analysing 116 PBR studies in Educational Research and Theatre, two fields with very active but separately analysed PBR traditions. Our analysis produces a framework that categorises PBR into four distinct types based on key dimensions: the ‘Aim of research’ and the ‘Model of practice involvement’. The framework reveals discipline‐specific patterns, including divergent tendencies in how PBR is utilised across these fields: in Educational Research, PBR is often employed to improve professional practice, whereas in Theatre, it is central to exploring and theorising practice itself. The proposed framework holds potential for broader applicability across other fields, contributing to a more cohesive understanding of PBR as a versatile research strategy.

This article has two purposes. The first is to provide an historical overview of research related to the education of school-aged learners with visual handicaps. A second purpose is to address current research issues. Such issues relate primarily to the appropriateness and quality of research in education of learners with visual handicaps. Several resources have been utilized in the preparation of this article. They include Dissertation Abstracts International; Blindness, Visual Impairment, Deaf-Blindness: Listing of Current Literature; the Annual Research Report of the American Printing House for the Blind (APH); the Research Bulletin of the American Foundation for the Blind (AFB), and major journals and publications in the field of education of learners with visual handicaps. There are certain limitations to the overview. Research in early childhood education, education of learners with multiple handicaps, and orientation and mobility is not addressed, as those areas of concern are addressed by other authors at this conference. The focus is on research conducted since 1960. That appears to be the point at which educators began to emerge as researchers and, as a result, research took on a stronger educational emphasis. Several strands of research are reviewed. Each focused on knowledge gained and the manner in which that knowledge has been, or is being, applied to improve the education of learners who have a visual handicap. Though the topics chosen for research study in education have been amazingly broad, the major portion of the research relates to the communication of persons with a visual handicap. Today's concern for braille

<em>Innovation and creativity in European society are fostered via a dynamic and flexible European higher education based on the integration between education and research at all levels (Communiqué, 2009). The synergy between education and research is effeciently driven via educational research.</em> <em>Sampling as an element of the educational research has a two-fold role: sample size is inter-connected with statistical analysis of the data and generalisation. Against this background, little attention has been given to principles of sampling in educational research. The research question is as follows: what principles form sampling in educational research? The aim of the research is to analyse scientific literature and work out principles of sampling in educational research underpinning elaboration of a new research question for further studies in educational research. The present research involves a process of analysing the meaning of the key concept “principle”. In the empirical study, explorative research was employed. Interpretive research paradigm was used. The empirical study involved six experts from different countries in February 2013 – July 2014. The findings of the research allow drawing the conclusions on the elaborated principles of sampling in educational research. Directions of further research are proposed.</em>

Association of Chiropractic Colleges Educational Conference and Research Agenda Conference 2012

The field of graduate medical education (GME) research is attracting increased attention and broader participation. The authors review the special ethical and methodological considerations pertaining to medical education research. Because residents are at once a convenient and captive study population, a risk of coercion exists, making the provision of consent important. The role of the institutional review board (IRB) is often difficult to discern because GME activities can have multiple simultaneous purposes, educational activities may go forward with or without a research component, and the subjects of educational research studies are not patients. The authors provide a road map for researchers with regard to research oversight by the IRB and also address issues related to research quality. The matters of whether educational research studies should have educational value for the study subject and whether to use individual information obtained when residents participate as research subjects are explored.

Teachers' Sense of Efficacy: An Important Factor in School Improvement

Educational TheoryVolume 47, Issue 2 p. 163-180 STRATEGIES OF REPRESENTATION: AUTOBIOGRAPHICAL METISSAGE AND CRITICAL PRAGMATISM Mark Zuss, Mark Zuss Assistant Professor in the Graduate Reading Program, Lehman College, City University of New York, 250 Bedford Park Blvd. West, Carman Hall B-20, Bronx, NY 10460. His primary areas of scholarship are literacy and cognitive development; cross-cultural, historical contexts of writing and reading practices,- qualitiative studies in educational research,- and autobiographical and narrative studies.Search for more papers by this author Mark Zuss, Mark Zuss Assistant Professor in the Graduate Reading Program, Lehman College, City University of New York, 250 Bedford Park Blvd. West, Carman Hall B-20, Bronx, NY 10460. His primary areas of scholarship are literacy and cognitive development; cross-cultural, historical contexts of writing and reading practices,- qualitiative studies in educational research,- and autobiographical and narrative studies.Search for more papers by this author First published: 25 January 2005 https://doi.org/10.1111/j.1741-5446.1997.00163.xCitations: 5Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume47, Issue2June 1997Pages 163-180 RelatedInformation

Do I Need Institutional Review Board Approval? Applying the 2018 Institutional Review Board Revised Common Rule to Athletic Training Educational Research

The problem in this research relates to the learning theory that rarely considered as a basis in learning in Indonesia. learning plans and syllabus structure in the national curriculum is not included learning theory point. learning theory only has been less studied in the subjects in geography education undergraduate. This makes learning theory material less explored. Learning theory is also often forgotten in educational research undergraduate and postgraduate programs. Many research did not allude to the relevance of learning theory in learning. After graduating, they less develop or linking learning theory with the teaching profession. That condition makes learning essence should be strengthened to become weak or even disappear.This research aims to describe the compatibility when applying outdoor study environment subjects with the psychological theories of intelligence and meaningful learning theory in senior high school. This research used a qualitative methodology with the type of descriptive exploitative research. Data sources are students and geography teachers. The process of collecting data uses the method of observation and interviews. Data were analyzed with the 6 Cresswell's qualitative analyzing steps. The results show that the application of outdoor study is suitable both the psychological theories of intelligence and meaningful learning. The compatibility is reflected in the learning activities, there are: before, during, and after working in the outdoor. The teacher's ability to implement the basis of psychological theories of intelligence and meaningful learning makes learning more easily understood and meaningful for students.
 Keywords: meaningful learning, outdoor study, psychological theories.
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Introduction. The article presents an analysis of approaches to the problem of effective assessment of university students’ research competencies. The purpose of the article is to reveal and demonstrate the results of adopting the inventory for assessing students’ research competencies, focusing on the level and direction of their development. Materials and Methods. The research is based on the application of a systematic approach and contextual methods in the assessment and development of university students’ research competencies. The authors applied comparative and retrospective analysis, systematization and generalization of existing approaches and methods for assessing students’ research competencies, which allowed them to develop and propose a content-based inventory. The empirical part of the study was conducted at the Department of Labor Economics and Personnel Management at Ural State University of Economics. More than 80 full-time students took part in the research by testing the inventory. The results of the empirical testing are presented using the tools of descriptive statistics, Spearman's correlation analysis, and Student's t-test determination. Results. Based on reviewing scholarly literature, the authors substantiate the importance of involving students in research activities and the development of research competencies (RC) as competitive advantages in the labor market. On the basis of generalization, a number of research approaches to the development and application of methods for assessing students’ RC are revealed. As a result, the authors present a six-component questionnaire for assessing research competencies as the basis of a comprehensive and personalized approach to the development of students’ potential, including: theoretical-information, cognitive, communicative, motivational-organizational, operational-activity and reflexive-prognostic components. The effectiveness of the inventory is proved by its content validity and the results of a two-stage approbation of the questionnaire in groups of students with and without research experience. The results of empirical testing of the inventory confirm that with comprehensive, contextual and systematic approaches to the assessment of research competencies containing personal recommendations for their development, the indicators for all 6 components of RC increase. Conclusions. The study concludes that there are many approaches to the assessment of RC and each of the methods can be relevant to the research tasks in the case of complexity and consistency. The six-component inventory has passed the stage of content validation and has shown relevance to the tasks of assessing university student’ research competencies with the main focus on the level and direction of their development.