Educational Research Methodology Research Articles

Interpretative Phenomenological Analysis: Learnings from Employing IPA as a Qualitative Methodology in Educational Research

Interpretative Phenomenological Analysis (IPA) is an established qualitative methodology widely adopted within health-based research. However, one gap in the literature is that little has been written about IPA’s employability within educationally situated research. Our paper aims to demonstrate that IPA is a suitable methodology for education research. This paper has two parts. In the first part, the authors utilise the method of exegesis and theoretical analysis to explicate and provide clarity concerning the often-misunderstood philosophical and theoretical background of IPA. In the second part, we advocate for IPA as a suitable option for qualitative research in educational contexts. To execute this advocacy, the authors present a specific example of qualitative research that successfully employed IPA as its methodological approach and system for analysis. We present the details of a research project that utilised IPA to explore spirituality in early childhood education contexts, and in doing so the authors illustrate how the theories and methods of IPA can be actualised, thus introducing IPA into education contexts in a coherent fashion. The overall aim of the paper is to affirm IPA as a viable qualitative approach for education researchers.

Teaching Research Methodologies in Education: Teachers’ Pedagogical Practices in Portugal

Abstract Despite the several mismatches of methodological understanding between teachers and students in higher education, research methodologies in education are a relatively common pedagogical practice in most European advanced courses in education. However, only some studies have shown what pedagogical practices are mobilised by the teachers with their specific scientific conceptions. This article presents and discusses the results of an extensive research study conducted in Portugal with all the teachers involved in teaching research methodologies on master’s and doctoral programmes in education. The results show the personal and professional characteristics of the teachers involved in this teaching and the type of senses, decisions, and challenges experienced when teaching research methodologies. The study identifies and characterises the research culture generated by the different pedagogical practices in this scientific field. Based on the results, we argue that the teachers’ scientific conceptions and pedagogical practices may be developed by a “peer authorial construction of research understanding,” aiming to provide appropriate educational experiences to students in research methodologies courses in advanced studies in education.

Integration Review of Project Based Learning in Biology Education: A Systematic Literature Synthesis of Education Levels, Biology Subdisciplines, Research Methodologies and Learning Competencies

Project-Based Learning (PjBL) has become an increasingly popular learning approach in many fields, including biology. The research conducted a systematic review of the literature on the implementation and effectiveness of PjBL in biology education, especially in the period 2019–2023. The study explores the use of PjBL in various subdisciplines of biology, education, and research methodologies, as well as integrating a variety of targeted learning and competence approaches. Colleges widely adopt PjBL, focusing on developing students' cognitive, affective, and psychomotor abilities. The study also highlights the various learning methods integrated into the pjBL, including laboratory experiments, field activities, and reflection. The findings confirm that PjBL is an effective educational strategy for improving student understanding of concepts, critical thinking skills, and learning motivation. This approach supports holistic and applied learning experiences, integrating theory with real practice, as well as developing skills essential to students in the 21st century. The study provides a comprehensive insight into the current trends and potential of PjBL in biology education, as well as recommending directions for future education research and practice.

Analyzing the application of mixed method methodology in medical education: a qualitative study

BackgroundInterest in mixed methods methodology within medical education research has seen a notable increase in the past two decades, yet its utilization remains less prominent compared to quantitative methods. This study aimed to investigate the application and integration of mixed methods methodology in medical education research, with a specific focus on researchers’ perceptions, strategies, and readiness, including the necessary skills and expertise. This study adheres to the COREQ guidelines for reporting qualitative research.MethodsFaculty members from King Saud bin Abdulaziz University for Health Sciences (KSAU-HS), Saudi Arabia, across its three campuses in Riyadh, Jeddah, and Al Ahsa, participated in this study during the 2021–2022 academic year. We conducted 15 in-depth, one-on-one interviews with researchers who had previously used mixed methods in their medical education research. Theoretical saturation was reached with no refusals or dropouts. Data were collected using a semi-structured interview guide developed from literature review and mixed methods guidelines. Thematic analysis was employed to analyze the data, enabling a comprehensive understanding of the participants’ perspectives.ResultsThe thematic analysis of the interviews yielded three key themes. The first theme, ‘Understanding and Perceptions of Mixed Methods in Medical Education Research,’ delved into researchers’ depth of knowledge and conceptualization of mixed methods. The second theme, ‘Strategies and Integration in Mixed Methods Implementation,’ explored how these methodologies are applied and the challenges involved in their integration. The final theme, ‘Mastery in Mixed Methods: Prerequisites and Expert Consultation in Research,’ highlighted the gaps in readiness and expertise among researchers, emphasizing the importance of expert guidance in this field.ConclusionFindings indicate a varied understanding of mixed methods among participants. Some lacked a comprehensive grasp of its application, while others perceived mixed methods primarily as a means to enhance the publication prospects of their studies. There was a general lack of recognition of mixed methods as a guiding methodology for all study aspects, pointing to the need for more in-depth training and resources in this area.

A HLT for Integrated CT and Mathematics Lessons: Supporting Students' Possible Struggles when Debugging in GeoGebra Environment

As computational thinking (CT) is new to teachers, they need support on how CT integration will work. This study examines the use of a hypothetical learning trajectory (HLT) to support teachers in integrating computational thinking into mathematics lessons utilizing GeoGebra. By employing the educational design research (EDR) methodology, the researchers, in collaboration with mathematics teachers and an educator, developed Math+CT activities in GeoGebra as part of an HLT. The HLT was meant to help teachers predict students' responses and facilitate learning. A pilot experiment was conducted with a small group of students to see how and why the designed activities work. Therefore, we collected data from students' responses (GeoGebra scripts and answers) and computer screen recordings. The HLT is triangulated by comparing the predicted responses to the actual responses. The pilot experiment helped to improve the lessons and the HLT for future experimentation. Considering students' possible mistakes in debugging would prepare teachers to anticipate and facilitate the contingency situation.

Charting methodological imaginaries: Critical Race Feminista Methodologies in educational research

This article serves as an introduction to the special issue, “Critical Race Feminista Methodologies in Educational Research.” We provide an overview of how we have come to understand Critical Race Feminista Methodology (CRFM) and outline several important points of consideration for those who seek to engage this approach. As co-editors we have curated this special issue to chart methodological imaginaries across generations that have come before us, and those that will follow after us. We offer our stories of coming to CRFM as co-editors, colleagues, and friends who have been collaborating, theorizing, co-authoring and dreaming together for two decades. We end with an overview of the articles included in this special issue by authors who are advancing the praxis of CRFM in educational research.

Revisiting testimonio as critical race feminista methodology in educational research

This study is a review of educational scholarship that has utilized testimonio as a methodological approach. We begin with a brief overview of testimonio, highlighting its discursive subversions that align with longstanding traditions of storytelling within Communities of Color, and in critical race storytelling. We then describe how testimonio is an important tool within a broader Critical Race Feminista Methodology—a space of theorizing humanizing, anti-colonial methodological approaches that disrupt structural oppression and are guided by “a nostalgia for wholeness” (Delgado Bernal, Pérez Huber, & Malagon, 2019). Testimonio as a Critical Race Feminista Methodology allows for an interweaving of Chicana feminist and critical race epistemological and theoretical tools with qualitative research methods to cultivate methodological space for convivencia, critical reflection, collective knowledge production, and healing. Through this literature review, we see how this methodology brings mutual validation, shared humanity, and imperatives of social justice to the fore, shifting our research praxis from one that reproduces the colonial project, to one that seeks to transform and lead to collective well-being.

Exploring Students’ Learning Experience and Engagement in Asynchronous Learning Using the Community of Inquiry Framework through Educational Design Research

Students’ learning experience and their engagement in online learning environments are becoming increasingly important as blended learning grows more prevalent in tertiary education. In this study, asynchronous lectures for applied sciences courses, offered to polytechnic students of Applied Chemistry and Pharmaceutical Science at Nanyang Polytechnic, were designed using the Community of Inquiry framework. Students’ perceptions of their learning experience and cognitive, emotional, and behavioral engagement in asynchronous lectures were determined through a survey study. The results showed that students were engaged and had positive learning experiences. Through an educational design research methodology, this survey study also determined and provided design features important for designing asynchronous lectures. Further research could explore the possibility of expanding the scope of the research to other institutions with students of different cultural backgrounds, learning preferences, and learning abilities.

Medical education research study quality instrument: an objective instrument susceptible to subjectivity

ABSTRACT Background: The medical education research study quality instrument (MERSQI) was designed to appraise medical education research quality based on study design criteria. As with many such tools, application of the results may have unintended consequences. This study applied the MERSQI to published medical education research identified in a bibliometric analysis. Methods: A bibliometric analysis identified highly cited articles in medical education that two authors independently evaluated using the MERSQI. After screening duplicate or non-research articles, the authors reviewed 21 articles with the quality instrument. Initially, five articles were reviewed independently and results were compared to ensure agreed upon understanding of the instrument items. The remainder of the articles were independently reviewed. Overall scores for the articles were analyzed with a paired samples t-test and individual item ratings were analyzed for inter-rater reliability. Results: There was a significant difference in mean MERSQI score between reviewers. Inter-rater reliability for MERSQI items labeled response rate, validity and outcomes were considered unacceptable. Conclusions: Based on these results there is evidence that MERSQI items can be significantly influenced by interpretation, which lead to a difference in scoring. The MERSQI is a useful guide for identifying research methodologies. However, it should not be used to make judgments on the overall quality of medical education research methodology in its current format. The authors make specific recommendations for how the instrument could be revised for greater clarity and accuracy.

Editorial

Editorial

From Variables to Research Design: A Deep Dive into Educational Research Methodology

The systematic collection and analysis of data relevant to the field of education are referred to as educational research. Research writing is a laborious practice that methodically approaches the solution to a given research challenge. It differs from educational institutions and is typically led by a format. This study aims to analyze methodological explanation of variables, background to the study, literature review & research design as ways of promoting vigorous scholarship. This research uses the Systematic Literature Review (SLR) method. The results of this research explain many types of in-depth research methodology. These resources' main goal is to assist young academics and education professionals in learning about the background of the study, literature review, research design, and methodological explanation of variables. Educational research plays a crucial role in the development and improvement of educational practices and policies. It enables educators and policymakers to make informed decisions based on evidence and data. These offer beneficial fundamental knowledge for those who wish to pursue careers as researchers.

Teachers’ Evaluation of the Usability of a Self-Assessment Tool for Mobile Learning Integration in the Classroom

This article explores teachers’ perceptions of a self-assessment tool designed to guide the integration of mobile devices into teaching and learning processes. Using the Educational Design Research (EDR) methodology with a quantitative analysis approach, the study sampled 228 teachers across 60 educational institutions at varying levels of education. Participants used the self-assessment tool to gauge their own competencies and identify areas for improvement. They then completed the “System Usability Scale” (SUS) questionnaire, a reliable metric with a 0.96 reliability score commonly used for evaluating educational tools. The results indicate moderate to high acceptance of the self-assessment tool, with an average SUS score of 70.65. The study also reports a Net Promoter Score (NPS) of 22.4, with approximately 43% of teachers as promoters of the tool. Interestingly, usability scores displayed variability among teachers in the early stages of primary education (6–8 years), ranging from 47.50 to 77.50. However, scores improved in more advanced stages, showing an increase of over 40%. The findings suggest that the tool is generally effective and useful for teachers, providing valuable insights for its wider application.

The EFL Lecturers’ Voices: Strategies and Concerns in Writing the Ba Thesis

The objective of this paper is to examine the perspectives of department chairmen and lecturers who teach Research Methods in English Language Teaching (ELT) with regards to strategies employed in thesis writing. We conducted in-depth interviews to collect data. Four English Education department chairs were interviewed and 24 lecturers teaching Research Methodology in ELT via FGDs. Using coding techniques, the data from interviews and FGDs were divided into two main themes: academic and non-academic variables to successful thesis writing. Academic variables include the selection of research problems, analysis of prior relevant themes, formulation of research questions, and comprehension of writing styles. In addition, participants acknowledged that non-academic variables play a vital role in the successful writing of a thesis. The participants highlighted time management and interpersonal relationships as non-academic issues.

Knowledge and Perception of Nursing Students in Nigeria towards Research: A Cross-Sectional Study

Background: Research is important and not new to nursing. Evidence suggests that nursing students must be involved in research from school. Despite this, research output in nursing from low and middle-income countries like Nigeria is low. Also, little is known about the knowledge and perception of nursing students in Nigeria towards research.
 Therefore, this study aimed at determining the level of knowledge of nursing students in Nigeria about research, assessing their perception regarding research while also investigating factors influencing their perception and finding out means to improve their perception.
 Aim: To assess the knowledge and perception of nursing students in Nigeria towards the conduct of research and to identify factors affecting their perception and strategies to improve on it.
 Methods: A descriptive cross-sectional study using an online survey/e-questionnaire was conducted among 422 Nigerian nursing students from the six geopolitical zones using a multistage sampling technique. Hypotheses were tested using chi-square at 0.05 level of significance.
 Results: The respondents had high, moderate, and low levels of research, 41(10%), 196(48%), 173(42%), respectively. The overall perception was positive, with 245(60%) respondents. Influencing research perception was lack of resources such as journals and funds (4.26±1.05). Appropriate teaching of research methodology, adequate training of students before conducting major research, and provision of resources such as institution’s/institutional databases (4.64±0.66), (4.63±0.72), (4.61±0.72) (respectively) were suggested to improve perception towards research. The academic level was significantly related to the e level of research knowledge with (x2=20.855, p=.022), at p< .050
 Conclusion: Since the perception towards research was good but knowledge level low, the following are recommended: appropriate teaching of research methodology for easy comprehension, adequate training before conducting research and provision of access to journals and funds for conducting research.

Lecturer vs. Practitioner: How is collaborative class assessment for math learning?

Mathematics education holds significant importance in the educational journey at the school and college levels. However, many students pursuing mathematical education need help comprehending the subject matter, particularly in courses related to mathematics learning media. The phenomenon can be attributed to multiple variables, including diminished motivation, less efficacious learning methodologies, and inadequate pedagogical competencies exhibited by instructors. This study examines the responsibilities of practitioners in collaborative classes within the Higher Education Elementary Linear Algebra (ALE) course, with a specific focus on PGRI Wiranegara University. Data collection in descriptive qualitative research involves several methods, such as observation, interviews, and documentation. The upcoming academic semester, namely the odd semester of 2022/2023, is fascinating. The relationship between Mathematics Education Research Methodology and practitioners facilitated the provision of data. The analysis of collected data involves using reduction, presentation, and conclusions. Empirical research shows that practitioners play a significant role in collaborative classrooms by actively contributing ideas, facilitating learning processes, guiding arguments, and providing explanations. Time restrictions and miscommunication among practitioners hinder the adoption of collaborative classes. The present study posits that practitioners assume a pivotal position within collaborative educational settings and must effectively address the issues they encounter to enhance students' learning outcomes.

A Fully Integrated Systematic Review of Mixed Methods Design-Based Research

Design-based research (DBR) is an educational research methodology that is commonly used in the fields of education, instructional technology, and learning sciences. When conducting DBR, researchers collaborate with practitioners (e.g., educators) and other stakeholders (e.g., parents, community members), often including the learners themselves, for the purpose of developing and evaluating innovative solutions to real-world problems within specific contexts, with a primary focus on improving practice and generating practical knowledge. DBR is particularly suited to mixed methods research. However, it is not clear the extent to which mixed methods research approaches are used in DBR studies, as opposed to monomethod research approaches that involve the sole use of qualitative research approaches or the sole use of quantitative research approaches. Therefore, in this study, what we refer to as a fully integrated systematic review of Scopus-indexed works from January 1, 1960 to May 31, 2022 was conducted to determine the prevalence of mixed methods DBR (MM-DBR) studies. This review yielded only 68 published works wherein the author explicitly declared their study as representing some form of a MMDBR study, with the majority of these MM-DBR studies being published within the last decade. Most notably, for all but 4 of these 68 studies, the level of integration occurred at the low end of the integration continuum, being characterized by mixed methods research designs wherein integration only occurred at the interpretation stage of the DBR process. More than two thirds of the authors (29.2%) neither explicitly specified nor described adequately their mixed methods research design. More than one half (i.e., 56.9%) of the MM-DBR studies were not grounded within the mixed methods research literature to any degree at all. Most notably, for all but four studies (i.e., 5.88%), the level of integration occurred at the low end of the integration continuum wherein integration only occurred at the interpretation stage of the MM-DBR process, representing only partial integration of the quantitative and qualitative research components/phases/cycles. As such, we call for more DBR researchers not only to consider using mixed methods research approaches but also to consider using full(er) integration approaches, as we move further into the fifth Industrial Revolution and beyond.

Friction and Failure in the Secondary Art Classroom: Cultivating Decolonial Transformative Pedagogies of Hope

AbstractThis article explores how the colonisation of womens bodies, as perpetuated through the art trope of the female nude, has constructed a specific bodily ideal that still resonates and informs how we view women's bodies in contemporary life. I address how the same narratives that restrict our understanding of the female body, also restrict our understanding of drawing. I share part of my PhD practice research: PhEminist Skins of Resistance, a project conducted in my school, which sought to decolonise the legacy of the female nude and support the empowerment of the young women artists who populate the classrooms in which I teach. Theoretically informed by PhEmaterialism (feminist posthumanism and new materialism research methodologies in education), material agency is positioned as vital to an embodied learning experience and situates how I (re)position life drawing as a tool to re‐imagined and disrupt heteronormative and raced colonial imaginings of the female body. I further explore how this project created space within the secondary art classroom for creative‐activism, and the power of such learning environments to reach out beyond the constraints of neo‐liberal educational structures and inspire transformative pedagogies of hope.

Statistical and research methodology in education (ED)

Statistical and research methodology in education (ED)

What do we know about the selection of action research methodologies in primary science education? – A systematic literature review

ABSTRACT Since the development of the notion of the teacher-researcher, a range of published action research studies have focused on school-based pedagogy. Scholars agree that action research is an essential tool for teachers to improve their practice, but there is little known about the process underpinning teachers’ choice of particular action research methodologies in primary science education. In this systematic literature review, 33 articles were reviewed to examine the methodological considerations teacher-researchers made when conducting action research within the primary school context, as well as the quality of the action plans and the impacts of the research on children’s learning in science. The systematic review navigated existing primary science studies, focusing on methodological considerations in the choice of particular types of action research. With regards to the quality of action research studies, the reviewed articles had a good average score for all three types of validity. In terms of the effects of the employed action research methodologies, most studies demonstrated positive impacts on children’s learning in science. Based on this review, it is recommended that future researchers be encouraged to carry out action research in their classroom settings, as most authors in the review favour this approach. Researchers should also examine the outcome, process, and democratic validity of their action research studies to generate better quality action plans. Lastly, primary school science teachers can adopt the various action research methodologies employed in this review since most studies support their positive impacts on children’s learning in science.

Development and Validation of Teachers' Classroom Management Questionnaire (TCMQ)

This research paper aims to outline the development and validation process of the Teachers' Classroom Management Questionnaire (TCMQ), a new psychometric tool designed to measure and evaluate teachers' classroom management skills. The instrument has undergone rigorous testing for its reliability and validity, thus demonstrating its efficacy as an evaluative measure for pedagogical efficacy in classroom management. The preliminary draft of the tool was developed, which consisted of twenty-five (25) items on the five (5) points Likert Scale, which was pilot-tested on three hundred ten (310) public secondary school teachers working in the school education department. Statistical software PLS Smart version 4 was used for the data analysis, validity, reliability, and model fit. CVR of each item was calculated by using the XLStats version 2019. The Teachers' Classroom Management Questionnaire (TCMQ) was developed and validated, exhibiting robust psychometric properties. It may serve as a valuable tool for systematically evaluating classroom management skills in teachers and offers promising avenues for future research and pedagogical interventions. The study findings may help secondary school teachers revisit their classroom management components. This study may open new doors to conduct research for future researchers. The final report elucidates the methodology, findings, and implications for educational research and pedagogical practice. Researchers may use this tool to get data on Classroom Management by using it.