The Use of Randomisation in Educational Research and Evaluation: A Critical Analysis of Underlying Assumptions

Davies, Randall; Williams, David D.; Yanchar, Stephen C.

doi:10.1080/09500790802307837

Cited by 9 publications

(7 citation statements)

References 8 publications

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“…It is well recognized that conducting a randomized controlled study in an educational context is a method to uncover the impact of instruction on students' outcomes but also that an RCT presents challenges for researchers and participants (Kyriakides & Creemers, 2017). The RCT design is consequently more seldomly used in school-based research due to difficulties associated with implementing random assignment and because the experiment falls short of explaining why an intervention is effective (Davies et al, 2008;Kyriakides & Creemers, 2017). A main argument to pursue a random allocation to groups lies in the potential to gain valid results of program effectiveness (Shadish et al, 2002), which can inform practice of what works.…”

Section: Methodological Considerations With the Rct Designmentioning

confidence: 99%

Early Elementary School Interventions in Reading and Mathematics

Lindström-Sandahl

2024

Linköping Studies in Behavioural Science

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Section: Methodological Considerations With the Rct Designmentioning

confidence: 99%

Early Elementary School Interventions in Reading and Mathematics

Lindström-Sandahl

2024

Linköping Studies in Behavioural Science

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“…During these trying times when schoolchildren are confined within their homes, we believe that everyone deserves access to any intervention strategy. Moreover, while the random assignment is considered to be the most robust method for determining the impact of a particular treatment (Alferes, 2012 ; Shadish & Ragsdale, 1996 ), it is rarely possible in educational research (Davies et al, 2008 ). Fortunately, Edmonds and Kennedy ( 2017 ) asserted that a switching-replications experimental design works well for researching educational interventions where learning events are repeated at standard intervals throughout the year.…”

Section: Methodsmentioning

confidence: 99%

“We're going on a virtual trip!”: a switching-replications experiment of 360-degree videos as a physical field trip alternative in primary education

Garcia

Nadelson

Yeh

2023

ICEP

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Field trips are steadily declining due to limited funding, time constraints, safety concerns, and other logistical issues. Many schools are resorting to a virtual field trip (VFT), especially when education is disrupted due to public health concerns, natural disasters, or other unforeseen significant events. Virtual reality as a common form of VFT is likely not an option for many schools due to cost and other barriers. The purpose of our study was to explore the potential of going in a VFT using 360-degree (360°) videos as an alternative to a physical field trip in primary education. We recruited third-grade pupils (aged 8–9) from two private elementary schools to experience VFTs using 360° videos (360V) and regular videos (REGV). Using a switching-replications experimental design, we compared their content recall (assessment tests) and VFT experience (attitude, perceived usefulness, involvement, inquiry, video engagement, and virtual guide) across four-time points. Our results show that the increase in content recall scores of 360V groups after VFTs was consistently higher compared to REGV groups at all time points, although it was only significant in one quarter. We also found pupils’ video engagement, involvement, and attitude as significant factors in their VFT experience. These results call attention to a possible implementation of VFTs and continue the long-standing tradition that has been acknowledged as a student-centered, interactive instructional method.

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“…This indicated a response rate of 95%. The use of 38 respondents for the quantitative study was deemed appropriate considering the research topic, population and the purpose of the study (Davies, Williams & Yanchar, 2004). Altunişik, Coşkun, Bayraktaroğlu and Yildirim (2004) as cited in Delice (2010) argue that a sample size ranging from 30 to 500 at 95% confidence interval is good for a quantitative study.…”

Section: Methodsmentioning

confidence: 99%

Leadership Styles of Principals Based on Setting, Zone, and Location of Public Colleges of Education in Ghana

Esia-Donkoh

Quansah

2021

Preprint

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This study investigated the leadership styles of principals in public Colleges of Education (CoEs) in Ghana based on the setting, zone and location of the colleges. The quantitative method of the cross-sectional survey design was adopted for the study. The census sampling technique was employed to obtain 38 principals for the study. The Multifactor Leadership Questionnaire (MLQ) by Bass and Avolio (2004) was adapted to collect data from the principals. Means, standard deviation, t-test and ANOVA were utilised in analysing the data. The descriptive analysis established that generally, principals of public CoEs in Ghana mostly used transformational leadership style as compared to transactional and laissez-faire leadership styles. The inferential analyses also revealed that there were no statistically significant differences in the leadership styles of the principals based on setting, zone and location of the colleges. Among the recommendations is that the Ghana Tertiary Education Commission (GTEC), formerly known as the National Council for Teacher Education (NCTE), should consider competence when selecting and appointing principals and not the setting, zone and location of public CoEs because generally, these variables did not statistically significantly determine the leadership styles adopted by the principals.

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The Use of Randomisation in Educational Research and Evaluation: A Critical Analysis of Underlying Assumptions

Cited by 9 publications

References 8 publications

Early Elementary School Interventions in Reading and Mathematics

Early Elementary School Interventions in Reading and Mathematics

“We're going on a virtual trip!”: a switching-replications experiment of 360-degree videos as a physical field trip alternative in primary education

Leadership Styles of Principals Based on Setting, Zone, and Location of Public Colleges of Education in Ghana

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