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Osmanović, Jelena 1989-
Uloga i značaj postupka retestiranja u kvazi-eksperimentalnim istraživanjima u pedagogiji
Autorstvo-Nekomercijalno-Bez prerade 3.0 Srbija (CC BY-NC-ND 3.0)
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Academic metadata
Doktorska disertacija
Društveno-humanističke nauke
Univerzitet u Nišu
Filozofski fakultet
Departman za pedagogiju
Other Theses Metadata
The impact of the retesting procedure on the quasi-experimental research in pedagogy
: doctoral dissertation
Research in pedagogy; Statistics in pedagogical research
Maksimović, Jelena (mentor)
Banđur, Veljko (predsednik komisije)
Matejević, Marina (član komisije)
Teodorović, Jelena (član komisije)
Pedagogical epistemology examines both the possibility and feasibility of scientific knowledge in pedagogy and the manner in which educational phenomena can be explained, predicted and controlled, i.e. established on theoretical, methodological and educational basis. Scientific freedom presupposes the freedom of thought and the possibility of continuous research. It is directed towards new scientific discoveries, their analysis and generalisation of facts, which enables the postulation of new theories. Learning the structure of the objective reality through its rules and regulations represents one of the fundamental tasks of pedagogy as a science belonging to social sciences and humanities. Does a statistically significant connection between the phenomena in the quasi-experimental research conducted by retesting procedures indicate the existence of causal and consequential relationships? The research results and the confirmed hypothesis propose a novel pedagogical rule: “correlational connections and relationships between the studied phenomena may indicate causal and consequential relationships”. A potential effect of the experimental factor on the research dependent variable in the course of multiple retesting procedures may suggest that retesting always yields more valid and reliable results, that correlational connections may indicate causal and consequential relationships, that the repetition of quasi-experimental researches are characterised by the features of a true experimental research without a random distribution of samples.
Korelativnost, kauzalnost, eksperimentalna pedagogija, kvazi-eksperimentalna pedagogija, retestiranje, istraživanje
Correlativity, causality, experimental pedagogy, quasi-experimental pedagogy, retesting, research
37.012/.013(043.3)
S 274; S 284
Serbian
43896329
Tekst
Pedagogical epistemology examines both the possibility and feasibility of scientific knowledge in pedagogy and the manner in which educational phenomena can be explained, predicted and controlled, i.e. established on theoretical, methodological and educational basis. Scientific freedom presupposes the freedom of thought and the possibility of continuous research. It is directed towards new scientific discoveries, their analysis and generalisation of facts, which enables the postulation of new theories. Learning the structure of the objective reality through its rules and regulations represents one of the fundamental tasks of pedagogy as a science belonging to social sciences and humanities. Does a statistically significant connection between the phenomena in the quasi-experimental research conducted by retesting procedures indicate the existence of causal and consequential relationships? The research results and the confirmed hypothesis propose a novel pedagogical rule: “correlational connections and relationships between the studied phenomena may indicate causal and consequential relationships”. A potential effect of the experimental factor on the research dependent variable in the course of multiple retesting procedures may suggest that retesting always yields more valid and reliable results, that correlational connections may indicate causal and consequential relationships, that the repetition of quasi-experimental researches are characterised by the features of a true experimental research without a random distribution of samples.
https://phaidrani.ni.ac.rs/detail_object/o:1743?tab=0#mda
