Title
Uloga i značaj postupka retestiranja u kvazi-eksperimentalnim istraživanjima u pedagogiji
Creator
Osmanović, Jelena 1989-
Copyright date
2021
Object Links
Select license
Autorstvo-Nekomercijalno-Bez prerade 3.0 Srbija (CC BY-NC-ND 3.0)
License description
Dozvoljavate samo preuzimanje i distribuciju dela, ako/dok se pravilno naznačava ime autora, bez ikakvih promena dela i bez prava komercijalnog korišćenja dela. Ova licenca je najstroža CC licenca. Osnovni opis Licence: http://creativecommons.org/licenses/by-nc-nd/3.0/rs/deed.sr_LATN. Sadržaj ugovora u celini: http://creativecommons.org/licenses/by-nc-nd/3.0/rs/legalcode.sr-Latn
Language
Serbian
Cobiss-ID
Theses Type
Doktorska disertacija
description
Datum odbrane: 09.07.2021.
Other responsibilities
mentor
Maksimović, Jelena
predsednik komisije
Banđur, Veljko
član komisije
Matejević, Marina
član komisije
Teodorović, Jelena
Academic Expertise
Društveno-humanističke nauke
University
Univerzitet u Nišu
Faculty
Filozofski fakultet
Group
Departman za pedagogiju
Alternative title
The impact of the retesting procedure on the quasi-experimental research in pedagogy
: doctoral dissertation
Publisher
[Ј. S. Osmanović Zajić]
Format
[12], 183, 3 lista
description
Biografija autora: list. 185-186;
Bibliografija: listovi 151-170.
description
Research in pedagogy; Statistics in pedagogical research
Abstract (en)
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.
Authors Key words
Korelativnost, kauzalnost, eksperimentalna pedagogija, kvazi-eksperimentalna pedagogija, retestiranje, istraživanje
Authors Key words
Correlativity, causality, experimental pedagogy, quasi-experimental pedagogy, retesting, research
Classification
37.012/.013(043.3)
Subject
S 274; S 284
Type
Tekst
Abstract (en)
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.
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