NATIONAL UNIVERSITY OF SCIENCE AND TECHNOLOGY

FACULTY OF SCIENCE AND TECHNOLOGY EDUCATION

DEPARTMENT OF SCIENCE MATHEMATICS AND TECHNOLOGY EDUCATION

POST GRADUATE DIPLOMA IN SCIENCE AND TECHNOLOGY EDUCATION

COURSE TITLE: RESEARCH METHODS AND STATISTICS

COURSE CODE: PST5209

ASSIGNMENT QUESTION: DISCUSS THE ROLE PLAYED BY RESEARCH IN

EDUCATION

STUDENT NAME: JAMES GORORO

STUDENT NUMBER: NO2314032Q

LECTURER: DR E. MHLANGA

DUE DATE: 01/04/2024

INTRODUCTION
According to the American Educational Research Association, educational research
is the scientific field of study that examines education and learning processes, as well
as the human attributes, interactions, organizations, and institutions that shape
educational outcomes (AERA, 2019). It involves systematic investigation, data
collection, and analysis to enhance our understanding of educational practices,
policies, and their impact (Cohen, Manion, and Morrison, 2018, p. 4). Over the past
decades, educational research has become increasingly important in shaping effective
teaching methods and informing policy decisions (Jones, 2018, p. 32).

This essay explores the role of research in education, focusing on its impact on policy
development, curriculum design, teaching practices, and addressing educational
challenges. The aim of this essay is to explore how research enhances teaching
practices and addresses educational challenges and inequities. The essay will begin
by discussing how education has evolved through research. The essay will investigate
the role of research in developing effective teaching methods, provide examples of
teaching strategies informed by research and examine the use of research in
addressing educational challenges such as dropout rates, achievement gaps. The
essay will discuss the role of research in evaluating education programs. The research
will lastly look at how research influences education worldwide and how international
collaborations have shaped education systems in different countries.

HISTORICAL CONTEXT OF EDUCATIOAL RESEARCH

The evolution of research in education has been marked by significant milestones and
influential figures who have shaped the field through their contributions.

John Amos Comenius (1592-1670) advocated for universal education, and

emphasized sensory learning and systematic instruction in ‘Didactica Magna’ (Sadler,
2020, p. 24). Johann Heinrich Pestalozzi (1746-1827) focused on holistic development
and experiential learning, and emphasized nurturing the whole child emotionally,
physically, and intellectually (Proefriedt, 2019, p. 38). William James (1842-1910)
applied scientific methods to the study of education, and stressed understanding the
psychology of learning in ’Talks to Teachers on Psychology’ (Schwartz, 2018, p. 52).
John Dewey (1859-1952) revolutionized educational research with ‘learning by doing’,
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and advocated critical thinking and active learning in Democracy and Education
(Dewey, 2016, p. 81). Benjamin Bloom (1913-1999) developed Bloom's Taxonomy for
educational goals, and was influential in curriculum design and learning outcomes
research (Bloom, Engelhart, Furst, Hill, & Krathwohl, 1956, p. 105). Jean Piaget (1896-
1980) studied cognitive development and proposed stages of learning, and guided
age-appropriate educational interventions (Piaget, 1952, p. 67). Lev Vygotsky (1896-
1934) introduced sociocultural theory and the ‘zone of proximal development’, and
highlighted social interaction's role in learning (Vygotsky, 1978, p. 86). Carol Ann
Tomlinson (1951-), an expert in differentiated instruction provided practical strategies
for meeting diverse learner needs (Tomlinson, 2001, p. 42). John Hattie (1950-)
conducted meta-analysis on factors influencing student achievement and published
Visible Learning with evidence-based insights for educators (Hattie, 2009, p. 156).
Linda Darling-Hammond (1951-), an influential in teacher education and equity,
advocated high-quality teacher preparation and ongoing development (Darling-
Hammond, 2017, p. 213).

THE ROLE OF RESEARCH IN POLICY MAKING

Research plays a pivotal role in shaping educational policies (Hargreaves, A. 2007).
Policymakers rely on empirical evidence to design effective strategies, allocate
resources, and improve educational systems (Levin, B. 2013). In Zimbabwe, this
connection between research and policy is evident in various initiatives. One notable
example in Zimbabwe is the Education 5.0 policy, introduced recently. This policy aims
to revitalize the Zimbabwean economy by enhancing education. Researchers have
assessed its opportunities and challenges (Mabwe, N., & Mabhanda, W. 2023).

Evidence-based policies lead to positive outcomes (Hargreaves, A. 2007). When

policymakers base decisions on research findings, they can: Improve Learning
Environments – research informs classroom practices, curriculum design, and teacher
training; Enhance Equity – evidence helps address disparities in access and quality;
and Boost Student Achievement - effective policies positively impact learning
outcomes (Levin, B. 2013)

The above demonstrate how research informs policy decisions in education. By

examining research findings, policymakers can make evidence-based choices that are

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more likely to lead to positive outcomes for students, teachers, and educational
systems as a whole. Research helps policymakers understand the complexities of
educational challenges, evaluate the effectiveness of interventions, and design
policies that are grounded in empirical evidence and best practices.

RESEARCH IN CURRICULUM DEVELOPMENT

Research informs the development of curricula that align with local traditions,
institutional policies, and teaching practices. Effective curriculum design considers
learner needs, societal context, and educational goals (Sharpe, R. et al 2020).
Research helps educators make informed choices about content, pedagogy, and
assessment. It ensures that curricula are relevant, engaging, and effective. (Zeleke,
W. A. et al, N. 2020).

Case studies of successful curriculum changes provide valuable insights into how
educational institutions adapt and improve their curricula to meet evolving needs and
challenges. One notable example is Oxford University’s Flexible and Inclusive
Teaching (FIT) model, developed during the COVID-19 pandemic. Oxford transformed
its curriculum while preserving its hallmark of personalized education. The FIT model
is grounded in the local context, responsive to changing conditions, and aligned with
inclusive teaching priorities, resulting in enhanced student experience, flexibility, and
accessibility (Sharpe, 2020).

Choudhary (2023) conducted an extensive literature review and empirical analysis to

examine curriculum reforms. The research highlighted the positive effects of well-
structured curricula on students' cognitive abilities, critical thinking, and knowledge
acquisition. These findings underscored the importance of evidence-based curriculum
design in enhancing educational outcomes (Choudhary, 2023).

Research is thus fundamental to curriculum development, providing the evidence and

insights necessary to design, implement, and refine effective educational programs.
By continuously integrating research findings into curriculum development,
educational institutions can ensure that their programs remain relevant, effective, and
inclusive, ultimately fostering better educational outcomes for all students.

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IMPROVING TEACHING PRACTICES
Research plays a crucial role in identifying and addressing educational challenges by
providing insights, data, and evidence that inform strategies and interventions (Hattie,
J. 2009). Research thus helps in identifying and addressing educational challenges by
providing evidence-based insights into the underlying issues, evaluating the
effectiveness of interventions, and guiding the development of targeted strategies.
Research serves as a powerful tool for understanding the complexities of educational
challenges and finding evidence-informed solutions that can lead to meaningful
improvements in educational practices and outcomes (Brookhart, S. M. 2010).

Cognitive Load Theory, proposed by Sweller J (1988), demonstrates how research

has informed teaching strategies. This theory posits that learning is more effective
when cognitive load is managed appropriately (Sweller, J. 2003, p. 257). Constructivist
teaching methods, influenced by the work of Piaget and Vygotsky, emphasize the
active role of learners in constructing their own understanding through experience.
Research supports the effectiveness of these methods in promoting deep learning and
critical thinking (Kirschner, Sweller, & Clark, 2006, p. 75). Action Research is a
reflective process where educators systematically investigate their own teaching
practices to improve student outcomes (Ike, T. J. 2020). It involves a cycle of planning,
acting, observing, and reflecting, allowing teachers to make data-driven decisions and
adapt their methods in real-time (Somekh, B. 2006).

Research plays a critical role in improving teaching practices by providing evidence-

based strategies, fostering innovation, and ensuring continuous improvement. By
integrating research into daily practice, educators can enhance their teaching methods
and better meet the needs of their students.

ADDRESSING EDUCATIONAL CHALLENGES

According to Biesta et al (2019) research is fundamental in identifying and addressing
various educational problems. Through systematic investigation and empirical
evidence, research helps to understand the underlying causes of issues such as
dropout rates, achievement gaps, and inclusion, and it provides actionable solutions
(Biesta, G. et al 2019). Additionally, research plays a crucial role in the development

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of innovative educational technologies that enhance learning and teaching processes
(Kaur, S. 2022).

Research is essential in identifying the factors contributing to high dropout rates and
developing interventions to reduce them. Studies have shown that dropout rates are
influenced by a combination of individual, familial, and school-related factors. Balfanz,
Herzog, and Mac Iver (2007) conducted research on early warning systems (EWS)
that identify students at risk of dropping out. Their study found that monitoring
indicators such as attendance, behavior, and course performance can help schools
intervene early and prevent dropouts. The researchers state, "Schools that
implemented EWS were able to significantly reduce dropout rates by providing timely
support to at-risk students" (Balfanz, Herzog, & Mac Iver, 2007, p. 227).

According to Finn & Achilles (1999) research helps identify the causes of achievement
gaps between different student groups and develops strategies to close these gaps.
Achievement gaps are often linked to socioeconomic status, race, and other
demographic factors. The Student Teacher Achievement Ratio (STAR) project, a
longitudinal study conducted in Tennessee, demonstrated that small class sizes in
early grades significantly improve academic performance, especially for minority and
low-income students (Finn & Achilles, 1999, p. 574). This research led to policies
advocating for smaller class sizes to address achievement gaps.

Inclusive education aims to provide equitable learning opportunities for all students.
Research by Rose and Meyer (2002) on Universal Design for Learning (UDL) has
shown that designing flexible learning environments can accommodate the diverse
needs of all students. UDL principles advocate for multiple means of representation,
engagement, and expression, making learning more accessible. Rose and Meyer
assert, "UDL helps create inclusive classrooms by providing diverse learners with
multiple pathways to success" (Rose & Meyer, 2002, p. 47).

Research by Knewton (2013) highlights that adaptive learning platforms can

significantly improve student outcomes by providing customized learning experiences.
The study found that "students using adaptive learning technologies showed greater

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engagement and improved performance compared to traditional methods" (Knewton,
2013, p. 35).

Research by Deterding et al. (2011) has explored the impact of gamification on student
motivation and learning. Their study indicates that incorporating game elements into
educational activities can increase student engagement and motivation. The
researchers note, "Gamification has the potential to make learning more engaging and
enjoyable, leading to better educational outcomes" (Deterding et al., 2011, p. 12).

Research is thus instrumental in identifying and solving educational problems. By

providing empirical evidence and actionable insights, research helps address critical
issues such as dropout rates, achievement gaps, and inclusion. As education
continues to evolve, ongoing research will remain essential in addressing new
challenges and improving educational outcomes for all students.

THE ROLE OF RESEARCH IN EVALUATING EDUCATIONAL PROGRAMS

According to Weiss C.H., research is integral to program evaluation in education. It
provides a systematic approach to assessing the effectiveness, efficiency, and impact
of educational programs. Through research, educators and policymakers can make
informed decisions, identify areas for improvement, and ensure that resources are
used effectively (Weiss, 1998, p. 4).

Formative evaluation focuses on improving a program during its development and

implementation stages (Scriven, 1967, p. 41). Summative evaluation assesses the
overall impact and outcomes of a program after its completion (Scriven, 1967, p. 41).
Qualitative methods, such as interviews, focus groups, and case studies, provide in-
depth insights into participants' experiences and perceptions (Patton, 2002, p. 14).
Quantitative methods involve the collection and analysis of numerical data to measure
program outcomes. Surveys, standardized tests, and statistical analyses are common
quantitative approaches (Creswell, 2014, p. 155). Mixed methods evaluation
combines qualitative and quantitative approaches to provide a comprehensive
assessment of a program. By integrating diverse data sources, mixed methods offer
a richer understanding of program processes and outcomes (Creswell & Plano Clark,
2011, p. 213).
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Research is thus essential in program evaluation, providing critical feedback and
evidence to assess and improve educational programs.

GLOBAL PERSPECTIVE ON EDUCATIONAL RESEARCH

Educational research has a significant global dimension, with varying practices and
findings across different countries (De Wit, H. 2015). International collaborations play
a crucial role in enhancing the quality and impact of educational research, while global
research influences local education systems in diverse ways.

In the United States, educational research often emphasizes large-scale quantitative

studies and experimental designs to evaluate educational interventions. The National
Center for Education Statistics (NCES) conducts extensive surveys and assessments
to inform policy decisions (NCES, 2018). In contrast, the United Kingdom places a
strong emphasis on qualitative research, with a focus on understanding the socio-
cultural contexts of education. The Economic and Social Research Council (ESRC)
supports numerous qualitative studies exploring the experiences of students and
teachers (ESRC, 2019).

International collaborations facilitate the exchange of knowledge and expertise across

borders. The Program for International Student Assessment (PISA), conducted by the
Organisation for Economic Co-operation and Development (OECD), is a prime
example of international collaboration. PISA assesses the competencies of 15-year-
old students in reading, mathematics, and science across numerous countries. The
results provide valuable insights into the effectiveness of different educational systems
and inform policy decisions globally (OECD, 2019).

Global research influences local education systems by providing evidence-based

practices and policy recommendations that can be adapted to local contexts.
Research conducted by the International Literacy Association (ILA) has significantly
influenced literacy programs in South Africa. The ILA's findings on effective literacy
instruction have informed the design and implementation of the Early Grade Reading
Study (EGRS), which aims to improve reading outcomes for young learners. The
EGRS has led to substantial improvements in student literacy levels in participating
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schools (Pretorius & Spaull, 2016). Global research on Science, Technology,
Engineering, and Mathematics (STEM) education has influenced curriculum reforms
in India. The Indian government has incorporated findings from international studies
to enhance STEM education, emphasizing hands-on learning and inquiry-based
approaches. These reforms aim to improve student engagement and achievement in
STEM subjects (MHRD, 2018).

By fostering international collaboration and leveraging global research findings,

education systems worldwide can enhance the quality and equity of education for all
students.

CONCLUSION
Research is the backbone of education, driving continuous improvement and
innovation across all aspects of the educational system. Case studies, such as Oxford
University’s FIT model and the initiatives aimed at enhancing first-year student
success, exemplify the transformative power of research-driven curricula in improving
student engagement and learning outcomes. The development of teaching methods
like Direct Instruction, Differentiated Instruction, and Cooperative Learning
underscores how research shapes effective teaching practices, ensuring that
educators can meet the diverse needs of their students.

Furthermore, action research empowers teachers to refine their classroom practices

based on real-time data, fostering a culture of continuous improvement and
responsiveness to student needs. By highlighting the role of research in educational
policy development, program evaluation, and the integration of innovative
technologies, we see how research not only addresses immediate educational
challenges but also paves the way for future advancements.

In a globalized world, international collaborations and the sharing of research findings

enrich local education systems, demonstrating the interconnectedness and universal
importance of research in education. By embracing research as a fundamental
component of educational practice, educators and policymakers can ensure that all
students have access to high-quality, equitable, and effective education, ultimately
fostering a brighter future for learners worldwide.
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