It is widely known that there is a dearth of education research in South Africa which takes
as its methodological basis experimentation. The emphasis has been on educators’ and
learners’ experiential understanding in the first decade of democracy after apartheid,
when qualitative research predominated. The article investigates, first, the extent of
experimental and quasi-experimental research designs. Second, we examine, drawing
upon a sample of theses which self-report as experimental and quasi-experimental
research, the extent to which such methodologies are actually deployed and with what
success or efficacy. And, third, we interrogate the associations of experimental and
quasi-experimental designs with particular disciplines within education. This article
points out the problems with random assignment of participants into experimental and
control group in educational settings. Most of the experimental research is concentrated
in three institutions in the Gauteng Province, while there are six institutions where this
methodology is not used. Also, the experimental designs are prevalent in the psychology
of education discipline. This points, ultimately, to the lack of supervision capacity in the
experimental designs in South African higher education institutions.
It is widely known that there is a dearth of education research in South Africa which takesas its methodological basis experimentation. The emphasis has been on educators’ andlearners’ experiential understanding in the first decade of democracy after apartheid,when qualitative research predominated. The article investigates, first, the extent ofexperimental and quasi-experimental research designs. Second, we examine, drawingupon a sample of theses which self-report as experimental and quasi-experimentalresearch, the extent to which such methodologies are actually deployed and with whatsuccess or efficacy. And, third, we interrogate the associations of experimental andquasi-experimental designs with particular disciplines within education. This articlepoints out the problems with random assignment of participants into experimental andcontrol group in educational settings. Most of the experimental research is concentratedin three institutions in the Gauteng Province, while there are six institutions where thismethodology is not used. Also, the experimental designs are prevalent in the psychologyof education discipline. This points, ultimately, to the lack of supervision capacity in theexperimental designs in South African higher education institutions.
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