Research methods in pedagogical studies: Problems of practical implementation
DOI:
https://doi.org/10.33910/1992-6464-2025-216-9-20Keywords:
pedagogical research methods, theoretical methods, empirical methods, qualitative methods, quantitative methods, observation method, focus group method, questionnaire methodAbstract
Introduction. This article examines the use of research methods in pedagogical dissertations and provides a concise historical overview of the topic. The author draws attention to scholarly sources that outline specific methodological requirements intended to ensure greater reliability of scientific findings.
Materials and Methods. The author analyzes dissertations in pedagogy defended before various dissertation councils between 1960 and 2020, as well as relevant pedagogical research literature. The study employs theoretical methods: the analysis of pedagogical research publications, generalization, systematization, and comparison. The section entitled ‘Theoretical analysis of the development of ideas about research methods’ focuses on the Soviet period of pedagogical methods research, summarizing various approaches to the classification of research methods, tracing the evolution of trends in methods research, showing the ways of expanding the knowledge about research methods, and addressing the development of methodology (methodological knowledge, research methods and their mutual influence). The first part of the article also covers the established requirements for research methods. The analysis confirms that the development and use of research methods play a crucial role in pedagogical research, as evidenced by the emergence of new methods and their application in dissertations. Based on expert assessment and analysis of dissertations, the author identifies the main errors in the use of research methods in dissertations that undermine the reliability of interpretations and conclusions. Special attention was given to the methods of observation, focus group research, and surveys. The analysis reveals that, for example, some dissertations claim to employ the method of observation, yet do not contain observation protocols, observation diaries or observation indicators. Further, these works also fail to include the results of the three evaluation indicators necessary for the method of observation as a scientific method — namely, the coefficient of agreement between observers, the coefficient of stability, and the coefficient of reliability.
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