Conducting process-product studies : some considerations

Abstract

One of the major factors which deter mines the validity of research findings is undoubtedly the effectiveness of the decision-making process in setting up a design and a general methodology which are both rigorous and compatible with the aims of the study. Indeed, all the decisions made, be they major or minor ones, and related problems, vary from one study to the next depending largely on the nature and purpose of the exercise. The great majority of decisions required in designing a study are made in its early stages, It is usually the case, however, that in the course of a study other decisions would have to be taken. Since most decisions are interrelated, a change in one would precipitate a change in, or a reconsideration of, at least a second decision. Vis-a-vis the above, it is the purpose of this paper to discuss some of the aspects and issues which should be considered in a research study of the relationship between teaching and attainment. Although most of the following arguments and considerations would be valid for such a study at the primary or secondary level of education, these would be more true at the former level.