Research in education is based and is validated by test groups involving students. However, teachers are not unified in their outcome. Some consistently produce higher average scores given uniformly allocated student capabilities classes and some reasonable time frame to gather data.
These teacher's methodologies bear a causal role to these results but these results they may not be explained by standard explanations i.e. cognitive or behavior focus or lesson plan delivery and quality.
These kind of research scenarios might also be use to downplay the actual contribution to learning of popular ideas like student engagement or the popular conceptions of engagement i.e. 1/3 of class time, 1/2 of student population participating or surface types of participation or teacher-led participation based on class momentum rather than authentic understanding. Cognitive models with little engagement might prove to contribute more than believed.
You raised a highly profound and philosophical question. Some say that 'the means justify the ends and some other scholars say that 'the ends justify the means. These two positions are named the process model and the objectives model, respectively.
As you well know, the objectives model highly dominates over the process model though significant attempts have been made for years to elevate the value of the process model. That is why most studies focus on checking student outcomes at the cost of the process.
However, I suggest that both of the perspectives should be respected in doing research in the area of teaching and learning.
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Thanks Solomon Mengistie for mentioning the process model vs outcomes/objectives.
First, there is a widely held position that the method does not influence the results, that it is a good ethical attitude to accept that different methods bear the same weight in outcomes and people should focus on correct implementation and research should focus teaching effectivemess with method process success or link specific outcomes of each process only with respect to apt implementation of the process*.
I would add that apart from philosophical questions there is the easy path vs more demanding approach, as human nature considerations play important role.
For example, some methodologies like the behaviorist-theory based are by definition easier to provide clear and measurable process measures which makes the research literature favoring it in the process domain. So if the process domain is found to be functionable in many studies, by above premise contributing to education goals.
On the other hand, cognitive methods by human nature considerations risk being seen as less effective because this method does not leave easily identified signs (brain activity is not as obvious as student behaviors). So this method reveived little attention on process studies.
Issues also ensue in measuring outcomes which in my opinion undermine the validity of research. In general there is no clear inclination among teachers as to which methodology they use so the end results of students i.e national wide exams cannot be linked to a method's prowess*.
There are also ethical and political matters in measuring its outcomes (comparing teachers and measuring results while averaging factors that might affect this comparison) which sabotage outcomes measurements initiatives. Thus, cognitive methods which lack easy process measurement as well, are largelly untested.
*This is not the case, however, in principal's leadership studies where the different styles (methods of leadership) are against each other as well to see the more effective.
Wonderful discussion. The importance of student engagement and teacher competence seem the key issues. Do teachers with high PCK (pedagogical content knowledge) get better engagement and better results? The issue of measuring/assessing is the biggest challenge of scaling up any activity which is why this particular conversation (about educational outcomes) is endlessly challenging.
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