Uloga i značaj postupka retestiranja u kvazi-eksperimentalnim istraživanjima u pedagogiji

Abstract

Pedagogical epistemology examines both the possibility and feasibility of scientific knowledge in pedagogy and the manner in which educational phenomena can be explained, predicted and controlled, i.e. established on theoretical, methodological and educational basis. Scientific freedom presupposes the freedom of thought and the possibility of continuous research. It is directed towards new scientific discoveries, their analysis and generalisation of facts, which enables the postulation of new theories. Learning the structure of the objective reality through its rules and regulations represents one of the fundamental tasks of pedagogy as a science belonging to social sciences and humanities. Does a statistically significant connection between the phenomena in the quasi-experimental research conducted by retesting procedures indicate the existence of causal and consequential relationships? The research results and the confirmed hypothesis propose a novel pedagogical rule: “correlational connections and relationships between the studied phenomena may indicate causal and consequential relationships”. A potential effect of the experimental factor on the research dependent variable in the course of multiple retesting procedures may suggest that retesting always yields more valid and reliable results, that correlational connections may indicate causal and consequential relationships, that the repetition of quasi-experimental researches are characterised by the features of a true experimental research without a random distribution of samples.