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REVIEW OF EXPERIMENTAL DESIGNS AND METHODS IN ECONOMICS OF EDUCATION RESEARCH

Cilt: 12 Sayı: 23 31 Temmuz 2020
  • Hüseyin Atakan Keskin
  • Mehmet Levent Yılmaz
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REVIEW OF EXPERIMENTAL DESIGNS AND METHODS IN ECONOMICS OF EDUCATION RESEARCH

Abstract

The field of economics of education has been receiving constant attention with the advent of growth theories stating how education can produce sustainable long-run economic growth and increase people’s skills (Hanushek & Woessmann, 2015; Mincer, 1974). Despite its universal relevance, educational research has not been placed on the same scale with fields such as medicine due to seldom usage of robust quantitative research and the dearth of causal inferences (Creemers, Kyriakidēs, & Sammons, 2010). Given this, leading countries in educational research such as the United States (Scimago Journal & Country Rank, 2018) have been initiating “repeated calls for education policy to rely on a foundation of scientifically based research” (Angrist, 2003, para. 1) to nudge the field of education towards using rigorous and innovative methodological methods and experiments (Murnane & Willett, 2011). Using an experimental method is most suitable when the research aims to test the impact of intervention within the respected field of research (Beach & Pedersen, 2016). Henceforward, this paper addresses the opportunities and challenges of using experimental methods in educational interventions, particularly randomized control trials (RCT) and quasi-experiments that test the impact of financial incentives to increase student outcomes. The first section is an overview of experimental designs, followed by sections delineating on RCTs and quasi-experiments, and discussing empirical studies that employ such methods. It should be noted that this paper argues in favor of neither quantitative nor qualitative research methods as both methods can produce quality research if implemented rigorously (Lodico, Spaulding, & Voegtle, 2010).

Keywords

Kaynakça

  1. ANGRIST, J. (2003, Summer). Randomized Trials and Quasi-Experiments in Education Research. Retrieved March 11, 2019, from https://www.nber.org/reporter/summer03/angrist.html
  2. ANGRIST, J. D. (2004). American Education Research Changes Tack. Oxford Review of Economic Policy, 20(2), 198-212. doi:10.1093/oxrep/grh011
  3. ANGRIST, J., BETTINGER, E., BLOOM, E., KING, E., & KREMER, M. (2001). Vouchers for Private Schooling in Colombia: Evidence from a Randomized Natural Experiment. THE AMERICAN ECONOMIC REVIEW, 1535-1558. doi:10.3386/w8343
  4. ANGRIST, J., & Lavy, V. (2002). The Effect of High School Matriculation Awards: Evidence from Randomized Trials. American Economic Review. doi:10.3386/w9389
  5. ATTIA, A. (2005). Bias in RCTs: Confounders, selection bias and allocation concealment. Middle East Fertility Society Journal, 10(3), 258-261. Retrieved March 14, 2019.
  6. BEACH, D., & PEDERSEN, R. B. (2016). Causal case study methods foundations and guidelines for comparing, matching and tracing. Ann Arbor: University of Michigan Press.
  7. BESLEY, T. (2009). Assessing the quality of educational research in higher education: International perspectives. Rotterdam, Netherlands: Sense.
  8. BRADSHAW, C. P., ZMUDA, J. H., KELLAM, S. G., & Ialongo, N. S. (2009). Longitudinal impact of two universal preventive interventions in first grade on educational outcomes in high school. Journal of Educational Psychology, 101(4), 926-937. doi:10.1037/a0016586

Ayrıntılar

Birincil Dil

İngilizce

Konular

-

Bölüm

Araştırma Makalesi

Yazarlar

Hüseyin Atakan Keskin Bu kişi benim
Türkiye

Mehmet Levent Yılmaz Bu kişi benim
Türkiye

Yayımlanma Tarihi

31 Temmuz 2020

Gönderilme Tarihi

15 Mayıs 2020

Kabul Tarihi

-

Yayımlandığı Sayı

Yıl 2020 Cilt: 12 Sayı: 23

Kaynak Göster

APA
Keskin, H. A., & Yılmaz, M. L. (2020). REVIEW OF EXPERIMENTAL DESIGNS AND METHODS IN ECONOMICS OF EDUCATION RESEARCH. Finansal Araştırmalar ve Çalışmalar Dergisi, 12(23), 524-534. https://doi.org/10.14784/marufacd.785236

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