Research on Teaching: Process-Product Research Findings and the Feeling of Obviousness

To address the charge that research findings are obvious, this study examined the perceived obviousness of 12 findings of process-product research on teaching. Twelve hundred and fifteen volunteers in Singapore and in the San Francisco Bay Area rated the degree of obviousness of each finding after (...

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Bibliographic Details
Published in:Journal of educational psychology 1995-09, Vol.87 (3), p.504-511
Main Author: Wong, Lily Yee-Sheung
Format: Article
Language:English
Subjects:
Adults
Attitudes
Biological and medical sciences
California (San Francisco Bay Area)
Cultural Background
Educational psychology
Educational Research
Foreign Countries
Fundamental and applied biological sciences. Psychology
Knowledge Level
Miscellaneous
Perceptions
Process Product Research
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Sex Differences
Singapore
Teaching
Volunteers
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Summary:To address the charge that research findings are obvious, this study examined the perceived obviousness of 12 findings of process-product research on teaching. Twelve hundred and fifteen volunteers in Singapore and in the San Francisco Bay Area rated the degree of obviousness of each finding after (a) attempting to select the actual finding from two possible opposite outcomes, (b) reading a single outcome that was either the actual or the direct opposite of the actual finding, or (c) reading a single outcome plus an explanation for the outcome. The selections of actual findings and the ratings of obviousness of actual or opposite-of-actual findings indicated that respondents could not always distinguish the true findings from their opposites. Explanations tended to increase the rated obviousness of the findings. Differences in gender, knowledge about teaching, and cultural background had inconsistent effects on the judgments of obviousness.
ISSN:0022-0663
1939-2176
DOI:10.1037/0022-0663.87.3.504