NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ875549
Record Type: Journal
Publication Date: 2005
Pages: 19
Abstractor: As Provided
Reference Count: 93
ISSN: ISSN-1099-839X
A Typology of Errors and Myths Perpetuated in Educational Research Textbooks
Onwuegbuzie, Anthony J.; Leech, Nancy L.
Current Issues in Education, v8 n7 2005
This paper identifies major errors and myths perpetuated by educational research textbooks. The most pervasive errors and myths advanced by methodology textbooks at the following eight phases of the educational research process are described: (a) formulating a research problem/objective; (b) reviewing the literature; (c) developing the research purpose/research question(s) and hypotheses; (d) selecting a research design/method; (e) collecting data; (f) analyzing the data; (g) interpreting/validating the data; and (h) communicating the findings. Second, the implications of these errors and myths are provided. It is shown how research textbooks can be reframed to break down the barriers between quantitative and qualitative research.
Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A