Abductive Reasoning in Educational Research with International Large-Scale Assessments (ILSAs)

• In Event: Methodology

Proposal

INTRODUCTION:
International Large-Scale Assessments (ILSAs) play a critical role in evaluating educational systems globally. The complexity of these assessments, with diverse cultural, social, and political factors influencing student achievement, requires sophisticated reasoning approaches. This proposal aims to examine the relevance and applications of abductive reasoning in educational research, particularly in the context of ILSAs. By understanding how abductive reasoning complements deductive and inductive approaches, we enhance the interpretation and utilization of ILSA data.

OBJECTIVES:
1. To explore the concept of abductive reasoning and its characteristics in comparison to deductive and inductive reasoning.
2. To demonstrate the utility of abductive reasoning in generating hypotheses, pattern recognition, and decision-making in educational research.
3. To investigate the challenges and limitations of abductive reasoning in interpreting ILSA data.
4. To showcase hypothetical scenarios where abductive reasoning can guide practical actions in educational contexts.

LITERATURE REVIEW:
The paper conducts a comprehensive literature review on various forms of reasoning employed in educational research, with a specific focus on deductive and inductive reasoning. Throughout the review, two illustrative examples of deductive and inductive reasoning applied in education research are identified.

An exemplary instance of deductive reasoning in education research can be found in the study conducted by Grisay and Monseur (2010). Their research aims to examine the impact of different item calibration and student score estimation methods used in international large-scale assessments (ILSAs) like PISA, TIMSS, and PIRLS on score comparability across countries. They initiate their investigation with the premise that variations in methodology could potentially affect the interpretation and comparison of assessment results. By gathering and analyzing empirical data from 26 countries, their study confirms that the different methods indeed lead to differences in score comparability, thus highlighting the value of deductive reasoning in addressing specific aspects of ILSA methodology.

On the other hand, Chudgar and Luschei (2009) provide a compelling example of inductive reasoning applied in education research. In their study, they conduct a hierarchical cross-national comparison to examine the role of national income and income inequality on the importance of schools in various countries. They start with specific observations of student achievement in different economic and social contexts and seek to generalize broader conclusions about the significance of schools in shaping educational outcomes. Through this inductive approach, they identify patterns indicating that schools play a more crucial role in promoting academic achievement in countries with lower national incomes and higher income inequality. This study showcases the use of inductive reasoning in education research, where researchers begin with specific instances and derive broader generalizations to draw insights into the relationship between socioeconomic factors and student achievement.

While deductive and inductive reasoning have found applications in educational research, the review acknowledges the dearth of studies using abductive reasoning in this domain. The absence of such studies prompts the need for future research to explore the potential contribution of abductive reasoning in educational contexts, particularly in dealing with complex, multifaceted data generated by ILSAs and when navigating uncertainty and incomplete information in decision-making processes. Understanding the role of abductive reasoning in educational research could offer new perspectives and enrich the field's methodological diversity, enhancing hypothesis generation and pattern recognition in the pursuit of valuable educational insights.

METHODS:
The proposal employs an analytical approach, drawing on existing studies and hypothetical scenarios to illustrate the application of abductive reasoning in educational research with ILSAs. It analyzes previous studies and explores the interpretations and implications of various reasoning approaches used in these research works.

EXPECTED OUTCOMES:
The proposal aims to highlight the value of abductive reasoning in educational research with ILSAs. It seeks to promote a comprehensive understanding of educational phenomena, leading to evidence-based decision-making and policies that can enhance educational outcomes globally.

CONCLUSION:
By incorporating abductive reasoning alongside deductive and inductive approaches, educational researchers can generate more nuanced hypotheses and gain deeper insights into complex educational systems. This proposal seeks to contribute to the academic discourse on the relevance of abductive reasoning in the field of education and its potential impact on improving educational research and policymaking. The findings shed light on the importance of employing diverse reasoning strategies to address the challenges posed by ILSAs and contribute to the advancement of education research.

REFERENCES:
Chudgar, A., & Luschei, T. F. (2009). National income, income inequality, and the importance of schools: A hierarchical cross-national comparison. American Educational Research Journal, 46(3), 626-658.
Grisay, A., & Monseur, C. (2010). Comparison of item calibration and student score estimation in the PISA, TIMSS, and PIRLS surveys. Large-scale Assessments in Education, 2(1), 1-19.

Authors

• David Joseph Rutkowski, Indiana University

• Andres Sandoval-Hernandez, University of Bath