RSE4801
ASSIGNMENT 6 (CONTINGENCY ASSIGNMENT)
DUE 23 January 2026
A. LEARNING UNIT 1: BECOMING AN EDUCATIONAL RESEARCHER
INTRODUCTION
Educational research plays a central role in improving teaching, learning, policy
formulation and educational decision-making. Becoming an effective educational
researcher requires more than technical skills; it also relies on intellectual dispositions,
ethical awareness, reflective capacity and the ability to link abstract concepts to lived
realities. These competencies shape not only how a researcher approaches a study but
also how they design, interpret and disseminate findings.
In this essay, I discuss the key skills and qualities needed to become an effective
educational researcher and explore how these attributes inform research design and
influence the outcomes of a research project. I draw on prescribed readings, theoretical
perspectives and my own experiences of learning to conduct research within
educational contexts.
1. Core Skills Required in Educational Research
1.1 Critical thinking and analytical skills
Critical thinking forms the foundation of educational inquiry. According to McMillan and
Schumacher (2019), researchers must be able to question assumptions, evaluate
arguments and analyse evidence rigorously. In my own experience, critical thinking
allows me to interrogate dominant narratives about schooling, learning or social
inequalities rather than accepting them as fixed. This skill helps researchers identify
, gaps in existing literature, recognise patterns in data and make logically sound
interpretations.
Analytical skills complement critical thinking because researchers must be able to break
down complex educational phenomena into meaningful components. Whether analysing
learner performance, teacher practices or institutional cultures, researchers must
systematically examine relationships and make sense of nuanced realities. This
ensures that conclusions are not superficial but grounded in careful interpretation of the
evidence.
1.2 Research literacy and methodological competence
Educational researchers must understand research paradigms, methodologies and
data-collection techniques. Cohen, Manion and Morrison (2018) argue that
methodological competence enables researchers to choose approaches that best
address their research questions. This includes understanding qualitative, quantitative
and mixed-methods designs, as well as appropriate sampling strategies, data-collection
tools and analysis procedures.
My own engagement with research modules has shown me the importance of
methodological clarity. For example, selecting a qualitative approach makes sense
when exploring personal experiences or classroom interactions, while quantitative
methods are suitable for studying large-scale patterns. Without research literacy, a
study may become misaligned, resulting in weak or invalid findings.
1.3 Academic reading and writing skills
Effective educational researchers must be able to read academic texts critically and
write in a scholarly manner. Academic writing requires coherence, logical structure,
precision and the ability to reference correctly. Since research contributes to a broader
scholarly conversation, one must accurately communicate ideas, summarise literature
and build arguments supported by evidence (Creswell & Creswell, 2018).
ASSIGNMENT 6 (CONTINGENCY ASSIGNMENT)
DUE 23 January 2026
A. LEARNING UNIT 1: BECOMING AN EDUCATIONAL RESEARCHER
INTRODUCTION
Educational research plays a central role in improving teaching, learning, policy
formulation and educational decision-making. Becoming an effective educational
researcher requires more than technical skills; it also relies on intellectual dispositions,
ethical awareness, reflective capacity and the ability to link abstract concepts to lived
realities. These competencies shape not only how a researcher approaches a study but
also how they design, interpret and disseminate findings.
In this essay, I discuss the key skills and qualities needed to become an effective
educational researcher and explore how these attributes inform research design and
influence the outcomes of a research project. I draw on prescribed readings, theoretical
perspectives and my own experiences of learning to conduct research within
educational contexts.
1. Core Skills Required in Educational Research
1.1 Critical thinking and analytical skills
Critical thinking forms the foundation of educational inquiry. According to McMillan and
Schumacher (2019), researchers must be able to question assumptions, evaluate
arguments and analyse evidence rigorously. In my own experience, critical thinking
allows me to interrogate dominant narratives about schooling, learning or social
inequalities rather than accepting them as fixed. This skill helps researchers identify
, gaps in existing literature, recognise patterns in data and make logically sound
interpretations.
Analytical skills complement critical thinking because researchers must be able to break
down complex educational phenomena into meaningful components. Whether analysing
learner performance, teacher practices or institutional cultures, researchers must
systematically examine relationships and make sense of nuanced realities. This
ensures that conclusions are not superficial but grounded in careful interpretation of the
evidence.
1.2 Research literacy and methodological competence
Educational researchers must understand research paradigms, methodologies and
data-collection techniques. Cohen, Manion and Morrison (2018) argue that
methodological competence enables researchers to choose approaches that best
address their research questions. This includes understanding qualitative, quantitative
and mixed-methods designs, as well as appropriate sampling strategies, data-collection
tools and analysis procedures.
My own engagement with research modules has shown me the importance of
methodological clarity. For example, selecting a qualitative approach makes sense
when exploring personal experiences or classroom interactions, while quantitative
methods are suitable for studying large-scale patterns. Without research literacy, a
study may become misaligned, resulting in weak or invalid findings.
1.3 Academic reading and writing skills
Effective educational researchers must be able to read academic texts critically and
write in a scholarly manner. Academic writing requires coherence, logical structure,
precision and the ability to reference correctly. Since research contributes to a broader
scholarly conversation, one must accurately communicate ideas, summarise literature
and build arguments supported by evidence (Creswell & Creswell, 2018).
