Researcher bias presents a serious problem, as it can skew results and invalidate findings. So what should research-focused teachers be aware of around the issue?
Researcher bias occurs when a researcher’s own beliefs or expectations influence the outcome of their research. This can happen in a number of ways, such as selecting participants who are likely to confirm the researcher’s hypothesis; asking leading questions that suggest the answer the researcher wants to hear; and interpreting data in a way that supports the researcher’s predictions.
In education research, this could mean, for example, a researcher who is studying the effects of a new literacy intervention may be more likely to interpret data in a way that supports the effectiveness of the intervention, even if the data is not conclusive.
Researcher bias is dangerous because it can lead to inaccurate or misleading results. There are a number of things that researchers can do to minimise researcher bias, such as being aware of their own biases and how these might influence their research, using a variety of methods to collect data, and having other researchers review their work.
Where can I see this in action?
Here are some examples of studies that have taken steps to reduce bias. In 2017, the EEF explored the efficacy of Lesson Study, a collaborative CPD approach that began in Japan and was gaining popularity in England. After a trial involving more than 12,000 children, more than £500,000 in funding and almost three years of study, it was deemed that the programme was “not successful in raising pupil performance compared to the control schools which implemented standard practice”, with “firm confidence in the results”.
Also in 2017, an EEF evaluation of Teacher Observation - an intervention aimed to improve teacher effectiveness through structured peer observation - found that there was no evidence of improvement in combined GCSE English and maths scores, with a high level of security from the study findings.
The Education Endowment Foundation (EEF) is an independent charity dedicated to breaking the link between family income and educational achievement.
To achieve this, it summarises the best available evidence for teachers; its Teaching and Learning Toolkit, for example, is used by 70 per cent of secondary schools.
The charity also generates new evidence of “what works” to improve teaching and learning, by funding independent evaluations of high-potential projects, and supports teachers and senior leaders to use the evidence to achieve the maximum possible benefit for young people.
