Chapter 2: Evidence-Based Practice

As the name suggests, evidence-based practice is ensuring that instructional techniques are based on evidence from research findings. As is the case with any other venture that one might attempt to pursue, whether it is a trip to the moon, or an attempt at eradicating some disease, it could not be done without research (Clark & Mayer, 2011). It is important to know that the instruction will work, and a look at the vast expanse of existing research is probably the best place to start. The purpose of evidence-based practice, or at least its main purpose, is to find out what works in helping children learn. There are various aspects to be considered in examining the relevance of evidence-based practice. When the goal is to determine what works, the preferred method should be an experimental comparison, in which the user can compare test performance of people who learned with or without an instructional feature. In performing experimental comparison, it is necessary to choose good research. To ensure that the research is good, one should first ensure that situations, leaning environments, materials, and learners involved are all similar to his/hers, and that he/she is genuinely interested in the method chosen. It is also important in selecting good research, to ensure that the research method is the appropriate one for the study. Likewise, to determine the effectiveness of the instructional method, one should focus on research that emphasizes experimental comparison. Determining whether experimental comparison meets the standards of good research methodology requires three considerations: experimental control, random assignment, and appropriate measures. Experimental control involves setting up an experimental group and a control group for comparison on a number of features. In random assignment, learners are assigned randomly, possibly on the basis of choice, excluding an important criterion, in which case the research is likely to be ineffective. In appropriate measures, the research report outlines the mean, standard deviation, and sample size for each group. However, if it does not measure learning effects, the research is also ineffective. The second criterion in determining instructional effectiveness is the condition under which the instructional method will work (with a particular learning group, in a particular learning environment, or with certain learning objectives). In this case, the research method is the factorial experimental comparison, which compares test performance of people who learned with or without an instructional feature, but varies the learning conditions. Equally important is determining the effectiveness of the instructional method, and by what process it works best. When such is the goal, the preferred research method is observational analysis, questionnaire, or interview, in which case results are coming directly from the learner, whether by observation or direct response. Reflection I find the description of information included in Evidence-Based Practice to be important because of the similarity, to instructional matters such as learning styles and approaches, factors which also help in determining how students learn and how instruction should be applied to bring about that learning. The research methods are comparable to assessments used in diagnosing and determining the knowledge level and ability of the learner. Through observation or interview, direct diagnosis, which is likely most accurate, can be accomplished in both cases. Other methods of assessment, including testing, are used to determine effectiveness of instruction, as is also the case of observational analysis. This information did not change my mind or views about distant education. Instead it will serve as reinforcement to my instructional approach, particularly the approach of ‘direct diagnosis’ in which the information is received directly from the learner. Research involves particular attributes such as control groups and specific conditions, and is designed with certain limitations and expectations in place. Classroom instruction, on the other hand, is designed for all learners involved, without the various particulars attributed to research. In spite of the obvious differences, however, it seems safe to conclude that a few similarities do exist between these two systems, both of which goals are to help determine the best method for achieving successful student learning. The information contained in chapter two may be beneficial to my ISD project because of its emphasis on researching for evidence before putting certain instructional techniques into practice. With that knowledge available, teachers are better able to plan or modify the techniques and strategies needed for effective instruction to occur. My post-graduation plan is to seek a teaching position in a lower socioeconomic urban school, where many children are at an educational disadvantage. I believe that the method of Evidence-Based Practice will be helpful in trying to understand each student’s educational standing, and will hopefully open the door to instructional planning that will generate greater success in student achievement. Reference Clark, R. C. & Mayer, R.E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco, CA: John Wiley & Sons, Inc.