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EDUCATIONAL RESEARCH
LOUIS COHEN, LAWRENCE MANION
& KEITH MORRISON
DECISIONS IN RESEARCHING
CAUSATION
Is the research seeking to establish causation, and if
so, why?
When is causation demonstrated (causation is never
100% certain and often is unobservable)?
What constitutes a cause and what constitutes an
effect?
What constitutes evidence of the cause and evidence
of the effect (as causation is often unobservable)?
What kind of research and research methodology is
necessary if causation is to be investigated?
Is the research investigating the cause of an effect,
the effect of a cause, or both?
?
?
B
MODELLING CAUSES
AND EFFECTS
C
B
?? and/or A
B
A
?
?
??
A
A
?
?
??
??
??
??
??
C
??
C
??
??
C
D = Known cause, but not included
?? = UNKNOWN CAUSE
DEMONSTRATING CAUSALITY
Look for counterfactuals: the absence of X
(the supposed cause) would have led to the
absence of Y (the effect).
BUT
Counterfactuals are difficult to prove.
HENCE
Researchers use the experimental method (a
control group and an experimental group).
CAUTIONS IN RESEARCHING
CAUSATION
A cause may bring about an effect but not vice
versa.
Causation is different from correlation
Correlation, even if repeated, does not prove
causation
Causation is usually probabilistic, conjectural,
inferential rather than definite and absolute
A small cause may bring about a small/large/no
effect
A large cause may bring about a small/large/no
effect
Low barometric
reading
Storm
RANDOMIZATION
Isolation and control of variables may be
addressed through randomization.
Random allocation of individuals to a control
group or an experimental group can allow for the
many uncontrolled variables that are part of the
make-up of the groups in a study.
Randomization adopts the ceteris paribus
condition (all other things being equal), and
assumes that the distribution of many other
variables is evenly distributed across the control
and experimental groups, such that there is no
need to control for them.
CAUSAL OVERDETERMINATION
An effect may be the result of any one or more
causes, each of which may be sufficient to bring
about the effect.
A child behaves well or badly in school as a
result of many causes, each of which on their
own might bring about the behaviour.
?
?
B
MODELLING CAUSES
AND EFFECTS
C
B
?? and/or A
B
A
?
?
??
A
A
?
?
??
??
??
??
??
C
??
C
??
??
C
D = Known cause, but not included
?? = UNKNOWN CAUSE
I have a
headache
I take a
paracetamol
I take a
paracetamol
The headache
increases
I conclude that
the paracetamol
has not worked
A WRONG CONCLUSION
The headache
increases
The paracetamol has
slowed the progress
of the headache (the
headache could have
been even worse)
A SAFER CONCLUSION
A WRONG CONCLUSION
Stressors
I feel stressed
I sleep
I still feel
stressed
Sleeping reduces
stress, but its
effects may be
masked by
other stressors
A SAFER CONCLUSION
ACTION NARRATIVES
Qualitative data may provide closer detail on the
processes of cause and effect the why and
how of cause and effect than numerical data
(the what of cause and effect).
Qualitative data can include intentionality and
agency in cause and effect.
Qualitative data can examine the micro-nature of
causation.
Example: it may be unhelpful to say that
increasing the time spent on reading causes
students reading to improve. A researcher may
wish to know how and why the increase in time
spent on reading improves it.
MODELS OF CAUSATION
A
B
C
(Interventionist research)
Action research;
Experimental approaches;
Participant observation.
(Interventionist research)
Note that:
The context of the intervention and the power of the
situation can affect the outcomes and behaviours of
participants;
The same causes do not always produce the same
effects;
Inappropriate timing of the pre-test and post-test
measurements of effects can undermine the
reliability of statements of the effects of a cause;
It may not be possible or desirable to conduct a
randomized controlled trial;
A randomized controlled trial may not indicate how
causes bring about effects (i.e. how causation really
happens);
CHALLENGES IN RESEARCHING
CAUSATION
Focus more on causal processes than
input/output/results models of causation;
Establish causation other than through reduction and
recombination of atomistic, individual items and
elements;
Regard causation as the understanding of the
emergent history of a phenomenon or a whole;
Investigate multiple and simultaneous causes and their
multiple and simultaneous effects in a multiplyconnected and networked world;
Separate causation from predictability, and recognize
that a causal sequence may not be repeatable;
Remember that randomness often trumps causation;
Indicate the utility of understanding causation if it has
little subsequent predictive strength;
CHALLENGES IN RESEARCHING
CAUSATION
Understand how to investigate causation in
holistic webs of connections, i.e. how is it
possible to discover or demonstrate causation
when looking at events holistically;
Investigate causation and causal processes in a
multicausal, multi-effect, non-linear and
multiply-connected world;
Identify the causal processes at work in
determining social and macrostructures from
the actions and interaction of individuals and,
conversely, in determining actions and
interactions of individuals from the structures of
society and its institutions.