Promote in students the knowledge about the empirical-experimental methodologies used in educational research in order to develop basic skills for the recognition and detection of the variables that influence and co-determine educational phenomena. In detail, the following learning objectives are described:
- Knowledge and understanding
Knowledge of empirical research methods in education.
- Ability to apply knowledge and development of critical ability
Understanding, planning and implementing empirical research in education
Learn to evaluate and use the results of empirical studies and evaluate an empirical research plan.

Programme

The course introduces the foundations and main procedures of empirical and experimental research in education, with particular attention to research design, data collection and the interpretation of findings. Methodological concepts are explored through the discussion of research studies and practical activities addressing educational problems.
The syllabus is organised into the following thematic units:
1. Foundations of educational research
The relationship between educational problems and scientific inquiry; theoretical and methodological foundations of empirical and experimental research; main research strategies and their characteristics.
2. Developing a research design
Identifying a research problem and defining questions and objectives; developing a theoretical framework; formulating hypotheses; concepts, indicators and operational definitions; types of variables and relationships between variables; consistency between questions, hypotheses and methodological choices.
3. Data collection instruments and procedures
Characteristics, development and use of the main data collection instruments; criteria for selecting instruments in relation to research objectives; examination of instruments for assessing school climate, socio-emotional competences, the personal, social and learning to learn competences of the LifeComp framework, and motivation.
4. Data organisation, analysis and interpretation
Data coding and organisation; introduction to basic statistical procedures; reading tables and representations of findings; interpreting results in relation to hypotheses and research limitations.
5. Critical revision and use of findings
Revising hypotheses in light of the data; assessing the consistency of conclusions; the contribution of research to understanding and addressing educational problems.
The thematic units will be addressed through lectures and practical activities, including the analysis of cases and research studies focusing particularly on school climate, socio-emotional competences, LifeComp competences and motivation, including their relevance to promoting student well-being.

Prerequisiti

No prior specialist knowledge of research methodology or statistics is required. Basic knowledge of education and the ability to understand and critically discuss argumentative texts are useful. The methodological concepts and analytical procedures needed for the course activities will be introduced during the course.

Core Documentation

The examination syllabus and required readings are the same for attending and non-attending students and include the following texts:

Lucisano, P., & Salerni, A. (2002). Metodologia della ricerca in educazione e formazione. Carocci.
Alternatively: Domenici, G., Lucisano, P., & Biasi, V. (2021). Ricerca sperimentale e processi valutativi in educazione. McGraw-Hill Education, excluding Chapters 6, 9, 11 and 14.

Meirieu, P. (2007). Frankenstein educatore. Edizioni Junior. A PDF is available for download in the course’s “Teaching materials” section.

Castellana, G., & De Vincenzo, C. (2025). La valutazione del clima scolastico e delle competenze socio-emotive per la promozione del benessere degli studenti. LED. A PDF is available for download in the course’s “Teaching materials” section.

Type of delivery of the course

Lessons will be provide an active involment of students. Exercises will be structured on researches conducted in different disciplinary areas and levels of schooling, in particular related to the field of reading and comprehension. Part of the course will be carried out on the Formonline platform.

Attendance

Attendance is not compulsory but is recommended, as it provides opportunities to participate in practical exercises, guided discussions and formative assessment activities. The examination syllabus, required readings and assessment methods are the same for attending and non-attending students.

Type of evaluation

The final assessment consists of a written examination comprising 60 multiple-choice questions, to be completed in 60 minutes. The examination assesses knowledge of the course content, understanding of methodological concepts, and the ability to apply them to the analysis of educational research situations. One point is awarded for each correct answer. Incorrect or unanswered questions receive zero points, with no penalties. A minimum of 32 correct answers out of 60 is required to pass. The final grade is expressed on a 30-point scale according to the following criteria: 32–34 correct answers correspond to 18/30; from 35 to 56 correct answers, the grade increases by one point for every two additional correct answers, ranging from 19/30 to 29/30; 57–59 correct answers correspond to 30/30. A score of 60 out of 60 is awarded 30/30 with honours.