For many decades, the educational research process has followed an established pattern, with the inquirer first defining an overall territory of interest and then undertaking a review of the literature so as to appreciate the current state of knowledge, increase their understanding of the issues involved, and develop a focus for the more practical work to come.
Typically, what is learnt via the “desk research” guides the subsequent collection and analysis of data. This sequence is reflected in the structure that usually underpins the writing up of the study in the formal report, with discoveries emerging from the literature set down before the findings of the first-hand investigative element.
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