Examining the replicability of contemporary technology education research

Abstract

Discourse in psychological science concerning the replication crisis is growing, with typically cited indicators including scientific fraud, the use of questionable research practices and the failure of published effects to replicate. It is paramount that education researchers are aware of this crisis and adopt appropriate methodological and reporting practices so as to ensure that a merited degree of trust can be placed in published results. As discourse concerning replicability is currently scarce in technology education, this study presents a z-curve analysis of the replicability of contemporary technology research to instigate this type of consideration. Articles from volumes 27, 28 and 29 of the International Journal of Technology and Design Education were included in the analysis. Results show an increase in the replicability rate from 64% in volume 27 to 70% in volume 28 and finally 71% in volume 29 which should be considered as quite good. However, there is room for improvement to ensure confidence in technology education research, and practices to improve as a field are discussed.