Researching cognitive development in primary schools: methods and practical considerations

Perspective Article

Written by: Maria Tsapali, Michelle Ellefson and Tanya Paes

Published on: September 12, 2018

9 min read

As more and more schools participate in research projects and conduct their own research, it is important for all stakeholders (headteachers, teachers, trainee teachers and researchers) to familiarise themselves with research protocols and understand the nuances and requirements of different research designs and methods. Conducting research with primary school children offers researchers the opportunity to explore the effects of a range of school factors on students’ cognitive development, such as the type of school, teaching style and school environment, as well as to conduct classroom-based studies with enhanced ecological validity and direct implications for the teaching practice. This review addresses three main ways in which researchers study primary school children’s cognitive development within the classroom/school context: (1) common measures of children’s cognitive skills, (2) computerised tasks and processing speed measures and (3) children’s explanations of their exp

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This article was published in September 2018 and reflects the terminology and understanding of research and evidence in use at the time. Some terms and conclusions may no longer align with current standards. We encourage readers to approach the content with an understanding of this context.