METHODOLOGICAL ERRORS IN PEDAGOGICAL RESEARCH: IDENTIFICATION AND CORRECTION STRATEGIES

Abstract

This paper explores the most common methodological errors in pedagogical research and provides strategies for their identification and correction. The analysis of recent studies shows that methodological deformations in research design, data collection, and interpretation significantly reduce the validity and reliability of results. The article emphasizes the importance of methodological culture, reflective analysis, and innovative approaches as mechanisms for preventing bias in research. A comparative-analytical review of 30 recent international studies was conducted to classify errors and evaluate correction strategies. The findings reveal that sampling errors, weak theoretical justification, and statistical misinterpretations are the most frequent issues in educational research. Recommendations are proposed to strengthen methodological culture, integrate reflective practices, and improve the quality of pedagogical research in line with international standards.