Since small-scale educational research involves limited resources and lesser output compared to large-scale studies, availability of adequate and appropriate guidelines becomes a major limitation. Prior to research, the research team lack sufficient resources for reference, for example, similar study categories and appropriate designs may be missing from literature reviews conducted (Demircioglu 2008, p.33). The small study scope also rarely invite experienced professionals such as evaluators as most research is tied to institutions. Lack of professional interest and engagement result in an inadequate evaluation of critical study stages which eventually affect the quality of outcomes. Most studies use small sample sizes which cannot be analyzed through major statistical methods and hinder access to significant relationships due to generalization of data. Using a small group in study raises various issues on data reliability as some research metrics may be absent or inadequate (Cochran-Smith and Maria 2015).
Most studies are conducted in a limited timeframe: lack of adequate time to research, plan and conduct a study constrains methodological approach and influences data quantity and quality. According to USC Libraries, time limitation also hinders geographical access to all mapped zones of study and may even lead to a series of biases caused by omissions, generalizations, inaccuracy and inconsistency. Attributed professional inadequacy leads to violation of experimental assumptions in small studies, as conditions may fail to integrate with approach guidelines. Since most educational research is conducted by learners, legitimacy of a study becomes an issue; cultural background and perspectives lead to biases in hypotheses and arguments, facilitated by their limited numbers to effectively research and discuss ways of eliminating them (Maheshwari 2016, p.179). Conflicts in the study raise various ethical concerns, which are underreported and undermined in most educational research.
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References
Cochran-Smith, M. and Maria Villegas, A., 2015. Studying teacher preparation: The questions that drive research. European Educational Research Journal , 14 (5), pp.379-394.
Demircioglu, I.H., 2008. Learning How to Conduct Educational Research in Teacher Education: A Turkish Perspective. Online Submission , 33 (1).
Maheshwari, S., 2016. Constraints and possibilities in small-scale research: A mixed-methods study in West Bengal, India. In Researching Private Supplementary Tutoring (pp. 179-200). Springer, Cham.
USC Libraries. Research Guides (Online) Available at https://libguides.usc.edu/writingguide/limitations
