The phrase "a methodological level" is correct and usable in written English.
It can be used when discussing the framework or approach taken in research or analysis, particularly in academic or professional contexts.
Example: "At a methodological level, the study employed both qualitative and quantitative research methods to gather comprehensive data."
Alternatives: "a research framework" or "an analytical approach".
Further, on a methodological level, the assessment of stability needs to be based on longitudinal designs that include multiple measurement waves.
On a methodological level, we suggest that self-generated as compared to cue-induced expectations allow for a higher amount of experimental control in many experimental designs on expectation effects.
At a methodological level, participation is important because one cannot study and improve practice without the deep involvement of those engaged in that practice the necessary perspective and information are simply not available and one can study persons only if one approaches them as persons, as intentional actors and meaning makers.
This book provides a broad overview of Information and Communication Technology (ICT -supported ICT -supportedh on an evinnovationed level, a theoretical and a methodological level.
At a methodological level, this implies that the study must take place in "intact" or "natural" riding settings.
"Synthetic biologists, by a pragmatic definition, are people who identify as synthetic biologists… at a methodological level what unites this diverse cast of characters is sociology," she says.
A variety of studies of the re-examined (new exposure) Late Pleistocene key section Cheremoshnik (East European plain, middle of the Volga Basin of Yaroslavl) was conducted on a new methodological level using modern methods.
On a more methodological level, this finding suggests that behavioural impairments following aspiration lesions within the prefrontal cortex are not, at least not entirely, due to transection of axons moving through the ablated cortical area.
Finally, issues and emerging challenges in both a conceptual and methodological level are revealed and discussed.
It supports, at the methodological level, a clear separation between computation, coordination, and distribution (including mobility).
As a lack of professional competences both at the didactic and methodological level has been found to constitute a hindering factor to the integration of new technologies in class (cf. Drossel et al. 2015; Eickelmann 2011), the professional development of teachers has the potential for taking countermeasures.
