University of Bahrain
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The Nature of Educational Inquiry: Is One Approach Better?

Show simple item record Abou-Assali, Mouna 2018-07-31T08:10:05Z 2018-07-31T08:10:05Z 2014-07
dc.identifier.issn 2210-1438
dc.description.abstract This paper defines the epistemological and ontological assumptions underpinning the two most common research paradigms: the scientific and interpretive; in relation to their methodology and methods. It will also shed light on the third recent approach; namely the critical paradigm. A description of the two methods of data collection corresponding to those paradigms is provided. The conclusion section will end with a discussion about the quality of educational research. This paper might be of help to novice and EFL/ESL researchers who wish to conduct research studies in their areas of expertise. en_US
dc.language.iso en en_US
dc.publisher University of Bahrain en_US
dc.rights Attribution-NonCommercial-ShareAlike 4.0 International *
dc.rights.uri *
dc.source International Review of Contemporary Learning Research
dc.subject ontology
dc.subject epistemology
dc.subject paradigm
dc.subject positivism
dc.subject Interpretivism
dc.subject educational research
dc.title The Nature of Educational Inquiry: Is One Approach Better? en_US
dc.type Article en_US
dc.volume 03
dc.issue 02
dc.pagestart 71
dc.pageend 76
dc.abbreviatedsourcetitle IRCLR

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