dc.contributor.author |
Abou-Assali, Mouna |
|
dc.date.accessioned |
2018-07-31T08:10:05Z |
|
dc.date.available |
2018-07-31T08:10:05Z |
|
dc.date.issued |
2014-07 |
|
dc.identifier.issn |
2210-1438 |
|
dc.identifier.uri |
https://journal.uob.edu.bh:443/handle/123456789/1652 |
|
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 |
http://creativecommons.org/licenses/by-nc-sa/4.0/ |
* |
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.identifier.doi |
http://dx.doi.org/10.12785/IRCLR/030203 |
|
dc.volume |
03 |
|
dc.issue |
02 |
|
dc.pagestart |
71 |
|
dc.pageend |
76 |
|
dc.abbreviatedsourcetitle |
IRCLR |
|