The Nature of Educational Inquiry: Is One Approach Better?

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