Basic Assumptions about Qualitative Study

16 October, 2021

Look forward to a Practical, Insightful and Useful Session!

Connecting with the previous session

What did you learn?

One point from each member – share with the partner sitting next to
you.

5 minutes
Check In Activity

Group 1: LHS
Berliner, D.C. (2002). Educational
research: The hardest science of all.
Educational Researcher, 31(8), 18-
20.
http://citeseerx.ist.psu.edu/viewdoc/
download?doi=10.1.1.467.8532&r
ep=rep1&type=pdf
Group 2: RHS
Anderson, G. (1998).
Fundamentals of Educational
Research. London: Falmer Press.
Chapter 1- The nature of
educational research.
Small Group Discussion (10
minutes)

Small Group Discussion (10

minutes) Share your lessons learned with
the class – 10 minutes
Share your lessons learned with the
class – 10 minutes
What is educational research?

“… research is the systematic process of discovering how and why

people in educational settings behave as they do.” (Anderson, 1998:
8)

‘Educational research refers to a systematic attempt to gain a better

understanding of the educational process, generally with a view in
improving its efficiency. It is an application of scientific method to
the study of educational problems’.

https://onlinenotebank.wordpress.com/2020/03/18/educational-research-meaning-characteri
stics-importance-and-scope-of-educational-research
/
Defining features of Educational Research

1. Purposeful
Educational research attempts to solve a problem, examine an issue,
understand perspectives and practices etc.

2. Systematic/Scientific
• Research involves gathering data from primary or first-hand
sources or using existing data for a new purpose – methodological
decisions.
• Research is based upon experiences or evidence – scientific in
nature.
• Research demands systematic/planned tools for data collection.
• Research generally employs carefully designed procedures and
rigorous analysis
 Defining Features: Educational
Research
3. Logical Process
Research is deliberate and unhurried activity which is directional but often
refines the problem or questions as the research progresses

4. Learning about Research

Research requires expertise – familiarity with the field; competence in
methodology; technical skill in collecting and analyzing data; also it is
process of learning about research.

Source: Anderson (1998: 39) Fundamentals of Educational Research. London,

Routledge
 Characteristics of Educational
Research cont.
5. Ethical
Research requires integrity and honesty.

6. Dissemination
• Research is carefully recorded and reported to other persons interested
in the problem.

• Research emphasizes the development of generalizations, principles or

theories that will help in understanding.
Educational Research Includes

Exploration/Examination/Explanation of an education issue

in/out side schools/organisation/university: perceptions,
actions, learning experiences, feelings of participants (at
macro and/or micro level)

Systematic and Scientific Process (which includes planning of

research project, , data collection, data analysis, write-up and
dissemination [ Qualitative and/or Quantitative ]

Construction of new knowledge, understanding of issues,

generalisation etc. (Outcomes)
 Check in Activity

List of compound words ending with ‘research’

Please use a paper to develop the list

Discussion: Empowering/ disempowering role of vocabulary

Empowering/ disempowering role of
vocabulary
Word cloud

Historical research, descriptive research, applied research, qualitative

research, quantitative research, longitudinal research, small-scale
research, experimental research, action research, critical research,
ethnographic research, clinical research, field research, exploratory
research …..
Classification of Research

According to the
• Objectives of the research/strategies
Basic research / Action Research /Ethnographical
Research/experimental research
• Time Horizons
Longitudinal /cross sectional
• Philosophy/methodology
Qualitative/quantitative /positivist /pragmatic/Interpretive/critical
Place where conducted
Library research/laboratory research/ field research
How to do research?

How research starts and how it closes.

 Doing research – core actions

Developing Research Questi on

Core Actions

Analysis &Write-up

Finding/generati ng DATA
From Literature

Two researchers studying the same phenomenon by

adopting their individual philosophical framework
may give rise to different findings.

How would you define philosophical framework?

Philosophical Framework / Paradigm

‘the system of concepts, assumptions, expectations, beliefs and theories

that support and inform a research’” [Maxwell, 1998, page 25, cited in
Robson, C (2002: page 63)].

An intellectual window through which the researcher views the world–

paradigm reflects a researcher’s world view (Mackenzie & Knipe, 2006).

This worldview [paradigm] is the perspective, or thinking, or school of

thought, or set of shared beliefs, that informs the meaning or interpretation
of research data. A comprehensive belief system, worldview or framework
that guides research and practice in a field (Lather ,1986; Willis, 2007: 8).
Philosophical Framework / Paradigm

“..a way of seeing the world that frames a research topic and influences the way
that researchers think about the topic (Hughes, 2010 : 35)”.

“a set of beliefs about the way in which particular problems exist and a set of
agreements on how such problems can be investigated” (Fraser and Robinson ,
2004) .

“… a basic set of beliefs or worldview that guides research action or an

investigation (Guba and Lincoln, 1994) ”.

…indicates where the researcher is coming from so as to construct meaning

embedded in data ( Denzin and Lincoln ,2000).
 Philosophical Framework / Research
Paradigm –Analysis of the quotes

The theoretical framework helps the researcher in deciding

what questions to study and/or hypotheses to test, appropriate
method to use and how to interpret the results.

It defines a researcher’s philosophical orientation and exerts

significant implications for every decision made in the
research process, including nature of reality, types and sources
of knowledge and choice of methodology and methods.

What is your research? How do/will you decide it? What is

your philosophical framework/paradigm?
Components of Research Philosophy
/Paradigm
A paradigm comprises four elements, namely, epistemology, ontology,
methodology and axiology (Lincoln and Guba ,1985).

• a view of the nature of reality (i.e., ontology) - whether it is external

or internal to the knower;
• a related view of the type of knowledge that can be generated and
standards for justifying it (i.e., epistemology- what is knowledge, how
it is generated);
• an ethical perspective (axiology);
• and a disciplined approach to generating that knowledge (i.e.,
methodology).
Traditional Paradigms: Positivism

‘This ‘scientific’ research paradigm strives to investigate, confirm and predict

law-like patterns of behaviour, and is commonly used in research to test theories
or hypotheses.

This is particularly useful in natural science, physical science and, to some

extent, in the social sciences, especially where very large sample sizes are
involved. Generally its focus is on the objectivity of the research process
(Creswell, 2008).

This mostly involves quantitative methodology, utilizing experimental methods

involving experimental (or treatment) and control groups and administration of
pre- and post-tests to measure gain scores. Here, the researcher is external to the
research site and is the controller of the research process.’

Extracts from Taylor, P.C., & Medina, M.N.D. (2013). (

PDF) Educational research paradigms: From positivism to multiparadigmatic (researchgate.net)
Positivism

It is based on the assumption that it is possible to observe social life

and establish reliable, valid knowledge about how it works.[positivist]

Example: Proper school lunches improve pupils’ performance and

behaviour.

It encourages misleading emphasis on superficial facts without any

attention to underlying mechanisms/factors/variables that cannot be
observed. [Critique]
Post Positivism

a “milder form of positivism “that follows the same principles but

allows more interaction between the researcher and his/her research
participants (Willis ,2007.

It uses additional methods such as survey, interviews and observation

(Creswell, 2008).

The quality standards of this paradigm are objectivity, validity and

reliability, which can be modified with the use of triangulation of data.
Debate: Anti-positivist

knowledge is social and historical product - constructed/co-

constructed.

‘Social phenomena exist not ‘out there’ but in the minds of people and
their interpretations’.

Reality is interpreted through social actions.

All scientific observations are ‘theory laden’ – Knowledge is

subjective.
Relatively New Paradigms: Interpretive (late
1970s)
To understand the culturally different ’other’ by learning to ‘stand in
their shoes’, ‘look through their eyes’ and ‘feel their pleasure or pain’.

The epistemology of this paradigm is inter-subjective knowledge

construction.

Knowledge of the other is produced through a detailed process of

interaction undertaken by ethnographers who immerse themselves
within the culture they are studying.

Using methods i.e. informal interviews, participant observation and

establishing ethically sound relationships, interpretive researchers
construct trustworthy and authentic accounts of culture/behavior.
Continued

Educational researchers build rich local understandings of the life-

world experiences of teachers and students and of the cultures of
classrooms, schools and the communities they serve.

Interpretive research methods include’ narrative inquiry’ and ‘writing

as inquiry’, especially autobiographic and auto-ethnographic methods
(Ellis & Bochner, 2000; Clandinin & Connolly, 1998; Richardson,
2000; Taylor & Settelmaier, 2003)
Critical Research Paradigm

The critical research paradigm addresses social issues by enabling the

researcher to practice ‘deep democracy’ (Kincheloe & McLaren, 2000)
which involves identifying and transforming socially unjust social
structures, policies, beliefs and practices.
The post modern paradigm

This relatively new and challenging paradigm opens many new and exciting doors
for educational researchers as it brings to our attention the very important concept of
‘representation’ (Denzin & Lincoln, 2005) which holds that what goes on in our
minds and hearts is not directly accessible to the world outside us.

There is no window in our heads that allows another person to look directly into our
minds and see ‘exactly what we mean’; the best we can do is ‘represent’ our
thoughts and feelings through various means of communication (e.g., language, art,
dance, gesture).

Example: In recent years Arts-based educational research has flourished, making

available many new forms of representation such as:(i) literary genres of
impressionist writing, autobiographical writing, storying, poetry, ethno-drama,
screenplay and fiction, and (ii) visual imagery such as film, painting, sketching,
dance and photography (Knowles, & Cole, 2008; Prendergast, Leggo, &
Sameshima, 2009)
Taylor, P.C., & Medina, M.N.D. (2013). Summing up

We cannot afford to simply look to the past for ‘know how’. Educators can
learn from new developments in interdisciplinary collaboration (Linger,
2011) that bring together the Arts, Humanities, Social Sciences, Natural
Sciences and Engineering in creative endeavours amongst discipline experts,
policy makers and the public to engage in new forms of interdisciplinary
knowledge production aimed at resolving real-world practical problems.

For example, Robert Frodeman (2008) explains how philosophers and

environmental scientists have joined forces to create the new interdisciplinary
field of ‘environmental philosophy’ that is enabling local communities to
resolve the complex problem of sustainable development, with its competing
economic, environmental and socio-cultural interests.
We need education systems that actively prepare young people with the
social and cognitive skills to engage critically and imaginatively in ethical
decision-making about complex issues facing their societies.
Review Point

The ………. fisherman enables the fish to perceive the pollution in the
water in which they live, to find its source, and to identify its harmful
effect on their being in the water.

A. Critical
B. Interpretive
C. post-positivist
D. Positivist
Review Point

A fisherman standing on a river bank describes (without getting

his/her feet wet) the social properties of a species of fish by observing
the general tendency of their group behaviour as they swim around.

A. Critical
B. Interpretive
C. post-positivist
D. Positivist
Review Point

The fisherman questions his/her methods of interacting with the fish,

remains doubtful about his/her ability to fully commune with them, and
reflects on his/her own experience of being fish-like in the water.

A. Critical
B. Interpretive
C. post-positivist
D. Positivist
Review Point

The …………fisherman enters the water, establishes rapport with the

fish, and swims with them, striving to understand their experience of
being in the water.

A. Critical
B. Interpretive
C. post-positivist
D. Positivist
Review Point

A ……….fisherman supplements his/her quantitative observations of

the social properties of a species of fish by wearing a wet suit and
conducting structured interviews of a random sample of fish to
ascertain their reasons for swimming in accordance with the inferred
social pattern.

A. Critical
B. Interpretive
C. post-positivist
D. Positivist
Review Point

The ………….fisherman empowers the fish to organise themselves as a

lobby group and protest to the Fisheries’ Department, and s/he
advocates on their behalf to have the river cleaned up.

A. Critical
B. Interpretive
C. post-positivist
D. Positivist
Review Point

The component of a research paradigm that investigates the origin, nature, methods and
limits of human knowledge is

A. Epistemology
B. Axiology
C. Ontology
D. Methodology

…………. considers ethical perspectives and values.

E. Epistemology
F. Axiology
G. Ontology
H. Methodology
Review Point

………. views the nature of reality - whether it is external or internalto

the knower.

A. Epistemology
B. Axiology
C. Ontology
D. Methodology
Epistemology

(from Greek ἐπιστήμη (epistēmē), meaning "knowledge,

science", and logos), meaning "study of") is the branch of
philosophy concerned with the nature and scope (limitations)
of knowledge.

It addresses the questions:

• What is knowledge?
• How is knowledge acquired?
• How do we know what we know?
Epistemology

Epistemology – ways of understanding the world/theory of

knowledge (objectivism, constructivism, subjectivism)

The gathering, analysis and interpretation of data is always

conducted within some broader understanding of what
constitutes legitimate enquiry (Henwood & Pidgeon, 1993:
15).
 Positivist Paradigm

• Emphasises that human reason is supreme and that there is a

single objective truth that can be discovered by science.

• Encourages us to stress the function of objects, celebrate

technology and to regard the world as a rational, ordered
place with a clearly defined past, present and future.
Nature of Research: Guided by positivist view of knowledge
Research ( From Robson Chapter 2)

Claim objectivity of knowledge Viewing your

research
Research conducted ‘from the
outside’

Study of Behaviour
How would your
Generalizing from the specifics research look like, if
Invisible entities are rejected you take this
position?
‘one size fits all’

/ Think-Pair- Share
Methodological Decisions

• Macro-concepts: Norms, Trends, Expectations

• Large scale research
• Describing behaviour and/or seeking causes - Direct
causal relationship [1-1 correspondence]
• Fixed Design - Mainly promotes ideas of
quantitative study
• Impersonal
• Statistical Analysis
• Survey , experimental research