1. The document discusses paradigms in research, which are models or patterns that shape a researcher's perspective and approach. 2. Paradigms were first introduced by philosopher Thomas Kuhn and can be defined narrowly as specific methods or broadly as entire worldviews. 3. The paradigm a researcher adopts determines what questions they study, methods they use, and how they interpret results. 4. The main paradigms discussed are the normative, interpretative, and critical paradigms, which differ in their assumptions and approaches.

1. By
Sabeena P.S
Research Scholar
Sri Ramakrishna Mission Vidyalaya College of
Education
Coimbatore

2. Paradigm is a model or pattern for something
that may be copied
Webster
Paradigm is a standard, perspective, or set of
ideas. It is a way of looking at something.
Vocabulary
Sabeena P.S, Ph.D. Scholar, Sri Ramakrishna Mission Vidyalaya College of Education,Coimbatore

3. First introduced by the philosopher
and historian of science –
Thomas Kuhn, The Structure of
Scientific Revolutions (1962)
Narrow sense: a particular achievement which
suggests a way to investigate the world (e.g., an
experiment, a formula, etc.)
Broad sense: a package of ideas and methods
which make up a world view and a way of doing
science
Sabeena P.S, Ph.D. Scholar, Sri Ramakrishna Mission Vidyalaya College of Education,Coimbatore

4. An intellectual window through which the
researcher views the world
Through paradigms, the researcher sees the
social world objectively
Two researchers studying the same phenomenon
by adopting different paradigms may give rise to
different findings
The paradigms help the researcher in deciding
what questions to study and/or hypotheses to
test, appropriate method to use and how to
interpret the results
Sabeena P.S, Ph.D. Scholar, Sri Ramakrishna Mission Vidyalaya College of Education,Coimbatore

5. Theory – A set of interrelated constructs (variables),
definitions and propositions that present a
systematic view of phenomena by specifying
relations among variables, with the purpose of
explaining phenomena.
Paradigm – World views or overall arching ideas or
beliefs that a group of people may have to
understand the theories.
Sabeena P.S, Ph.D. Scholar, Sri Ramakrishna Mission Vidyalaya College of Education,Coimbatore

6. Explicitly stated laws and theoretical assumptions
Standard ways of applying the fundamental laws to a
variety of situations
Instrumentation and instrumental techniques that bring
the laws of the paradigm to bear on the real world
General metaphysical principles that guide work within
the paradigm
General methodological prescriptions about how to
conduct work within the paradigm
Sabeena P.S, Ph.D. Scholar, Sri Ramakrishna Mission Vidyalaya College of Education,Coimbatore

7. Normative
Paradigm
Interpretative
Paradigm
Critical
Paradigm
Sabeena P.S, Ph.D. Scholar, Sri Ramakrishna Mission Vidyalaya College of Education,Coimbatore

8. They seek an understanding of phenomenon
that is helpful and useful
All share the assumption that the knowledge
is valuable
They share the assumption of materialism
which suggests a real world exists outside of
our perceptions of it
They rely on the basic assumptions of
empiricism which relies on sensory experience
as a men of knowing the world (evidence)
Sabeena P.S, Ph.D. Scholar, Sri Ramakrishna Mission Vidyalaya College of Education,Coimbatore

9. Also called scientific/ positivistic paradigm
Paradigm which tends to control the research
conditions through scientific methods
Since controlled, it generalize the findings
Easy to be objective
Tends to use quantitative methods
Deductive process going from generalizations
(theory) leading to prediction (hypotheses),
explanation and understanding
Replication of a true scientific study should yield
the same results
Sabeena P.S, Ph.D. Scholar, Sri Ramakrishna Mission Vidyalaya College of Education,Coimbatore

10. Also called humanistic paradigm
Paradigm relies on human interpretations of reality
as the basis of understanding the world
Post-positivist paradigm
Tends to use qualitative methods
The research process is inductive in which
observations are made and then generalizations are
developed based on those observations
Subjective in nature
Replication of the study may not yield same results
Sabeena P.S, Ph.D. Scholar, Sri Ramakrishna Mission Vidyalaya College of Education,Coimbatore

11. Paradigm similar to the interpretative paradigm but
goes beyond it
Concern with society and hidden power structures
that permeate it
critical researcher makes judgments about what is
right or wrong about the society and determines
what can be done to improve the society
Use mixed approaches
Main objective is to improve the practical field,
change the situation with the action
Difficult to conclude many interpretations
Feminist studies, cultural studies
Sabeena P.S, Ph.D. Scholar, Sri Ramakrishna Mission Vidyalaya College of Education,Coimbatore

12. Bogdan.C.R & Biklen.S.K (2011) Qualitative
Research for Education – An Introduction to
theories and methods 5th edition, New Delhi: PHI
Learning.
Pandya.S.R (2010) Educational Research, New
Delhi: APH Publishing.
Willis J.W.,(2007) Foundations of qualitative
Research Interpretative and Critical Approaches,
SAGE Publications.
Sabeena P.S, Ph.D. Scholar, Sri Ramakrishna Mission Vidyalaya College of Education,Coimbatore

13. Sabeena P.S, Ph.D. Scholar, Sri Ramakrishna Mission Vidyalaya College of Education,Coimbatore