This document discusses key concepts related to research paradigms. It begins by outlining the lesson objectives of understanding the three dominant research paradigms, distinguishing between positivism and interpretivism, and differentiating inductive and deductive reasoning. It then defines positivism as relying on strict scientific methods to obtain knowledge and interpretivism as valuing subjective meanings and contexts. The document contrasts features of the positivist versus interpretivist paradigms and discusses mixed methods approaches. It also defines deductive and inductive reasoning, as well as the concepts of research methods, methodology, and design.

1. PARADIGMS OF
SOCIAL RESEARCH
Honors RMD
24 March 2012

2. Lesson intentions
By this end of this class, you should:
 Know the three dominant research paradigms
 Differentiate between Positivism and Interpretivism
 Differentiate between Inductive and Deductive
Reasoning
 Know the difference between
 Research Paradigm
 Research Methodology
 Research Methods
 Research Design

3. Success Criteria
You will know whether you have attained the
lesson intentions when you able to:
 Name the three dominant paradigms
 List the key characteristics of positivism and
interpretivism
 Be able to apply deductive and inductive
reasoning principles to any topic
 List different methods and methodologies
 Developed the research design for a (your)
project

4. Research paradigms
Broadly speaking the are two dominant views or
paradigms over the nature of knowledge and how it is
developed (Epistemology).
• Positivism (scientific method) and
• Interpretivism.
Note: They are often in warring camps.
Some see these oppositions as false and detrimental
to research.

5. PARADIGMS OF SOCIAL RESEARCH
POSITIVIST INTERPRETIVE
MIXED METHODS POST-POSITIVIST
POST- POST-MODERNIST
STRUCTURALIST
COMPLEXITY
THEORY
Cohen et al, 2011

6. Positivism
 Positivism is a philosophy states that the
only authentic knowledge is scientific
knowledge, and that such knowledge can
only come from positive affirmation of
theories through strict scientific method.

7. POSITIVISM
 Positivism refers to the school of thought that the only
true or valid form of knowledge is that which is
scientific .
 The principles and methods of the natural sciences (such as
chemistry or physics) are used to study human behaviour,
which in itself is objective and tangible in nature.
 The researcher can observe human behaviour and measure
facts , and laws or theories of behaviour can be
developed.
 Concepts such as feelings, emotions, beliefs and so on have
no place in research as they cannot be directly observed or
measured, they are unreliable and they are not constant over
time.

8. POSITIVISM- cont
 Positivists attempt to mirror the methods of the natural
and physical scientists.
 Through observing reality you can produce laws of the
social world which can be generalised from one context to
another
 Your role is to be an objective analyst, collecting data and
interpreting it in a value free way.
 You are detached, neither affect nor are affected by the
subject of your research.
 Emphasise the quantifiable, the observable, and
replication (the ability to repeat research)

9. Interpretivism
 Interpretivism, is a way to gain insights
through discovering meanings by
improving our comprehension of the
whole. Qualitative research explores the
richness, depth, and complexity of
phenomena.

10. Interpretivism emphasises -
 That the world is too complex to be reduced to a
series of law-like generalisations.
 the uniqueness of people, and circumstances and
the constant nature of change.
 details matter - in an attempt to better
understand reality.
 subjective reality matters.

11. Features of research paradigms
Positivistic paradigm Interpretivist paradigm
World is external and objective World is socially constructed and subjective
Observer is independent Observer is part of what is being observed
Science is value free Science is driven by human interests
Look for causality Understand what is happening
Reduce phenomena to simple elements Look at totality of each situation
Focus on facts Focus on meaning
Generalises from sample to population Generalises from one setting to another
Tends to produce quantitative data Tends to produce qualitative data
The location is artificial The location is natural
Concerned with hypothesis testing Concerned with generating theories
Easterby Smit, et al, 2004

12. MIXED METHODS
 Approach the use both methods .
 Reject the barriers between positivist and
interpretivist approach as article and unhelpful
 Argue that the research question determines the
most appropriate paradigm, methodology, methods
and design

13. NUMBERS,
MEASUREMENT
POSITIVIST
METHODS
SURVEY,
EXPERIMENT
ETHNOGRAPHY
INTERPRETIVIST INTERVIEW
METHODS OBSERVATION
CASE STUDY
Cohen et al, 2011
ACTION RESEARCH

14. NUMBERS, SURVEY
MEASUREMENT
INTERVIEW
CASE STUDY
ETHNOGRAPHY
META- MIXED
ANALYSIS METHODS
OBSERVATION
HISTORICAL &
DOCUMENTARY EXPERIMENT
VIRTUAL WORLDS ACTION
RESEARCH
Cohen et al, 2011

15. Positivist and Interpretivist Research
How does all this link to the practice of research in
education?
Paradigm Research Methodology
Your belief system Your research approach
 Positivist  Quantitative
 Interpretivist  Qualitative

16. Positivist research
 Research which combines a deductive approach
with precise measurement of quantitative data to
enable the discovery and confirmation of causal
laws

17. Interpretivist research
 Research which combines an inductive approach
with communication and observation of qualitative
data to discover the reasons for events.

18. Few more concepts
before a short break

19. Deductive vs Inductive
 Deductive - begins with an abstract idea and
principle and works toward the concrete details
to test these ideas.
 Theory Testing
 Inductive - begins with concrete details and
then works toward abstract ideas or general
principles or laws.
 Theory Building

20. REASONING: INDUCTIVE
 Start with EXAMPLES/OBSERVATION and conclude a
theory/IDEA
 Moving from specific observations, looking for pattern &
regularities, formulate some possible hypothesis
(explanations) and end up with broader generalisations
 “Bottom-up approach
Theory
Tentative
Explanation
Identify
Pattern
Observation
http://www.socialresearchmethods.net/kb/dedind.php

21. REASONING DEDUCTIVE
 Start with THEORY/IDEA and apply it to EXAMPLES
 Moving from THEORY, then narrow it down to specific
HYPOTHESIS (proposed explanation), collect
OBSERVATIONS to address the hypothesis. APPLY the
knowledge to EXAMPLES
 ”top-down” approach
Theory
Possible
Explanations
Observation
Confirmation/
examples
http://www.socialresearchmethods.net/kb/dedind.php

22. Why does the approach matter?
Whether you take a scientific (positivistic) or
phenomenological approach will influence:
 What research questions you ask
 What methods you use to collect your data
 What type of data you collect
 What techniques you use to analyse your data

23. Methods
 Refers to techniques used in research
 Survey questionnaires
 Interviews
 Observations
 Document reviews
 Experiments

24. Methodology
 refers to more than a simple set of methods
 refers to the rationale and the philosophical
assumptions that underlie a particular study.
 Examples
 Quantitative
 Qualitative
 Mixed methods

25. Research Design
 refers to the blue print that you prepare to conduct
your research
 It lists the steps that you need to take.
 tells what is to be done at what time.
 tells how the goals of a research project can be
accomplished.
 Key features of any research design include the
methodology and methods sampling, data
collection and analysis, procedures and
instruments etc.

26. The Philosophical Position….
Positivism Phenomenology
Reality is objective and Reality is subjective
Ontology: what is the singular, apart from the and multiple as seen
nature of reality? researcher by the participants
Epistemology:
Researcher is independent Researcher interacts
What is valid
from that being researched with that being researched
knowledge?
Axiology:
Value free and un-biased Value-laden and biased
Role of values
• Cross-sectional studies • Action Research
• Experimental studies • Case Studies
RESEARCH
• Longitudinal studies • Ethnography
STRATEGY
• Surveys • Grounded Theory
• Etc... • Hermeneutics, etc...

27. What is a Theory?
 A set of statements or principles devised
to explain some phenomena, especially
 one that has been repeatedly tested or
 is widely accepted and
 can be used to make predictions about the
phenomena.
http://www.thefreedictionary.com/theory