中文摘要 |
Educational research is usually undertaken within a research paradigm-an approach to a research, with certain assumptions regarding the nature of reality, i.e. ontology, and nature of knowledge, i.e. epistemology, which in turn informs the choice of methodology and methods to use in terms of data generation and analysis. This article expounds on the two dominant paradigms, namely, Positivism and Interpretivism, with a view to ontology, epistemology, methodology, and methods; followed by a critical analysis of two research studies using various paradigms, i.e. a positivist study and an interpretivist study, in relation to the paradigmatic nature informing the studies. |