Open AccessQualitative and Quantitative Paradigm Constellation In Educational Research Methodology
Author(s) -
Hilman Djafar,
Rasid Yunus,
Sarson w dj Pomalato,
Ruslan Rasid
Publication year - 2021
Publication title -
international journal of educational research and social sciences
Language(s) - English
Resource type - Journals
ISSN - 2774-5406
DOI - 10.51601/ijersc.v2i2.70
Subject(s) - quantitative research , qualitative research , qualitative property , quantitative analysis (chemistry) , educational research , context (archaeology) , management science , sociology , epistemology , computer science , social science , engineering , paleontology , chemistry , chromatography , machine learning , biology , philosophy
Differences qualitative and quantitative research to academicians and researchers mainly concentrated on education studies is only able to browse and identify with the fundamental difference merely as example: research that only uses quantitative data but using the qualitative as a benchmark often not considered as a quantitative research Likewise , qualitative research that uses quantitative data is not considered qualitative research. If traced further, actually qualitative and quantitative research very spacious and is a level. Qualitative and quantitative research in the context of methodology includes a researcher's conception of social reality, the researcher's self placement in relation to the reality study and various other reviews. Therefore, in this research article,is stated that the correlation between qualitative and quantitative research in educational research methodology is possible if both are based on the same paradigm. Conversely qualitative and quantitative researchis difficult to reconcile if they depart from different paradigms, which have different epistemological assumptions, and different goodness criteria.