Task 2 (Kaedah Penyelidikan 1) Jacinta Karen Juin P71697 Competing Paradigms in Qualitative Research Egon G. Guba & Yvonna S. Lincoln Task 2 (Kaedah Penyelidikan 1) Jacinta Karen Juin P71697

Q1.Internal Critiques Context Stripping Quantitative Qualitative Context Stripping Imbalanced due to lack of context, randomization – excludes context and consider it irrelevant. Provide contextual info. Because context add more depth to findings. Exclusion of meaning and purpose. Lacks measurement of human behaviour and lacks understanding of it because cannot be measured empirically. Provide rich insights using “humanity” element in data. Disjunction of grand theories with local contexts. The etic/emic dillemma Etic theories brought by researcher may be slightly relevant or irrelevant to emic views. Emic views validates outsiders theory – theories should be qualitatively grounded.

Internal Critiques Inapplicability of general data to individual cases Quantitative Qualitative Inapplicability of general data to individual cases Generalization provides ambiguity and promotes generalized statement. Assumes everything has the same problem or solution. Provides the individual point of view of the study to reduce ambiguity. Exclusion of discovery dimension in inquiry Empirical findings are undisputable and rejects other dimensions or possibilities beyond the empirical. Provide extensive dimensions or point of views to empirical findings.

Q2. Difference between Positivism and Postpositivism Ontology Realist. There is something out there that can be measured. Based on absolute law or absolute truth. Critical realist. As a human being, researcher’s presence can influence what he or she wanted to measure. Epistemology Objectivist. Unbiased and researcher's presence or point of view has no influence on the outcome. Modified objectivist. Believes that absolute objectivity is impossible to achieve but findings can be possible. Researcher’s theory, knowledge, values and background can influence findings. Methodology Quantified, empirical and controlled experiments. Scientific methods. Mixed quantitative and qualitative. Mixed method and incorporates triangulation to reduce bias.

How difference in paradigm affects how researchers conduct research and interpret data. Example : Drama-based activities can improve students’ English speaking skills. Issues Positivism P/Positivism Critical Theory Constructivism Inquiry aims Explain and control drama-based activities in classroom. Drama is not part of Msian classroom culture. Understand how drama can improve students’ speaking skills. Nature of knowledge Verified hypothesis: There is a relationship between drama and speaking skills. Nonfalsified hypotheses: There might be a relationship between drama and speaking skills. Drama activities can be successful if the Malaysian classroom accepts that it could improve speaking skills. Drama could be good based on individual students and teachers’ views, experiences about drama activities in the classroom.

Knowledge accumulation Issues Positivism P/Positivism Critical Theory Constructivism Knowledge accumulation Drama adds to the ESL field body of knowledge e.g. teaching methods. Drama activities will be accepted if the society are willing to accept. Understand more about how drama helps improve speaking skills through the students and teachers’ p.o.v. Goodness of quality criteria Students score higher marks in speaking tests. The more generalized and objective =valid&reliable Malaysian classroom adapts drama activities in learning. The same results can be replicated, parallel findings. Values Excluded – undisclosed bias, confounding variable Included-disclosed bias

Extrinsic – deception required to find answer Issues Positivism P/Positivism Critical Theory Constructivism Ethics Extrinsic – deception required to find answer Students may only read script – as long as drama or speaking Intrinsic, moral tilt towards revelation Intrinsic, process tilt toward revelation, prob with confidentiality/anonymity Voice Informer KPM must include drama in English subject Advocate and activist More open communicative class Facilitator of multi voice reconstruction Encourage use of drama in classroom

Issues Positivism P/Positivism Critical Theory Constructivism Training Technical, quantitative, substantive theories Technical, quantitative& qualitative, substantive theories Resocialization; quantitative and qualitative, history, values of altruism and empowerment Accomodation Commensurable Incommensurable Hegemony In control of publication, funding, promotion and tenure Seeking recognition and input

Conclusion for Q3 Different discipline, different views or paradigm. Need to identify the problem, then select the suitable paradigm. Different paradigms can provide us with a more open mind as we study other paradigms and be aware of prejudices in other paradigms.