Abstract
This paper aims to critically examine the paradigm of methodological dualism and explore whether methodologies in social science currently are appropriate for educational research. There are two primary methodologies for studying education: quantitative and qualitative methods. This is what we mean by 'methodological dualism'. Is methodological dualism appropriate for educational research? The answer is no. When we face new situations in a multicultural society, various types of research can be used according to nature of research. Quantitative and qualitative methods can be virtually integrated. The integration of quantitative and qualitative research can be achieved in the following ways: pragmatic integration, phenomenological integration, and integration in educational practice. We insist that integration in educational practice is the most viable way among the methods of methodological integration.
Highlights
Given the rapid pace of globalization, nowadays, many countries face the challenge of educating immigrants and their children
Is methodological dualism appropriate for educational research? This paper critically examines the methodological dualism of quantitative and qualitative research, discusses three methods of integration and suggests the possibility of integration as a practice in education
If the results revealed to be true within the error range, in qualitative research, it is verified through various qualitative methods such as ethnography and in-depth interview
Summary
Given the rapid pace of globalization, nowadays, many countries face the challenge of educating immigrants and their children. This reality has led to increased opportunities for research into education, enabling studies that use different approaches and discourses. Such variety has led to the enrichment of education research; researchers tend to have conducted studies via non-standardized methods. This paper critically examines the methodological dualism of quantitative and qualitative research, discusses three methods of integration and suggests the possibility of integration as a practice in education Is methodological dualism appropriate for educational research? This paper critically examines the methodological dualism of quantitative and qualitative research, discusses three methods of integration and suggests the possibility of integration as a practice in education
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