Post-positivism: an effective paradigm for social and educational research

Abdul Hameed Panhwar, Sanaullah Ansari, Asif Ali Shah


This  paper  attempts   to  justify  the  position  of  post-positivism  as  a  rich  paradigm  for educational research, specifically pedagogical research. It aim to discuss how educational research has been dominated by constructivist or interpretivist  approaches  thus, ignored in the context of scientific investigations.  In the context education,  scientific methods  such as the use of quantitative approaches  are not very much emphasised and the focus is mostly on qualitative  data.  Therefore,  it  is  discussed  that  how  post-positivism  could  be  helpful  in addressing  the problem of the lack of the more  scientific  research approach  in education. The position of post-positivism and its connection to educational  research has been clarified and critically  discussed. The article  further  goes on enumerating  the advantages  of post­ positivism   in  education   research   specifically   focusing   on  its   pluralistic   and   critical multiplistic   aspects.   For   example,   despite   the  fact   that   post-positivism   uses  various instrument to examine a phenomenon clearly  and closely, it still believes  that no universal truth is found and  post-positivist  research is only an attempt  to explore a phenomenon  as much  as  possible.  Finally,  the article  also  discusses  how  post-positivism  is  suggestive  of mixed methods research and it is different from pragmatism as a paradigm.

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