Universal Journal of Educational Research Vol. 6(2), pp. 307 - 312
DOI: 10.13189/ujer.2018.060213
Reprint (PDF) (327Kb)

A Critique of Methodological Dualism in Education

Jeong A Yang , Jae-Bong Yoo ^*
Department of Education, Sungkyunkwan University, Seoul, Korea

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.

KEYWORDS
Methodological Dualism, Integration of Methodologies, Quantitative and Qualitative Methods

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Jeong A Yang , Jae-Bong Yoo , "A Critique of Methodological Dualism in Education," Universal Journal of Educational Research, Vol. 6, No. 2, pp. 307 - 312, 2018. DOI: 10.13189/ujer.2018.060213.

(b). APA Format:
Jeong A Yang , Jae-Bong Yoo (2018). A Critique of Methodological Dualism in Education. Universal Journal of Educational Research, 6(2), 307 - 312. DOI: 10.13189/ujer.2018.060213.