RSE4801 ASSIGNMENT 3 – 2026: COMPREHENSIVE STUDY FRAMEWORK
Due Date: 14 August 2026
Module: Research in Education (RSE4801)
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SECTION A: RESEARCH PARADIGMS & THEORETICAL FRAMEWORKS
Question 1: Compare and contrast Positivism, Interpretivism, and Critical Theory as
research paradigms in educational research.
Answer Framework:
| Paradigm | Ontology (Nature of Reality) | Epistemology (Nature of Knowledge) |
Methodology | Key Thinkers |
|----------|------------------------------|-------------------------------------|-------------|--------------|
| Positivism | Reality is objective, singular, and exists independently of the researcher |
Knowledge is discovered through empirical observation and measurement | Quantitative
methods; experiments, surveys, statistical analysis | Comte, Durkheim |
| Interpretivism | Reality is subjective, multiple, and socially constructed | Knowledge is co-
constructed through interpretation and meaning-making | Qualitative methods; interviews,
observations, case studies | Weber, Geertz |
| Critical Theory | Reality is shaped by power structures and historical contexts | Knowledge
is emancipatory and aims to challenge oppression | Participatory Action Research (PAR),
critical ethnography | Marx, Freire, Habermas |
Explanation:
, - Positivism assumes an objective reality that can be measured and quantified.
Educational research from this paradigm seeks causal relationships and generalisable
findings through controlled experiments and statistical analysis. The researcher remains
neutral and detached.
- Interpretivism recognises that reality is socially constructed and multiple. Educational
research from this paradigm seeks to understand the meanings and interpretations that
participants attach to their experiences. The researcher is actively engaged in co-
constructing knowledge with participants.
- Critical Theory goes beyond understanding to transformation. It examines how power,
ideology, and oppression shape educational experiences. Research aims to empower
marginalised voices and promote social justice through praxis (reflection and action).
Application to South African Education:
- Positivism may be appropriate for large-scale assessments of literacy and numeracy.
- Interpretivism is valuable for understanding teachers' lived experiences in under-
resourced schools.
- Critical Theory is essential for interrogating how colonialism and apartheid continue to
shape educational inequalities and for advancing decolonisation and Africanisation
agendas.
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SECTION B: RESEARCH METHODOLOGIES
Question 2: Discuss the strengths and limitations of quantitative, qualitative, and mixed
methods approaches in educational research.
Due Date: 14 August 2026
Module: Research in Education (RSE4801)
---
SECTION A: RESEARCH PARADIGMS & THEORETICAL FRAMEWORKS
Question 1: Compare and contrast Positivism, Interpretivism, and Critical Theory as
research paradigms in educational research.
Answer Framework:
| Paradigm | Ontology (Nature of Reality) | Epistemology (Nature of Knowledge) |
Methodology | Key Thinkers |
|----------|------------------------------|-------------------------------------|-------------|--------------|
| Positivism | Reality is objective, singular, and exists independently of the researcher |
Knowledge is discovered through empirical observation and measurement | Quantitative
methods; experiments, surveys, statistical analysis | Comte, Durkheim |
| Interpretivism | Reality is subjective, multiple, and socially constructed | Knowledge is co-
constructed through interpretation and meaning-making | Qualitative methods; interviews,
observations, case studies | Weber, Geertz |
| Critical Theory | Reality is shaped by power structures and historical contexts | Knowledge
is emancipatory and aims to challenge oppression | Participatory Action Research (PAR),
critical ethnography | Marx, Freire, Habermas |
Explanation:
, - Positivism assumes an objective reality that can be measured and quantified.
Educational research from this paradigm seeks causal relationships and generalisable
findings through controlled experiments and statistical analysis. The researcher remains
neutral and detached.
- Interpretivism recognises that reality is socially constructed and multiple. Educational
research from this paradigm seeks to understand the meanings and interpretations that
participants attach to their experiences. The researcher is actively engaged in co-
constructing knowledge with participants.
- Critical Theory goes beyond understanding to transformation. It examines how power,
ideology, and oppression shape educational experiences. Research aims to empower
marginalised voices and promote social justice through praxis (reflection and action).
Application to South African Education:
- Positivism may be appropriate for large-scale assessments of literacy and numeracy.
- Interpretivism is valuable for understanding teachers' lived experiences in under-
resourced schools.
- Critical Theory is essential for interrogating how colonialism and apartheid continue to
shape educational inequalities and for advancing decolonisation and Africanisation
agendas.
---
SECTION B: RESEARCH METHODOLOGIES
Question 2: Discuss the strengths and limitations of quantitative, qualitative, and mixed
methods approaches in educational research.
