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What is the relationship of the scientific method to the doctoral research


DQ1 What is the relationship of the scientific method to the doctoral research process? How do theoretical paradigms (such as potential explanations of human social behavior) inform doctoral research? Juodaityte and Kazlauskiene define the scientific method as including “methodological approaches, particular procedures,” and “application of methods.” The authors state that these elements must be established within the first stage of the dissertation process in order to lay the game plan for the realization of the work (Juodaityte % Kazlauskiene, 2008). The doctoral research project is also a well-ordered process that lays out its essential groundwork in the early stages. The proposal, the advisors, and the selected methodologies for data collection and analysis are selected early in the process in order to ensure a sound realization. Following the steps of both the universal scientific method and the GCU dissertation process paves the way for a successful completion of the work. According to Greenberger, research paradigms are linked to the researcher’s worldview (Greenberger, 2015). The researcher’s worldview will impact the methodologies he selects to realize his work. Thus his worldview determines his paradigms and sets the course for the resulting character of the study. Certain scholarly communities implicitly share paradigms that influence research. By cultivating awareness of these paradigms, a researcher can be more conscious and involved in choosing the influences that impact his work. These paradigms may even help determine the type of research conducted. For example, the “positivist” and “post-positivist” paradigms favor research projects where data is measurable and quantifiable (Greenberger, 2015). By contrast, “constructivist” or “advocacy/participatory “ paradigms favor more qualitative methods, through their alignment with subjects’ perceptions. Scholarly awareness of paradigms informs research by serving as a guiding inclination for the researcher. The paradigms will support and validate the researcher’s approach and choice of methods in the realization of his project. Greenberger, Scott. (2015). Foundation of empirical research. In Grand Canyon University (Ed.), GCU Doctoral Research: Foundations and Theories. Retrieved from http://www.gcumedia.com/digital-resources/grand-canyon-university/2015/gcu-doctoral-research_foundations-and-theories_ebook_1e.php Juodaitytė, A., & Kazlauskienė, A. (2008). Research methods applied in doctoral dissertations in education science (1995-2005): theoretical and empirical analysis. Vocational Education: Research & Reality, (15), 36-45. DQ2 Scientific methods are the fundamental way to generate knowledge through research. It is essential to look at research methods to conceptualize how a research project can be completed and how the objectives of research can be attained with a certain method. These methods have been classified in various ways; some scholars divide them into quantitative and qualitative areas. The qualitative method emphasizes description of natural or social events where the researcher tries to develop understanding concerning a social situation, role, group or interaction. The philosophical assumption is linked with research question as has been discussed above and is defining the research objective and outcome. The knowledge can be created through inductive and deductive methods. Paul and Marfo (2001) add that often doctoral students “in education are deciding on methodological preferences for their dissertation research long before they have posed their specific questions and often with little or no conceptual grounding in the core philosophical assumptions behind the chosen methodologies” (p. 538). When undertaking research, it is important to consider different research paradigms and matters of ontology and epistemolo


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