A-theoretical perspective (paper)

Theories are mostly invented and built to address questions relating to “why” things happen the way they do. this paper therefore discusses the nature of theory in qualitative and quantitative research approaches.

International Journal of Humanities, Social Sciences and Education

There is a convergence of opinion among various writers, that research is a process of discovering new knowledge and building theory to advance a set of conceptual ideas (Nebeker etal., 2015). In the educational realm, research is widely recognized as playing a critical role in discovering knowledge, testing hypotheses and uncovering new relationships, associations or causal imperatives about various aspects of education. This includes student learning, teaching and assessment methods, teacher training, and classroom dynamics. Social science research answers several questions about human interactions and behaviour. In both education and social sciences, research has relied on the use of theories not only to help explain, predict, and understand phenomena but also to challenge and extend existing knowledge within the limits of critical bounding assumptions (Labaree, 2009). Stewart and Klein (2015) posit that all researchers should consider the theoretical basis for their studies very early in the planning stage. When a researcher understands the employability of a theory in research, they realise that their research processes would profoundly be improved in applicability, generalisability, credibility, validity, precision and reliability. Theories are generally defined as statements about how things are connected. They help researchers to recast their thinking. Glanz, Rimer, and Viswanath (2008) assert that a theory is a set of claims about interrelatedness of concepts, definitions, and propositions that explain or predict events. Bhattacherjee (2012: 14) describes a theory as "a set of systematically interrelated constructs and propositions intended to explain and predict a phenomenon or behaviour of interest, within certain boundary conditions and assumptions." Theories are, thus, applied in research and teaching to help in illuminating concepts, facts, and ideologies that are encountered in everyday life world of a researcher. Their purpose is to explain why things happen as they do around people. Theories can be categorised into groups based on their nature, size, density, abstractness, completeness, and quality. These categories are chiefly utilitarian such as psychological, sociological, cultural, learning, innovative, systems-centred, human-centred, cognitive, and specialised theories. Each category may further be subdivided into specific theories. For instance, learning theories refer to

International journal of scientific and research publications, 2017

This paper takes stock of the role of theory in the humanities away from the usual notion that it has no place in qualitative inquiry. The paper then maps the broader view of qualitative approach in an academic writing, it goes further to diffuse some misunderstandings, analyses the specifics of qualitative research, and outlines some practical significances of theory in the humanities as a paradigm, or that which may inform our understanding of the phenomenon under exploration. The use of theory in an academic writing is seen as that which underpins research design, as a lens which may emerge from studies usually viewed as new knowledge. Some recommendations were made on how best to use a theory when reporting qualitative inquiry.

Wiley Blackwell, 2010

Theory's secure place in qualitative inquiry is challenged on three counts. First, it is argued that the search for theory in such inquiry originates in a kind of crypto-functionalism, and makes any inquiry dependent on its discovery inconsistent with the starting points of qualitative inquiry. Second, theory's supposed importance for policy formulation cannot in itself justify it, even if theory had the right credentials for that purpose (which it does not). Third, arguments that it is used successfully and uncontroversially in the arts and humanities-and even that its pursuance there represents some essence of scholarship-are belied by examining discussion about theory in those arenas. The author concludes by arguing that educators' irrepressible interest in theory leads qualitative inquiry into sterile terrain.

Perioperative Nursing Clinics, 2009

The purpose of this article is to explain how theory is used in both quantitative and qualitative research reports. Several confusing concepts are defined and clarified. Questions are posed that will help readers determine whether theory was used correctly in the various kinds of research reports. Finally the article will help the reader evaluate the state of the theory and whether it is appropriate for use in informing practice. Running head: THEORY IN A RESEARCH ARTICLE 3

2003

Educational Researcher, 1974