محاضرة عن النماذج الفلسفية في البحوث التربوية النموذج الفلسفي الوضعي النموذج الفلسفي ما بعد الوضعي النموذج الفلسفي التفسيري النموذج الفلسفي البراجماتي

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Philosophical assumptions in educational research
Presentation · May 2019
DOI: 10.13140/RG.2.2.17768.01286
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2. Philosophical Assumptions in Educational
Research
By
Mohammed Abdullah Al Ahmadi
Lecturer; and PhD candidate at the University of Exeter
2 May 2019
@alahmadim2010

3. Overview
❖ Definition of the research paradigm
❖ Components of the research paradigm
❖ Positivist paradigm
❖ Post-positivist paradigm
❖ Interpretivist paradigm
❖ Transformative paradigm
❖ Pragmatism paradigm
❖ How can you select an appropriate research paradigm
❖ Research process and research paradigm
@alahmadim2010

4. ❑ It is a cluster of belief and dictates that for scientists in a particular discipline influence
what should be studied, How research should be done, How results should be
interpreted (Bryman, 2016, p 636).
❑ A shared belief, a set of principles, the identity of the research community, a way of
perusing knowledge, consensus on what problems are to be investigated and how to
investigate them, typical solutions to problems, and it's an understanding that is more
acceptable than its rivals (Cohen, et al., 2018, p. 8).
❑ A paradigm or worldview is a basic set of beliefs that guide action (Guba, 1990, p. 17).
❑ Basic belief systems based on ontological, epistemological and methodological
assumptions (Guba & Lincoln, 1994).
What is a research paradigm ?
@alahmadim2010

5. @alahmadim2010
Research
paradigm
A cluster
of belief
Set of
principles
What
should be
studied
How to
investigate
problems
How to
interpret
findings

6. ➢ Each paradigm has a set of guiding principles and philosophical assumptions that you have
to know and understand them.
Characteristic of paradigm
➢ Every paradigm has its approach to research.
➢ Each paradigm has its methods which use to conduct research.
➢ Every paradigm has its own research quality criteria.
@alahmadim2010

7. ‫الفلسفية‬ ‫النماذج‬(Research Paradigms(
The research paradigm consists of (two or three or five) main components:
Ontology Epistemology Methodology Axiology Methods
What tools are used to
collect data?
What is the relationship
btw researcher & that
being researched?
How do researcher know
1 2 3 4 5
What is the process of
research?
What procedures do
Researcher use to
answer research
questions?
What is the role of
values?
What do researcher
believe is true ?
What is nature of reality?
doctrine
Practical
@alahmadim2010

8. @alahmadim2010

9. Ontology
From a philosophical perspective, ontology can be defined as:
The philosophical study of being / Beliefs or views of the world around you./ The study
of our existence, the fundamental nature of reality or being.
Belief about what is real or true determine? What can be known about reality?
From a practical perspective (RESEARCH):
Refer to the researcher’s beliefs about the nature of reality.
Does the researcher believe in one reality that is context free and can be discovered?
What are the form and nature of the social world ?
Or Multiple mental constructed of reality that are bounded by context.
@alahmadim2010

10. Ontology
Ontological Materialism
It is the belief that material things such
as particles, chemical processes etc are
more real than the human mind. In light
of that, materials are the fundamental
substance in nature. Thus, consciousness
and mental aspects are the results of
material interactions.
The belief is that reality exits regardless
of human observers.
Ontological Idealism
Idealism is a metaphysical philosophy
that asserts that the human mind and
consciousness are more real than
material things. It is uncertainty about
knowledge which produces from mind-
independent sources. Therefore, mind
and consciousness are first order
realities. The belief is that reality is
constructed in the mind of observers.
@alahmadim2010

11. Epistemology
What is the nature of knowledge?
What is the relationship between knowledge and researcher during discovery?
Does the researcher believe that the relationship with participants/ sample should be
objective or subjective?
Can we generalise this knowledge?
Is knowledge stable or changeable ?
@alahmadim2010

12. The Researcher Role
What is the role of researcher ?
Researcher has to
be Subjective
Researcher has to
be objective
@alahmadim2010
Researcher has to be a
part of research
methods
Researcher is detached
from the research
methods

13. Axiology
What is the nature of ethics?
What the researcher believes is valuable and ethical?
Axiology
Positivism Interpretivism Pragmatism
The researcher is
independent
Research is
undertaken in
value free
The researcher is
a part of
research
Value play role in
interpreting
finding
@alahmadim2010

14. Methodology
❑ A plan of action, a strategy which informs the choice and use of particular methods and
linking the choice and use of methods to the desired outcomes.” (Crotty, 2003, p. 3)
❑ The activity or business of choosing, reflecting upon, evaluating and justifying the
methods you use” (Wellington, 2000, p.22).
❑ The research design that shapes our choice of the methods.
❑ The way researcher goes about discovering knowledge in a systematic way.
What procedure or logic should be followed to achieve research aims?
Deductive Inductive Abductive
@alahmadim2010

15. Methods
❑ The techniques or procedures used to gather and analyse data related to some research
questions or hypotheses (Crotty, 2003, p. 3)
What techniques of data collection should be used to accomplish research questions?
@alahmadim2010

16. @alahmadim2010

17. Types of Research Paradigms
Positivist Transformative PragmatismInterpretivist
Main research paradigms
based on reality
Post-positivism
One reality Multiple reality
@alahmadim2010

18. Positivism Paradigm
@alahmadim2010

19. ❑ The term ‘positivism’ was coined by Auguste Comte to reflect a strict empirical approach
in which claims about knowledge are based directly on experience; it emphasizes facts
and the causes of behaviour (Bogdan & Biklen, 2003).
❑ - It holds that the scientific method is the only way to discover truths about the world.
❑ It is based upon the view that science is the only foundation for true knowledge.
❑ It holds that the methods, techniques and procedures used in the natural sciences offer
the best framework for investigating the social world.
❑ It typically applies the scientific method to the study of human action.
❑ It is viewed as being objectivist – that is, objects around us have existence and meaning,
independent of our consciousness of them.
❑ The middle part of the 20th century saw a shift from positivism to post-positivism.
Positivism Assumptions
@alahmadim2010

20. Positivist /
Scientific
paradigm
Single reality, tangible, objective, measurable, can be broken into
variable; independent of the researcher’s mind.
Knowledge can be tested empirically= absolute, confirmed or
disconfirmed, stable and can be generalized.
Role of Researcher Impersonal, researcher only needs to collect data
to produce absolute truth.
Experimental, Correlation, Causal-comparative, Longitudinal study,
Cross-sectional study.
Tests, Scales, Structured Observation, true experiments.
The researchers should use the scientific methods of gathering data to
achieve objectivity and neutrality during the inquiry process;
Knowledge constitutes hard data, is objective and, therefore,
independent of the values, interest and feelings of the researcher.
Ontology
Axiology
Epistemology
Methodology
Methods
Aim
To test a theory, describe an experience through observation; discover
laws, to predict behaviours and situations, to find relationships
between variables; to generalise findings.
Quality Criteria
Quantitative
Reliability, Validity
Behaviourism
theory

21. Post - positivism Paradigm
@alahmadim2010

22. Post-positivism Assumptions
❑ It is influenced by a philosophy called critical realism.
❑ It can be distinguished from positivism according to whether the focus is on theory
verification (positivism), Or on theory falsification (postpositivism) (Ponterotto, 2005).
❑ The post-positivists, like the positivists, believe that there is a reality independent of our
thinking that can be studied through the scientific method.
❑ Reality cannot be known with certainty.
❑ Observations are theory-laden and influenced by the observer’s biases and worldview. For
example, two people may observe the same event and understand it differently, based upon
their own experiences and beliefs.
❑ Objectivity can nevertheless be achieved by using multiple measures and observations and
triangulating the data to gain a clearer understanding of what is happening in reality.
❑ The post-positivists share a lot in common with positivists, but most of the research
approaches and practices in social science today fit better into the post-positivist category.
❑ In educational research, absolute knowledge is questionable.
❑ Observations can not be done with a theory-free; our observations are driven by our
theories, experiences, prior concepts, beliefs, purposes, perceptions ,….. (if conscious or
not)
@alahmadim2010

23. Post-
Positivist
paradigm
Co-existing or pluralist reality (imperfectly), fallible, tangible, modified
objective, measurable, independent of the researcher’s mind, can be
broken into variable;
Knowledge can be conjectured, provisional, changing, probabilistic,
not absolute, but partial; falsifiable; researcher and investigation are
not totally detached.
Quasi-Experimental, Correlation, Causal-comparative, Surveys. (Not
randomly assign); Longitudinal study, Cross-sectional study.
Tests, Scales, Structured Observation, Questionnaire, experiments
The researchers can discover reality within a certain realm of
probability. What is observed, how it is observed and the outcome of
what is observed can be influenced by researcher’s background
knowledge, his/her recognising theories, Hypothesis.
Axiology
Epistemology
Methodology
Methods
Aim
To test a theory (Prove, Disprove), describe an experience through
observation; discover laws, to predict behaviours and situations, to
find relationships between variables; to generalise findings.
Qualitative
Quantitative
How ?
Two kinds of knowledge: 1- Human knowledge such as theories;
2- Doesn’t produce by human. Ex. Natural phenomena, light, thunder
Quality criteria Reliability , Validity
Ontology

24. Testing
Language
acquisition
Educational
Environment
Attitudes Motivation
Relationship
between
Variables
Policy
makers
Predict
…………………
Efficient /
effective
ways of
teaching
…………………
Research area in Education
@alahmadim2010

25. 1. What is the impact of brainstorming on developing critical thinking skills
for intermediate students ?
2. What is the students’ behaviour in prayer time at the school’s mosque ?
3. What is the relationship between memory capacity and achievement?
4. What is the effect of …… on ………………?
Post-positivist research questions
@alahmadim2010

26. Interpretivist Paradigm
@alahmadim2010

27. Interpretivism
❑ It holds that the meaning is not discovered; it is constructed through interactions.
❑ The reality is subjective and it differs from person to another (Guba & Lincoln, 1994)
❑ It believes that the ontological position is relativism which means that reality is not single
but it is multiple.
❑ Social phenomena can only be understood by looking at the totality.
❑ Researcher is considered as a part of the research process.
❑ The ontology and epistemology in interpretivism are intertwined.
❑ It is viewed as being subjectivist – that is the knowledge does not exist independently of
people knowledge of it.
@alahmadim2010

28. Interpretivist
paradigm
Multiple-realities (relativism), intangible, changeable, produce of
human experience,
Knowledge is subjective, socially constructed, mind-dependent,
idiographic; cannot be generalized.
Hermeneutics, Ethnographic, Case study, Phenomenology,
grounded theory, Biography.
Interviews, Observations, Documents, Visual data analysis,
Diary, pictures, discourse analysis, Focus group, audio-visual
materials,
Trustworthiness: Credibility, Transferability, Confirmability,
Dependability, Reflexivity
Ontology
Axiology
Epistemology
Methodology
Methods
Aim
To describe human nature, to explore people’s perceptions,
understand their experiences, identify phenomena,
Qualitative
How , What : RQs may not establish before the studyNoteConstructivism
theory

29. Teaching
Experience
Learning
Experience
Skills
Attitudes Feedback
Motivation
Teaching
strategies
Research area in Education
@alahmadim2010

30. 1. What are teachers’ / students’ experience of ….
2. What are teachers' / students’ perceptions/views of …..
3. What challenges do teachers' / students’ encounter when …..
4. How do teachers/ students experience
5. Why do not teachers go to training centre when they have got
low proficiency teaching?
6. How do teachers assess speaking … ?
Interpretivist Research questions
@alahmadim2010

31. @alahmadim2010

32. Test your knowledge
@alahmadim2010
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
Can you please do the following:
Highlight the numbers in the grid that fit each condition and only that condition. Please, use
different colours to show your thinking.
1- The odd numbers;
2- Multiples of 3

33. Answer
@alahmadim2010
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
Can you please do the following:
Highlight the numbers in the grid that fit each condition and only that condition. Please, use
different colours to show your thinking.
1- The odd numbers;
2- Multiples of 3

34. Transformative (Critical Theory) Paradigm
@alahmadim2010

35. Transformative Paradigm
❑ In the late 19th century, Karl Marx mentioned that industrial societies increase division
between rich and poor classes. Ex. Income inequality, the working class were being
oppressed by people in power, especially the owners of manufacturing plan.
❑ Feminist theory contributed of transformative paradigm because it explores power
structure that create and recreate gendered differentiations in societies.
❑ The realities are socially constructed entities that under the constant internal influence.
❑ The ontological position is historical realism, which is the view of that reality has been
shaped by social, political, cultural, economic, ethical, gender values.
❑ It believes that reality is not single, but it is multiple.
❑ Knowledge is socially constructed and at the same time influenced by power relations
from within society.
❑ Reality is alterable by human actions.
@alahmadim2010

36. Transformative
paradigm
Multiple (layer) realities, intangible, changeable, produce of
human political, culture, economic, race, ethics, gender,
disabilities value.
Knowledge is an interactive, socially constructed, mind-
dependent, dialectic; cannot be generalized.
Action research, Critical discourse analysis, Critical
ethnography, …….
Quantitative , Qualitative, Mixed methods.
Triangulation, Systematised reflexivity, member checks,
energizes participants.
Ontology
Axiology
Epistemology
Methodology
Methods
Aim
To ideology critique, to question educational practices; to
change and develop policies, emancipate, release
Qualitative
OR
Quantitative
Mixed
Methods
OR
@alahmadim2010

37. Curricula Literacy
Evaluation
Foreign
language
Value and
culture
Gender
Equality
Special
Needs
Educational
Policy
Role of
Teachers &
Students
How can we use it in Education Area?
@alahmadim2010

38. Transformative Research questions
1. How are gender issues represented in EFL curricula?
2. What kind of values are represented in the 2nd intermediate Arabic
curriculum ?
3. What roles do teachers/ supervisors play in curriculum development?
4. How are special needs represented in official curricula ?
@alahmadim2010

39. Pragmatism Paradigm
@alahmadim2010

40. Pragmatism Paradigm
❑ It links the choice of research paradigm directly to the purpose and nature of the
research questions (Creswell 2003)
❑ In reality, a decision of whether to take quantitative or qualitative are based on a belief of
design and methodology being the best suited to research aim, not based on the
philosophical position.
❑ The essence of a pragmatist ontology is actions and change; humans acting in a world
which is in a constant state of becoming.
❑ The world is thus changed through reason and action and there is an inseparable link
between human knowing and human action.
❑ Pragmatism emphasises the active role of the researcher in creating data and theories.
❑ Experimentation in the world is pivotal.
❑ Both Quantitative and Qualitative research methods may be used in one study.
@alahmadim2010

41. Pragmatism
paradigm
Anti-ontological philosophy; single/ multiple reality, the view
that is chosen to best answer the research question (Truth is
what works at the time?). Research problem is centred
Either subjective or objective meanings can provide facts to a
research question; focus on practical application to issues by
merging views to help interpret data. Role of researcher:
Unbiased, biased.
Mixed methods: Quantitative and Qualitative
Combining of multi-methods in one research
Values play a vital role to interpret results using subjective and
objective reasoning
Ontology
Axiology
Epistemology
Methodology
Methods
Aim To Explain, to Explore, to Compare, to Develop, ……
Qualitative
Quantitative
+
Consequences of actions; Problem-centered; Pluralistic; Real-
world practice oriented

42. Curricula Literacy
Evaluation
Foreign
language
Value and
culture
Assessment Gender
Equality
Special
Needs
Educational
Policy
Role of
Teachers &
Students
How can we use it in Education Area?
@alahmadim2010

43. Pragmatism Research questions
Quantitative and qualitative research questions:
1. What is the relationship between students’ English achievement and
characteristics of the school leader?
2. What relationships with stakeholders in the school influence school leaders’
decisions?
3. How are school leaders’ decisions and actions associated with students’ English
achievement?
@alahmadim2010

44. Philosophy
Paradigm
elements
Positivism Post-positivism
Interpretivism
(constructivism)
Participatory Pragmatism
Ontology
Singular Reality Singular Reality Multiple reality Political reality Singular or
Multiple
Epistemology
Objective Objective Subjective Collaborative Practically
Axiology
Unbiased Unbiased Biased Negations
Methodology
Quantitative Quantitative Qualitative Quantitative or
Qualitative or
Mixed methods
Quantitative or
Qualitative or
Mixed
Methods
Close ended
method
Close ended
method
Semi or
unstructured
Multi methods Multi methods
@alahmadim2010

45. ‫الب‬ ‫الفلسفات‬ ‫ضوء‬ ‫في‬ ‫البحثي‬ ‫للنموذج‬ ‫المكونة‬ ‫العناصر‬‫حثية‬
‫البراجماتية‬/‫النفعية‬
Pragmatism
‫التحويلية‬
Participatory
‫التفسيرية‬(‫البنائية‬)
Interpretivism
(constructivism)
‫الوضعية‬ ‫بعد‬ ‫ما‬
Post-positivism
‫الفلسفة‬
‫النموذج‬
‫متعددة‬ ،‫مفردة‬ ‫الحقيقة‬.
‫منظور‬ ‫ويتوفرمن‬ ،‫نظرية‬ ‫يختبر‬
‫متعدد‬.
‫السياسي‬ ‫الواقع‬
‫المشاركين‬ ‫مع‬ ‫الباحث‬ ‫يتفاوض‬
‫النتائج‬ ‫حول‬
‫متعددة‬ ‫الحقيقة‬.
‫متعددة‬ ‫منظور‬ ‫من‬ ‫وتتكون‬
‫واحد‬ ‫الواقع‬ ‫أو‬ ‫مفردة‬ ‫الحقيقة‬.
‫النظرية‬ ‫الباحث‬ ‫يرفض‬ ‫أو‬ ‫يقبل‬
‫الوجود‬
Ontology
‫عملية‬(‫بما‬ ‫البيانات‬ ‫الباحث‬ ‫يجمع‬
‫البحث‬ ‫أسئلة‬ ‫على‬ ‫االجابة‬ ‫يحقق‬)
‫تعاونية‬.‫مع‬ ‫بنشاط‬ ‫يشارك‬ ‫الباحث‬
‫المشاركين‬.
‫بنائية‬(‫اجتماعيا‬)‫خالل‬ ‫من‬ ،
‫والخبرة‬ ‫التصور‬.‫غير‬ ‫الباحث‬
‫البيانات‬ ‫جمع‬ ‫في‬ ‫موضوعي‬
‫ليست‬ ،‫إجرائية‬ ،‫للتحقق‬ ‫قابلة‬
‫مطلقة‬.،‫الباحث‬ ‫عن‬ ‫مستقلة‬
‫محدد‬ ‫ودوره‬.
‫المعرفة‬
Epistemology
‫متعددة‬(‫ومتحيزة‬ ‫منطقية‬) ‫تفاوضية‬(‫مع‬ ‫الباحث‬ ‫يفاوض‬
‫وتحيزه‬ ‫ميوله‬ ‫عن‬ ‫المشاركين‬.
‫متحيزه‬(‫عن‬ ‫الباحث‬ ‫يفصح‬
‫والتفسيرات‬ ‫التحيز‬)
‫منطقية‬(‫ضوابط‬ ‫الباحث‬ ‫يتبع‬
‫التحيز‬ ‫لتقليل‬)
‫القيمية‬
Axiology
‫مرتبطة‬
Combining
‫ونوعية‬ ‫كمية‬ ‫بيانات‬ ‫مزج‬
‫ببعضها‬.
‫تشاركية‬
Participatory
‫في‬ ‫المشاركين‬ ‫مع‬ ‫الباحث‬ ‫يشارك‬
‫للمراجعة‬ ‫البحث‬ ‫مراحل‬ ‫كل‬
‫للنتائج‬ ‫الدورية‬
‫استقرائية‬
Inductive
‫تبني‬ ‫ثم‬ ‫المشاركين‬ ‫أراء‬ ‫من‬ ‫تبدأ‬
‫تعميمات‬ ،‫نظريات‬ ،‫أنماط‬)
‫استنتاجية‬
‫نظرية‬ ‫يختبر‬ Deductive
‫المنهجية‬
Methodology
‫الرسمي‬ ‫النمطين‬ ‫بين‬ ‫تجمع‬
‫والسردي‬.
‫للتغيير‬ ‫تؤدي‬ ‫التي‬ ‫المرافعات‬ ‫لغة‬. ‫محدد‬ ‫غير‬(‫قصصية‬ ،‫سردية‬) ‫محدد‬ ‫رسمي‬ ‫نمط‬ ‫ذات‬ ‫البحث‬ ‫لغة‬ ‫نمط‬
Rhetoric
،‫األحمدي‬ ‫محمد‬ ‫ترجمة‬2019
@alahmadim2010

46. Questions can help researcher to select an appropriate paradigm
Dash (2005, p. 4) provides several questions you should ask in selecting a paradigm and
methodology:
1. What is the nature or essence of the social phenomena being investigated?
2. Is the social phenomena objective in nature or created and depended in the human
mind?
3. What are the bases of knowledge corresponding to the social reality, and how can
knowledge be acquired and disseminated?
4. What is the relationship of an individual with her environment? Is she conditioned by
the environment or is the environment created by her?
@alahmadim2010

47. Research Process
Research topic
Research aim
Research Questions
Research Paradigms
Ontology Epistemology Methodology Methods Axiology
Excluding pragmatism
Findings
@alahmadim2010

48. Activities
In five minutes, think of any research topic and try to write a research aim, research
paradigm, methodology, methods?
@alahmadim2010

49. Research topic
Research aim/s
Research
Question/s
Research
Paradigm
Ontology
Epistemology
Methodology
Methods
Axiology
@alahmadim2010
………………………………………………………………………………………………………………………………………………….....
………………………………………………………………………………………………………………………………………………….....
………………………………………………………………………………………………………………………………………………….....
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………..………
…………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………..……………
…………………………………………………………………………………………………………………..…………..
Activities

50. References
Coe, R., Waring, M., Hedges, L. V., & Arthur, J. (Eds.). (2017). Research methods and methodologies in education.
Sage.
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. Routledge.
Guba, E.G. (1990) The Paradigm Dialog. London: Sage.
Guba, E.G. and Lincoln, Y. (1994) Do inquiry paradigms imply methodologies? In: Fetterman, D.M. (Ed.)
Qualitative approaches to evaluation in education, 89-115. New York: Praeger.
Lincoln, Y. S., Lynham, S. A., & Guba, E. G. (2011). Paradigmatic controversies, contradictions, and emerging
confluences, revisited. The Sage handbook of qualitative research, 4, 97-128.
Lohse, S. (2017). Pragmatism, ontology, and philosophy of the social sciences in practice. Philosophy of the Social
Sciences, 47(1), 3-27.
Mackenzie, N., & Knipe, S. (2006). Research dilemmas: Paradigms, methods and methodology. Issues in
educational research, 16(2), 193-205.
Mertens, D. M. (2014). Research and evaluation in education and psychology: Integrating diversity with
quantitative, qualitative, and mixed methods. Sage publications.
Pring, R. (2004). The philosophy of education. Bloomsbury Publishing.
Wellington, J. (2015). Educational research: Contemporary issues and practical approaches. Bloomsbury
Publishing.
Dash, N. K. (2005). Selection of research paradigm and methodology: Online research methods resources for teachers and
trainers. Retrieved from http://www.celt.mmu.ac.uk/researchmethods/Modules/Selection_of_methodology/index.php
Dash, N.K. (1993). Research Paradigms in Education: Towards a Resolution. Journal of Indian Education 19(2), pp1-6.

51. References
Denzin, N. K., & Lincoln, Y. S. (2005). SAGE Handbook of qualitative research (3rd Ed.) Thousand Oaks, CA:
Sage Publications.
Taylor, P. C., & Medina, M. N. D. (2013). Educational research paradigms: From positivism to multiparadigmatic. The
Journal of Meaning-Centered Education, 1(2), 1-13.

52. ‫العربية‬ ‫المراجع‬
‫محمود‬ ‫رجاء‬ ،‫عالم‬ ‫أبو‬(2018.)‫والمختلط‬ ‫والنوعي‬ ‫الكمي‬ ‫البحث‬ ‫مناهج‬.‫األردن‬:‫المسيرة‬ ‫دار‬.
‫كرسول‬ ،‫جون‬(2018.)‫والمزجية‬ ‫والنوعية‬ ‫الكمية‬ ‫البحوث‬ ‫تصميم‬(‫القحطاني‬ ‫عبدالمحسن‬ ‫ترجمة‬.)‫الكويت‬:‫المسيلة‬ ‫دار‬.
‫بيتر‬ ،‫أرياسين‬ ‫وجي؛‬ ‫ميلز؛‬ ،‫جيفري‬(2012.)‫ترجمة‬ ‫والتطبيقات‬ ‫للتحليل‬ ‫كفايات‬ ‫التربوي‬ ‫البحث‬(‫عالم‬ ‫محمود‬ ‫الدين‬ ‫صالح‬.)‫األردن‬:‫الفكر‬ ‫دار‬.
‫أحمد‬ ،‫الصيداوي‬(2013.)‫البحث‬'‫األساسية‬ ‫بنماذجه‬ ‫العلمي‬:‫واالجتماعية‬ ‫التربوية‬ ‫للبحوث‬ ‫المقدمات‬ ‫مقدمة‬.‫لبنان‬:
‫والنشر‬ ‫للتوزيع‬ ‫المطبوعات‬ ‫شركة‬.

53. The End
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