Determinants of postgraduate students' awareness and utilization of educational research paradigms and approaches in a public university in Tanzania

Abstract

This study explores the determinants of postgraduate students' awareness and utilization of educational research paradigms and approaches at a public university in Tanzania. Employing a survey design, we analyzed data from administered closed-ended questionnaires to academic staff and students. The research identified key factors influencing students' engagement with educational research paradigms, including educational background, access to resources, supervisory practices, and institutional culture. Findings revealed that there is no single factor that determines postgraduate students' awareness and utilization of educational research paradigms and approaches in universities. Rather, there are multitude of factors ranging from students’ background and interests, the influence of the supervisors and the institution, nature of research topics, the teaching of research methods, and peer influence. The study underscores the need for enhanced curriculum design and supervisory support to improve paradigm-specific knowledge and application. Implications for curriculum development and pedagogical practices are discussed to foster a more comprehensive and effective research environment.