Inductive & DeductiveResearch Approach

INDUCTIVE & DEDUCTIVE
RESEARCH APPROACH
BY: MOHD TAJUDIN B JAMALUDIN

Contents
 Definition
 Methods

 Inductive teaching
 deductive teaching
 Examples of inductive & deductive
 Advantages
 Disadvantages
 Conclusion

Definition
 INDUCTIVE:

Inductive teaching (also called discovery teaching or inquiry teaching) is based on the claim that knowledge is build primarily from a learner’s experiences and interactions with phenomena.

Definition
 DEDUCTIVE

Deductive teaching (also called direct instruction) is much less “constructively” and is based on the idea that a highly structured presentation of content creates optimal learning for students.

Research Methods
In research, we often refer to the two broad methods of reasoning as the deductive and inductive approaches.

Research Types

Deductive
Approach

Inductive
Approach

Inductive Research Approach
THEORY

TENTATIVE
HYPOTHESIS

Hill
Climbing

PATTERN

Observations

• Inductive reasoning works

the other way, moving from specific observations to broader generalizations and theories.
• Informally,, we sometimes call this a "bottom up“ approach • Conclusion is likely based on premises.
• Involves a degree off uncertainty Deductive Research Approach
 Deductive reasoning

works from the more general to the more specific.  Sometimes this is informally called a
"top-down“
approach.
 Conclusion follows logically from premises (available facts) THEORY

HYPOTHESIS
Waterfall
OBSERVATIO
N

CONFIRMATI
ON

Inductive teaching
 An instructor using an inductive approach begins by

exposing students to a concrete instance, or instances, of a concept .
 The teacher’s role is to create the opportunities and the context in which students can successfully make the appropriate generalizations, and to guide students necessary.

Deductive Teaching
 . The instructor

using a deductive approach typically presents a general concept by first defining it and then providing examples or illustrations that demonstrate the idea.
 Students are given opportunities to practice, with instructor guidance and feed back.

Example of Inductive Teaching
Using the grammar situation, the teacher would present the students with a variety of examples for a given concept without giving any introduction about how the concept is used. As students see how the concept is used, it is hoped that they will notice how the concept is to be used and determine the grammar rule. As a conclusion to the activity, the teacher can ask the students to explain the grammar rule as a final check that they understand the concept.

Example of Deductive Teaching
A deductive approach to instruction is a more teacher-centered approach.
This means that the teacher gives the students a new concept, explains it, and then has the students practice using the concept. For example, when teaching a new grammar concept, the teacher will introduce the concept, explain the rules related to its use, and finally the students will practice using the concept in a variety of different ways. Advantages
 Inductive
 Students may draw approaches
 Inductive approach can increase the creativity
 Inductive approach showed better long-term

retention ability
 Meet the challenges of the new world

Advantages
 Deductive
 Some educators have suggested that deductive

teaching can be critically important for students with learning disabilities
 Some learn best through a deductive approach.
 Deductive learners like to have the general principles identified Disadvantages
 INDUCTIVE:
 . Students may draw

other meaning from the

examples
 The inductive approach may also take more time and be less “efficient” then a deductive approach
 certain ideas do not lend themselves easily to an inductive-teaching Disadvantages
 DEDUCTIVE
 It doesn’t allow for divergent student thinking.
 It also doesn’t emphasize students reasoning and

problem solving.
 Deductive approach can not increase the creativities.

CONCLUSION
 Both deductive and inductive teaching approaches

should be included in all courses.
 Each offers advantages to students with different learning strengths and motivations.
 Varying the approach to teaching content can help to reach diverse learning needs.