UNIVERSITY OF SOUTH AFRICA (UNISA)
College of Education — Department of Curriculum and Instructional Studies
⋄
ASSIGNMENT 2
Semester 1 — 2026
⋄
Module Code: RCE2601
Module Name: Research and Critical Reasoning
Assignment No.: Assignment 2
Due Date: 30 June 2026
Semester: Semester 1, 2026
Total Marks: 100
Submitted in partial fulfilment of the requirements for RCE2601
at the University of South Africa.
,UNISA | RCE2601 Research and Critical Reasoning — Assignment 2
Question 1: Inductive and Deductive Reasoning and Common Logical Fallacies
Reasoning forms the backbone of critical inquiry in academic research. According to Haque
(2022), the deductive approach tests an existing theory by moving from general principles
to specific conclusions, while the inductive approach constructs theory by moving from spe-
cific observations to broader generalisations. Understanding the distinction between these
two modes of reasoning, as well as recognising logical fallacies, is essential for rigorous aca-
demic work (Proudfoot, 2023).
1.1 Categorisation of Statements: Inductive and Deductive Reasoning
Key Distinction
Inductive reasoning moves from specific observations to general conclusions and is
associated with qualitative, exploratory research. Deductive reasoning moves from
a general principle or theory to a specific, testable conclusion, and is characteristic of
quantitative, confirmatory research (Haque, 2022; Proudfoot, 2023).
Implementation Insight
In South African higher education research, inductive reasoning is widely used in
qualitative studies exploring lived experiences of students and educators. Deductive
reasoning is more commonly found in quantitative studies testing hypotheses derived
from established educational theories (Haque, 2022).
1.2 Identification of Common Logical Fallacies
A logical fallacy is an error in reasoning that weakens or invalidates an argument (Internet
Encyclopedia of Philosophy, 2024). The following table identifies the specific fallacy present in
each statement.
Critical Consideration
The Ad Hominem fallacy attacks the person making the argument rather than the
argument itself. The Slippery Slope fallacy assumes that one event will inevitably lead
to extreme consequences without adequate evidence. Both are frequently encountered
in academic and everyday debates and must be distinguished from legitimate critique
(Grammarly, 2023; Internet Encyclopedia of Philosophy, 2024).
Page 1 of 12
,UNISA | RCE2601 Research and Critical Reasoning — Assignment 2
Table 1: Classification of Statements by Type of Reasoning
Statement Statement (Summary) Type of Reasoning
No.
1.1.1 Larger sample sizes in reviewed articles suggest larger Inductive Reasoning
samples are generally better.
1.1.2 All credible studies are evidence-based; this study is Deductive Reasoning
evidence-based; therefore it is credible.
1.1.3 Students who practise critical thinking regularly improve Inductive Reasoning
problem-solving; therefore practice strengthens reason-
ing.
1.1.4 Arguments containing logical fallacies are weak; this Deductive Reasoning
argument contains fallacies; therefore it is weak.
1.1.5 Valid conclusions must follow from evidence; this con- Deductive Reasoning
clusion does not; therefore it is invalid.
1.1.6 In three group projects, effective communicators scored Inductive Reasoning
higher; therefore communication contributes to suc-
cess.
1.1.7 Many researchers using credible sources produce Inductive Reasoning
stronger arguments; therefore reliable evidence im-
proves quality.
1.1.8 Biased data collection yields unreliable results; biased Deductive Reasoning
sampling was used; therefore results are biased.
1.1.9 All plagiarism violates academic integrity; the student Deductive Reasoning
copied without citation; therefore the student violated
integrity.
1.1.10 Controlled experiments produced consistent outcomes, Inductive Reasoning
suggesting controlled environments increase accuracy.
Question 2: Crafting a Sound Problem Statement
A well-crafted problem statement is the foundation of credible academic research. Creswell
and Poth (2018) note that research problems typically emerge from practical challenges,
knowledge gaps, contradictions in existing literature, policy considerations, or theoretical
questions.
2.1 Origins of Problem Statement Scenarios
Implementation Insight
In the South African education context, problem statements often combine two origins.
For example, the ICT policy scenario (2.1.4) relates both to policy questions and prac-
tical challenges, since rural and township schools frequently lack the infrastructure
required for compliance with the White Paper on Technology Integration (Creswell and
Poth, 2018).
Page 2 of 12
, UNISA | RCE2601 Research and Critical Reasoning — Assignment 2
Table 2: Identification of Logical Fallacies per Statement
Statement Statement (Summary) Logical Fallacy
No.
1.2.1 Sizwe’s argument is dismissed because she failed Ad Hominem Fallacy
her last exam.
1.2.2 The lecturer’s research is untrustworthy because he Ad Hominem Fallacy
is too young and inexperienced.
1.2.3 The textbook is correct because the school principal Appeal to Authority
recommended it. Fallacy
1.2.4 A learner must study science subjects or be unsuc- False Dichotomy (False
cessful in life. Dilemma) Fallacy
1.2.5 One unprepared teacher means all teachers at the Hasty Generalisation
school are unprofessional. Fallacy
1.2.6 One assignment extension will eventually cause no Slippery Slope Fallacy
student to submit on time again.
1.2.7 Allowing calculators in one test will result in learners Slippery Slope Fallacy
stopping counting entirely.
1.2.8 The article is trustworthy because the researcher is Circular Reasoning
reliable, and the researcher is reliable because the (Begging the Question)
article is trustworthy. Fallacy
1.2.9 Either students attend every lecture or they do not False Dichotomy (False
care about their education. Dilemma) Fallacy
1.2.10 Students must follow school rules because they Circular Reasoning
must be obeyed, and they must be obeyed because (Begging the Question)
they are rules. Fallacy
Table 3: Classification of Problem Statement Scenarios by Origin
Scenario No. Key Features of the Scenario Origin of Problem
Statement
2.1.1 Existing research lacks focus on how learner en- Gaps in Existing
gagement strategies influence academic success Knowledge
in under-resourced schools using online platforms.
2.1.2 Electricity disruptions, limited internet, and poor Practical Challenges
digital skills cause failure in online learning imple-
mentation; practical solutions are needed.
2.1.3 Studies produce opposing findings on whether Contradictions in
online learning improves or hinders learner perfor- Research Findings
mance, creating uncertainty for practitioners.
2.1.4 The White Paper on ICT integration in Education Policy Questions
is not being implemented effectively; questions
arise about its feasibility in under-resourced con-
texts.
2.1.5 Constructivist theory suggests active learning, Theoretical Questions
yet teacher-centred approaches dominate digital
classrooms, raising a question about theory’s
applicability.
2.2 Research Approaches for Selected Research Topics
Research studies may adopt a quantitative, qualitative, or mixed methods approach. Quan-
titative approaches are appropriate when the goal is to measure, compare, or determine
Page 3 of 12
College of Education — Department of Curriculum and Instructional Studies
⋄
ASSIGNMENT 2
Semester 1 — 2026
⋄
Module Code: RCE2601
Module Name: Research and Critical Reasoning
Assignment No.: Assignment 2
Due Date: 30 June 2026
Semester: Semester 1, 2026
Total Marks: 100
Submitted in partial fulfilment of the requirements for RCE2601
at the University of South Africa.
,UNISA | RCE2601 Research and Critical Reasoning — Assignment 2
Question 1: Inductive and Deductive Reasoning and Common Logical Fallacies
Reasoning forms the backbone of critical inquiry in academic research. According to Haque
(2022), the deductive approach tests an existing theory by moving from general principles
to specific conclusions, while the inductive approach constructs theory by moving from spe-
cific observations to broader generalisations. Understanding the distinction between these
two modes of reasoning, as well as recognising logical fallacies, is essential for rigorous aca-
demic work (Proudfoot, 2023).
1.1 Categorisation of Statements: Inductive and Deductive Reasoning
Key Distinction
Inductive reasoning moves from specific observations to general conclusions and is
associated with qualitative, exploratory research. Deductive reasoning moves from
a general principle or theory to a specific, testable conclusion, and is characteristic of
quantitative, confirmatory research (Haque, 2022; Proudfoot, 2023).
Implementation Insight
In South African higher education research, inductive reasoning is widely used in
qualitative studies exploring lived experiences of students and educators. Deductive
reasoning is more commonly found in quantitative studies testing hypotheses derived
from established educational theories (Haque, 2022).
1.2 Identification of Common Logical Fallacies
A logical fallacy is an error in reasoning that weakens or invalidates an argument (Internet
Encyclopedia of Philosophy, 2024). The following table identifies the specific fallacy present in
each statement.
Critical Consideration
The Ad Hominem fallacy attacks the person making the argument rather than the
argument itself. The Slippery Slope fallacy assumes that one event will inevitably lead
to extreme consequences without adequate evidence. Both are frequently encountered
in academic and everyday debates and must be distinguished from legitimate critique
(Grammarly, 2023; Internet Encyclopedia of Philosophy, 2024).
Page 1 of 12
,UNISA | RCE2601 Research and Critical Reasoning — Assignment 2
Table 1: Classification of Statements by Type of Reasoning
Statement Statement (Summary) Type of Reasoning
No.
1.1.1 Larger sample sizes in reviewed articles suggest larger Inductive Reasoning
samples are generally better.
1.1.2 All credible studies are evidence-based; this study is Deductive Reasoning
evidence-based; therefore it is credible.
1.1.3 Students who practise critical thinking regularly improve Inductive Reasoning
problem-solving; therefore practice strengthens reason-
ing.
1.1.4 Arguments containing logical fallacies are weak; this Deductive Reasoning
argument contains fallacies; therefore it is weak.
1.1.5 Valid conclusions must follow from evidence; this con- Deductive Reasoning
clusion does not; therefore it is invalid.
1.1.6 In three group projects, effective communicators scored Inductive Reasoning
higher; therefore communication contributes to suc-
cess.
1.1.7 Many researchers using credible sources produce Inductive Reasoning
stronger arguments; therefore reliable evidence im-
proves quality.
1.1.8 Biased data collection yields unreliable results; biased Deductive Reasoning
sampling was used; therefore results are biased.
1.1.9 All plagiarism violates academic integrity; the student Deductive Reasoning
copied without citation; therefore the student violated
integrity.
1.1.10 Controlled experiments produced consistent outcomes, Inductive Reasoning
suggesting controlled environments increase accuracy.
Question 2: Crafting a Sound Problem Statement
A well-crafted problem statement is the foundation of credible academic research. Creswell
and Poth (2018) note that research problems typically emerge from practical challenges,
knowledge gaps, contradictions in existing literature, policy considerations, or theoretical
questions.
2.1 Origins of Problem Statement Scenarios
Implementation Insight
In the South African education context, problem statements often combine two origins.
For example, the ICT policy scenario (2.1.4) relates both to policy questions and prac-
tical challenges, since rural and township schools frequently lack the infrastructure
required for compliance with the White Paper on Technology Integration (Creswell and
Poth, 2018).
Page 2 of 12
, UNISA | RCE2601 Research and Critical Reasoning — Assignment 2
Table 2: Identification of Logical Fallacies per Statement
Statement Statement (Summary) Logical Fallacy
No.
1.2.1 Sizwe’s argument is dismissed because she failed Ad Hominem Fallacy
her last exam.
1.2.2 The lecturer’s research is untrustworthy because he Ad Hominem Fallacy
is too young and inexperienced.
1.2.3 The textbook is correct because the school principal Appeal to Authority
recommended it. Fallacy
1.2.4 A learner must study science subjects or be unsuc- False Dichotomy (False
cessful in life. Dilemma) Fallacy
1.2.5 One unprepared teacher means all teachers at the Hasty Generalisation
school are unprofessional. Fallacy
1.2.6 One assignment extension will eventually cause no Slippery Slope Fallacy
student to submit on time again.
1.2.7 Allowing calculators in one test will result in learners Slippery Slope Fallacy
stopping counting entirely.
1.2.8 The article is trustworthy because the researcher is Circular Reasoning
reliable, and the researcher is reliable because the (Begging the Question)
article is trustworthy. Fallacy
1.2.9 Either students attend every lecture or they do not False Dichotomy (False
care about their education. Dilemma) Fallacy
1.2.10 Students must follow school rules because they Circular Reasoning
must be obeyed, and they must be obeyed because (Begging the Question)
they are rules. Fallacy
Table 3: Classification of Problem Statement Scenarios by Origin
Scenario No. Key Features of the Scenario Origin of Problem
Statement
2.1.1 Existing research lacks focus on how learner en- Gaps in Existing
gagement strategies influence academic success Knowledge
in under-resourced schools using online platforms.
2.1.2 Electricity disruptions, limited internet, and poor Practical Challenges
digital skills cause failure in online learning imple-
mentation; practical solutions are needed.
2.1.3 Studies produce opposing findings on whether Contradictions in
online learning improves or hinders learner perfor- Research Findings
mance, creating uncertainty for practitioners.
2.1.4 The White Paper on ICT integration in Education Policy Questions
is not being implemented effectively; questions
arise about its feasibility in under-resourced con-
texts.
2.1.5 Constructivist theory suggests active learning, Theoretical Questions
yet teacher-centred approaches dominate digital
classrooms, raising a question about theory’s
applicability.
2.2 Research Approaches for Selected Research Topics
Research studies may adopt a quantitative, qualitative, or mixed methods approach. Quan-
titative approaches are appropriate when the goal is to measure, compare, or determine
Page 3 of 12
