QUALITATIVE

RESEARCH
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The most basic definition of qualitative research is that it uses words as data collected and
analyzed in all sorts of ways.
Quantitative research, in contrast, uses numbers as data and analyses them using statistical
techniques.

The term qualitative research is used to refer both to techniques (of data collection or data
analysis) and to a wider framework for conducting research, or paradigm,

Qualitative research, as we define it, is not just about data and techniques – it’s about the
application of qualitative techniques within a qualitative paradigm, which is quite different from a
quantitative paradigm (see Table 1.1).
 Ten Fundamentals of Qualitative Research
 Qualitative research is about meaning, not
numbers
 Qualitative research doesn’t provide a
single answer
 Qualitative research treats context as
important
 Qualitative research can be experiential or
critical
 Qualitative research is underpinned by
ontological assumptions
 Qualitative research is underpinned by
epistemological
 Qualitative research involves a qualitative
methodology
 Qualitative research uses all sorts of data
 Qualitative research involves ‘thinking
qualitatively’
 Qualitative research values subjectivity
and reflexivity
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QUALITATIVE

a) Research proposal

Scientific b) Objectives

Research c) Hypothesis and aims

d) Statement of problems
e) Methodology
f) Expected Outcome
Presentation title
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a) Research proposal

 A research proposal is a document that describes the idea, importance, and method of the
research. The format can vary widely among different higher education settings, different funders, and
different organizations.
 The process of writing a qualitative research proposal is discussed with regards to the most important
questions that need to be answered in your research proposal with consideration of the guidelines of
being practical, being persuasive, making broader links, aiming for crystal clarity and planning before you
write.
 A concise and coherent summary of your proposed research. It sets out the central issues or
questions that you intend to address. It outlines the general area of study within which your research
falls, referring to the current state of knowledge and any recent debates on the topic.
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a) Research proposal

Parts of a Research Proposal

• Title.
• Abstract.
• Introduction.
• Objective(s)
• Variables (independent and dependent)
• Research Question and/or hypothesis.
• Methodology.
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b) Objectives

 The objectives of qualitative research are to focus more on target audiences’ range of behaviour
and perceptions that drive it rather than facts and statistics that govern quantitative research.

 Quantitative research objectives try to determine a relationship between a dependent and an

independent variable whereas qualitative objectives study complex behaviour that is difficult, but
not impossible, to capture with statistics.

 Because of that, the scope of qualitative research aims and objectives are far wider than
quantitative and gives the researcher more freedom than its peer.
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b) Objectives

 The most common research objectives of qualitative study are to “explore”, “discover”, and
“construct”. Qualitative research studies behavior in its natural environment. The final report
commonly includes a narrative report with contextual descriptions and direct quotations from
research participants or respondents.

 Qualitative research has originated from sociology and psychology, two fields of science that study
human behavior, preferences, and the decision-making process.

 The objectives of qualitative research are to focus more on target audiences’ range of behavior and
perceptions that drive it rather than facts and statistics that govern quantitative research.
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b) Objectives - examples

Here are a few sample qualitative research objectives for your easy understanding and application:

Ethnographic Research
 This type of research focuses on the study of human societies and how different people act in different cultures.
 Sample Objective:
• Determine the impact of tribal environment on an individual’s personality
• To identify the change in personality if an individual is shifted from his comfort environment
• Observing a group of children playing.
• Observing employees in a corporate office.
• Observing medical personnel in a high-volume hospital.
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b) Objectives - examples

Here are a few sample qualitative research objectives for your easy understanding and application:

Ethical Inquiry research

 This type of study tries to understand the origin of rights, obligations, and how people develop the sense
of right and wrong based on their environment.
 Sample Objective:
• To identify the factors that motivate people to commit crimes in society.
• To determine the ethical background of the students who are known to be ‘school bullies’.
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b) Objectives - examples

Here are a few sample qualitative research objectives for your easy understanding and application:

Foundational Research:
 This type of research tries to understand how and why the process of learning takes place amongst people of
different ages.
 Sample Objective:
• To determine the scale of time it takes an average child to learn a new skill
• To determine the scale of time it takes an individual with the inability to learn a new skill
• A critical analysis of product placement as an effective marketing strategy.
• An investigation into the main elements of brands and branding.
• A study of factors impacting each stage of product life cycle.
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b) Objectives - examples

Here are a few sample qualitative research objectives for your easy understanding and application:

Historical Research:
 It is the study of a person’s current social attitude and community structure based on his past events and
experiences.
 Sample Objective:
• To determine the success rate of a couple’s marriage based on their past relationships
• To understand the level of self-confidence in an individual based on his schooling experiences.
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b) Objectives - examples

Here are a few sample qualitative research objectives for your easy understanding and application:

Phenomenology research:
 This type of research is known as identifying an experience from an individual’s point of view. It tries to
identify how different individuals perceive different experiences.
 Sample Objective:
• To determine the level of satisfaction of a hotel customer
• To understand the unique experience of a mystery shopper who visits a bank branch
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c) Hypothesis and aims

 A hypothesis states your predictions about what your research will find. It is a tentative answer to
your research question that has not yet been tested. For some research projects, you might have to
write several hypotheses that address different aspects of your research question.
 A hypothesis is a statement that we are trying to prove or disprove. It is used to express the
relationship between variables and whether this relationship is significant.
 It is specific and offers a prediction on the results of your research question.
 The importance of hypothesis in a qualitative research is that, it is used to express the relationship
between variables and whether this relationship is significant. It is specific and offers a prediction on
the results of your research question.
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c) Hypothesis and aims

 A hypothesis is not just a guess – it should be based on existing theories and knowledge. It also has to be
testable, which means you can support or refute it through scientific research methods (such as experiments,
observations and statistical analysis of data).

In qualitative research, a hypothesis is used in the form of a clear statement concerning the problem to
be investigated. Unlike in quantitative research, where hypotheses are only developed to be tested,
qualitative research can lead to hypothesis-testing and hypothesis-generating outcomes.
 How to Write Hypothesis in Research
1. Predicts the relationship and outcome.
2. Simple and concise – avoid wordiness.
3. Clear with no ambiguity or assumptions about the readers' knowledge.
4. Observable and testable results.
5. Relevant and specific to the research question or problem.
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c) Hypothesis and aims

Does qualitative research need a hypothesis?

 The research hypothesis is central to all research endeavors, whether qualitative or quantitative,
exploratory or explanatory. At its most basic, the research hypothesis states what the researcher expects to find
– it is the tentative answer to the research question that guides the entire study.
Examples of Hypothesis
 Consumption of sugary drinks every day leads to obesity is an example of a simple hypothesis. All lilies
have the same number of petals is an example of a null hypothesis. If a person gets 7 hours of sleep, then he
will feel less fatigue than if he sleeps less.
 The best example of a hypothesis is If a plant receives water, then it will grow faster. Explanation: In the
scientific method of research, a hypothesis can be described as a tentative statement that can be proved right or
wrong. A hypothesis can be tested through experiments and the results can be deduced from it.
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c) Hypothesis and aims

Examples of Hypothesis
 Consumption of sugary drinks every day leads to obesity is an example of a simple hypothesis. All lilies
have the same number of petals is an example of a null hypothesis. If a person gets 7 hours of sleep, then he
will feel less fatigue than if he sleeps less.
 The best example of a hypothesis is If a plant receives water, then it will grow faster. Explanation: In the
scientific method of research, a hypothesis can be described as a tentative statement that can be proved right or
wrong. A hypothesis can be tested through experiments and the results can be deduced from it.
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c) Hypothesis and aims
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d) Statement of Problems

 A problem statement is an explanation in research that describes the issue that is in need of
study. What problem is the research attempting to address? Having a Problem Statement allows the
reader to quickly understand the purpose and intent of the research.

 The statement of the problem is one of the first things that a colleague or potential client will read.
With the vastness of the information available at one’s fingertips in the online9 world, your work may
have just a few seconds to draw in a reader to take a deeper look at your proposal.
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d) Statement of Problems

 What is Included in a Problem Statement?

 Besides identifying the gap of understanding or the weakness of necessary data, it is important to
explain the significance of this lack.
 -How will your research contribute to the existing knowledge base in your field of study?
 -How is it significant?
 -Why does it matter?
 Not all problems have only one solution so demonstrating the need for additional research can also be
included in your problem statement. Once you identify the problem and the need for a solution, or for
further study, then you can show how you intend to collect the needed data and present it.
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d) Statement of Problems

How to Write a Statement of Problem in Research Proposal

 It is helpful to begin with your goal. What do you see as the achievable goal if the problem you outline is solved?
How will the proposed research theoretically change anything? What are the potential outcomes?
 Then you can discuss how the problem prevents the ability to reach your realistic and achievable solution. It is
what stands in the way of changing an issue for the better. Talk about the present state of affairs and how the
problem impacts a person’s life, for example.
 It’s helpful at this point to generally layout the present knowledge and understanding of the subject at hand,
before then describing the gaps of knowledge that are currently in need of study. Your problem statement is a
proposed solution to address one of these gaps.
 A good problem statement will also layout the repercussions of leaving the problem as it currently stands. What
is the significance of not addressing this problem? What are the possible future outcomes?
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d) Statement of Problems

Example of Problem Statement in Research Proposal

 If, for example, you intended to research the effect of vitamin D supplementation on the immune system,
 You would begin with a review of the current knowledge of vitamin D’s known function in relation to the immune system and
how a deficiency of it impacts a person’s defenses.
 You would describe the ideal environment in the body when there is a sufficient level of vitamin D. Then, begin to identify the
problems associated with vitamin D deficiency and the difficulty of raising the level through supplementation, along with the
consequences of that deficiency. Here you are beginning to identify the problem of a common deficiency and the current
difficulty of increasing the level of vitamin D in the blood.

 At this stage, you may begin to identify the problem and narrow it down in a way that is practical to a research project.
Perhaps you are proposing a novel way of introducing Vitamin D in a way that allows for better absorption by the gut, or in
a combination with another product that increases its level in the blood.
 Describe the way your research in this area will contribute to the knowledge base on how to increase levels of vitamin D in a
specific group of subjects, perhaps menopausal women with breast cancer. The research proposal is then described in
practical terms.
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d) Statement of Problems

How to write a problem statement in research?

 Problem statements differ depending on the type and topic of research and vary between a few sentences to a few paragraphs.
 However, the problem statement should not drag on needlessly. Despite the absence of a fixed format, a good research problem
statement usually consists of three main parts:
 Context: This section explains the background for your research. It identifies the problem and describes an ideal scenario that could
exist in the absence of the problem. It also includes any past attempts and shortcomings at solving the problem.
 Significance: This section defines how the problem prevents the ideal scenario from being achieved, including its negative impacts on
the society or field of research. It should include who will be the most affected by a solution to the problem, the relevance of the study
that you are proposing, and how it can contribute to the existing body of research.
 Solution: This section describes the aim and objectives of your research, and your solution to overcome the problem. Finally, it need
not focus on the perfect solution, but rather on addressing a realistic goal to move closer to the ideal scenario.
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d) Statement of Problems

Here is a cheat sheet to help you with formulating a good problem statement.
 1. Begin with a clear indication that the problem statement is going to be discussed next. You can start with a
generic sentence like, “The problem that this study addresses…” This will inform your readers of what to expect
next.
 2. Next, mention the consequences of not solving the problem. You can touch upon who is or will be affected if
the problem continues, and how.
 3. Conclude with indicating the type of research/information that is needed to solve the problem. Be sure to
reference authors who may have suggested the necessity of such research.
 This will then directly lead to your proposed research objective and workplan and how that is expected to solve
the problem i.e., close the research gap.
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e) Methodology

 Qualitative methods use data collection methodologies such as interviewing, observation,

discussions and review of documents (e.g. diaries, historical documents).

 The results of qualitative research are descriptive or explanatory rather than predictive, and are
typically time-consuming to collect and analyze.
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e) Methodology

The Code specifically states that: “Qualitative research includes focus groups, in-depth interviews, case
studies, narrative research, and ethnography, among other approaches. This research generally
involves descriptive, unstructured data.
Some of the most common qualitative methods:

 Observations: recording what you have seen, heard, or encountered in detailed field notes.
 Interviews: personally asking people questions in one-on-one conversations.
 Focus groups: asking questions and generating discussion among a group of people.
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e) Methodology
Qualitative research is the process of acquiring data by studying subjects in their natural habitat. The focus is on understanding
the why and how of human behavior in situations, and is defined as a scientific research method to obtain non-numerical data.
Qualitative research is subjective in nature:
• Methods are designed to understand the lives of participants.
• The process is maintained on neutral lines without placing judgement on individual responses.
• Focus areas are cultures, societies and individuals.
Types of Qualitative Research methods:
 1. Ethnography
Ethnography, one of the most popular methods of qualitative research, involves the researcher embedding himself or herself
into the daily life and routine of the subject or subjects. Either as an active participant or an observer, the researcher
experiences their customs, traditions, mannerisms, reactions to situations etc. first hand, sometimes for years. Geographical
constraints could be a hindrance for the researcher.
 Ex am ple of application : This on-the-field method can help companies in assessing how consumers use certain products
or services, and accordingly develop new products or revamp existing products.
 2. Narrative
In the Narrative method of qualitative research, the researcher gathers data or facts from one or two subjects through
interviews, documents etc. over a period of time. Based on a theme, these are then pieced together (not necessarily in the
same sequence) to derive answers and suggestions.
 Example of application: A business can use this method to understand challenges faced by their target audience that can in
turn be utilised for innovation and development of products.
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e) Methodology
Types of Qualitative Research Methods

 3. Ph e n o m e n o lo gy
Th e Ph e n o m e n o lo gy q u a lita tive re se a rch m e th o d is u se d to stu d y a n e ve n t o r a ctivity a s it h a p p e n s, fro m va rio u s a n gle s. Usin g
in te rvie ws, vid e o s, o n -site visits e tc., o n e ca n a d d o n to e xistin g in fo rm a tio n u sin g p e rsp e ctive s a n d in sigh ts fro m th e p a rticip a n ts
th e m se lve s a b o u t th e a ctivity o r e ve n t. It is p rim a rily a n e xp e rie n ce o r p e rce p tio n b a se d re se a rch m e th o d .
 Exa m ple of a pplica t ion : Un ive rsitie s ca n re ly o n th is m e th o d to u n d e rsta n d h ow stu d e n ts m a ke th e ir ch o ice s a b o u t a p p lyin g to
u n ive rsitie s/co lle ge s.
 4. Gr o u n d e d Th e o r y
Gro u n d e d th e o ry sta rts with a q u e stio n o r co lle ctio n o f d a ta . Th ro u gh syste m a tic d a ta co lle ctio n a n d a n a lysis, re p e titive id e a s o r
e le m e n ts a re co d e d , a n d co d e s a re gro u p e d o r ca te go rize d . Ne w th e o rie s m a y b e fo rm e d b a se d o n th e se ca te go rie s.
 Exa m ple of a pplica t ion : A p ro d u ct-b a se d co m p a n y ca n u se th is m e th o d to u n d e rsta n d h ow th e ir cu sto m e rs u se th e ir p ro d u cts o r
in d ivid u a l fe a tu re s o f th e ir p ro d u ct o r p ro d u cts.
 5. Ca s e s t u d y
Th e ca se stu d y m e th o d is u se d to ga th e r in -d e p th a n d d e ta ile d in fo rm a tio n a b o u t a su b je ct, wh ich co u ld b e a n y e n tity, o rga n iza tio n ,
e ve n t o r so m e th in g la rge r like a co u n try. Th e n a tu re o f th is q u a lita tive re se a rch m e th o d ca n b e e xp la n a to ry o r e xp lo ra to ry.
 Exa m ple of a pplica t ion : Fo r a b u sin e ss, ca se stu d ie s a re a u se fu l to o l to fo rm u la te stra te gie s, u n d e rsta n d in flu e n ce s, d e vise n e w
m e th o d s e tc.
 With o p e n -e n d e d q u e stio n s, q u a lita tive re se a rch m e th o d s p ro d u ce re su lts th a t a re d e scrip tive a n d in fe re n ce s th a t a re u se fu l in b re a kin g
d own co m p le x p ro b le m s in to sim p le r co m p o n e n ts . Th e o n u s is o n th e re se a rch e r – h e o r sh e ca n ch a n ge th e co u rse o f th e re se a rch
b a se d o n th e re sp o n se s fro m o r o b se rva tio n s o f th e su b je cts.
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f) Expected Outcome

 Expected outcomes are forecasted results. Think of expected outcomes as your program's hoped-for
results for children, families, and the community. Frame your outcomes to answer this question:
"What results do we want?" Expected outcomes relate directly to program goals and objectives.
 Qualitative research typically is exploratory and/or investigative in nature. Its findings are often not
conclusive and cannot automatically be used to make generalizations.
 Should give a good indication of what you expect to get out of the research. It should join the data
analysis and possible outcomes to the theory and questions that you have raised. It will be a good place
to summarize the significance of the work.

Presentation title
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Related Terms

 Paradigm
 refers to the beliefs, assumptions, values and practices shared by a research community (see Kuhn, 1962), and
it provides an overarching framework for research and it
provides an overarching framework for research.
 Ontological Assumptions (nature or reality)
 Ontology is a study of things that exist, especially things whose existence is logically entailed by a theory. If
your theory logically entails the existence of some “x” we should say that you are ontologically committed to the
existence of “x”.
 There is one defined reality, fixed, measurable, and observable. Epistemological assumptions (knowledge):
Genuine knowledge is objective and quantifiable. The goal of science is to test and expand theory.
 In brief, ontology, as a branch of philosophy, is the science of what is, of the kinds and structures of objects. In
simple terms, ontology seeks the classification and explanation of entities.
 For example, the surface of an apple cannot exist without the apple and so depends on it ontologically.
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Related Terms

 Expected outcomes
 aftermath, consequence, corollary, effect, end product, event, fruit, harvest, issue, precipitate,
ramification, result, resultant, sequel, sequence, sequent, upshot.
 Respondents
 The participants of research or a group of people that are taking part to be investigated.
 Dr. Rafidah Binti Nordin

Thank you rafidah.nordin@ums.edu.my

Universiti Malaysia Sabah.