QUALITATIVE

RESEARCH
PRESENTED BY: GRADE 10 STE
SY 2017-2018
INTRODUCTION
BY : JOR E CA R Y L A NDRINO & K AY L EN YVON JA L A NDONI
• Primarily exploratory research.
• Used to gain an understanding of underlying reasons, opinions and motivation.
• It provides insights into the problem or helps to develop ideas or hypotheses
for potential quantitative.
• The result is descriptive
• Reveal a target audience’s range of behavior towards specific topics or issues.
• An interpretive naturalistic approach to the world.
- This means that qualitative researchers study things in their natural
settings, attempting to make sense of or interpret phenomena in terms of the
meanings people bring to them.
Example:
-Social Sciences Research Papers
PROS AND CONS OF A QUALITATIVE
RESEARCH
PROS
• Open-ended, dynamic, flexible
• Depth of Understanding
• Deeper, broader database
• Smaller Sample Size
• Speedier Results
• Less costly projects
• Penetrates rationalized,
superficial responses.
• Richer source of ideas for
marketing and creative teams.
CONS
• Responses are not measured
• Dependent on interviewer
skills, orientation and
interpretations
• Requires trust to the
interviewer’s ability to draw
data together
• Smaller samples sometimes
necessities follow on larger
quantitative sample.
DIFFERENCE OF QUALITATIVE AND
QUANTITATIVE RESEARCH
QUALITATIVE RESEARCH QUANTITATIVE RESEARCH
• Uncover trends in thoughts and • Used to quantify the problem
opinions, and dive deeper into the • Using numerical data or data that can
problem. be transformed into useable statistics.
• Data collection methods vary using • Quantify attitudes, opinions, behaviors
unstructured or semi-structured and other variables.
techniques. • Data collection is structured technique
- Methods: -Methods:
- group discussion -surveys
-individual interviews - face and telephone interviews
-Participation -longitudinal studies
-Observations -Online Polls
• The sample size is usually small • Larger sample population
• Respondents are selected to fulfill given • Uses measurable data to formulate
quota. facts and uncover patterns
CHARACTERISTICS OF QUALITATIVE
RESEARCH
● It is flexible and elastic, capable of adjusting to what is being learned during course of
data collection.
● It involves a merging together of various data collection strategies (i.e. triangulation).
● Tends to be holistic, striving for understanding as a whole.
● Requires researchers to become intensively involved, often remaining in the field for
lengthy periods of time.
● It includes inductive data analysis.
● Basic of knowing: meaning and discovery
● Data are collected in the form of words rather than numbers.
● Researcher’s personal experiences and insights are an important part of the inquiry.
● Direct data collection is also a key characteristic of this research studies; narrative
data is collected over long periods of time from observation and interviews.
P H E N O M E NO LO G Y
B Y : E A R L J O N PA R C A S I O & L E A N N E
P E A R L A M PA R O
PHENOMENOLOGY
• Phenomenology research methods are very different
method used in qualitative research.
• Phenomenological studies examine human
experiences through the description provided.
• The goal of this study is to describe the meaning
that experiences hold each subject.
• Also known as study of Structures of experience or
consciousness.
• Study of phenomena which means “Appearances of
things, or things as they appear in our experiences”.
• It is very difficult to understand particularly if the
background of the study is limited.
• In the phenomenological research, respondents are
asked to describe their experiences as they perceive
them.
• Respondents may write about their experiences, but
informations is generally obtained through
interviews.
ETHNOGRAPHY
B Y : G E L L I E V I L L A N U E V A & LY K A
SEBASTIAN
ETHNOGRAPHY
The recording and analysis of a culture or
society
Usually based on participant-observation
Resulting in a written account of a people,
place or institution
 TYPES OF ETHNOGRAPHY
4 COMMON TYPES OF ETHNOGRAPHY:
Holistic Ethnography
Provide a multi-faceted and “holistic” description of the
culture including the group’s history, religion, politics,
environment, social relations, and functions among the
group
Macro Ethnography
Study a broadly-defined culture such as “the English” or
“New Yorkers” or “College Students”
TYPES OF ETHNOGRAPHY
Micro Ethnography
Study a more narrowly-defined cultural grouping
such as the “local government” or “members of
Congress” or “student body at the University of
Akron”
 TYPES OF ETHNOGRAPHY
Critical Ethnography
Employs a “critical” approach through taking an advocacy
perspective and purpose
Engage in this type of ethnography to address concerns of
power, control, domination, and/or marginalization
Study issues of empowerment, hegemony, victimization, inequity,
etc.
Study a marginalized group for the purpose of speaking out
against an inequality
Potentially can give a marginalized group of people power and
more authority.
 PROS & CONS
Pros
Provide insight into aspects of social life, including
perception and values, which other research
methods are unable to capture. Illuminate that which
is taken for granted and which goes unspoken within
a community. Develop a rich and valuable
understanding of the cultural meaning of practices
and interactions. Disprove negative biases or
stereotypes about the population in question.
Cons
PROS & CONS
• Sometimes difficult to gain access to and establish trust
within desired field site. Difficult to dedicate the time
required to conduct a rigorous ethnography, given limits on
research funding and the demands of teaching. Potential
bias on the part of the researcher that could skew the data
and insights gained from it. Potential ethical and
interpersonal issues and conflicts due to the intimate
nature of the research. Storytelling nature of an
ethnography can seem to bias the interpretation of the
data.
CASE STUDIES
B Y : R OX A N N E M A R I E TO R R E S ,
RESTEL L E SESP EÑE , YL E I G HN G RAC E
DELIM
CASE
STUDIES
Case studies are in-depth examinations of
people or groups of people.
A case study could also examine an institution
The case method has its roots in sociology
Has also been used a great deal in
anthropology, law, and medicine.
TYPES OF
CASE STUDIES
These types of case study include the following:
• Illustrative Case Studies
• Exploratory (or pilot) Case
Studies
• Cumulative Case Studies
• Critical Instance Case Studies
Primarily descriptive
studies
Typically utilize one or two ILLUSTRATIVE
instances of an event to CASE STUDIES
Serve primarily to make the
unfamiliar familiar
Condensed case studies
performed before implementing
a large scale investigation
Help identify questions and EXPLORATORY
select types of measurement (OR PILOT)
prior to the main investigation CASE STUDIES
Initial findings may seem
convincing enough to be
released prematurely as
conclusions
Aggregate information from
several sites collected at
different times
CUMULATIVE
Collection of past studies
CASE STUDIES
will allow for greater
generalization without
additional cost
Examine one or more
sites CRITICAL
INSTANCE
Useful for answering
CASE STUDIES
cause and effect
questions
HOW TO:
CASE STUDY
The application of case studies will be similar in regular,
large, online, or hybrid enrollment courses. Some of the
benefits of case studies include:
• Illustrates concepts and encourages critical
thinking skills.
• Offers a method of learning about complex
situations through description and analysis.
• Fosters debate and discussion skills.
• Provides interaction with the content by
providing a scenario in which students must
solve a problem, address an ethical dilemma,
or discuss a controversial topic.
• Promotes higher order thinking skills.
TEACHING METHODS
For regular, large, online, or hybrid enrollment
course, instructors can:
Utilize case studies to introduce a
controversial topic, ethical dilemma, or to
present a problem.
Utilize case studies as an ice breaker for a
course topic, as a discussion board prompt,
or as a test or quiz question.
TEACHING METHODS
Ask students to create case studies to illustrate
a problem. Provide students with a rubric to
communicate expectations for case studies.
Have student’s peer-review the case studies of
other students or groups.
Present a case study to students and brainstorm
for possible solutions. Utilize tools to vote on
the best solution or approach to the problem.
Compare student results to a real-life situation.
TEACHING METHODS

Example:
• The following case study was created in
order for students to apply previously
learned knowledge of the theory of
multiple intelligences:
DISCUSSION QUESTIONS:

•What did Dr. Waverly do to improve the

success of her students?

•Why did her changes lead to improved

student success?
POSSIBLE RESPONSES:
• Motivational Strategies: Dr. Waverly used
motivational strategies to gain her students
attention, make her Calculus course seem
relevant, give the students confidence that they
could learn, and help them feel a sense of
satisfaction about completing the course.
POSSIBLE RESPONSES:

• Diverse Learning Levels: Dr. Waverly included

materials for her more advanced learners to
progress at a higher level if they so chose.
POSSIBLE RESPONSES:
• Learning Styles: Dr. Waverly realized that her
course materials were focusing more on
mathematical-logical learning styles and made
an effort to include activities for her students
that were more appropriate to students who
favored other learning styles.
GROUNDED
RESEARCH
BY: KENNETH LEBIG
GROUNDED THEORY
A grounded theory design is a set of procedures used to
generate systematically a theory that explains, at a broad
conceptual level, a process about a substantive topic. You use
grounded theory when you seek to generate a theory because
one is not available or suitable. It is also useful to study a
process, an action, or an interaction. It offers a step-by-step,
systematic procedure for the beginning researcher. In using
grounded theory, a researcher can stay close to the data at all
times in the analysis. This design was developed by sociologists
Barney Glaser and Anselm Strauss at the University of California
San Francisco in the late 1960s.
THREE TYPES OF GROUNDED THEORY
DESIGNS
Grounded theory research consists of three types
of designs.
• The systematic procedure of Strauss and
Corbin (1998) involved using predetermined
categories to interrelate the categories, visual
diagrams, and specific propositions or
hypotheses to make the connections explicit.
THREE TYPES OF GROUNDED THEORY
DESIGNS
• The emergent design, consistent with Glaser’s
(1992) ideas, relied on exploring a basic social
process without preset categories.
• The constructivist approach of Charmaz
(2000) focused on subjective meanings by
participants, explicit researcher values and beliefs,
and suggestive or tentative conclusions.
STEPS IN CONDUCTING A GROUNDED
THEORY STUDY
• The steps involved in conducting a grounded theory
study are to start with the intent to develop a theory,
to locate a process (or action or interaction) to study,
to obtain necessary approvals, to sample individuals
who have experienced the process, to code data into
categories or concepts, and to interrelate the
categories to form a theory. Next comes validating the
theory and writing the grounded theory report.
 END OF
PRESENTATION