Review of Yin’s Case Study

Irpan Apandi Batubara

Plan: Why case study?
(1) your main research questions are “how” or “why”
questions,
(2) you have little or no control over behavioral events,
and
(3) your focus of study is a contemporary (as opposed
to entirely historical) phenomenon—a “case.”
5 Case Study’s Traditional Concern
1. conducting the research rigorously,
2. avoiding confusion with nonresearch case studies (i.e., popular case
studies, teaching practice case studies, and case records),
3. arriving at generalized conclusions if desired,
4. carefully managing your level of effort,
5. and understanding the comparative advantage of case study
research.
The overall challenge makes case study research “hard,” although it has
classically been considered a “soft” form of research.
Works devoted to case study in the field of
education
• Hamilton & Corbett-Whittier (2013)
• Yin (2006)
Type of Case Study
• (a) explanatory case studies,
• (b) descriptive case studies, and
• (c) exploratory case studies.
When to use the different Method
• The three conditions consist of
(a) the form of research question posed,
(b) the control a researcher has over actual behavioral events,
and
(c) the degree of focus on contemporary as opposed to
entirely historical events.
A twofold definition of case study as a
research method.
1. A case study is an empirical method that investigates
• a contemporary phenomenon (the “case”) in depth and within its
real-world context, especially
• when the boundaries between phenomenon and context may not be
clearly evident. In other words, you would want to do a case study
because you want to understand a real-world case and assume that
such an understandingis likely to involve important contextual
conditions pertinent to your case (e.g., Yin & Davis, 2007)
2. A case study copes with the technically distinctive situation
in which there will be many more variables of interest than
data points, 1 and as one result benefits from the prior
development of theoretical propositions to guide design, data
collection, and analysis, and as another result relies on
multiple sources of evidence, with data needing to converge in
a triangulating fashion.
Variations in Case Studies as a Research
Method
• Single
• Multiple case
Single Case
• If it is a unique or extreme situation, you can consider a holistic single
case study (Yin, 2003).
Single Case with Embedded Units
• They analyze at the individual subunit level and fail to return to the
global issue that they initially set out to address (Yin, 2003).
Multi-Case Study
• In a multiple case study, we are examining several cases to
understand the similarities and differences between the cases.
• Yin (2003) describes how multiple case studies can be used to either,
“(a) predicts similar results (a literal replication) or
(b) predicts contrasting results but for predictable reasons (a
theoretical replication)” (p. 47).
Case Study Protocol
• Section A. Overview of the case study
• Section B. Data Collection procedures
• Section C Protocol questions
• Section D Tentative Outline for the case Study Report
Data Resources
• A hallmark of case study research is the use of multiple data sources,
a strategy which also enhances data credibility (Patton, 1990; Yin,
2003).
• Potential data sources may include, but are not limited to:
documentation, archival records, interviews, physical artifacts,
direct observations, and participant-observation.
Database
• Both Yin and Stake recognize the importance of effectively organizing
data.
• The advantage of using a database to accomplish this task is that raw
data are available for independent inspection.
• Using a database improves the reliability of the case study as it
enables the researcher to track and organize data sources including
notes, key documents, tabular materials, narratives, photographs,
and audio files can be stored in a database for easy retrieval at a later
date.
Data Analysis
• Yin briefly describes five techniques for analysis: pattern matching,
linking data to propositions, explanation building, time-series
analysis, logic models, and cross-case synthesis.
• Yin (2003) notes that one important practice during the analysis
phase of any case study is the return to the propositions
Why Back to proposition
• First, this practice leads to a focused analysis when the temptation is
to analyze data that are outside the scope of the research questions.
• Second, exploring rival propositions is an attempt to provide an
alternate explanation of a phenomenon.
• Third, by engaging in this iterative process the confidence in the
findings is increased as the number of propositions and rival
propositions are addressed and accepted or rejected.
Reporting Case Study
• It is important that the researcher describes the context within which
the phenomenon is occurring as well as the phenomenon itself.
• In order to fully understand the findings they are compared and
contrasted to what can be found in published literature in order to
situate the new data into preexisting data.
• Yin (2003) suggests six methods for reporting a case study. These
include: linear, comparative, chronological, theory building, suspense,
and unsequenced
Strategies for Achieving Trustworthiness in
Case Study Research
• As a basic foundation to achieve this, novice researchers have a responsibility to
ensure that:
• (a) the case study research question is clearly written, propositions (if
appropriate to the case study type) are provided, and the question is
substantiated;
• (b) case study design is appropriate for the research question;
• (c) purposeful sampling strategies appropriate for case study have been applied;
• (d) data are collected and managed systematically; and
• (e) the data are analyzed correctly (Russell, Gregory, Ploeg, DiCenso, & Guyatt,
2005).
Cont…
• Triangulation of data sources, data types or researchers is a primary
strategy that can be used and would support the principle in case
study research that the phenomena be viewed and explored from
multiple perspectives. The collection and comparison of this data
enhances data quality based on the principles of idea convergence
and the confirmation of findings (Knafl & Breitmayer, 1989).
Handcook And Algozzine
Cont…
• Case studies represent another type of qualitative research. They are
different from other types in that they are intensive analyses and
descriptions of a single unit or system bounded by space and time.
Topics often examined in case studies include individuals, events, or
groups. Through case studies, researchers hope to gain in-depth
understanding of situations and meaning for those involved.
Cite….
“Many people think of case studies as clinical descriptions of people
with unique characteristics or symptoms and of treatments used to
help them. Case study research represents a much broader view. It
means conducting an empirical investigation of a contemporary
phenomenon within its natural context using multiple sources of
evidence (Yin, 2003).”
Cite….
Researchers from many disciplines and many paradigms (qualitative
and quantitative) call their work case studies, and they generally agree
on several important characteristics that define case study research
(Hatch, 2002, p. 30).
Characteristics of case study
• First, although case study research sometimes focuses on an
individual representative of a group (e.g., a female principal), more
often it addresses a phenomenon (e.g., a particular event, situation,
program, or activity). For example, a school administrator might want
to learn about what happens in his district during a transition from
traditional to block scheduling (event), a classroom teacher may want
to explore factors that influence student attrition at her school
(situation)
second
• Second, the phenomenon being researched is studied in its natural
context, bounded by space and time. The administrator’s investigation
of block scheduling occurs in a specific school system during a specific
time period. The teacher’s study of factors influencing student
attrition is grounded in her particular school during a particular
academic year.
• Third, case study research is richly descriptive, because it is grounded in
deep and varied sources of information.
• It employs quotes of key participants, anecdotes, prose composed from
interviews, and other literary techniques to create mental images that
bring to life the complexity of the many variables inherent in the
phenomenon being studied.
• For example, the administrator illustrates the transition from traditional
to block scheduling with school attendance records, focus group
interviews, surveys, and end-of-grade achievement scores. A high school
teacher presents statements from her students and their parents to
illustrate why some people drop out of school.
More
• similarities and differences sometimes found in other forms of
research also characterize case study research. For example, in
contrast with experimental research, case study research is generally
more exploratory than confirmatory; that is, the case study
researcher normally seeks to identify themes or categories of
behavior and events rather than prove relationships or test
hypotheses. Because it involves collecting and analyzing information
from multiple sources, such as interviews, observations, and existing
documents, case study research sometimes requires the researcher to
spend more time in the environment being investigated than is the
case with other types of research.
Example
• Mueller, A., & Fleming, T. (2001). Cooperative learning: Listening to
how children work at school. Journal of Educational Research, 94(5),
259– 366.
Title Mueller, A., & Fleming, T. (2001). Cooperative
learning: Listening to how children work at school.
Journal of Educational Research, 94(5), 259– 366.
Burning Issues Cooperative and collaborative learning are recognized
as valuable components of classroom learning.
However, many questions remain regarding how
teachers might structure and guide children’s group-
learning experiences
Method This ethnographic case study examined 29 Grade 6
and Grade 7 students who worked in groups over 5
weeks.
Data Collection Data included audiotape recordings of six groups of
children working together across 11 work sessions,
student interviews, children’s self-evaluations and
drawings, and research reports.
Findings Findings revealed that
1. when working in groups, children require periods
of unstructured time to organize themselves and
to learn how to work together toward a mutual
goal.
2. In addition, researchers found that children in an
autocratically led group seemed discontented,
often aggressive, and lacking in initiative.
3. Youngsters in groups without a leader experienced
similar problems: members appeared frustrated
and much of the work remained unfinished.
4. In marked contrast, children in groups organized
My Cresswell’s Data Collection Question
• What is studied?
RECONTEXTUALIZING PROJECT-BASED LEARNING IN THE TEACHING OF
WRITING IN THE CONTEXT OF HIGHER EDUCATION IN INDONESIA:
SEARCHING FOR BEST PRACTICES
What are any concerns related to access and
rapport?
• Belum terjawab

• A gatekeeper provides access to information and assistance in gaining

confidence of participants.
What sites or individuals are going to be
studied?
• Higher education
• Lecturer of writing
What type(s) of information will be
collected?
• documents and (records), interviews, (observations), or physical
artifacts, is compiled.
How is information compiled?
• Field note
• Interviews
• Students Portfolio
Is data collection difficult?
• Yes because of pandemic
• Site visit maybe disrupted
• Is online interviews enough?
How is the information stored?
• Field note
• Recording
• Transcription
• Computer Data Basis
• Backup
Procedure…