Qualitative research lecture-shortened

Research WritingAiden Yeh

Wenzao Ursuline University

Image: htt

p://ww

w.ijea.org/v10r7/v10r7w

ordle.png

Image: htt

p://ww

w.bcps.org/offi

ces/lis/researchcourse/images/research_process.gif

Sour

ce: h

ttp:

//bi

t.ly/

1fEL

vLx

Image: htt

p://bit.ly/199EblW

Image: htt

p://d34wpjv4rf3nw

a.cloudfront.net/ww

w1/w

p-content/uploads/2010/03/Qual_Vs_Q

uant.png

Qualitative research is especially effective in obtaining culturally specific information about the values, opinions, behaviors, and social contexts of particular populations.

• Qualitative research is a generic term for investigative methodologies described as ethnographic, naturalistic, anthropological, field, or participant observer research.

• It emphasizes the importance of looking at variables in the natural setting in which they are found. Interaction between variables is important.

• Detailed data is gathered through open ended questions that provide direct quotations. The interviewer is an integral part of the investigation (Jacob, 1988).

• This differs from quantitative research which attempts to gather data by objective methods to provide information about relations, comparisons, and predictions and attempts to remove the investigator from the investigation (Smith, 1983).

Source: http://www.okstate.edu/ag/agedcm4h/academic/aged5980a/5980/newpage21.htm

• Qualitative research is by definition exploratory, and it is used when we don’t know what to expect, to define the problem or develop an approach to the problem. It’s also used to go deeper into issues of interest and explore nuances related to the problem at hand.

• Common data collection methods used in qualitative research are focus groups, triads, dyads, in-depth interviews, uninterrupted observation, bulletin boards, and ethnographic participation/observation.

Source: http://bit.ly/174gvSz

Sour

ce: h

ttp:

//bi

t.ly/

16PP

10O

Source; http://iteach.saintleo.edu/InstructionalDesign/images/QDATraditionsChart.jpg

3 Most Common Qualitative Methods

1) Observation

• Systematically seeks out and organizes data concerning what is being studied based on a social science theory and methodology rather than focusing on achieving a situationally defined goal.

• Keeps detailed records of what occurs, including those things characteristically taken for granted.

• Periodically detaches self from the situation to review records from the neutral position of a social scientist.

• Constantly monitors observations and records for evidence of personal bias or prejudice

5 Types of participant observation

1. External Participation constitutes the lowest degree of involvement in observation. This type of observation can be done by observing situations on television or videotape.

2. Passive Participation means the researcher is present at the scene of action but does not interact or participate. The researcher finds an observation post and assumes the role of a bystander or spectator.

3. Balanced Participation means that the researcher maintains a balance between being an insider and being an outsider. The researcher observes and participates in some activities, but does not participate fully in all activities.

4. Active Participation means that the researcher generally does what others in the setting do. While beginning with observation to learn the rules, as they are learned the researcher becomes actively engaged in the activities of the setting.

5. Total Participation means the researcher is a natural participant. This is the highest level of involvement and usually comes about when the researcher studies something in which he or she is already a natural participant

Source: http://www.okstate.edu/ag/agedcm4h/academic/aged5980a/5980/newpage21.htm

2) Interviewing• The researcher should control his reactions. The purpose of

the interview is to find out what views people hold; their views should be unbiased by evaluative responses on the researcher’s part.

• The researcher should choose an interview environment and conditions in which the participants feel comfortable, secure, and at ease enough to speak openly about their point of view.

• The researcher should avoid presenting "yes" or "no" questions which tend to stifle detail.

• The researcher should be flexible in his or her approach to the informants.

• Group interviews can be useful, particularly in initial interviews.

• The researcher should consider to what degree the interview questioning is "recursive“ (or repeated). As applied to interviewing, what has been said in an interview is used to determine or define further questioning.

3) Case Study • Case studies are detailed investigations of individuals,

groups, institutions or other social units. The researcher conducting a case study attempts to analyze the variables relevant to the subject under study (Polit and Hungler, 1983).

• The principle difference between case studies and other research studies is that the focus of attention is the individual case and not the whole population of cases. Most studies search for what is common and pervasive. However, in the case study, the focus may not be on generalization but on understanding the particulars of that case in its complexity. A case study focuses on a bounded system, usually under natural conditions, so that the system can be understood in its own habitat (Stake, 1988).

http

://ww

w.slid

esh

are

.ne

t/slad

ne

r/sam

plin

g-m

eth

od

s-in-q

ua

litative

-an

d-q

ua

ntita

tive-re

sea

rch-p

rese

nta

tion

Sampling in Qualitative Study

http

://ww

w.slid

esh

are

.ne

t/slad

ne

r/sam

plin

g-m

eth

od

s-in-q

ua

litative

-an

d-q

ua

ntita

tive-re

sea

rch-p

rese

nta

tion

 a sample is a subset of a population that is used to represent the entire group as a whole.

http

://ww

w.slid

esh

are

.ne

t/slad

ne

r/sam

plin

g-m

eth

od

s-in-q

ua

litative

-an

d-q

ua

ntita

tive-re

sea

rch-p

rese

nta

tion

http

://ww

w3

9.h

om

ep

ag

e.villa

no

va.e

du

/rose

ma

ry.schille

r/sam

plin

g/im

g0

15

.gif

http

://ww

w3

9.h

om

ep

ag

e.villa

no

va.e

du

/rose

ma

ry.schille

r/sam

plin

g/im

g0

22

.gif

http

://ww

w3

9.h

om

ep

ag

e.villa

no

va.e

du

/rose

ma

ry.sch

iller/sa

mp

ling

/img

01

9.g

if

Snowball Sampling

https://emmaburnettx.files.wordpress.com/2012/04/snowball-sampling.jpg

http://www.powerdecisions.com/images/Qualitative-circle-diagram.jpg

Interviews as Research Instruments

• Interviews provide a qualitative method of gathering evidence, data or information.

• the first things to consider are – who you will interview, – what kind of information you want to obtain, – the type of interview that will help you to do that.

http

://tran

scribe

me

.com

/wp

-con

ten

t/up

loa

ds/2

01

2/0

8/In

tervie

w.p

ng

http://bit.ly/1b8s2Mi

http://www.emeraldinsight.com/research/img/interview_types.gif

http

://be

ttere

valu

atio

n.o

rg/site

s/de

fau

lt/files/M

eth

od

.inte

rview

s.pn

g

http://www.scielosp.org/img/revistas/rpsp/v33n4/a04anx01.jpg

Categories/variables/themes

Questions with prompts

http://www.nature.com/jhh/journal/v24/n4/images/jhh200961i2.gif

http

://ww

w.e

me

rald

insig

ht.co

m/co

nte

nt_

ima

ge

s/fig/3

14

00

80

30

20

04

.pn

g

http://www2.open.ac.uk/students/skillsforstudy/conducting-an-interview.php

Sample Transcript Text

Source: http://docsdrive.com

/images/m

edwelljournals/rjasci/2011/im

g5-2k11-1-9.gif

Sample Interview Transcript

http://onlineqda.hud.ac.uk/Intro_QDA/images/Example_interview.gif

http://www.qualitative-research.net/index.php/fqs/article/viewFile/1634/3154/6237

http://ww

w.history.ucsb.edu/projects/holocaust/Im

ages/TranscriptionS

ymbolsG

ubHolst641_100dpi570pxw

.jpg

http://ww

w.history.ucsb.edu/projects/holocaust/Im

ages/TranscriptionS

ymbolsG

ubHolst639_100dpi570pxw

.jpg

Different kinds of data recorded in the transcript

Cohen, Manion, and Morrison. (2000). Research Methods in Education. 5th Ed. London: UK. RoutledgeFalmer

http://www2.open.ac.uk/students/skillsforstudy/conducting-an-interview.php

Analyzing

Cohen, Manion, and Morrison. (2000). Research Methods in Education. 5th Ed. London: UK. RoutledgeFalmer

Stages in Analysis

Cohen, Manion, and Morrison. (2000). Research Methods in Education. 5th Ed. London: UK. RoutledgeFalmer

Generating meaning from data

Cohen, Manion, and Morrison. (2000). Research Methods in Education. 5th Ed. London: UK. RoutledgeFalmer

Coding

Cohen, Manion, and Morrison. (2000). Research Methods in Education. 5th Ed. London: UK. RoutledgeFalmer

Coding

Cohen, Manion, and Morrison. (2000). Research Methods in Education. 5th Ed. London: UK. RoutledgeFalmer

Pre-codingC

ohen, Manion, and M

orrison. (2000). Research M

ethods in Education. 5th E

d. London: UK

. RoutledgeF

almer

Post-coding/content analysis

Cohen, Manion, and Morrison. (2000). Research Methods in Education. 5th Ed. London: UK. RoutledgeFalmer

Sample coding

Source: htt

p://ww

w.atlasti.com

/fileadmin/atlasti/im

ages/SEO/Celiacoding2_000.jpg

http://www.iier.org.au/iier22/lim1.gif

Reporting your Analysis

http://cdn.physorg.com/newman/gfx/news/hires/753.jpg

Reporting the Categories derived from the interview data using Tables

http://www.qualitative-research.net/index.php/fqs/article/view/864/1878

http://socialsciences.scielo.org/img/revistas/s_icse/v5nse/a24tab2.jpg

Image: htt

p://ww

w.northum

bria.ac.uk/static/images/schoolim

ages/ar_images/cetl/gilldavisondiagram

1.jpg

Further Readings

• Purposive Sampling: http://www.gifted.uconn.edu/siegle/research/samples/purposivesampling.htm

• Interview as research instruments, http://www.culi.chula.ac.th/e-journal/bod/annabel.pdf

• Qualitative data: Interviews, http://www.qualitative-research.net/index.php/fqs/article/view/864/1878 (Good read)