This document discusses qualitative research methods. It defines qualitative research as focusing on non-numerical observation and meaning-making to answer how and why questions. The document contrasts qualitative and quantitative methods, outlining different philosophical assumptions and characteristics of each approach. It then describes common steps in qualitative research, including purposive sampling and ongoing data collection and analysis. Finally, it discusses approaches like case studies, strengths and limitations of qualitative research, and the relationship between qualitative and quantitative methods.

1. Curriculum and Methods of Instruction: Teaching
English as a Foreign Language
How to Design and Evaluation Research in Education
The Nature of Qualitative Research
By :
Hadeel Al mawaly
Supervised by :
Prof. Dina Al Jamal

3. Main Points
• 1. Definition of Qualitative research
• 2. Quantitative versus Qualitative Research
• 3. Major Characteristics of Qualitative research
• 4. Steps in Qualitative Research
• 5.What are Qualitative Data
• 6. Approaches to Qualitative Research
• 7. Generalization in Qualitative Research
• 8. Strengths and Limitation of Qualitative Research
• 9. Reconsidering Qualitative and Quantitative
research

4. Definition of Qualitative research?
Qualitative research is a scientific method of observation to gather non-
numerical data, while focusing on meaning-making.
 This type of research answers questions related to why or how a certain
phenomenon may occur, rather than how often it occurs.
Qualitative research refers to studies that investigate the quality of
relationships, activities, situations, or materials.

7. Quantitative vs Qualitative Research
Quantitative Methodologies Qualitative Methodologies
Preference for precise hypotheses stated at the outset Preference for hypotheses that emerge as study
develops.
Data reduced to numerical scores. Preference for narrative description.
Preference for statistical summary of results. Preference for narrative summary of results.
Preference for precisely describing procedures Preference for narrative/literary descriptions of
procedures.
Preference for random techniques for obtaining
meaningful samples.
Preference for expert informant (purposive) samples
Preference for breaking down complex phenomena
into specific parts for analysis.
Preference for holistic description of complex
phenomena.
Much attention to assessing and improving reliability
of scores obtained from instruments.
Preference for assuming that reliability of inferences is
adequate.
Preference for specific design control for procedural
bias.
Primary reliance on researcher to deal with
procedural bias

9. Major Characteristics :
 Naturalistic inquiry
 Inductive analysis
 Holistic perspective
 Qualitative data
 Personal contact and insight
 Dynamic systems
 Unique case orientation
 Context sensitivity
 Empathic neutrality
 Design flexibility

10. Differing Philosophical Assumptions of Quantitative and Qualitative Researchers
Assumptions of Quantitative Researchers Assumptions of Qualitative Researchers
There exists a reality “out there,” independent of us,
waiting to be known. The task of science is to discover
the nature of reality and how it works.
The individuals involved in the research situation
construct reality; thus, realities exist in the form of
multiple mental constructions.
Research investigations can potentially result in
accurate statements about the way the world really is.
Research investigations produce alternative visions of
what the world is like.
It is possible for the researcher to remove himself or
herself— to stand apart—from that which is being
researched.
It is impossible for the researcher to stand apart from
the individuals he or she is studying.
Facts stand independent of the knower and can be
known in an undistorted way.
Values are an integral part of the research process.
The purpose of educational research is to explain and
be able to predict relationships. The ultimate goal is
the development of laws that make prediction
possible.
The purpose of educational research is an
understanding of what things mean to others. Highly
generalizable “laws,” as such, can never be found.

11. Steps in Qualitative Research

12.  The steps involved in conducting a qualitative study
are not as distinct as they are in quantitative studies.
They often overlap and sometimes are even conducted
concurrently.
 All qualitative studies begin with a foreshadowed
problem, the particular phenomenon the researcher is
interested in investigating. Some qualitative
researchers state propositions to help their data
collection and also analysis.
 Researchers who engage in a qualitative study of
some type usually select a purposive sample. Several
types of purposive samples exist.

13. There is no treatment in a qualitative study,
nor is there any manipulation of variables.
 The collection of data in a qualitative study is
ongoing.
 Conclusions are drawn continuously
throughout the course of a qualitative study

16. A biographical study
tells the story of the special events in the
life of a single individual.
A researcher studies
an individual’s reactions to a particular
phenomenon in a phenomenological
study. He or she attempts to identify the
commonalities among different
individual perceptions.
In a grounded theory study
a researcher forms a theory inductively
from the data collected as a part of the
study.
A case study
is a detailed study of one or (at most) a
few individuals or other social units, such
as a classroom, a school, or a
neighborhood. It can also be a study of
an event, an activity, or an ongoing
process.
APPROACHES TO QUALITATIVE RESEARCH

17. Generalization in Qualitative Research
Generalizing is possible in qualitative research, but it is of a type different
from that found in quantitative studies. Most likely it will be done by
interested practitioners.

18. ETHICS AND QUALITATIVE RESEARCH
The identities of all participants in a qualitative study should be
protected, and they should be treated with respect.
 Permission
 Human subject protection
 Truthfulness
 Researcher bias
 Ethical dilemmas

19. Strengths and Limitation

20. Reconsidering Qualitative and
Quantitative research
 Aspects of both qualitative and quantitative research often
are used together in a study. Increased attention is being
given to such mixed-methods studies.
 Whether qualitative or quantitative research is the most
appropriate boils down to what the researcher wants to find
out.