Qualitative research involves collecting and analyzing non-numerical data (e.g., text, video, or audio) to understand concepts, opinions, or experiences. It can be used to gather in-depth insights into a problem or generate new ideas for research.
Qualitative research design in research in educationRashna Asif
This presentation all about the qualitative research design its approaches features characteristics analysis and also data collection tools in this presentation approaches are very deeply discussed.
Qualitative analysis of data. STRATEGIES FOR ANALYZING OBSERVATIONSselvaraj227
QUALITATIVE RESEARCH QUALITATIVE DATA COLLECTION METHODS CHARACTERISTICS OF QUALITATIVE RESEARCH METHODS APPROACHES TO QUALITATIVE DATA ANALYSISPRINCIPLES OF QUALITATIVE DATA ANALYSISSTRATEGIES FOR ANALYZING OBSERVATIONS
Focus Group Discussions (FGDs) are defined as semi structured group discussions, used to obtain in-depth information (qualitative data - insight) from a group of people about a particular topic.
The focus group discussion yields information about people’s opinions, beliefs, attitudes, and perceptions towards a product, service, concept, advertisement, idea, or packaging.
Here is an in-depth presentation that overviews twenty two (22) qualitative data methods that can be used in marketing research. For more great FREE resources, join us on facebook today at www.facebook.comb2bwhiteboard.
Or visit our website: www.b2bwhiteboard.com
Qualitative research involves collecting and analyzing non-numerical data (e.g., text, video, or audio) to understand concepts, opinions, or experiences. It can be used to gather in-depth insights into a problem or generate new ideas for research.
Qualitative research design in research in educationRashna Asif
This presentation all about the qualitative research design its approaches features characteristics analysis and also data collection tools in this presentation approaches are very deeply discussed.
Qualitative analysis of data. STRATEGIES FOR ANALYZING OBSERVATIONSselvaraj227
QUALITATIVE RESEARCH QUALITATIVE DATA COLLECTION METHODS CHARACTERISTICS OF QUALITATIVE RESEARCH METHODS APPROACHES TO QUALITATIVE DATA ANALYSISPRINCIPLES OF QUALITATIVE DATA ANALYSISSTRATEGIES FOR ANALYZING OBSERVATIONS
Focus Group Discussions (FGDs) are defined as semi structured group discussions, used to obtain in-depth information (qualitative data - insight) from a group of people about a particular topic.
The focus group discussion yields information about people’s opinions, beliefs, attitudes, and perceptions towards a product, service, concept, advertisement, idea, or packaging.
Here is an in-depth presentation that overviews twenty two (22) qualitative data methods that can be used in marketing research. For more great FREE resources, join us on facebook today at www.facebook.comb2bwhiteboard.
Or visit our website: www.b2bwhiteboard.com
To those who would like to have a copy of this slide, just email me at martzmonette@yahoo.com and please tell me why would you want this presentation. Thank you very much and GOD BLESS YOU
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2. Objectives:
• Define what qualitative research is;
• Identify strengths and weaknesses of Qualitative Research;
• Determine the common types of Qualitative Research;
• Differentiate the types of Qualitative Research;
• Recognize the elements of the Research Process;
• Identify the methods and skills needed in doing a Qualitative Research;
• Discuss IDI and FGD;
• Determine the different ways of coding qualitative data; and
• Identify the type of coding suitable for your research.
8. 'It is the glory of God to
conceal things, but the glory of
kings is to search things out.’
Proverbs 25:2 NKJV
9.
10. Definition
• Qualitative Research is
collecting, analyzing, and
interpreting data by
observing what people do
and say.
• Qualitative research refers
to the meanings, concepts,
definitions, characteristics,
metaphors, symbols, and
descriptions of things.
11. Definition
• Qualitative research is
subjective and uses very
different methods of
collecting information,
including individual, in-
depth interviews and focus
groups.
• The nature of this type of
research is exploratory and
open-ended.
12. Strengths of Qualitative Research
•Good for examining
feelings and
motivations
•Allows for complexity
and depth of issues
•Provides insights into
the real life situations
13. Weaknesses of Qualitative Research
•Can’t extrapolate to the
whole population
•Volume of data
•Complexity of analysis
•Time-consuming due to
clerical efforts required
14. Types of Qualitative Research
• Basic Interpretive Qualitative
Study
• Phenomenological Study
• Grounded Theory Study
• Case Study
• Ethnographic Study
• Narrative Analysis
• Historical Research
15. Basic Interpretive Qualitative Study
•It exemplifies all the characteristics
of Qualitative Research.
•The researcher is interested in
understanding how participants
make meaning in a situation or
phenomenon.
•This meaning is mediated through
the researcher as instrument, the
strategy is inductive, and the
outcome is descriptive.
16. Basic Interpretive Qualitative Study
• It can be used when an instructor is
interested in how students make meaning
of a situation or phenomenon.
• It uses an inductive strategy, collecting
data from interviews, observations, or
document analysis (e.g., students’ written
work).
• Analysis of patterns or common themes
and the outcome is a rich descriptive
account that makes reference to the
literature that helped frame the study.
17. Basic Interpretive Qualitative Study Example
An interview of 45 women from
varying backgrounds and a
comparison of the developmental
patterns discerned with earlier
findings on male development.
They found women’s lives evolved
through periods of tumultuous,
structure-building phases that
alternated with stable periods.
18. Phenomenological Study
• It aims to find the essence or structure of an experience by explaining
how complex meanings are built out of simple units of inner experience,
for example, the essence of being a participant in a particular program
or the essence of understanding a subject.
• The method involves temporarily putting aside or “bracketing” personal
attitudes and beliefs regarding the phenomenon, thereby heightening
consciousness and allowing the researcher to intuit or see the
phenomenon from the perspective of those who have experienced it.
• All collected data is laid out and treated as equal, clustered into themes,
examined from multiple perspectives, and descriptions of the
phenomena (how and what) are constructed.
19. Phenomenological
Study Example
• Eight clinical psychology
practicum-level trainees were
interviewed to obtain
experience of good
supervision. Meaning units
were identified from these
and a meaning structure was
identified and refined into
the essence or essential
elements of good supervisory
experiences shared by a
majority in this context.
20. Grounded Theory Study
• Grounded Theory Study derives from collected data a theory that is
“grounded” in the data, but therefore localized, dealing with a specific
situation like how students handle multiple responsibilities or what
constitutes an effective lesson plan.
• The method involves comparing collected units of data against one another
until categories, properties, and hypotheses that state relations between
these categories and properties emerge. These hypotheses are tentative
and suggestive, not tested in the study.
21. Grounded Theory Study Example
• Ten school counselors were given
structured interviews to help determine
how their professional identity is
formed. This data was coded first to
form concepts and then to form
connections between concepts. A core
concept emerged and its process and
implications were discussed. School
counselors’ professional interactions
were identified as defining experiences
in their identity formation.
22. Case Study
• A descriptive intensive analysis of an individual, unit, or
phenomena selected for its typicality or uniqueness.
• Different methods could be used to conduct this analysis
but the focus is on the unit of analysis, like an individual
student’s experiences.
23. Case Study Example
•The faculty of a small Local Government College
was examined in order to look into concerns of a
digital divide between State Colleges and
Universities. The study reports on technology
familiarity and use scores of these faculties and
what was done by college administrators in the
three years following the collection of these
scores. Recommendations on how to close this
divide are shared.
24. Ethnographic Study
• Traditional in anthropology for studying human society and
culture. It is less a method of data collection and more the use
of a socio-cultural lens through which the data are
interpreted.
• Extensive fieldwork is usually required in order to give a
cultural interpretation of the data and immersion in the
culture is common, but a description of the culture (the
beliefs, traditions, practices, and behaviors of a group of
individuals) and an interpretation of the culture through the
point of view of an insider to that culture are necessary
components of ethnographies.
25. Ethnographic Study Example
• Aeta students training to be teachers were followed through
interviews over a five-year period to chart the progress towards a
goal of facilitating the development of Aeta teachers and to better
understand and address their unique problems. Their beliefs, views
about self, and concerns were presented.
26. Narrative Analysis
• This involves the use of stories or life narratives, first person
accounts of experiences. These stories are used as data, taking the
perspective of the storyteller, as opposed to the larger society, with
the goal of extracting meaning from the text.
• The most common types of narrative analysis are psychological,
biographical, and discourse analysis. The former involves analyzing
the story in terms of internal thoughts and motivations and the
latter analyzes the written text or spoken words for its component
parts or patterns. Biographical analysis takes the individual’s
society and factors like gender and class into account.
27. Narrative Analysis Example
• Oral narratives were collected from
three social studies teachers’
lectures, conversations with
students, and student interactions
over a 14-month period. These
narratives were coded and
analyzed and used to argue that
storytelling or the use of oral
history was well received by
students and provided richer data
than more traditional teaching
methods.
28. Historical Research
• The systematic collection
and objective evaluation of
data related to past
occurrences to examine
causes, effects, or trends of
those events that may help
explain present events and
anticipate future events.
29. Historical Research Example
•A curriculum coordinator in
a certain school might want
to know what sorts of
arguments have been made
in the past as to what
should be included in the
social studies curriculum for
grades K to 12.
32. When Should I Use Qualitative Methods?
• When variables cannot be quantified;
• When variables are best understood in their natural
settings;
• When variables are studied over real time;
• When studying intimate details of roles, processes,
and groups;
• When the paramount objective is “understanding”.
33. What skills do I need?
• Must have requisite knowledge and skills about
methodology, setting and nature of the issue.
• Must be familiar with own biases, assumptions,
expectations, and values.
• Must be empathic, intelligent, energetic, and interested in
listening
• Must be open to embracing multiple realities.
• Must be prepared to produce detailed, comprehensive, and
sometimes lengthy reports.
35. What is an In-depth Interview?
• A conversation on a given topic between a respondent
and an interviewer
• Used to obtain detailed insights and personal thoughts
• Flexible and unstructured, but usually with an interview
guide
• Purpose: to probe informants’ motivations, feelings, beliefs
• Lasts about an hour
• Interviewer creates relaxed, open environment
• Wording of questions and order are determined by flow of
conversation
• Interview transcripts are analyzed for themes and
connections between themes.
36. Advantages
• Tendency to have a freer
exchange
• Can probe potentially
complex motivations and
behavior
• Easier to attach a
particular response to a
respondent
38. Focus Group Discussion
• A loosely structured interview
conducted or guided by a trained
moderator among a small number
of informants simultaneously.
• It involves gathering of people from
similar backgrounds or experiences
to discuss a specific topic of
interest. In FGD questions are
asked about their perceptions,
attitudes, beliefs, opinions or ideas.
39. Focus Group Characteristics
• 8 - 12 members (usually paid) homogeneous in terms of
demographics and
• socioeconomic factors but heterogeneous views
• experience related to product or issue being discussed
• 1 1/2 –2 hour session
• 1-way mirror/client may sit behind qualified moderator
• conversation may be video and/or audio taped OR notes
may be taken
40. 2 ways to analyze qualitative data
•Traditional method of
Qualitative data
analysis
•Qualitative analysis
with software
• For a more detailed discussion on manual coding please refer to the
link: https://www.sagepub.com/sites/default/files/upm-
binaries/24614_01_Saldana_Ch_01.pdf
42. Coding in Qualitative Research
•Let’s watch a video
clip on What Coding
Looks Like.
•https://www.youtube.c
om/watch?v=phXssQB
CDls
•To code correctly, let’s
watch this:
•https://www.youtube.co
m/watch?v=iL7Ww5kpnI
M