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Qualitative-Research-Method-introduction to reseach.pptx
- 1. QUALITATIVE RESEARCH METHODS IRENE C. CULASTE-QUIMBO SEPS– Planning and Research SDO Bukidnon
- 2. Objectives At the endof the session, participants should be able to: • describe what qualitative research method is; • identify situations when qualitative research method is appropriate for Action Research; • determine techniques in obtaining data for qualitative Action Research; • describe the steps to be followed in qualitative data analysis; • write qualitative research proposal.
- 3. Activity 1 Complete theresearch questions then classify if it is quantitative or qualitative in nature. 1. How do experimental and control groups compare in terms of __________ scores after intervention ____________ is implemented? 2. Is there a difference between scores in __________ obtained before and after intervention ____________ is implemented? 3. How do _________ and _________ interact in _________ classroom when intervention ___________ is used? 4. What are the effects of intervention ____________ on __________?
- 4. •Action Research topics shouldbe properly classified as quantitative or qualitative.
- 5. Comparing Qualitative andQuantitative Action Research (Hancock, Ockleford, and Windridge (2009) Qualitative Action Research Quantitative Action Research (Experiments) focuses on how the subjects look or feel about their experiences with the intervention or treatment as implemented focuses on quantitative or numerical assessment of the effects of the intervention or treatment as implemented
- 6. Comparing Qualitative andQuantitative Action Research (Hancock, Ockleford, and Windridge (2009) Qualitative Action Research Quantitative Action Research (Experiments) describes in detail the classroom phenomenon before, during, and after intervention or treatment by portraying the real-world classroom context summarizes the classroom phenomenon before and after intervention or treatment by precisely stating differences in scores or grades
- 7. Comparing Qualitative andQuantitative Action Research (Hancock, Ockleford, and Windridge (2009) Qualitative Action Research Quantitative Action Research (Experiments) studies effect of intervention or treatment using the subjects’ narrative accounts as data examines the effect of intervention or treatment using tests, rating scales, or numerical instruments
- 8. Comparing Qualitative andQuantitative Action Research (Hancock, Ockleford, and Windridge (2009) Qualitative Action Research Quantitative Action Research (Experiments) uses thematic analysis of narrative reports of experiences uses statistical techniques that allow Action Researchers to talk about “how likely” it is that the effect of the intervention or treatment applied is “true” for a given population in an objective or measurable way
- 9. Comparing Qualitative andQuantitative Action Research (Hancock, Ockleford, and Windridge (2009) Qualitative Action Research Quantitative Action Research (Experiments) employs the systematic Action Research process with more flexibility such that the procedures are “emergent” adheres to the prescribed procedure of the specific experimental design selected
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- 11. UNDERSTANDING QUALITATIVE ACTION RESEARCH •its purpose is to understand some aspects of the subjects’ experiences after an intervention or treatment is applied to address a problem or issue • Data come in the form of verbal descriptions. • Data collection methods involve interviews, observations, and documents—methods that either generate words or provide verbal information rather than numbers -Patton and Cochran 2002-
- 12. UNDERSTANDING QUALITATIVE ACTION RESEARCH •appliedwhen the interest is to gain knowledge about underlying sentiments, opinions, and motivations following the introduction or implementation of an intervention or treatment •It uncovers trends in thoughts, opinions, and feelings that are not described in quantitative Action Research (experimental design).
- 13. UNDERSTANDING QUALITATIVE ACTION RESEARCH •Qualitativedata enhance the usefulness of the intervention or treatment in its succeeding applications because these clarify some of the possible reactions or responses of recipients to the intervention or treatment.
- 14. UNDERSTANDING QUALITATIVE ACTION RESEARCH •givesa more in-depth and detailed description of the situation in which the intervention was successfully (or unsuccessfully) applied in order to duplicate the success factors or remedy the reasons for failure.
- 15. UNDERSTANDING QUALITATIVE ACTION RESEARCH •aims to answer questions about the “what,” “how,” or “why” of an intervention or treatment rather than “how many” or ”how much” has been its effect, which are answered by experimental design • If the goal is to understand how a class or individual students perceive the institution of an intervention or treatment to address a particular problem or issue, then qualitative research method is the appropriate research design.
- 16. UNDERSTANDING QUALITATIVE ACTION RESEARCH •isalso useful if you want to initially try out an intervention or treatment, such as a new instructional design or a learning material, to address a certain learning problem prior to formally using it for the entire class
- 17. Appropriateness of Qualitative Research •Whenvariables cannot be quantified •When variables are best understood in their natural settings •When variables are studied over time •When studying roles, processes, and groups •When the paramount objective is “understanding”
- 19. COMMON TYPES OFQUALITATIVE RESEARCH •Case Study •Ethnography •Phenomenological study
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- 21. Case Study •an in-depthstudy of one person, group, or event through multiple types of data sources. •nearly every aspect of the subject’s life and history is analyzed to seek patterns and causes of behavior •Case studies can be explanatory, exploratory, descriptive, multiple-case, intrinsic, instrumental, collective.
- 22. Explanatory Case Study •When an incident occurs in a field, an explanation is required. An explanatory report investigates the cause of the event. It will include explanations for that cause. • The study will also share details about the impact of the event. In most cases, this report will use evidence to predict future occurrences. The results of explanatory reports are definitive. • Note that there is no room for interpretation here. The results are absolute.
- 23. Exploratory Case Study •An explanatory report is a self-contained document. An exploratory one is only the beginning of an investigation. • Exploratory cases act as the starting point of studies. This is usually conducted as a precursor to large-scale investigations. The research is used to suggest why further investigations are needed. • An exploratory study can also be used to suggest methods for further examination.
- 24. Descriptive Case Study •When you have an existing hypothesis, you can design a descriptive study. This type of report starts with a description. The aim is to find connections between the subject being studied and a theory. • Once these connections are found, the study can conclude. The results of this type of study will usually suggest how to develop a theory further. • A descriptive report would use the quantitative data as a suggestion for researching the subject deeply.
- 25. Examples of CaseStudy •One pupil who is given a behavior-modification intervention to help him or her manage disruptive or violent behavior. •A teacher-monitoring system applied to an at- risk student who is frequently absent from class. •An entire class undergoing brief daily- homeroom sessions with their adviser to discuss learning, relational, and personal difficulties. The experience of the entire class may be the subject of the qualitative case study.
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- 27. Ethnographic Study • ActionResearcher immerses himself or herself in the target participants’ environment to understand their goals and culture, as well as the challenges they face and motivations for life. • For example, let us say that you are curious if being accessible to your students after school for tutorial might help improve their scores in Physics. You may request permission to be allowed to spend two hours after school, say, 5–7 p.m. to tutor students. As you implement your after-school tutorials, you also get to know the life of students and the kind of activities that take much of their time and deter them from focusing on doing their homework.
- 28. Ethnographic Study •An approachrelying on the collection of data in the natural environment. Ethnographers are interested in how the behavior of individuals is influenced or mediated by culture in which they live. •So, human behavior can only be understood if studied in the setting in which it occurs. As people can influence and be influenced by the groups they live in.
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- 30. Phenomenological Study • examinesexperiences (called “lived experiences”) through their own descriptions • Its goal is to describe the meaning that experiences hold for each individual participant. This type of research is suitable for topics in which there is little knowledge (Donalek 2004). • Any intervention or treatment developed to address a specific issue can also be tentatively applied using this type of qualitative research similar to how a case study or an ethnographic study could be conducted prior to its full implementation for groups of learners.
- 31. Phenomenological Study For example,let us say you notice that some pupils in your advisory class have “absentee” parents (either deceased or working abroad or elsewhere) or have been put in the care of grandparents or other relatives by their own parents. You also notice that they often have difficulties submitting requirements due to lack of finances. You are thinking of matching each of these pupils with other pupils whose family may help provide these needs and may occasionally invite the “disadvantaged” pupils to their homes in the hope that this will provide a semblance of “parental care.” After implementing this “Adopt-a-classmate” intervention for one quarter, you examine its effectiveness by interviewing the participants. Participants, both the “adopted” pupil and the “adopting” pupil with his or her family, narrate the activities that they engaged in and share their feelings and views about them.
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- 33. Qualitative Sampling Method •Qualitative Action Research usually uses purposive sampling. • The goal is to get the deepest possible understanding of the setting being studied. • Requires identifying participants who can provide information about the particular topic and setting being studied.
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- 36. Data Collection Method •data are primarily in the form of words, not numbers • Some common methods of data collection for qualitative research are the following: 1. individual interviews 2. focus groups or focus group discussions 3. participant observations 4. documents or materials 5. open-ended questionnaires
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- 46. STEPS in QualitativeData Analysis 1. The qualitative data are prepared for analysis. 2. Data or responses are read thoroughly to get to know them. 3. From the preliminary study of the data, categories or themes are developed. 4. Responses are classified according to the categories or themes. 5. Data are tallied then a summary table is prepared with frequencies and percentages for the categories or themes. Specific responses are also selected to serve as examples of how research participants expressed each category or theme.
- 50. Preparation for Lesson Preparationfor Lesson Clarification of Lesson Clarification of Lesson Increase in Student’s Comprehension Increase in Student’s Comprehension Increase in Student’s Comprehension Increase in Student’s Comprehension Increase in Student’s Comprehension Confusion THEMES
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- 71. Activity 2: Write anoutline of your qualitative research proposal that includes the following: Title Research Questions Methodology Research Design Sampling Method/Participants/Locale of the Study Data Collection Method Data Analysis