PRACTICAL RESEARCH 1
Research Design in Qualitative Research
FOUR (4) TYPES RESEARCH DESIGN FOR QUALITATIVE STUDY
1. Case Study
Case Study. It is a research approach in a qualitative method that is used to generate or
determine an in-depth understanding of an issue in its real-life context. It can be an investigation of
a single person, group, event or the community (Kothari 2004). In carrying out a case study, this
objectively describes a situation of an individual, group, and organization. The term situation refers
to a “case.” It also identifies the critical issues of the case. It can be about a particular experience,
practices or event that influenced them. Lastly, it analyzes the case using relevant theoretical
concepts.
2. Phenomenological Study
Phenomenological Study or Phenomenology. This qualitative research approach focuses on the
commonality or similarity of the lived experience of an individual within a particular group. The main
aim of this research design is to come up with a description of the nature of the specific
phenomenon (Creswell 2013). Moreover, it investigates observed unusual people or even as they
appear without elaborative
study or explanation (Heidegger 1985). Thus, this is to describe and understand the phenomenon of
the participants’ lived experience.
3. Ethnography
Ethnography. It is an approach in qualitative research that investigates the in-depth study of
culture or facet of learning (Ruane 2005). It explored the cultural phenomena from the view and
understanding of the participant/s of the study. Likewise, it searches the relation of people to their
environment. It can also be a
detailed description of the culture of a community. It aims to identify and analyze to uncover the
attitudes and emotions of a specific group of individuals (Ellis and Bochner 1996). This research is
done through direct observation of the participant/s in their natural environment. Further, this gains
insights on how they interact with each other within their natural environment.
Four (4) Elements of Ethnographic Research
1. Interest in cultures and meaning-making. The researcher is motivated to look into the culture
and makes meaning the observable manifestations.
2. Looking at culture from different perspectives. The researcher looks at different angle of the
culture.
3. Paying attention to the language practices. The researcher is keen on the word usage and its
meaning.
4. Collecting first-hand experience. The researcher personally experiences the culture of the
participant/s.
4. Grounded Theory
Grounded Theory. This research design involves the construction of theory through gathering
and analyzing data (Breuer 2009). It uses inductive reasoning (particular to general) in coming up
with emerging theory. It sets to discover or construct a theory form the data that is systematically
gathered and analyzed using comparative analysis. It makes use of procedures like theoretical
sampling and open coding (Mey and Mruck 2011). This design identifies the situated nature of
knowledge and the contingent nature of the practice. Thus, it better determines what happens.
COMMON SAMPLING TECHNIQUES IN QUALITATIVE RESEARCH
Many non-probability samplings can be used in different qualitative researches. However,
the right choice of sampling still depends on the decision of the researcher as long as the choice
can be justified base from popular sampling techniques and literature or studies. Hence, it is
important to carefully examine the parameters of the research to determine the appropriate nonprobability sampling to be used.
However, convenience and purposeful or purposive sampling are the commonly used
sampling method in qualitative study.
Common Non-Probability Sampling Techniques
1. Convenience Sampling. This sampling technique is a type of non-probability sampling wherein
the sample is taken from a group or people who are easy to contract or to reach (Etikan, 2016).
This research employs a non-probability sampling to determine the participants of the study.
According to Patton (1990), this sampling is used because the participants chosen are convenient
sources of data.
2. Purposeful or Purposive Sampling. It is a non-probability sampling known as judgmental, selective
or subjective sampling (Patton, 1990). On this sampling, researcher relies on his/ her own judgement
when choosing participants through predetermined standards. Some of its examples are criterion,
critical case and snowball sampling.
a. Criterion Sampling. It is a purposeful sampling that identifies participants through particular criteria
based from the needs of the study (Suri, 2011).
This can be based on profile experience, or the concern of the research.
b. Critical Sampling. It is a purposive sampling wherein the researcher deliberately chooses
participants based on their capability in providing the necessary data for the research (Coyne,
1997).
Suppose you are conducting a phenomenological study on the experience of married male
teachers on implementing discipline in the classroom. It so happened that you know six (6) male
teachers in your school. Using critical case sampling, you can choose those teachers as your
participants.
c. Snowball Sampling or Chain Sampling. It is a purposive sampling wherein the research identifies
only one (1) or two (2) participants and the rest are recruited through the referrals of the previous
participants (Patton, 1990).
Suppose you are conducting a phenomenological study on the struggles of single parents
living in a
rural area. It so happened that you only know one – your sister. Using snowball sampling, you can
ask your sister if she know anybody who has the same situation as she does. Then after various
referrals, you came up with five (5) participants. The number suffices to the suggested number in a
phenomenological study (Tan & De Guzman, 2007).