ALVIN J.

SUMAMPONG, LPT, PHD

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❑

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Area Of
Focus
"The goal of qualitative research is to understand and
interpret, not to predict and control."
— Egon Guba and Yvonna Lincoln

"In much of society, research means to investigate

something you do not know or understand.“
— Neil Armstrong

"Qualitative research seeks to understand the human

experience from the perspective of those living it.“
— Michael Quinn Patton
Nature of Inquiry and Research
IMPORTANCE OF RESEARCH (Lean Zarah, 2017)

1. A tool for building knowledge and efficient learning.

2. Means to understand various issues
3. An Aid to business success
4. A way to prove lies and to support truths
5. Means to find, gauge, and seize opportunities
6. A seed to love reading, writing, analyzing and sharing
valuable information.
7. Nourishment and exercise of the mind
Nature of Inquiry and Research
CHARACTERISTICS OF RESEARCH – Leedy, 1974

1. Research begins with a Question in the mind of the

researcher.
2. Research requires a plan.
3. Research demands a clear statement of the problem.
4. Research deals with the main problem through sub-
problems.
5. Research seeks direction through appropriate
hypotheses.
6. Research deals with facts and their meaning.
7. Research in circular.
Nature of Inquiry and Research
BASIC PROCESSES OF RESEARCH

Step 1: Identify the Question or Problem

Step 2: Review of Existing Literature
Step 3: Clarity of the Problem
Step 4: Clearly Define Terms and Concepts
Step 5: Define the Population
Step 6: Select Methods of Data Collection
Step 7: Develop Instrumentation Plan
Step 8: Collect Data
Step 9: Analyze Data
Step 10: Write your paper
Step 11: Cite your sources properly
Step 12: Conclude your research
Step 13: Proofread
Step 14: Share Results
Nature of Inquiry and Research
ETHICS OF RESEARCH

1. Ethical norms promote the aims of research, such as knowledge,

truth, and avoidance of error.
2. Ethical Standards promote the values that are essential to
collaborative work, such as trust, accountability, mutual respect, and
fairness.
3. Ethical norms help to ensure that researchers can be held accountable
to the public.
4. Ethical norms in research in research also help to build public support
for research.
5. Norms of research promote a variety of other important moral and
social values, such as Social responsibility, Human Rights, Animal
Welfare, compliance with the law, and public health an safety.
ACTIVITY #1: IDENTIFICATION TEST
“Analyzing the Impact of Homework
Frequency on Student Achievement
Scores”
“The Relationship Between Education
Level and Employment Rates”
 “Exploring Teacher Perspectives on
Inclusive Education in Public Schools”
“Parental Involvement and Its Influence
on Early Childhood Learning
Experiences”
“The Correlation Between Social Media
Usage and Anxiety Levels in Teenagers”
“The Effect of Classroom Size on Student
Academic Performance in High Schools”
“Understanding the Role of Classroom
Culture in Student Motivation”
“Employee Experiences of Remote Work
and Work-Life Balance””
“The Relationship Between Education
Level and Employment Rates”
“The Relationship Between Education
Level and Employment Rates”
ACTIVITY #2: WORD CLOUD

Objective:
Create a collaborative word cloud to
visualize key ideas, themes, or
concepts.

Access the code:

https://www.menti.com/altdr47gbrii
QUALITATIVE Research
is an inquiry process of
understanding based on distinct
methodological tradition of
inquiry that explore a social or
human problem.
 What are the
Characteristics of
Qualitative Research?
Characteristics of QUALITATIVE
RESEARCH
1. Naturalistic Setting
•Conducted in real-world environments where
participants naturally operate (e.g., homes,
workplaces, communities).
•Researchers observe or interact with
participants in their natural context to
understand their behavior or experiences.
Characteristics of QUALITATIVE
RESEARCH
2. Subjectivity and Reflexivity
•Recognizes that the researcher’s perspective
influences the research process.
•Researchers actively reflect on their biases,
assumptions, and interactions with participants
(reflexivity).
Characteristics of QUALITATIVE
RESEARCH
3. Exploratory and Inductive
•Starts with broad, open-ended
questions.
•Theories and patterns emerge from
the data rather than being tested
(inductive reasoning).
Characteristics of QUALITATIVE
RESEARCH
4. Rich, Descriptive Data
•Focuses on gathering detailed, in-depth data
through methods like interviews, focus groups,
and observations.
•Results often include quotes, narratives, or
case studies to capture participants'
perspectives.
Characteristics of QUALITATIVE
RESEARCH
5. Focus on Meaning and Interpretation
•Seeks to understand how participants
make sense of their experiences and the
meanings they attach to them.
•Emphasis on subjective interpretation
rather than objective measurement.
Characteristics of QUALITATIVE
RESEARCH
6. Holistic Perspective
•Examines phenomena within their full
context, considering multiple factors and
viewpoints.
•Aims to capture the complexity and
interconnectedness of human
experiences.
 Characteristics of QUALITATIVE
RESEARCH
7. Non-Quantifiable Data
•Data are typically non-numeric, consisting
of text, images, videos, or audio
recordings.
•The analysis involves identifying themes,
patterns, and narratives rather than
statistical analysis.
 Characteristics of QUALITATIVE
RESEARCH
8. Flexible and Adaptive
•Research design is often adaptable and
may evolve as the study progresses.
•Researchers may adjust questions,
methods, or focus areas based on
findings.
 Characteristics of QUALITATIVE
RESEARCH
9. Emphasis on Participants' Voices
•Prioritizes the perspectives and
experiences of the participants.
•Researchers strive to represent
participants' voices authentically and
avoid imposing their own interpretations.
 Characteristics of QUALITATIVE
RESEARCH
10. Purposive Sampling

•Participants are chosen based on their

ability to provide rich, relevant information
(not random sampling).
•Sampling continues until data saturation is
reached (i.e., no new insights emerge).
 Characteristics of QUALITATIVE
RESEARCH
11. Iterative Process
•Data collection and analysis often occur
simultaneously in an ongoing, iterative
cycle.
•Insights from initial data collection may
inform subsequent data collection and
analysis.
 Characteristics of QUALITATIVE
RESEARCH
Iterative Process in Qualitative Research
In qualitative research, an iterative process might look like this:
1.Initial Data Collection: Conduct initial interviews or observations.
2.Preliminary Analysis: Identify emerging themes or patterns.
3.Refinement of Focus: Adjust research questions, refine interview
guides, or explore new themes based on preliminary findings.
4.Additional Data Collection: Collect more data to explore
refined themes.
5.Further Analysis: Deepen the analysis with the new data.
6.Repeat as Needed: Continue until data saturation (no new
insights emerge).
 Characteristics of QUALITATIVE
RESEARCH

12. Multiple Data Sources

•Often uses triangulation by collecting data

from multiple sources (e.g., interviews,
documents, observations) to strengthen
findings.
Qualitative
Research
What are the Qualitative
Research Design?
Ethnography studying an entire culture.

tied to the notion of ethnicity

and geographic location.

is an extremely broad are with

comes largely from the a great variety of practitioners
and methods.
field of
immense yourself in the large
target participants’
environment to understand

Anthropology. the goals, cultures,

challenges, motivations, and
themes that emerges.
Ethnography
• The most common ethnographer becomes immersed
is participant observation as a part of field research.
• The ethnographer becomes immersed in the culture
as an active participant and records extensive field
notes.
• Ethnography has its roots in cultural anthropology
where research immerse themselves within a culture,
often for years.
 • studies people in their natural environment.
• descriptive account of social life and culture within a
defined social system, and is often through of as a portrait
of a people.
• holistic view of a culture - including its shared meanings,
patterns, and experiences (Hammersley, 1992)
• involves description and the interpretation of cultural
behavior.
• learn from (rather than study) members of a cultural group.
• understand their world view as they define it.

Aim of Ethnographic Research

 KEY STAGES OF
ETHNOGRAPHIC RESEARCH
STAGE ONE: Research Question
• open-ended.
• describe and interpret the situation that is
being studied.
• It includes several sub-questions. It will
consider specific aspects (rather than general
aspects) of the behavior and the context within
which they are being studied.
• uses a cultural ‘microscope’.
STAGE TWO: participant observation
This involves the researcher also
thinking about what is going on, and of
serving members of the culture, whilst
at the same time being a participant in
the many experiences that takes place
within that culture.
STAGE THREE: MAKING FIELD NOTES
The researcher makes whilst being a
participant.
They are made at the same time as the
experience undergone, or the observation
made, by the researcher.
They are not made at a later date.
 STAGE FOUR: REFLECTION AND THE
writing up of field notes
The researcher will reflect upon what they are experiencing and
observing/have experienced and observing/observed during that
time as a participant within the culture.

The Researcher will need to write-up the notes that have been made
in the field, and try to make some order and some sense out of them.

The researcher will participate in and what further contacts will be

made with members of the culture.
STAGE FIVE: INTERVIEWING
• will sit down with a series of questions and
formally interview one or more members of
the group/culture.
• will interview members of the group or
culture informally as if they were just talking
to them, whilst at the same time having a
good idea of the questions that require being
asked.
STAGE SIX: INTERPRETATION OF
INTERVIEWS
The researcher writes down the interview (or
transcribes it, if it has been recorded) before
not only the words have been forgotten, but
also gestures and facial expressions, etc.

The interviews then need to be analyzed and

interpreted.
STAGE SEVEN: WRITING UP THE
ETHNOGRAPHIC RESEARCH

It is important that it is written up in

journals and/or book, as well as
being presented at conferences,
etc. (Hammersley, 1992)
 DATA COLLECTION OF
ETHNOGRAPHIC RESEARCH

Data collection always

takes place in the field.
 DATA ANALYSIS OF
ETHNOGRAPHIC RESEARCH

Data analysis is ongoing

throughout the study.
 ADVANTAGES OF
ETHNOGRAPHIC RESEARCH
ADVANTAGES OF ETHNOGRAPHIC
RESEARCH

• Direct Observation
The researcher is not relying on second
hand/third-hand reporting but is able to collect data
that he or she has experienced or observed at first
hand, and therefore knows that there have been no
errors-unless he or she has made them.
ADVANTAGES OF ETHNOGRAPHIC
RESEARCH

• Links with theory

The researcher is assessing the materials
collected and can compare this with the
theories, altering the theories as the data
dictates.
ADVANTAGES OF ETHNOGRAPHIC
RESEARCH

• Detailed Data

The researcher can obtain very detailed

data indeed.
ADVANTAGES OF ETHNOGRAPHIC
RESEARCH

• Holistic
It is able to see many facets of the
group/culture, rather than just one or two parts
of it, and therefore have a much more holistic
view of the culture/group.
ADVANTAGES OF ETHNOGRAPHIC
RESEARCH

• Validity
The researcher is directly involved with
members of the group, then validity is much
more assured than relying upon external
observation or other’s experiences and reports.
ADVANTAGES OF ETHNOGRAPHIC
RESEARCH

• Contrast and Comparison

The researcher will be able to contrast

individual accounts and experiences and
compare them as well.
 ACTOR’s PERCEPTION

The researcher is acting a role by

participating within a group or culture, and
whilst he or she cannot place themselves
insides the heads of the members of the
group that is being studied.
 SELF-AWARENESS

The researcher to become aware

of themselves and their feelings
as members of that group or
culture.
 ECOLOGICAL

By becoming part of the group,

there can be a claim made that
the research is ecologically
sound - resource
 DISADVANTAGES OF
ETHNOGRAPHIC RESEARCH
 DISADVANTAGES OF
ETHNOGRAPHIC RESEARCH

• Time Requirement
A good ethnographic research study will require a
huge investment in the researcher’s time because
some studies can go on for years, and the researcher
needs to be part of the culture or group for all that
time.
 DISADVANTAGES OF
ETHNOGRAPHIC RESEARCH

• Presentation of result
The result will be so diverse as a result of the multiple
perceptions with which the researcher has to deal.

Add to that the length of time (and the possibly large number
of participants), and collating all the data and results into a
coherent presentation, paper, etc. can be very difficult.
 DISADVANTAGES OF
ETHNOGRAPHIC RESEARCH

• Reliability

It is often working alone, then there is

often nobody who can check the
findings for reliablity.
 DISADVANTAGES OF
ETHNOGRAPHIC RESEARCH

• Interviewer Effect
The researcher may affect the findings, as the
members of the group will probably want to
present themselves and their group/culture in
a good light.
 DISADVANTAGES OF
ETHNOGRAPHIC RESEARCH

• Inhibition
These can be the inhibitions that might be
generated amongst the members of the
culture/group as a result of being observed
often continuously for a prolonged time.
 DISADVANTAGES OF
ETHNOGRAPHIC RESEARCH

• Safety
There are safety issues for the researcher to
consider at being isolated from his/her own
environment and placed in an alien environment
with people who may at some time become hostile.
 DISADVANTAGES OF
ETHNOGRAPHIC RESEARCH

• Invasion of privacy
There are concern over the invasion of privacy that
can ensue for the members of the group/culture,
who, even though they have agreed for the
research to go ahead.
 DISADVANTAGES OF
ETHNOGRAPHIC RESEARCH

• Scale
The collection of data and the results can
then become too complex for the
researcher to be able to make sense of the
study afterward.
 DISADVANTAGES OF
ETHNOGRAPHIC RESEARCH

• Ethics
If the researcher wants to avoid the risk of the
Hawthorne Effect, then ideally members of the
group/culture should not know that they are taking
part in a study, but if they are not to know, then
obviously they cannot give consent
 DISADVANTAGES OF
ETHNOGRAPHIC RESEARCH

• Access
There could be problems with gaining access
to a particular group or culture, and the
approach could be loaded with tensions on
both sides.
 DISADVANTAGES OF
ETHNOGRAPHIC RESEARCH

• Other Concerns
1.The conduct of the study and its results are often
dependent upon the skill and rigor of the researcher.
2.Replication of the study can be difficult.
3.There are issues of researcher objectivity and reactivity
(to the members of the group and situations
encountered within the group)
 DISADVANTAGES OF
ETHNOGRAPHIC RESEARCH

• Other Concerns
4. Transferability of findings may be problematic.
5. The links to practice and policy-making may not often be
easy to make or there may not be direct links - so making it
difficult for implementation, etc.
6. Obtaining funding for ethnographic research can be
difficult (Hammersley, 1992)
 SUMMARY
PURPOSE - to describe a culture’s characteristics
METHOD
• Identify Culture, variable for study, & review literature
• Data collection - gain entrance to culture; immerse self
in culture; acquire information informants; gather data
through direct through direct observation & interaction
with subjects
ANALYSIS - describe characteristics of culture
OUTCOMES - description of culture
Phenomenology
it is based upon the work of
the 20th-century philosopher
Edmund Husserl.

it sometimes considered a

it comes from the philosophical perspective as

well as an approach to
qualitative methodology.
academic disciplines
refers to a person’s

of philosophy and perception of the meaning of

an event, as opposed to the

psychology.
event as it exists externally to
(outside of) that person.
Phenomenology
• is a school of thought that emphasizes a focus on people’s
subjective experiences and interpretations of the world.
• Phenomenology Inquiry is what people experience in regard to
some phenomenon or other and how they interpret those
experiences.
• It is s study that attempt to understand people’s perception,
perspective, and understanding of a particular situation.
• It tries to answer the question “What is it like to experience such
and such?
 • It is the direct investigation and description
of phenomena as consciously experienced,
without theories about their causal
explanations, or their objective reality. (Van
Manen, 1990)

• It seeks to understand how people construct

meaning.

Main Characteristics of Phenomenology

There are four aspects of these lived experience,
namely;
1.lived space;
2.lived body;
3.lived time;
4.lived human relations.

Phenomenology consists mainly of in-depth

conversations.
 It involves the four steps of:

1.Bracketing
2.Intuiting
3.Analyzing
4.Describing

METHODOLOGY OF PHENOMENOLOGY
BRACKETING
It is the process of identifying and holding in abeyance any
preconceived beliefs and opinions that one may have about the
phenomenon that is being researched.

The researcher ‘bracket out’ (as in mathematics) the world and

any presuppositions that he or she may have in an effort to
confront the data in as pure a form as possible.

This is the central component of phenomenological reduction.

INTUITION
It remains open to the meaning attributed to the
phenomenon by those who have experienced it.

It requires that the researcher creatively varies the data

until such an understanding emerges.

It requires that the researcher becomes totally

immersed in the study and the phenomenon.
Analysis
It involves such processes as coding (open, axial, and
selective) categorizing and making sense of the
essential meanings of the phenomenon.

It involves total immersion for as long as it is needed

in order to ensure both a pure and a thorough
description of the phenomenon.
DESCRIPTION
The researcher comes to understand and
to define the phenomenon.

It communicates and to offer distinct,

critical description in written and verbal
form.
Small samples (probably no more
than 10 participants) are most
suitable for this type of research.

Large samples can become unwieldy.

SAMPLING IN PHENOMENOLOGY
Very often questions need to be asked.

The data collection tools that are most often used

are:
1.Interviews/speech
2.Diaries/written
3.Drawing/non-verbal
4.Observation/visual

DATA COLLECTION METHODS IN

PHENOMENOLOGY
ADVANTAGES OF
PHENOMENOLOGY
ADVANTAGES OF PHENOMENOLOGY
RESEARCH

Phenomenology provides for:

• in-depth understanding of individual
phenomena;
• rich data from the experiences of
individuals. (Van Manen, 1990)
DISADVANTAGES OF
PHENOMENOLOGY
 DISADVANTAGES OF
PHENOMENOLOGY RESEARCH
• The subjectivity of the data leads to difficulties in
establishing reliability and validity of approaches and
information.
• It is difficult to detect or to prevent researcher induced
bias.
• There can be difficulty in ensuring pure bracketing -
this can lead to interference in the interpretation of the
data.
 DISADVANTAGES OF
PHENOMENOLOGY RESEARCH
• The presentation of results - the highly qualitative nature of the
results can make them difficult to present in a manner that is
usable by partitioner.
• Does not produce generalizable data.
• On a practical note, it is important to consider the possible
difficulties of participants expressing themselves.
• Participants need to be interested and articulate - problems that
can cause difficulties in being able to express themselves include
foreign language, age, brain damage, and embarrassment.
 Summary
PURPOSE, GOAL - to describe experiences as they are lived
• examine the uniqueness of individual’s lived situations
• each person has own reality; reality is subjective

RESEARCH QUESTION DEVELOPMENT

• What does the existence of feeling or experience indicate
concerning the phenomenon to be explored?
• What are necessary & sufficient constituents of feeling or
experience?
• What is the nature of the human being?
 Summary
METHOD
No clearly defined steps to avoid limiting creativity of researcher
Sampling & Data Collection

• Seek persons who understand study & are willing to express

inner feelings & experiences
• Describe experiences of phenomenon
• Write experience of phenomenon
• Direct observation
• Audio or videotape
 Summary
DATA ANALYSIS
• Classify & Rank Data
• Sense of wholeness
• Examine experience beyond human awareness/or cannot be
communicated

OUTCOMES
• Findings described from subject’s point-of-view
• Researcher identifies themes
• Structural explanation of findings is developed
 qualitative research approach

Grounded Theory that was originally developed by

Glaser and Strauss in the 1960s.
It is to develop a theory about
phenomena of interest.
refers to the idea that the It is a complex iterative process.
theory that emerges from the It provides an explanation or
study is derived from, ‘grounded’ theory behind the events.

in the data that have been It is an approach for looking

systematically at (mostly)
collected in the field, rather qualitative data (like transcipts
of interview or protocols of
than any data that have been observation) aiming at the
taken from the research generation of theories.

literature.
Grounded Theory
• It is to generate, or discover, a theory.
• One that is inductively derived from the study of
phenomena.
• This theory is discovered, developed and
provisionally verified through systematic data
collection and analysis of data pertaining to that
phenomena.
 • To begin with data and use them to develop a
theory.
• Study to use a prescribe set of procedures for
analyzing data and constructing a theoretical
model from them.
• It focuses on a research process (including
people’s actions and interactions) related to a
particular topic.

Aim of Grounded Theory Research

Concept
The important concepts of grounded theory are:

1.Categories
2.Codes
3.Coding

It is neither inductive nor deductive but in a way of

abductive reasoning.
SATURATION
• is when no new data is emerging
from the data collection tools
(interviews, questionnaires,
observation, diaries, etc.,) and
from the analysis.
KEY ANALYTIC ASSUMPTIONS
There are 2 key analytic assumptions
involved in grounded theory, namely:

1.Constant Comparison
2.Theoretical Sampling
CONSTANT COMPARISON:
1.Identifies similarities and differences between the emerging
categories;
2.Can also construct sub categories from concepts that are found
in the data;
3.Ensures the two-way process of building up the themes and also
deconstructing them into smaller units;
4.Connects categories so that an emerging theory captures the
wide variations and complexities of the data. (Glaser & Strauss,
1967)
Theoretical Sampling
1. The sampling of new cases as the analysis proceeds.
2. The process of data collection and analysis
continues until the point of theoretical saturation is
reached.
3. A set of categories and subcategories that represent
the data that have been obtained during the study.
Theoretical SENSITIVE CODING
• generating theoretical strong
concepts from the data to explain
the phenomenon taht is being
researched; (Glaser & Strauss,
1967)
THEORETICAL SAMPLING
• deciding whom to interview or
what to observe next
according to the state of
theory generation.
THE NEED TO COMPARE

• between phenomena and

contexts to make the theory
strong.
STAGES OF GROUNDED
THEORY
1.Data Collection
2.Note Taking
3.Coding (open, axial, selective) into
categories and properties
4.Memoing
5.Sorting/Integration
6.Writing (Glaser & Strauss, 1967)
STAGE ONE: DATA COLLECTION
There are several data collection methods used in grounded
theory.

• Individual Interviews
• Observation
• Diaries
• Focus Group
STAGE two: making notes
The next stage is making
notes about the data
collection.
STAGE THREE: CODING
It is a process for both categorizing
qualitative data and for describing
the implications and details of
these categories.
STAGE FOUR: MEMOING
It is a process for recording the
thoughts and ideas of the
researcher as they evolve
throughout the study.
STAGE FIVE: SORTING/INTEGRATION
Integrative diagrams and sessions are
used to pull of the details together, to
help make sense of the data with
respect to the emerging theory.
STAGE SIX: Writing
Writing the reports is guided
by the sorting of the data
above.
KINDS OF CODING
• Open Coding - the data have been
collected are divided into segments and
then are scrutinized for commonalities
that could reflect categories or theme.
KINDS OF CODING
The researcher will examine and identify the meaning of the
data by:

• Asking questions
• Making comparisons
• Looking for similarities and differences between the
comments.
AXIAL CODING
During the process of axial coding, connections are made
amongst the categories and the subcategories.

This is achieved by exploring the:

• Conditions
• Context
• Action/Interactional strategies
• Consequences
SELECTIVE CODING
This is the process of selecting the core
(or main) category, and then
systematically relating it to the other
categories.
THE RESEARCH QUESTIONS
Statement that identifies the phenomenon to be studied. (Glaser &
Strauss, 1967)

The initial question in a grounded theory study is initially very

broad, but then becomes progressively more focused during the
research process as various concepts (and their relationships) are
discovered to be relevant or possibly irrelevant.
ADVANTAGES OF GROUND THEORY
Provides for:

a. a systematic and rigorous procedure

b. rich data from the experiences of
individuals
DISADVANTAGES OF GROUNDED
THEORY
a. The subjectivity of the data leads to difficulties in establishing
reliability and validity of approaches and information
b. Its is difficult to detect or to prevent researcher-induced bias.
c. The presentation of result - the highly qualitative nature of the
results can make them difficult to present in a mannaer that is
usable by practitioners.
PURPOSE - theory development
1. Used in discovering what problem exist in a social science & how
persons handle them
2. Involves formulation, testing, & redevelopment of propositions
until a theory is developed.
METHOD - steps occur simultaneously; a
constant comparative process

1. Data collection - interview, observations, record review, or

combination
ANALYSIS
1. Concept formation
2. Concept development - reduction; selective sampling of
literature; selective sampling of subjects; emergence of core
concepts.
3. Concept modification and integration
HISTORICAL STUDY It is employed by
researchers who are
interested in
reporting events
"comprises the techniques and
and/or conditions
guidelines by which historians
that occured in the
use primary sources and other past.
evidence, including the
evidence of archaeology.
PURPOSE
• describe and examine events of the
past to understand the present and
anticipate potential future effects
METHOD
• Formulate idea - select topic after reading related literature
• Develop research questions
• Develop an inventory of source - archives, private libraries,
papers
• Clarify validity & relaibility of data - primary sources,
authenticity, biases
• Develop research outline to organize investigative process
• Collect Data
ANALYSIS
• synthesis of all data; accept & reject data; reconcile
conflicting evidence

OUTCOME
• select means of presentation - biography, chronology, issue
paper
CASE STUDY A case study involves a deep
understanding through
multiple types of data
sources.

It is an intensive Case studies can be

explanatory, exploratory, or

study of a specific describing an event.

individual or specific
context.
PURPOSE
• describe in-depth the experience of
one person, family, group,
community, or institution
METHOD
Direct observation and interaction with subject

ANALYSIS • synthesis of experience

OUTCOME • in-depth description of the experience

ANALYSIS
• synthesis of all data; accept & reject data; reconcile
conflicting evidence

OUTCOME
• select means of presentation - biography, chronology, issue
paper
Thank You
So Much