Qualitative research is an approach to research that focuses on understanding the subjective experiences and perspectives of individuals and groups. It is a method of inquiry that is used in many different fields, including sociology, anthropology, psychology, and education. Unlike quantitative research, which focuses on numerical data and statistical analysis, qualitative research is concerned with exploring and interpreting the meanings that people attach to their experiences and behaviors.
The main aim of qualitative research is to gain a deep understanding of the social or cultural phenomenon under investigation, and to do so in a way that is sensitive to the unique perspectives of those involved. This often involves collecting data through a variety of methods, including interviews, focus group discussions, observations, and document analysis.
One of the key features of qualitative research is its emphasis on the researcher’s role in the research process. Qualitative researchers acknowledge that their own biases and perspectives can influence the data they collect and the analysis they conduct. As such, they strive to be reflexive and transparent about their own positionality, and to engage in ongoing critical reflection throughout the research process.
Another important feature of qualitative research is its flexibility. Qualitative researchers are open to adjusting their research questions, methods, and analysis as they gather new information and insights. This allows them to be responsive to the unique features of the research context, and to develop a rich and nuanced understanding of the phenomenon under investigation.
Qualitative research often involves collecting data through in-depth interviews with participants. These interviews are typically semi-structured, meaning that the researcher has a set of broad questions to guide the conversation, but is also able to follow up on interesting or unexpected responses. The goal of these interviews is to gather detailed information about the participant’s experiences, perspectives, and behaviors, and to do so in a way that allows them to share their views in their own words.
Another common method used in qualitative research is participant observation. This involves the researcher immersing themselves in the social or cultural context being studied, and observing the behavior and interactions of the people involved. This approach allows the researcher to gain an insider’s perspective on the phenomenon under investigation, and to observe how people interact with each other and their environment in real time.
Focus groups are another method often used in qualitative research. Focus groups involve bringing together a small group of participants to discuss a specific topic or issue. The researcher typically acts as a facilitator, guiding the conversation and encouraging participants to share their thoughts and opinions. This approach can be useful for exploring group dynamics and social norms, and for identifying common themes and perspectives across a group of people.
Document analysis is another method commonly used in qualitative research. This involves analyzing documents such as texts, images, or videos to gain insights into the social or cultural phenomenon under investigation. This approach can be particularly useful for studying historical or archival materials, or for analyzing media representations of a particular issue.
Once data has been collected, qualitative researchers engage in a process of analysis to identify patterns and themes in the data. This often involves a process of coding, where the researcher systematically identifies and categorizes different types of data based on their meaning or significance. These codes are then grouped together into broader themes or categories, which are used to develop a deeper understanding of the phenomenon under investigation.
One of the strengths of qualitative research is its ability to generate rich and detailed descriptions of social and cultural phenomena. By focusing on the subjective experiences and perspectives of individuals and groups, qualitative research can provide insights into the complexity and nuance of human behavior and social interactions.
However, one of the criticisms of qualitative research is that it can be difficult to generalize findings to larger populations. Because qualitative research typically involves small samples and in-depth analysis of specific contexts, it can be difficult to draw broader conclusions about the social or cultural phenomenon being studied.
In conclusion, qualitative research is an important approach to research that allows for a deep and nuanced understanding of social and cultural phenomena. By focusing on the subjective experiences and perspectives of individuals and groups, qualitative research can reveal insights that would be missed by other methods.
One of the key strengths of qualitative research is its flexibility. Qualitative researchers are open to adjusting their research questions, methods, and analysis as they gather new information and insights, allowing them to be responsive to the unique features of the research context.
Another strength of qualitative research is its emphasis on the researcher’s role in the research process. Qualitative researchers acknowledge that their own biases and perspectives can influence the data they collect and the analysis they conduct, and strive to be reflexive and transparent about their positionality.
Despite its many strengths, qualitative research does have some limitations. It can be difficult to generalize findings to larger populations, and the in-depth analysis of specific contexts may not be applicable to other settings.
Overall, qualitative research is a valuable approach to research that provides a rich and detailed understanding of social and cultural phenomena. When used in conjunction with other methods, it can provide a more complete picture of the complex and multifaceted nature of human behavior and interactions.
Types of Qualitative Research Method or Design
Some of the common types of qualitative research methods or designs are the following:
1) historical research design,
2) archival research design,
3) oral history research design,
4) ethnolinguistic research design,
5) case study,
6) process documentation research design,
7) ethnographic research design, and
8) naturalistic research design.
Let me briefly discuss the meaning, nature and dynamics of these types of qualitative research designs.
Historical Research Design
Recent trends in historical research in education include seeing education as broader than schooling, viewing school systems in the context of social and economic development, and studying the history of elite intentions and actions. Historical research methods in education make possible the making of broader generalizations about the past, of judgments about its relation to the present, and of predictions about the future.
Examples of historical studies in education include the examination of length of schooling among different social groups by calculating the school-entry and school-leaving ages of different students in sample years, patterns of school attendance, years of schooling, and school expenditures, the different experiences of different social groups, and the impact of schooling on later life in different historical periods.
There is also a need for historical research on popular attitudes, quality of educational experience in the past, and intellectual and institutional history of education.
Archival Research Design
Primary sources of information concerning Philippine history are found in different archives in the Philippines and abroad. Archival research enables a historian to uncover ever new reinterpretations of historical reality.
Oral History Research Design
This is a form of historical activity, a first-hand reminiscence of historical events through the intervention of the historian. It records, for posterity, intimate primary knowledge and experience of individuals prominent in various fields, or those in positions of authority about certain topics, institutions, or about their own lives. This type of research method involves tape recording interview, transcribing them into typescripts, and checking for accuracy by the interviewer and the interviewee.
Ethnolinguistic Research Design
This is a research method which use language in the study of human groups. It deals with description of an ethnic group using linguistic tool. It is a tool for studying changes in meanings, beliefs, values, and codes, that is, the collective conscious and unconscious mind of a human group. According to some scholars, ethnolinguistic research method suggests studies to infer something about the culture and the life of the early ethnic group based on the memoirs of the early ethnographers and the grammar, observations, doctrines, and accounts of apostolic work by the early missionaries.
Case Study Research Design
A case study is a thick description of the interpretation, explanation, understanding, and prediction of an individual, group, or phenomenon obtained through in-depth investigation of the focus of interest.
Types of Case Study
- Ethnographic case study which involves single in-depth study, usually through participant observation and interview.
- Action research case study which focuses on bringing about change in the case under study.
- Evaluative case study which involves the evaluation of programs.
- Educational case study which is designed to enhance understanding of education actions.
Process Documentation Research
This is a useful tool for evolving a program based on a new intervention strategy. An example of this research method is the intervention strategy employed by the National Irrigation Agency (government agency in-charge of developing and assisting national and communal irrigation systems in the Philippines) whereby farmers got involved in the planning, design, and construction of their communal irrigation system. This resulted in the development or strengthening of the skills and structures of farmers’ association for system operations and maintenance.
Ethnographic Research Design
This research method is grounded on anthropology. Data are gathered through unstructured interviews, participant observation, and field notes. Other sources of data include the use of documents, records, photography, maps, genealogies, and social network diagrams. Research questions in ethnographic research method are descriptive in nature. This includes questions on values, beliefs, and practices of a cultural group.
Ethnographic research method involves describing and interpreting events that occur within the life of a group, with special attention to social structures and behaviors of individuals with respect to group membership. They are particularly appropriate for empirical research on a school, classroom, family, social organizations, or ethnic communities.
Naturalistic Research Design
Naturalistic inquiry is a more general term for ethnography, sociological field methods, case study methods, participant observation, ecological psychology, and psychodynamic social psychology. It involves extensive study of a case (for example, a group, institutions, communities, programs, and social systems) over an extended period of time. Points of interest here include not only the case itself, but also the ecology, context, or milieu in which it exists. And the researcher exposes herself directly with the case and is solely responsible for gathering and interpreting data.
Unlike experimental studies, naturalistic inquiry does not introduce any intervention, but instead studies the natural occurrence of events where they are found. Furthermore, the meaning of the constructs or ideas to be studied is not arbitrarily fixed or operationalized in advance of data collection. Instead, the researcher attempts to elicit the multiple meanings about those ideas that are upheld by each person. Similarly, hypotheses are neither derived from theory nor stated in advance. Rather, explanations about the relationships among variables come from the data rather than from preexisting theories.
Data collection in naturalistic inquiry typically centers on in-depth, open-ended interviews, direct observations, examination of documents, and community studies. Quantitative data are not avoided. During data collection, copious notes are kept, including verbatim accounts of what was observed and the responses of the interviewees. Interpretation and analysis of data are done as soon as data collection began.
It is important to note that the report of the naturalistic inquiry does not rely on statistics, graphs, or abstract models, but on the language familiar to the reader and the images that evoke readers’ association. What are important here are the precise use of language, rich description, and clear presentation of ideas to produce vicarious experiences for readers who could not be there themselves.
Criteria in doing Naturalistic Research
Scholars listed eight criteria that should be observed in naturalistic research, namely:
1) duration,
2) scope,
3) ethics,
4) logic,
5) verification,
6) stance of the researcher,
7) writing, and
8) contribution to knowledge
The researcher should be in direct contact with the case sufficiently enough to become thoroughly familiar with all its aspects and context (duration). The case study should be studies extensively (scope). The researcher should maintain the confidentiality and protection of the site and the informants (ethics). There should be an internal logical fit between the data in the data record and the ideas or analysis that purports to come from them (verification). The researcher should maintain dispassionate distance from the case, or at least clearly identify their prejudices (stance of the researcher). The report should have been written effectively and provide a pleasing piece of writing (writing). Lastly, it should contribute to knowledge regarding psychological and social ideas that the information yields (contribution to knowledge).
Limitations of Naturalistic Inquiry
Scholars listed some limitations of the naturalistic inquiry. For one, naturalistic inquiry is labor intensive because it requires prolonged exposure to the case. The researcher’s biases or prejudices may also influence the outcome of the study. Furthermore, a researcher with a low level of energy or intellectual ability might miss subtle but significant patterns of behaviors or events. And lastly, establishing causality and generalizing results are not possible with this research.