naturalistic qualitative inquiry

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NATURALISTIC QUALITATIVE NATURALISTIC QUALITATIVE INQUIRY INQUIRY DR.R.KRISHNARAJ DR.R.KRISHNARAJ PROFESSOR OF EDUCATION PROFESSOR OF EDUCATION AND HEAD, AND HEAD, DEPARTMENT OF LIFELONG LEARNING DEPARTMENT OF LIFELONG LEARNING ALAGAPPA UNIVERSITY, ALAGAPPA UNIVERSITY, KARAIKUDI KARAIKUDI . .

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Page 1: Naturalistic qualitative inquiry

NATURALISTIC QUALITATIVE NATURALISTIC QUALITATIVE INQUIRYINQUIRY

DR.R.KRISHNARAJDR.R.KRISHNARAJ

PROFESSOR OF EDUCATIONPROFESSOR OF EDUCATION

AND HEAD,AND HEAD,

DEPARTMENT OF LIFELONG LEARNINGDEPARTMENT OF LIFELONG LEARNING

ALAGAPPA UNIVERSITY,ALAGAPPA UNIVERSITY,

KARAIKUDIKARAIKUDI..

Page 2: Naturalistic qualitative inquiry

NATURALISTIC NATURALISTIC QUALITATIVE INQUIRY QUALITATIVE INQUIRY

•It express one view as to the nature of “reality”. It It express one view as to the nature of “reality”. It is the view that the real world is a dynamic system is the view that the real world is a dynamic system all of whose parts are so interrelated that one part all of whose parts are so interrelated that one part inevitably influences the other parts.inevitably influences the other parts.•To understand to real world, the parts cannot be To understand to real world, the parts cannot be separated bit by bit, but the parts must be separated bit by bit, but the parts must be examined in the context of the whole.examined in the context of the whole.•It is essentially a phenomenological view – as It is essentially a phenomenological view – as differentiated from a logical – positivistic view – of differentiated from a logical – positivistic view – of the reality of the world.the reality of the world.

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Phenomenological researchPhenomenological research

Describes the meaning for several Describes the meaning for several individuals of their lived experience of a individuals of their lived experience of a certain phenomena.certain phenomena.Can center around basic broad questions: Can center around basic broad questions: “what have you experienced in terms of the “what have you experienced in terms of the phenomena” and “what contexts have phenomena” and “what contexts have influenced your experience of the influenced your experience of the phenomena”phenomena”

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Grounded theory researchGrounded theory research

Employed in situations where it is perceived Employed in situations where it is perceived as necessary to go beyond description and as necessary to go beyond description and generate theory.generate theory.

Use of the constant comparative methodUse of the constant comparative method

Can lead to follow up quantitative researchCan lead to follow up quantitative research

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Ethnographic researchEthnographic research

This kind of research focuses on an entire This kind of research focuses on an entire cultural group: describes their shared cultural group: describes their shared patterns of values, behavior, language and patterns of values, behavior, language and culture…culture…

Field work as method of data collection.Field work as method of data collection.

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Case study researchCase study research

This kind of research involves the study of This kind of research involves the study of an issue explored through one or two cases an issue explored through one or two cases within a setting or context.within a setting or context.

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NATURALISTIC INQUIRIESNATURALISTIC INQUIRIES

Refer to the inquiries that Refer to the inquiries that • Employ direct contact between investigators and Employ direct contact between investigators and

actors in the situation as a means of collecting actors in the situation as a means of collecting data.data.

• Use emergent strategies to design the study Use emergent strategies to design the study rather than a priori specification.rather than a priori specification.

• Develop data categories from examination of the Develop data categories from examination of the data themselves after collection.data themselves after collection.

• Do not attempt to generalize the findings to a Do not attempt to generalize the findings to a universe beyond that bounded by the study.universe beyond that bounded by the study.

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RESEARCH PARADIGMS FOR RESEARCH PARADIGMS FOR DISCOVERING “TRUTH” OR DISCOVERING “TRUTH” OR

UNDERSTANDING UNDERSTANDING S.NoS.No Paradigm Paradigm Characteristics Characteristics

11 Judicial paradigmJudicial paradigm Well established rules of procedure, Well established rules of procedure, evidence, guidelines for hearing and evidence, guidelines for hearing and conclusion conclusion

22 Expert judgement Expert judgement Based on judgement of experts-used Based on judgement of experts-used in athletic and artistic performances in athletic and artistic performances

33 Rationalistic or Rationalistic or conventional conventional paradigmparadigm

Associated with deductive Associated with deductive reasoning and logical positivistic reasoning and logical positivistic view – based on quantitative view – based on quantitative approachapproach

44 Naturalistic paradigm Naturalistic paradigm Many research techniques ; based Many research techniques ; based on inductive thinking and is on inductive thinking and is associated with phenomenological associated with phenomenological view – qualitative approach view – qualitative approach

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DIFFERENCE BETWEEN RATIONALISTIC DIFFERENCE BETWEEN RATIONALISTIC PARADIGM AND NATURALISTIC PARADIGMPARADIGM AND NATURALISTIC PARADIGM

S.No S.No Rationalistic Rationalistic Naturalistic Naturalistic

11 Certain parts of the world which are called Certain parts of the world which are called “variables” may be singled out through “variables” may be singled out through manipulation from reality for study or manipulation from reality for study or treatment while other parts of the setting treatment while other parts of the setting are controlled – laboratory methodare controlled – laboratory method

In the real world, events and In the real world, events and phenomena cannot be singled out phenomena cannot be singled out from the context as they are from the context as they are extricably related and extricably related and understanding involves the understanding involves the interrelationships among all of the interrelationships among all of the parts of the whole.parts of the whole.

22 The inquirer and the subjects remain The inquirer and the subjects remain independent to one another independent to one another

Dynamic relationship exists and Dynamic relationship exists and the inquirer becomes data – the inquirer becomes data – gathering and processing gathering and processing ‘transducer’‘transducer’

33 Context free generalisation is the essential Context free generalisation is the essential goal of inquirygoal of inquiry

Generalisation relates to a Generalisation relates to a particular context particular context

44 It is based on quantitative methods It is based on quantitative methods Qualitative methods which Qualitative methods which emphasize both inner and outer emphasize both inner and outer knowledge of men in his world.knowledge of men in his world.

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S.No S.No Rationalistic Rationalistic Naturalistic Naturalistic

55 Use of a priori theory and Use of a priori theory and hypothetical– deductive methods hypothetical– deductive methods (hypothesis testing) to design the (hypothesis testing) to design the study study

Theory emerges from the Theory emerges from the data themselves – data themselves – “grounded theory”“grounded theory”

66 There is a preordinate design that There is a preordinate design that specifies each step of the inquiry in specifies each step of the inquiry in advance from data collection advance from data collection through its analysisthrough its analysis

A design that is never A design that is never complete until the inquiry is complete until the inquiry is arbitrarily terminated due to arbitrarily terminated due to time, resources and other time, resources and other considerations.considerations.

77 Random measures are used for Random measures are used for sample analysis sample analysis

Purposive sampling. Purposive sampling.

88 Positivistic approach tends to Positivistic approach tends to search for understanding through search for understanding through data supplied by either the subjects data supplied by either the subjects or others with the help of certain or others with the help of certain tools tools

Emphasis on gestures, Emphasis on gestures, language and behavioural language and behavioural pattern, cultural rules, pattern, cultural rules, deep-seated values and deep-seated values and motives arising from motives arising from cherished traditions. cherished traditions.

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TYPES OF QUALITATIVE INQUIRY AND TYPES OF QUALITATIVE INQUIRY AND THEIR DISCIPLINARY ROOTSTHEIR DISCIPLINARY ROOTS

S,NoS,No PerspectivePerspective Disciplinary roots Disciplinary roots Central theme Central theme

11 Ethnography Ethnography Anthropology Anthropology Study of the culture of a Study of the culture of a particular group or race particular group or race

22 Ethnomethodology Ethnomethodology Sociology Sociology How do people make their How do people make their activities?activities?

33 Phenomenology Phenomenology Philosophy Philosophy What is the structure and What is the structure and experience of this phenomenon experience of this phenomenon for the people?for the people?

44 Heuristics Heuristics Humanistic Humanistic Psychology Psychology

What is my experience of this What is my experience of this phenomenon?phenomenon?

55 Symbolic Interaction Symbolic Interaction Social Social psychology, psychology, linguistics linguistics

What common set of symbols What common set of symbols and understandings have and understandings have emerged to give meaning to emerged to give meaning to people’s interactions? people’s interactions?

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S.NoS.No Perspective Perspective Disciplinary roots Disciplinary roots Central themeCentral theme

66 Systems theory Systems theory Interdisciplinary Interdisciplinary How this system function as a How this system function as a whole?whole?

77 Ecological Ecological psychology psychology

Ecology, psychology Ecology, psychology How do people attempt to How do people attempt to attain goals through specific attain goals through specific behaviours in specific behaviours in specific environments?environments?

88 Hermeneutics Hermeneutics Theology, philosophy, Theology, philosophy, literacy criticism literacy criticism

What are the conditions under What are the conditions under which a human act took place which a human act took place or a product was produced or a product was produced that makes it possible to that makes it possible to interpret its meaning? interpret its meaning?

99 Qualitative Qualitative Political economy, Political economy, ideology ideology

How is a particular ideology How is a particular ideology manifest in this phenomenon?manifest in this phenomenon?

1010 Chaos theory : Chaos theory : nonlinear nonlinear dynamics dynamics

Theoretical physics, Theoretical physics, natural sciences natural sciences

What is the underlying order, What is the underlying order, if any, of disorderly if any, of disorderly phenomenonphenomenon

Source : Patton, M.Q (1990) Qualitative Evaluation and Research Methods, Source : Patton, M.Q (1990) Qualitative Evaluation and Research Methods, Newbury Park, CA: Sage Newbury Park, CA: Sage

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CHARACTERISTICS OF QUALITATIVE CHARACTERISTICS OF QUALITATIVE INQUIRYINQUIRY

S.NoS.No Characteristics Characteristics Major themeMajor theme

11 Natural setting Natural setting Studying real – world situation in a natural situation, Studying real – world situation in a natural situation, non manipulative and non-controlling non manipulative and non-controlling

22 Human Human instrument instrument

Inquirer is a major source of data collectionInquirer is a major source of data collection

33 Inductive Inductive analysis analysis

Immersion in the details and specifies of the data to Immersion in the details and specifies of the data to discover categories, dimensions rather than testing discover categories, dimensions rather than testing theoretically derived (deductive) hypothesestheoretically derived (deductive) hypotheses

44 Utilisation of Utilisation of tacit knoweldge tacit knoweldge

The human instrument builds upon his tacit The human instrument builds upon his tacit knowledge and uses methods such as interviews, knowledge and uses methods such as interviews, observation, document analysis unobtrusive clues observation, document analysis unobtrusive clues

55 Holistic Holistic perspective perspective

Understanding of the whole phenomena rather than Understanding of the whole phenomena rather than independent units independent units

66 Qualitative Qualitative datadata

Detailed thick description about cultural norms, values Detailed thick description about cultural norms, values and tradition, direct quotations of experts and tradition, direct quotations of experts

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S.No S.No Characteristics Characteristics Major Theme Major Theme

77 Grounded theory Grounded theory No priori theory can suit the multi realities; substantive No priori theory can suit the multi realities; substantive theory emerging from the contextual data.theory emerging from the contextual data.

88 Personal contact Personal contact and insight and insight

Direct experience and insights of the researcher are Direct experience and insights of the researcher are important part of the inquiry for understanding the important part of the inquiry for understanding the phenomenonphenomenon

99 Dynamic system Dynamic system Greater attention to process as change is constant and Greater attention to process as change is constant and ongoing whether the focus is on individual or an entire ongoing whether the focus is on individual or an entire cultureculture

1010 Empathic Empathic neutrality neutrality

To understand the real world, the researcher does not To understand the real world, the researcher does not advocate personal agenda or to prove something, advocate personal agenda or to prove something, rather has empathic insight as part of the relevant data rather has empathic insight as part of the relevant data by taking a neutral non judgemental stand by taking a neutral non judgemental stand

1111 Purposive Purposive sampling sampling

Purpose sampling technique to suit the nature of the Purpose sampling technique to suit the nature of the context rather than random samplecontext rather than random sample

1212 Emergent design Emergent design Pursing new paths of discovery depending upon the Pursing new paths of discovery depending upon the context context

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S.NoS.No Characteristics Characteristics Major theme Major theme

1313 Case study Case study orientation orientation

Each case is special and unique; cross-case analysis depends on the Each case is special and unique; cross-case analysis depends on the quality of individual case quality of individual case

1414 Context sensitivity Context sensitivity Places findings in a social, historical and temporal context Places findings in a social, historical and temporal context

1515 Negotiated Negotiated outcomesoutcomes

Data and interpretations are continuously checked with respondents Data and interpretations are continuously checked with respondents who are acting as sources as well as with counter part individuals; who are acting as sources as well as with counter part individuals; differences of opinion are negotiated until the outcomes are agreed differences of opinion are negotiated until the outcomes are agreed uponupon

1616 Idiographic Idiographic interpretation interpretation

No universal laws are arrived at from contextual data, the conclusions No universal laws are arrived at from contextual data, the conclusions are in the form of working hypotheses that emerge from the are in the form of working hypotheses that emerge from the experiences gathered. Case study is an interpretative instrument for experiences gathered. Case study is an interpretative instrument for an idiographic construal of what was found there.an idiographic construal of what was found there.

1717 Tentative application Tentative application Application of truth may be tentatively applied to some other contexts, Application of truth may be tentatively applied to some other contexts, if empirical comparison seems to warrant such an extension if empirical comparison seems to warrant such an extension

1818 Focus – determined Focus – determined boundaries boundaries

The study is bounded by the nature of the problem, the evaluand or The study is bounded by the nature of the problem, the evaluand or the policy option being investigatedthe policy option being investigated

1919 Special criteria for Special criteria for trustworthiness trustworthiness

The trust worthiness is tested by four naturalistic analogues - The trust worthiness is tested by four naturalistic analogues - credibility, transferability, dependability and confirmability in the place credibility, transferability, dependability and confirmability in the place of validity, reliablity and objectivity.of validity, reliablity and objectivity.

Sources : i) Patton M.Q (1990) Qualitative Evaluation and Research Methods, Sources : i) Patton M.Q (1990) Qualitative Evaluation and Research Methods, Newbury Park, California, SageNewbury Park, California, Sage2) Lincoln, Y.S. and Guba E.G. (1985) Naturalistic inquiry, Bevery Hills, CA: 2) Lincoln, Y.S. and Guba E.G. (1985) Naturalistic inquiry, Bevery Hills, CA: SageSage

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THE AUDITTHE AUDIT

It is designed to judge the rigour and authenticity It is designed to judge the rigour and authenticity of the study. The raw material for the audit is the of the study. The raw material for the audit is the investigator’s paper trial which documents the investigator’s paper trial which documents the data (raw field notes of observation, interviews data (raw field notes of observation, interviews and documents).and documents).

Through the examination of the audit trial, the Through the examination of the audit trial, the credibility (persistent observation, triangulation credibility (persistent observation, triangulation and member check), transferability (purposive and member check), transferability (purposive sampling and thick design), dependability sampling and thick design), dependability (emergent design) and confirmability (cross – (emergent design) and confirmability (cross – validation) are established.validation) are established.

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COMPONENTS OF TRUSTWORTHINESS COMPONENTS OF TRUSTWORTHINESS (Lincoln and Guba, 1985)(Lincoln and Guba, 1985)

1.1. CredibilityCredibility : It is defined as “a check on the isomorphism : It is defined as “a check on the isomorphism between the inquirer’s data and interpretations and the between the inquirer’s data and interpretations and the multiple realities in the minds of informants”.multiple realities in the minds of informants”.

2.2. TransferabilityTransferability : defined as the “equivalent of generability : defined as the “equivalent of generability to the extent that there are similarities between sending to the extent that there are similarities between sending and receiving contexts”.and receiving contexts”.

3.3. DependabilityDependability : “includes the instability factors typically : “includes the instability factors typically indicated by the term ‘unreliability’ but makes allowances indicated by the term ‘unreliability’ but makes allowances for emergent designs and developing theory that also for emergent designs and developing theory that also induce change”.induce change”.

4.4. ConfirmabilityConfirmability : “Shifts the emphasis from the certifiability : “Shifts the emphasis from the certifiability of the inquirer to the confirmability of the data”of the inquirer to the confirmability of the data”

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TECHNIQUES TO ENHANCE THE TECHNIQUES TO ENHANCE THE CREDIBILITY OF DATA (Internal Validity)CREDIBILITY OF DATA (Internal Validity)

1)1) Prolonged data gathering on siteProlonged data gathering on site – greater amount of time spent on – greater amount of time spent on the site would enhance the credibility of data.the site would enhance the credibility of data.

2)2) TriangulationTriangulation – using many sources of information about a particular – using many sources of information about a particular phenomenon; eg. data collected from one source may be cross-phenomenon; eg. data collected from one source may be cross-checked with other sources for verification; multiple data gathering checked with other sources for verification; multiple data gathering techniques.techniques.

3)3) Member checksMember checks – continuous consultation with other members– continuous consultation with other members

4)4) Referential adequacy materialsReferential adequacy materials – creating and maintaining a file of – creating and maintaining a file of materials from the site. It includes all sorts of relevant documents.materials from the site. It includes all sorts of relevant documents.

5)5) Thick descriptionThick description – triangulation, member checks, corroborating – triangulation, member checks, corroborating information and collecting referential adequacy materials are meant information and collecting referential adequacy materials are meant for the purpose of giving thick description.for the purpose of giving thick description.

6)6) Peer consultationPeer consultation – discuss with peer experts the progress of work.– discuss with peer experts the progress of work.

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Designing naturalistic inquiriesDesigning naturalistic inquiriesNaturalistic designs must emerge and unfold as Naturalistic designs must emerge and unfold as

the study progresses.the study progresses.Not all of the elements can be specified ahead Not all of the elements can be specified ahead

of time, but some can.of time, but some can.Determining where and from whom data will be Determining where and from whom data will be

collected.collected.Identifying initial sample and making provisions for Identifying initial sample and making provisions for

orderly evolutionorderly evolutionPhases of inquiry: Phases of inquiry: Orientation and overviewOrientation and overviewFocused explorationFocused explorationMember checkingMember checkingDetermining instrumentation: teams and trainingDetermining instrumentation: teams and training

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Designing naturalistic inquiries Designing naturalistic inquiries

Planning data collection and recording:Planning data collection and recording:– Interview/participant observation..Interview/participant observation..– Recording: advantages of field notes over Recording: advantages of field notes over

recordingrecording

Planning data analysis procedures: must Planning data analysis procedures: must begin early and be ongoing.begin early and be ongoing.

Planning for trustworthinessPlanning for trustworthiness

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Participant observation Participant observation (Spradley 1980)(Spradley 1980)

Dual purposes of participant observation:Dual purposes of participant observation:To engage in activitiesTo engage in activitiesTo observe activitiesTo observe activities

Explicit awareness: becoming aware of things that Explicit awareness: becoming aware of things that you normally block out.you normally block out.

Wide angle lens: wider circle of awarenessWide angle lens: wider circle of awarenessInsider/outsider experiences.Insider/outsider experiences.IntrospectionIntrospectionRecord keepingRecord keepingAwareness of what is not thereAwareness of what is not there

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Kinds of participationKinds of participation

Non participation (study of TV programs)Non participation (study of TV programs)Passive participation (courtroom spectator)Passive participation (courtroom spectator)Moderate participation (“watching” video Moderate participation (“watching” video

games)games)Active participation (learning to do what Active participation (learning to do what

others are doing)others are doing)Complete participationComplete participation

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Qualities of good interviewsQualities of good interviews

Begin with small talkBegin with small talk

Listening:Listening:– Follow up on of course statementsFollow up on of course statements– Listen for key wordsListen for key words– Probing questionsProbing questions– Use of why questions (Don’t ask for meaning, Use of why questions (Don’t ask for meaning,

ask for use)ask for use)– Self disclosureSelf disclosure

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Taking notes (Lincoln and Guba, 1985).

Disadvantages:Disadvantages:– One cannot record everything.One cannot record everything.– Rapid handwriting is sometimes undecipherable.Rapid handwriting is sometimes undecipherable.– Respondent may slow down to accommodate the Respondent may slow down to accommodate the

interviewer and lose train of thought.interviewer and lose train of thought.Advantages:Advantages:– Forces careful attentionForces careful attention– Can interpolate questions or comments on to the Can interpolate questions or comments on to the

notes without knowledge of interviewee.notes without knowledge of interviewee.– Notes can easily be flagged for follow upsNotes can easily be flagged for follow ups– Member checking is easier.Member checking is easier.

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When to use qualitative researchWhen to use qualitative research

““Quality” versus “quantity”.Quality” versus “quantity”. For problems that need explorationFor problems that need exploration For problems that need a complex detailed For problems that need a complex detailed

understanding.understanding. To empower individual and collective To empower individual and collective

voices.voices. To write in styles that push the limits of To write in styles that push the limits of

formal academic narrativesformal academic narratives To understand contextsTo understand contexts The question of “fit”The question of “fit”

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Thank you