RESEARCH METHODS REPORT 2 1

Research Methods Report 2

Virginia N. Sanz Ramirez

Texas A&M University-Commerce

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Introduction

This report summarizes the main characteristics of different types of qualitative research methods

such as narrative, ethnographic case study, and grounded theory. It also provides possible scenarios when

each type would be applicable discussing the advantages and disadvantages of each model. Also, it

distinguishes between action research and other formal research models, and the reasons for choosing the

former to conduct a study. Lastly, it compares the basic differences between quantitative and qualitative

research designs.

Narrative

The narrative design is a type of qualitative research that collects stories, describes events or the

lives of individuals and reports a chronology of these experiences to gain a better understanding of a

problem through an individuals testimony and insight. Whether the sampling involves a critical or a

typical individual, field texts such as journals, observations, letters, artifacts, and interviews will be

collected. The researcher analyzes the field texts searching for themes and categories. The participant

collaborates in this process to narrow the gap between the original and the retold story (Creswell, 2015).

Narrative research offers the opportunity to explore a phenomenon from a unique point of view;

this point is of significant importance especially when giving voice to underrepresented populations or

researching new topics. Some possible conflicts of this kind of study are the authenticity, ownership, and

accuracy of the story.

In an educational setting, a narrative design would be useful in the context of a bilingual 6th

grade class where we want to explore the experience of English Language Learners (ELL) taking their

standardized reading state exams in English for the first time. The study will chronicle the experiences of

three students as they prepare and take the STAAR reading test. Student A has been in the U.S. education

system since first grade, however, is still an ELL with an Intermediate score in his Texas English

Language Proficiency System (TELPAS) exams. Student B is a newcomer with no English knowledge.

Student C has been in the U.S. schools since 3rd grade and has an Advanced TELPAS score. Also, the
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homeroom teacher would participate in the study. These stories will contribute valuable insight of real

participants of a complex phenomenon in our educational system.

Case Study

Case studies are a kind of ethnographic research that focuses on programs or events that happen

in a group. The researchers immerse themselves in the field to describe the activities and explore the

system collecting data such as artifacts, observation, interviews, surveys, etc and being able to establish

the context. The description brings forth an interpretation based on both emic and etic data; the report

could be from an objective or subjective viewpoint if the bias is stated. Generalizations might be included

(Creswell, 2015).

The main advantage of this method is that it allows a deep understanding of the object or process,

which is beneficial to study very cultural themes, complex and emerging processes. However, sometimes

accessing to a group, staying and gathering information in the field. Also, this kind of research requires an

extensive time investment.

An example of this type of study in an educational scenario would be a case study about the

impact of an after school running program for girls in an elementary school. The research will follow the

implementation the program oriented to girls between 3rd to 6th grades. Data will be collected through

observations, artifacts, and interviews with the girls and teachers involved. This study will describe the

activities of the program, the participants, their motivation, reactions and interactions as the program

progresses. Also, will describe the changes in the participants from the beginning to the end of the

program. The themes that will arise from this study will serve to generalize about the benefits of physical

activities and extra curricular programs at the elementary school level.

Grounded Theory

Grounded theory research seeks to explain a process by producing a theory based on data

collected from the field. Its a very systematic inductive approach. There are three main types of designs:

systematic, constructivist and emerging. They all have some common elements; they focus on a process,
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identify a central phenomenon, analyze, develop and relate categories, and generate a working theory. The

researcher gathers information through observation, interviews, journals, etc and then start categorizing

this data in the open coding phase. The data collection and analysis are an ongoing process until the

categories are saturated. Then, the axial coding will begin and lead to a relationship model that serves to

understand the problem. This model will relate the central phenomenon to the causal conditions, context,

intervening conditions, actions and consequences (Creswell, 2015).

Since in this method, the data comes first, its propositions are not applicable on a grand scale but

are helpful to understand the specific topic. On the other hand, given its systematic approach, this inquiry

form is very useful for new researchers. At the same time, since the categories rise from the ground on a

zigzagging between data collection, analysis, and vice versa, the findings are likely to relate accurately to

the topic. Also, it is frequently used to deal with sensitive topics. Validation of the theory is an essential

part of the process. These reports have more objective and detached tone than other qualitative methods.

An example of the usefulness of this approach in an elementary school setting would be to

explore the adaptation and integration of undocumented immigrants students to the American education

system. This study will simultaneously collect and analyze data about the learning community, the

students, administrators, teachers and parents and their interactions to find the core category and elaborate

a model that would explain the process.

Action Research

The main difference between action research models and other formal designs is the focus, action

research aims to achieve a practical change or implement a plan to solve a problem in the community. It

uses both quantitative and qualitative data collection techniques and its a systematic procedure, but this

reflection process is geared toward a practical solution that will bring forth improvement to a specific

matter (Creswell, 2015).

Although it has faced some criticism for not being a formal academic research and being less

rigorous, action research is quite useful in educational settings because teachers can reflect upon their

own practices, focus on specific local problems and implement actions to improve them. This approach
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empowers educators and fosters collaboration. Its practical focus is easy to follow by beginner researchers

or educators that have concerns, inquiries or want to implement new programs. The narrow focus allows a

small-scale endeavor, which facilitates the data collection, analysis, interpretation, action plan,

implementation, and evaluation. Most action research studies are not made to be published in journals,

rather be shared with the community that brought them forth.

Mills (2013) dialectic action research spiral presents a step-by-step procedure to approach an

educational research problem. It draws on formal research techniques like the inquiry tools, it shares its

concern for validity and ethics, search for themes or categories through coding and concept mapping,

encourages literature reviews, but it is in the final report that differs most. The final stage of this type of

research involves a plan of recommended actions and a designating a responsible for carrying it out.

Quantitative vs. Qualitative Designs

Some of the main differences between quantitative and qualitative research are the statement of a

hypothesis prior to the fieldwork, the weight of the literature review, the tone, and involvement of the

researchers. While both models use a purpose statement and start with research questions, research

hypothesis is typical of quantitative studies. Quantitative models seek to establish cause and effect

relationships, patterns, associations or predictions between variables. Whether they use control groups or

not, they are very systematic procedures, therefore more rigorous. The tone of those reports is detached

and the researcher's role is a narrator. They usually require a considerable number of participants to be

able to generalize their findings.

On the other hand, qualitative models aim to explore and understand a core phenomenon and are

open to learning from the object itself. They use the data collected, analyze it and find there the categories

and themes to study. Its a more dynamic process, open to emergent theories, permeable to the influence

of the participants themselves. These models are more aware of their own subjectivity, value and often

include the participants intervention. The scale of this type of studies is smaller and in many cases just

follows an individual due to the depth of the information, and the variety of the data collected.
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Differences could be found also in the presentation, while quantitative methods are heavier with

statistics, tables, and graphs, qualitative formats such as narratives are radically different.

So what is the best model to apply when conducting research? It depends on the purpose and

subject of study. In many cases, the answer would be a mixed method that draws the best of both models:

the methodic procedures of the quantitative and dynamic and more vulnerable approach of the qualitative

References

Creswell, J. W. (2015). Educational research: planning, conducting, and evaluating quantitative and

qualitative research.

Mills, G. E. (2013). Action research: a guide for the teacher researcher. Boston: Pearson.