Research process consists of various components that are useful to ensure the

production of good quality research. Explain each component substantiate why they
are important.
Introduction:
Simply the Research is process of finding solution to a problem after a thorough study
analysis of the situational factor. According to above statement the research has several
process and various component which are conceder important in any
research.. Component of research can be describe as follow :
Observation, Preliminary information gathering, Problem definition, (Theory
formulation) Theoretical framework, (hypothesizing) Generation of hypotheses,
(scientific data collection) scientific research design, Data collection, analysis and
Interpretation, Deduction, Report writing, presenting, and Decision making.

Observation :
Observation is the first stage in which one senses that certain changes are occurring or
that some new behaviors, attitudes and feeling are surfacing in one's environment. When
the observed phenomena are seen to have potentially important consequences, one would
proceed to the next step. How does one observe phenomena and changes in the
environment? The people oriented manager is always sensitive to and aware of what is
happening in and around the workplace. Changes in attitude, behavior, communication
patterns and styles and a score of other verbal and nonverbal cues can be readily picked
up by the manager who sensitive to the various nuances.

Preliminary Data Gathering

Information About:
The Population (members of a defined category)
Organizational context and systems
Corporate philosophy, policies, structure, etc.
Employees and employee attitudes & perceptions

Secondary Data is gathered from existing sources

Internal organization reports & records
Published government records (e.g., SEC filing)
Statistical Data
Census data
Business documents
Periodicals and journals (Literature Survey)
Dissertations
Unpublished manuscripts

The Case Study as a Research Method

Uses and Users of Information -- LIS 391D.1 -- Spring 1997

Introduction
Case study research excels at bringing us to an understanding of a complex issue or
object and can extend experience or add strength to what is already known through
previous research. Case studies emphasize detailed contextual analysis of a limited
number of events or conditions and their relationships. Researchers have used the case
study research method for many years across a variety of disciplines. Social scientists, in
particular, have made wide use of this qualitative research method to examine
contemporary real-life situations and provide the basis for the application of ideas and
extension of methods. Researcher Robert K. Yin defines the case study research method
as an empirical inquiry that investigates a contemporary phenomenon within its real-life
context; when the boundaries between phenomenon and context are not clearly evident;
and in which multiple sources of evidence are used (Yin, 1984, p. 23).
Critics of the case study method believe that the study of a small number of cases can
offer no grounds for establishing reliability or generality of findings. Others feel that the
intense exposure to study of the case biases the findings. Some dismiss case study
research as useful only as an exploratory tool. Yet researchers continue to use the case
study research method with success in carefully planned and crafted studies of real-life
situations, issues, and problems. Reports on case studies from many disciplines are
widely available in the literature.
This paper explains how to use the case study method and then applies the method to an
example case study project designed to examine how one set of users, non-profit
organizations, make use of an electronic community network. The study examines the
issue of whether or not the electronic community network is beneficial in some way to
non-profit organizations and what those benefits might be.
Many well-known case study researchers such as Robert E. Stake, Helen Simons, and
Robert K. Yin have written about case study research and suggested techniques for
organizing and conducting the research successfully. This introduction to case study
research draws upon their work and proposes six steps that should be used:

Determine and define the research questions

Select the cases and determine data gathering and analysis techniques
Prepare to collect the data
Collect data in the field
Evaluate and analyze the data
Prepare the report

Step 1. Determine and Define the Research Questions

The first step in case study research is to establish a firm research focus to which the
researcher can refer over the course of study of a complex phenomenon or object. The
researcher establishes the focus of the study by forming questions about the situation or
problem to be studied and determining a purpose for the study. The research object in a
case study is often a program, an entity, a person, or a group of people. Each object is
likely to be intricately connected to political, social, historical, and personal issues,
providing wide ranging possibilities for questions and adding complexity to the case
study. The researcher investigates the object of the case study in depth using a variety of
data gathering methods to produce evidence that leads to understanding of the case and
answers the research questions.
Case study research generally answers one or more questions which begin with "how" or
"why." The questions are targeted to a limited number of events or conditions and their
inter-relationships. To assist in targeting and formulating the questions, researchers
conduct a literature review. This review establishes what research has been previously
conducted and leads to refined, insightful questions about the problem. Careful definition
of the questions at the start pinpoints where to look for evidence and helps determine the
methods of analysis to be used in the study. The literature review, definition of the
purpose of the case study, and early determination of the potential audience for the final
report guide how the study will be designed, conducted, and publicly reported.
Step 2. Select the Cases and Determine Data Gathering and Analysis Techniques
During the design phase of case study research, the researcher determines what
approaches to use in selecting single or multiple real-life cases to examine in depth and
which instruments and data gathering approaches to use. When using multiple cases, each
case is treated as a single case. Each case?s conclusions can then be used as information
contributing to the whole study, but each case remains a single case. Exemplary case
studies carefully select cases and carefully examine the choices available from among
many research tools available in order to increase the validity of the study. Careful
discrimination at the point of selection also helps erect boundaries around the case.
The researcher must determine whether to study cases which are unique in some way or
cases which are considered typical and may also select cases to represent a variety of
geographic regions, a variety of size parameters, or other parameters. A useful step in the
selection process is to repeatedly refer back to the purpose of the study in order to focus
attention on where to look for cases and evidence that will satisfy the purpose of the
study and answer the research questions posed. Selecting multiple or single cases is a key
element, but a case study can include more than one unit of embedded analysis. For
example, a case study may involve study of a single industry and a firm participating in
that industry. This type of case study involves two levels of analysis and increases the
complexity and amount of data to be gathered and analyzed.
A key strength of the case study method involves using multiple sources and techniques
in the data gathering process. The researcher determines in advance what evidence to
gather and what analysis techniques to use with the data to answer the research questions.

Data gathered is normally largely qualitative, but it may also be quantitative. Tools to
collect data can include surveys, interviews, documentation review, observation, and even
the collection of physical artifacts.
The researcher must use the designated data gathering tools systematically and properly
in collecting the evidence. Throughout the design phase, researchers must ensure that the
study is well constructed to ensure construct validity, internal validity, external validity,
and reliability. Construct validity requires the researcher to use the correct measures for
the concepts being studied. Internal validity (especially important with explanatory or
causal studies) demonstrates that certain conditions lead to other conditions and requires
the use of multiple pieces of evidence from multiple sources to uncover convergent lines
of inquiry. The researcher strives to establish a chain of evidence forward and backward.
External validity reflects whether or not findings are generalizable beyond the immediate
case or cases; the more variations in places, people, and procedures a case study can
withstand and still yield the same findings, the more external validity. Techniques such as
cross-case examination and within-case examination along with literature review helps
ensure external validity. Reliability refers to the stability, accuracy, and precision of
measurement. Exemplary case study design ensures that the procedures used are well
documented and can be repeated with the same results over and over again.
Step 3. Prepare to Collect the Data
Because case study research generates a large amount of data from multiple sources,
systematic organization of the data is important to prevent the researcher from becoming
overwhelmed by the amount of data and to prevent the researcher from losing sight of the
original research purpose and questions. Advance preparation assists in handling large
amounts of data in a documented and systematic fashion. Researchers prepare databases
to assist with categorizing, sorting, storing, and retrieving data for analysis.
Exemplary case studies prepare good training programs for investigators, establish clear
protocols and procedures in advance of investigator field work, and conduct a pilot study
in advance of moving into the field in order to remove obvious barriers and problems.
The investigator training program covers the basic concepts of the study, terminology,
processes, and methods, and teaches investigators how to properly apply the techniques
being used in the study. The program also trains investigators to understand how the
gathering of data using multiple techniques strengthens the study by providing
opportunities for triangulation during the analysis phase of the study. The program covers
protocols for case study research, including time deadlines, formats for narrative
reporting and field notes, guidelines for collection of documents, and guidelines for field
procedures to be used. Investigators need to be good listeners who can hear exactly the
words being used by those interviewed. Qualifications for investigators also include
being able to ask good questions and interpret answers. Good investigators review
documents looking for facts, but also read between the lines and pursue collaborative
evidence elsewhere when that seems appropriate. Investigators need to be flexible in reallife situations and not feel threatened by unexpected change, missed appointments, or
lack of office space. Investigators need to understand the purpose of the study and grasp

the issues and must be open to contrary findings. Investigators must also be aware that
they are going into the world of real human beings who may be threatened or unsure of
what the case study will bring.
After investigators are trained, the final advance preparation step is to select a pilot site
and conduct a pilot test using each data gathering method so that problematic areas can
be uncovered and corrected. Researchers need to anticipate key problems and events,
identify key people, prepare letters of introduction, establish rules for confidentiality, and
actively seek opportunities to revisit and revise the research design in order to address
and add to the original set of research questions.
4. Collect Data in the Field
The researcher must collect and store multiple sources of evidence comprehensively and
systematically, in formats that can be referenced and sorted so that converging lines of
inquiry and patterns can be uncovered. Researchers carefully observe the object of the
case study and identify causal factors associated with the observed phenomenon.
Renegotiation of arrangements with the objects of the study or addition of questions to
interviews may be necessary as the study progresses. Case study research is flexible, but
when changes are made, they are documented systematically.
Exemplary case studies use field notes and databases to categorize and reference data so
that it is readily available for subsequent reinterpretation. Field notes record feelings and
intuitive hunches, pose questions, and document the work in progress. They record
testimonies, stories, and illustrations which can be used in later reports. They may warn
of impending bias because of the detailed exposure of the client to special attention, or
give an early signal that a pattern is emerging. They assist in determining whether or not
the inquiry needs to be reformulated or redefined based on what is being observed. Field
notes should be kept separate from the data being collected and stored for analysis.
Maintaining the relationship between the issue and the evidence is mandatory. The
researcher may enter some data into a database and physically store other data, but the
researcher documents, classifies, and cross-references all evidence so that it can be
efficiently recalled for sorting and examination over the course of the study.
Step 5. Evaluate and Analyze the Data
The researcher examines raw data using many interpretations in order to find linkages
between the research object and the outcomes with reference to the original research
questions. Throughout the evaluation and analysis process, the researcher remains open to
new opportunities and insights. The case study method, with its use of multiple data
collection methods and analysis techniques, provides researchers with opportunities to
triangulate data in order to strengthen the research findings and conclusions.
The tactics used in analysis force researchers to move beyond initial impressions to
improve the likelihood of accurate and reliable findings. Exemplary case studies will

deliberately sort the data in many different ways to expose or create new insights and will
deliberately look for conflicting data to disconfirm the analysis. Researchers categorize,
tabulate, and recombine data to address the initial propositions or purpose of the study,
and conduct cross-checks of facts and discrepancies in accounts. Focused, short, repeat
interviews may be necessary to gather additional data to verify key observations or check
a fact.
Specific techniques include placing information into arrays, creating matrices of
categories, creating flow charts or other displays, and tabulating frequency of events.
Researchers use the quantitative data that has been collected to corroborate and support
the qualitative data which is most useful for understanding the rationale or theory
underlying relationships. Another technique is to use multiple investigators to gain the
advantage provided when a variety of perspectives and insights examine the data and the
patterns. When the multiple observations converge, confidence in the findings increases.
Conflicting perceptions, on the other hand, cause the researchers to pry more deeply.
Another technique, the cross-case search for patterns, keeps investigators from reaching
premature conclusions by requiring that investigators look at the data in many different
ways. Cross-case analysis divides the data by type across all cases investigated. One
researcher then examines the data of that type thoroughly. When a pattern from one data
type is corroborated by the evidence from another, the finding is stronger. When evidence
conflicts, deeper probing of the differences is necessary to identify the cause or source of
conflict. In all cases, the researcher treats the evidence fairly to produce analytic
conclusions answering the original "how" and "why" research questions.
Step 6. Prepare the report
Exemplary case studies report the data in a way that transforms a complex issue into one
that can be understood, allowing the reader to question and examine the study and reach
an understanding independent of the researcher. The goal of the written report is to
portray a complex problem in a way that conveys a vicarious experience to the reader.
Case studies present data in very publicly accessible ways and may lead the reader to
apply the experience in his or her own real-life situation. Researchers pay particular
attention to displaying sufficient evidence to gain the reader?s confidence that all avenues
have been explored, clearly communicating the boundaries of the case, and giving special
attention to conflicting propositions.
Techniques for composing the report can include handling each case as a separate chapter
or treating the case as a chronological recounting. Some researchers report the case study
as a story. During the report preparation process, researchers critically examine the
document looking for ways the report is incomplete. The researcher uses representative
audience groups to review and comment on the draft document. Based on the comments,
the researcher rewrites and makes revisions. Some case study researchers suggest that the
document review audience include a journalist and some suggest that the documents
should be reviewed by the participants in the study.

Applying the Case Study Method to an Electronic Community Network

By way of example, we apply these six steps to an example study of multiple participants
in an electronic community network. All participants are non-profit organizations which
have chosen an electronic community network on the World Wide Web as a method of
delivering information to the public. The case study method is applicable to this set of
users because it can be used to examine the issue of whether or not the electronic
community network is beneficial in some way to the organization and what those benefits
might be.
Step 1. Determine and Define the Research Questions
In general, electronic community networks have three distinct types of users, each one a
good candidate for case study research. The three groups of users include people around
the world who use the electronic community network, the non-profit organizations using
the electronic community network to provide information to potential users of their
services, and the "community" that forms as the result of interacting with other
participants on the electronic community network.
In this case, the researcher is primarily interested in determining whether or not the
electronic community network is beneficial in some way to non-profit organization
participants. The researcher begins with a review of the literature to determine what prior
studies have determined about this issue and uses the literature to define the following
questions for the study of the non-profit organizations providing information to the
electronic community network:
Why do non-profit organization participants use the network?
How do non-profit organization participants determine what to place on the electronic
community network?
Do the non-profit organization participants believe the community network serves a
useful purpose in furthering their mission? How?
Step 2. Select the Cases and Determine Data Gathering and Analysis Techniques
Many communities have constructed electronic community networks on the World Wide
Web. At the outset of the design phase, the researcher determines that only one of these
networks will be studied and further sets the study boundaries to include only some of the
non-profit organizations represented on that one network. The researcher contacts the
Board of Directors of the community network, who are open to the idea of the case study.
The researcher also gathers computer generated log data from the network and, using this
data, determines that an in-depth study of representative organizations from four
categories -- health care, environmental, education, and religious -- is feasible. The
investigator applies additional selection criteria so that an urban-based and a rural-based

non-profit are represented in the study in order to examine whether urban non-profits
perceive more benefits from community networks than rural organizations.
The researcher considers multiple sources of data for this study and selects document
examination, the gathering and study of organizational documents such as administrative
reports, agendas, letters, minutes, and news clippings for each of the organizations. In this
case, the investigator decides to also conduct open-ended interviews with key members
of each organization using a check-list to guide interviewers during the interview process
so that uniformity and consistency can be assured in the data, which could include facts,
opinions, and unexpected insights. In this case study, the researcher cannot employ direct
observation as a tool because some of the organizations involved have no office and meet
infrequently to conduct business directly related to the electronic community network.
The researcher instead decides to survey all Board members of the selected organizations
using a questionnaire as a third data gathering tool. Within-case and cross-case analysis
of data are selected as analysis techniques.
Step 3. Prepare to Collect the Data
The researcher prepares to collect data by first contacting each organization to be studied
to gain their cooperation, explain the purpose of the study, and assemble key contact
information. Since data to be collected and examined includes organizational documents,
the researcher states his intent to request copies of these documents, and plans for
storage, classification, and retrieval of these items, as well as the interview and survey
data. The researcher develops a formal investigator training program to include seminar
topics on non-profit organizations and their structures in each of the four categories
selected for this study. The training program also includes practice sessions in conducting
open-ended interviews and documenting sources, suggested field notes formats, and a
detailed explanation of the purpose of the case study. The researcher selects a fifth case as
a pilot case, and the investigators apply the data gathering tools to the pilot case to
determine whether the planned timeline is feasible and whether or not the interview and
survey questions are appropriate and effective. Based on the results of the pilot, the
researcher makes adjustments and assigns investigators particular cases which become
their area of expertise in the evaluation and analysis of the data.
Step 4. Collect Data in the Field
Investigators first arrange to visit with the Board of Directors of each non-profit
organization as a group and ask for copies of the organization?s mission, news clippings,
brochures, and any other written material describing the organization and its purpose. The
investigator reviews the purpose of the study with the entire Board, schedules individual
interview times with as many Board members as can cooperate, confirms key contact
data, and requests that all Board members respond to the written survey which will be
mailed later.

Investigators take written notes during the interview and record field notes after the
interview is completed. The interviews, although open-ended, are structured around the
research questions defined at the start of the case study.
Research Question: Why do non-profit organization participants use the network?
Interview Questions: How did the organization make the decision to place data on the
World Wide Web community network? What need was the organization hoping to fulfill?
Research Question: How do non-profit organization participants determine what to
place on the electronic community network?
Interview Questions: What process was used to select the information that would be
used on the network? How is the information kept up to date?
Research Question: Do the non-profit organization participants believe the
community network serves a useful purpose in furthering their mission? How?
Interview Questions: How does the organization know if the electronic community
network is beneficial to the organization? How does the electronic community network
further the mission of the organization? What systematic tracking mechanisms exist to
determine how many or what types of users are accessing the organization information?
The investigator?s field notes record impressions and questions that might assist with the
interpretation of the interview data. The investigator makes note of stories told during
open-ended interviews and flags them for potential use in the final report. Data is entered
into the database.
The researcher mails written surveys to all Board members with a requested return date
and a stamped return envelope. Once the surveys are returned, the researcher codes and
enters the data into the database so that it can be used independently as well as integrated
when the case study progresses to the point of cross-case examination of data for all four
cases.
Step 5. Evaluate and Analyze the Data
Within-case analysis is the first analysis technique used with each non-profit organization
under study. The assigned investigator studies each organization?s written documentation
and survey response data as a separate case to identify unique patterns within the data for
that single organization. Individual investigators prepare detailed case study write-ups for
each organization, categorizing interview questions and answers and examining the data
for within-group similarities and differences.
Cross-case analysis follows. Investigators examine pairs of cases, categorizing the
similarities and differences in each pair. Investigators then examine similar pairs for
differences, and dissimilar pairs for similarities. As patterns begin to emerge, certain

evidence may stand out as being in conflict with the patterns. In those cases, the
investigator conducts follow-up focused interviews to confirm or correct the initial data
in order to tie the evidence to the findings and to state relationships in answer to the
research questions.
Step 6 Prepare the Report
The outline of the report includes thanking all of the participants, stating the problem,
listing the research questions, describing the methods used to conduct the research and
any potential flaws in the method used, explaining the data gathering and analysis
techniques used, and concluding with the answers to the questions and suggestions for
further research. Key features of the report include a retelling of specific stories related to
the successes or disappointments experienced by the organizations that were conveyed
during data collection, and answers or comments illuminating issues directly related to
the research questions. The researcher develops each issue using quotations or other
details from the data collected, and points out the triangulation of data where applicable.
The report also includes confirming and conflicting findings from literature reviews. The
report conclusion makes assertions and suggestions for further research activity, so that
another researcher may apply these techniques to another electronic community network
and its participants to determine whether similar findings are identifiable in other
communities. Final report distribution includes all participants.

Applicability to Library and Information Science

Case study research, with its applicability across many disciplines, is an appropriate
methodology to use in library studies. In Library and Information Science, case study
research has been used to study reasons why library school programs close (Paris, 1988),
to examine reference service practices in university library settings (Lawson, 1971), and
to examine how questions are negotiated between customers and librarians (Taylor,
1967). Much of the research is focused exclusively on the librarian as the object or the
customer as the object. Researchers could use the case study method to further study the
role of the librarian in implementing specific models of service. For example, case study
research could examine how information-seeking behavior in public libraries compares
with information-seeking behavior in places other than libraries, to conduct in-depth
studies of non-library community based information services to compare with library
based community information services, and to study community networks based in
libraries.

Conclusion
Case studies are complex because they generally involve multiple sources of data, may
include multiple cases within a study, and produce large amounts of data for analysis.
Researchers from many disciplines use the case study method to build upon theory, to
produce new theory, to dispute or challenge theory, to explain a situation, to provide a
basis to apply solutions to situations, to explore, or to describe an object or phenomenon.
The advantages of the case study method are its applicability to real-life, contemporary,

human situations and its public accessibility through written reports. Case study results
relate directly to the common reader?s everyday experience and facilitate an
understanding of complex real-life situations.
Bibliography
Busha, C. H., & Harter, S. P. (1980). Research methods in librarianship, techniques and
interpretation. New York: Academic Press.
Chang, H. C. (1974). Library goals as responses to structural milieu requirements: A
comparative case study. Unpublished doctoral dissertation, University of Massachusetts,
Amherst.
DuMont, R. R. (1975). The large urban public library as an agency of social reform,
1890-1915. Unpublished doctoral dissertation, University of Pittsburgh, Pennsylvania.
Eisenhardt, K. M. (1989). Building theories from case study research. Academy of
Management Review, 14(4), 352-550.
Emory, C. W., & Cooper, D. R. (1991). Business research methods. (4th ed.). Boston,
MA: Irvin.
Goldhor, H. (1972). An introduction to scientific research in librarianship. Urbana, IL:
University of Illinois.
Hamel, J. (with Dufour, S., & Fortin, D.). (1993). Case study methods. Newbury Park,
CA: Sage.
Harris, S., & Sutton, R. (1986). Functions of parting ceremonies in dying organizations.
Academy of Management Journal, 19, 5-30.
Lawson, V. (1971). Reference service in university libraries, two case studies.
Unpublished doctoral dissertation, Columbia University, New York.
McAdams, D. C. (1979). Powerful actors in public land use decision making processes:
A case study in Austin, Texas. Unpublished doctoral dissertation, University of Texas,
Austin.
McClure, C. R., & Hernon, P. (Eds.). (1991). Library and information science research:
perspectives and strategies for improvement. Norwood, NJ: Ablex.
Miles, M. B., & Huberman, A. M. (1984). Qualitative data analysis: A sourcebook of
new methods. Beverly Hills, CA: Sage.
Miller, F. (1986). Use, appraisal, and research: A case study of social history. The
American Archivist: 49(4), 371-392.

Paris, M. (1988). Library school closings: Four case studies. Metuchen, NJ: Scarecrow
Press.
Patton, M. Q. (1980). Qualitative evaluation methods. Beverly Hills, CA: Sage.
Powell, R. R. (1985). Basic research methods for librarians. Norwood, NJ: Ablex.
Schindler, D. (1996). Urban youth and the frail elderly: Reciprocal giving and receiving.
New York: Garland.
Simons, H. (1980). Towards a science of the singular: Essays about case study in
educational research and evaluation. Norwich, UK: University of East Anglia, Centre for
Applied Research in Education.
Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage.
Swisher, R., & McClure, C. R. (1984). Research for decision making, methods for
librarians. Chicago: American Library Association.
Taylor, R. S. (1967). Question-negotiation and information-seeking in libraries.
Bethlehem, PA: Center for the Information Sciences.
U.S. Department of Education. (1988). Rethinking the library in the information age:
Issues in library research: proposals for the 1990s. Volume II. Washington, DC.
Weiss, C.H., & Bucuvala, M. J. (1980). Social science research and decision-making.
New York: Columbia University Press.
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program evaluation. San Francisco: Jossey-Bass.
Yin, R. K. (1984). Case study research: Design and methods. Newbury Park, CA: Sage.
.

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This page is created and maintained by Sue Soy ssoy@ischool.utexas.edu
Last Updated 02/12/2006
Copyright 1996 Susan K. Soy
Please feel free to copy and distribute freely for academic purposes with attribution.
Cite as: Soy, Susan K. (1997). The case study as a research method. Unpublished paper,
University of Texas at Austin.

http://www.gslis.utexas.edu/~ssoy/usesusers/l391d1b.htm

Formulating
a Research
Problem

First click on mapping a construct to

help you identify a problem and purpose
that you are interested in exploring.

Then review the interview/construct

What It Is and Is
map/problem statement assignment.
Not
Statements of
Research Purpose
Components of a
Problem
Statement
Problem
Statement
Examples
Problem
Statement (activity
to test your
understanding)
ASSIGNMENT:
Develop a first
draft of a problem
statement
Significance of
Study (activity
applied to your
problem
statement)
Consider Various
Ways to Focus
Your Study

What is a research problem? (Based

on M & S definitions in chapter 3):
Conventional sense: a problem is a set of
conditions needing discussion, a solution,
and information.
Technical meaning: implies the possibility
of empirical investigation, that is, of data
collection and analysis
It is not: (1) how to do something; (2) a
vague or too broad a proposition; or (3) a
value question.
But by asking these types of questions a
researchable problem may emerge.
Preliminary work determines what type of
logic would best serve the investigation. Is
deductive or inductive reasoning needed?
Quantitative research is phrased as
questions or hypotheses. Hypotheses imply
deductive reasoning.
Qualitative research is phrased as
research statements or questions, but never
hypotheses. It implies inductive reasoning
to understand a particular situation or
historical period. It uses terms like how,
what, why. Historical inquiry is phrased in
past tense (when & how were ...)

Statements of Research Purpose

The purpose of this study is to . . . (it should imply the question, define the variables for the
purpose of the study, and define the population of the study)
To clarify the focus and logic of the problem decide on:
major construct
variables

population
& then the logic to use for the problem
Deductive Logic:

Inductive Logic:

1. Select an abstract construct

1. Select a site, population, or an event and then

develop constructs from data analysis

2. Select the variables - Are the variables logically

deduced from the construct?
3. Select observations - How will you
study/observe the variables?

Qualitative - the goal is to capture the richness

and complexity of behavior that occurs in
natural settings. The data is analyzed
inductively to generate findings.

Quantitative - a priori categories to collect data in

the form of numbers. Used in experimental,
descriptive, & correlational designs.
Three general types of qualitative analysis
include: concept analysis (meaning and use of),
historical analysis (examines causes, trends &
often relates past to current events), or legal
analysis (law and court decisions to better
understand the "law" and legal issues).

Problem Statements
The problem statement is more specific than a topic and it limits the scope of the research
problem.
It communicates:
(1)the focus & importance of the problem;
(2)the context & scope; &
(3) the framework for reporting the results.

Parts of a Qualitative
Problem Statement:
The purpose of this
[type of study] study is
to understand [what] of
[who or what] involving
[what or who] from
[when] to [purpose].

A Problem Statement:

1. Introduces the reader to the importance of the

problem. The reader is oriented to the significance
of the study and the research questions or
hypotheses to follow.
2. Places the problem in a context
3. Provides the framework for reporting the results.
Indicate what is probably necessary to conduct the
study and explain how the findings will present this
information.
You could relate the findings to prior research,
or it could be presented as a comparison,
or you could draw implications from the findings to
generalize to other related conditions.

ASSIGNMENT: Develop a first draft of a

problem statement

EXAMPLES:

A Problem Statement by Michelle Kraft 2000

Through a historical/legal analysis of the Least
Restrictive Environment (LRE) clause of the
Individuals with Disabilities Education Act (IDEA)
amendments of 1997 (PL 105-17), and its
intersection with a Free Appropriate Public
Initial problem statements are reworked and
Education (FAPE), I will compare the intent of the
reworded many times.
mandate to its actual practice in a five-month case
Email your problem statement (a first draft) to me study of a junior high art class. A theoretical frame
consisting of values of equality, liberty, and
by noon on 9/16/02. I will place them in one
efficiency guide data collection, analyses, and
document to project with the computer for
interpretation of the relationships and disparities
discussion on 9/17/02.
that exist between the legal statute's intent and its
Read in-class what others have written and help actual practice.
each other by identifying in their statement:
The most difficult aspect of research is
formulating a clear, concise, & manageable
research problem.

* the type & purpose of study

* who or what
* limits of when (time period)
* major constructs (identified as
observable variables)

A Problem Statement by Tiffanie Davis 2000

The purpose of this project is to create four
different WebQuests which employ constructive
active learning pedagogy, teach higher order
thinking skills, and that introduce feminist issues to

* theoretical framework (this supports

how the construct is defined and defines
the lens used to analyze & interpret the
data)
Can the research be conducted from the problem
statement (i.e., does the logic fit the approach)?

6th 8th grade art students. I will pilot the

WebQuests over a period of 3 months and document
student written responses, my observations of their
process, and student WebQuest products in order to
evaluate student learning and interest in the feminist
technological art curriculum.

Problem Statement (activity to test your

understanding)
Which of the following statements is phrased as a research problem?
The purpose of the study is to determine:
a. whether the suspension policy should be changed.
b. the truth of the proposition that American education has encouraged and elite
class in the United States.
c. how students can overcome test anxiety.
d. if there is a difference in the mean gain scores in reading achievement between
students taught word attack skills and those taught comprehensive skills.
Which of the following statements is NOT phrased as a research problem?
The purpose of the study is to investigate:
a. if there is a positive relationship between the number of books a child owns and
reading readiness scores.
b. how Lubbock schools can involve parents in their educational program.
c. how Ms. Hembree, an elementary school principal, encourages faculty to assume
instructional leadership roles during an academic year.

d. the legal principles applied in educational cases decided by the U.S. Supreme
Court under the Chief Justice who recently retired.
e. what it means to teach a handicapped child mainstreamed into Mr. Stout's
seventh-grade class.

Which of the following statements is NOT a research problem as stated?

a. The purpose of this study is to describe and analyze the effect of new admission
standards on grade point averages during the first year of study of the 2002 incoming class of art education doctoral students at Penn State University.
b. This study investigates if there is a relationship between teacher questioning style
and retention of learning.
c. This study investigates faculty morale.
d. This study tests the hypothesis that retention of learning is higher among students
who discover generalizations than students who learn by rote memory.
Significance of the Study
Significance refers to the rationale for the study & its relationship to
theory, knowledge or practice.
It should have one or more of the following criteria (M & S, pp.
107-111):
1. provides knowledge about an enduring common practice
2. tests a theory
3. is generalizable
4. extends our understanding of a broader phenonmenon
5. advances methodology
6. is related to a current issue

7. evaluates a specific practice at a given site

8. is an exploratory study
ACTIVITY: By your problem statement list which numbers relate
to the significance of your study.
Consider Various Ways to Focus Your Study
Instruction - Choose only one focus!

Print collection policies - Choose only one

focus!

What kind is used [when, where, for whom]?

What choices were made?
What were the antecedents?
Who decided or created the policies?
What is the instructional process?
Why were the choices made?
What is the consequence of the instruction?
What were the antecedents to policies?
Example of one focus:
What was the process of policy making?
Among comparable [state grade] students, is
there a difference between girls and boys in
retention of [a type of information] when
presented graphically on computers ?

What are/were the consequences of the policies?

(effects on whom?)

Limit research problem to a particular context to

gain understanding of a broader phenomenon.
Example;
The purpose of this ethnographic study is to
understand the training of sculptors in _____
County from 1950 to 1996 to provide insights
into apprenticeship as a contemporary art

What factors influenced the boards to formulate

specific policies?

education teaching model.

What are/were the intent of the policies?

Start with foreshadowed problems: what, how,

why

How are the policies implemented?

How often in the past ___ years has the ____

policy in print studios led to ________?

http://explorations.sva.psu.edu/lapland/LitRev/prob1.html

Why Is This Important?

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Hypothesis testing is one of the most important concepts in Statistics.

This is how we decide if:

Effects actually occurred.

Treatments have effects.
Groups differ from each other.
One variable predicts another.

There are complicated definitions and descriptions of the process. They may
confuse you. The logic will seem backward.
The idea process of hypothesis testing if written in plain English, is simple. We will write it out
before introducing complex terms.

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