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CASE STUDY RESEARCH

Presented By:

Azrina Binti Abu Bakar (2011119889)Siti Hajar Aishah Binti Mohd Azkah (2011131519)

Mohd Zulfadli Bin Mohd Amin (2011591763)

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Definition of the Case Study

A qualitative research approach in whichresearchers focus on a unit of studyknown asabounded system (eg: individual teachers, aclassroom , a school).

To study a phenomenon.

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Example: Asmussen, K.J., & Creswell, J. W. (1995). Campus response

to a student gunman. Journal of Higher Education, 66(5), 575-591.

This case study describes a campus response to a gunman incident inwhich a student attempted to fire a gun at his classmates. The studyprovides a detailed description of the gunman incident; a chronologyof the first 2 weeks of events following the incident; and details about

the city, the campus, and the building in which the incident occurred.Finding s resulting from data collection through multiple sources ofinformation, such as interviews, observations, documents, andaudiovisual materials, are presented. From the data analysis, denial,fear, safety, retriggering, and campus planning emerge as prominent

concerns. These themes are combined into two overarchingperspectives, an organizational and a psychological or social-psychological response, providing layers of analysis in the studyand broader interpretations of the meaning of the case. The authorssuggest that campuses plan their responses to campus violence andadvance key questions to be addressed when preparing these plans.

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When to Use the Case Study?

To answer a descriptivequestion, whathappened or an explanatoryquestion,

how or why did something happen?

Interested in studying process

To understand phenomena

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Characteristics of Case Study

Particularistic :Focus on a particular phenomenon(eg:situation/event)

Descriptive :The end result of the case study, the narrative,include thick description of the phenomenon thatwas the focus of the case study research.

Heuristic :Case studies illuminates the readers understandingof the phenomenon under study beyond the

readers original knowledge.

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Characteristics of Case Study

Different disciplinary fields use case studyresearch for different purposes, and specificcharacteristics of the study are determined by

the discipline.

Example of disciplines:

* Historical case study

* Sociological (collective behaviour of groups)

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Case study research design

Includes:

1.A statement of the purpose of the research

2.Initial research questions3.Review of related literature

4.A rationale for the selection of the case

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Case study research design cont.

The case study researcher should:

1.Determine the research questions

who, what, how and why provide the case.2.Define the case under the study

- similar to defining variables in quantitativeresearch.

3.Determine the role of theory development in caseselection - make explicit the theoretical orconceptual frameworks that supports the choice ofparticipants.

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Case study research design cont.

4. Determine the theoretical or conceptualframework of the study attend to the literature related to yourresearch interest.

5. Determine whether a single case study, amultiple case studyor a collective case studyisappropriate.

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Sample selection in

case study research Select a small number of individuals who can

help to understand the investigated phenomenon.

The researcher needs to select the unit of analysis a child, a classroom of children or an entireschool district.

The most common form of sampling is purposiveor purposeful sampling due to information richor learn a great deal about the research problem.

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Sample selection incase study research cont.

Another consideration in selecting a case theviability of the case.

It should be done through screening procedure to avoid problems associated with selecting acase. Eg. Participants withdraw from the case.

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Sample selection in

case study research cont.

Ascreening procedure steps:

1.Reviewdocuments about the proposed case

study site.2.Conduct informal interviews of key participants.

3.Determine whether the participants have the

necessary experience and knowledge ofinvestigated phenomenon and the ability toprovide information.

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In educational research, it is common tofind case study research undertaken aboutone phenomenon but at multiple sites.

This is also known as collective casestudies, multicase or multisite studies orcomparative case studies.

Multiple case studies require cross-site

analysis

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An unordered meta-matrix is a datamanagement tool that enables the case studyresearcher to assemble master charts withdescriptive data from each site on one largesheet of paper.

UNORDERED META-MATRIX

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Sites are ordered on a variable of interest sothat the researcher can see the differences.

The researcher can see differences betweenhigh, medium, and low sites

SITE-ORDERED DESCRIPTIVEMATRIX

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Moves the case study researcher from workingdescriptively/deductively to a moreexplanatory/interpretive mode.

Allow the researchers to understand the

variables that appear to contribute most directlyto the outcomes.

SITE-ORDERED PREDICTOR-OUTCOME MATRIX

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Extends the cross-site analysis to includechronology as an organizing variable.

Time highlights the critical aspect of data.

TIME-ORDERED META- MATRIX

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SCATTERPLOTS

Scatterplots are visual displaysof data from all the case studysites based on dimensions orthemes of interest that appear to

be related to each other.

Hence the researcher may seethe clustering of themes,

occuring trends.

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SITE ORDERED EFFECTS MATRIX

To sort through the research sites and todisplay probable cause-and-effect relations.

Eg: The action & the outcomes of the study.

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CAUSAL MODELS

Extends the case study analysis and assist thecase study researcher to identify how thingsgo together.