Transcript Slide 1

A case study research method is
appropriate when the researcher
wants to answer a descriptive or
an explanatory question.
• Define case studies, and describe the
characteristics of the research.
• Describe the process involved in
designing and conducting a case study
research.
There are many scholar definitions of what a
case study research is. They appointed to
define a Case Study Research as:
A qualitative approach to study a
phenomenon (Miles and Huberman)
A focused on a unit of study (Merriam)
Not a methodological choice, just a choice
of what to study (Stake)
All-encompassing research method
covering design (Yin)
A case study research is unique. It
purpose is to leads readers to a different
kind of knowledge because resonate
with reader’s experiences and the they
will be able to apply the research
findings to a similar context and to their
prior knowledge on the topic.
(e.g.,) (Mills, 1998) Case Study
Research on educational change.
The purpose of the study was to
describe and analyze how change
functioned and what functions
served In American School District,
and to find how educational central
offices, principals and teachers were
able to cope with multiple
innovations.
The main characteristics that describe a
case study are:
Particularistic
Descriptive
Heuristic
Disciplinary Orientation
Overall Intent
A good case study research should:
Determine the research questions
Define the case study
Determine the role of theory
development in case selection
Determine the theoretical and
conceptual framework of the case study
Determine whether a single, a
multiple, or a collective case study is
appropriate.
The researcher will select the unit of analysis
under some considerations:
 Depending on the research question.
(e.g.,) a child, a classroom of children, or an entire
school district.
Select the sample from which the most can be
learned.
Verifying the viability of the sample (Screening)
Review documents
Conduct informal interviews
Determine whether the participants have the necessary
experience and the ability to provide information on the
phenomenon
Researchers use different techniques to collect
and analyze data for a wide range of
qualitative case studies.
Enquiring
Experiencing
Examining
In qualitative ethnographic and narrative
researches they will collect descriptive,
narrative, and/or visual data to answer “How”
or “Why” questions
Case study research must be concerned
with triangulation.
For more information on this section refer to Chapter 14, Textbook (p. 365)
The use of multiple case studies in educational research
is a common strategy for improving the external validity
or generalizability of the research. They require a crosssite analysis and they are referred as multicase or
multisite studies, or comparative case studies.
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Unordered Meta-Matrix
Site-Ordered Descriptive Matrix
Site-Ordered Predictor-Outcome Matrix
Time-Ordered Meta Matrix
Scatterplots
Site-Ordered Effects Matrix
 Causal Models
Unordered Meta-Matrix:
Is a data management tool that enable the
researcher to assemble master charts with
descriptive data from each chart on one large
sheet of paper.
Site-Ordered descriptive matrix order sites
by variable of interest so the researcher can
see the difference between high, medium,
and low sites.
A Site-Ordered Predictor-Outcome Matrix
moves the researcher to work in an
explanatory/interpretive mode.
A Time-Ordered Meta-Matrix extends the
cross-site analysis to include chronology as
an organizing variable for the sites.
Scatterplots are visual displays of data from
all the case study sites based on dimensions or
themes of interest that appear to be related to
each other.
A Site-Ordered Effect Matrix is used to sort
through the research sites and to display
probable cause and effect relations.
Causal Models assist the researcher to
identify how things go together.
In conclusions, a Case Study Research is a
qualitative research approach in which
researchers focus on a unit of study
known as a bounded system. It is an all
encompassing method covering design,
data collection techniques, specific
characteristics, and specific approaches
to data analysis.
Gay, L.R, Mills, Geoffrey E., Airasian, Peter W., Educational
research: competencies for analysis and applications.—9th ed.
(2009)
ISBN-13: 9780132338776