The document provides examples of case studies conducted in education research. It discusses case studies done at the B.Ed, B.El.Ed, and M.Ed levels. Examples of published case studies are provided covering topics such as language development in children, use of technology in teaching, and inclusion of visually impaired students in physical education. The document also discusses the meaning of case, characteristics of case studies, data collection methods, components and steps involved in conducting a case study.

1. Group Presentation
Paper 3.1
Techniques of
Research
Mentor : Dr. Sailaja
Chennat

2. Case
Study
Presenters :-
Pooja, Rekha, Taruna &
Vikram
2

3. Examples where this
research method is used
3

4. Examples where this method is used
 सुल्तानपुरी की पुनवार्वास बस्ती मे रहने वाले छात्रों के शिक क्षिक
ै
एवम व्यावसािक यक आकांशाओं का अध्ययन |
 उद्देश्य:
o बस्ती के स्वरुप का प्रकरण िक विक धि द्वारा गहन अध्ययन करना|
o इस बस्ती मे रहने वाले छात्रों की शिक क्षिक आकांशाओं का
ै
अध्ययन करना|
o इस बस्ती मे रहने वाले छात्रों की व्यवसािक यक आकांशाओं
का अध्ययन करना|
4

5. Examples where this method is used
 TITLE : Critical appraisal of non-formal education
in achieving Universalization of Elementary
Education (UEE) : Case study of a voluntary
agency.
 AUTHOR:
 YEAR:
 CALL NO.: ACC. NO.:
 OBJECTIVES :
o To critically review the policy perspective and
programme of action on the role and vision of NFE in
achieving UEE.
o To critically review specific aspects of a NFE programme
and examine its viability as a system of education.
5

6. Examples where this method is used
 TITLE: Teaching, Learning and Technology : A
case study of selected schools.
 AUTHOR : S. Sivaraj Pandian
 YEAR : 1993 M.Phil Dissertation
 CALL NO. : 371.102 SIV / DI
 ACC. NO. : 84999
 OBJECTIVES :
o To assess availability of educational technology
equipment in D.T.E.A. schools.
o To examine how far teachers are able to properly handle
educational technology equipment in promoting
teaching-learning process.
6

7. Examples where this method is used
o To identify the status of educational technology in
school context.
o To investigate utilization of educational technology
equipment in teaching-learning across various
curricular subjects.
o To find out the option of teachers about the impact and
use of educational technology equipment on teaching-
learning.
o To assess user- educational technology interface.
o To develop suggested guidelines for improved use of
educational technology.
7

8. Examples where this method is used
 Communication in the early stage of language
development in children with CHARGE syndrome
– by Sini Peltokorpi and Kerttu Huttunen in British
Journal of Visual Impairment 2008 Vol – 26: Pg –
24.
 Including visually impaired student in physical
education lessons: a case study of teacher and
pupil experiences - by Frank Herold and Jack
Dandolo in British Journal of Visual Impairment
2009 Vol - 27(1): Pg 75–84.
8

9. Is there any difference b/w
case studies done in
B.Ed./B.El.Ed & M.Ed. ?
9

10. What is a “CASE”
according to you ?
10

11. Meaning of “CASE”
11

12. Meaning of Case
 The unit of analysis in the research.
 A comprehensive story of a real situation,
decision, event, or managerial process.
 Contains data and information for analysis.
 Contains situations requiring decisions and/or
recommendations
 Simulates real-world experiences
12

13. Meaning of Case Study
 A case study is an empirical inquiry that
investigates a contemporary phenomenon within
its real-life context, especially when boundaries
between phenomenon and context are not clearly
evident, and in which multiple sources of evidence
are used. (Yin 1984)
 A case study is a specific instance that is
frequently designed to illustrate a more general
principle (Nisbet & Watt 1984 :72)
13

14. Why To Use Case Study Research?
 To explain the causal links in real-life interventions
that is too complex for the survey or experimental
strategies (explanatory study).
 To describe the real-life context in which an
intervention has occurred (descriptive study).
 To evaluate an intervention that has already
occurred (evaluative study).
 To explore those situations in which intervention
being evaluated has no clear, single set of
outcomes (exploratory study).
14

15. के स स्टडी (प्रकरण अध्ययन )
 प्रकरण अध्ययन िक शक्षिा अनुसन्धिान जगत मे पारस्पिरक सम्बन्धि
(Interrelationship studies) के अतगर्वात आता है |
ं
15

16. प्रकरण अध्ययन
 पारस्पिरक सम्बन्धि अध्ययन के अतगर्वात केवल वतर्वामान मे
ं
िक वद्यमान तथ्यों का ही एकत्रीकरण नहीं िक कया जाता बिक ल्क तथ्यों
मे सम्बन्धि को खोजने का प्रयास होता है, िक जससे पिरघटनाओं
की गहन अतदृर्वािक ष्टि प्राप्त हो सके |
ं
 प्रकरण अध्ययन सामािक जक ईकाई का गहन अन्वेषण होता है |
यह सामािक जक ईकाई व्यिक क, पिरवार, स्कल, बच्चों का समूह
ू
आिक दि हो सकता है|
16

17. प्रकरण अध्ययन के कायर्वा
 इसमे अनुसधिायक व्यिक क या ईकाई से गहन पूछताछ करने का
ं
प्रयास करता है |
 वह वतर्वामान िक स्तिक थ, िक पछले अनुभवों, व वातावरण की शिक कयाँ,
जो व्यिक क या सामािक जक ईकाई के व्यवहार के िक लए उत्तरदिायी है
यह घटक िक कस प्रकार परस्पर सम्बन्धिी है के िक वषय मे प्रासिक गक
ं
आंकड़े एकत्र करता है |
 घटकों व उनके पारस्पिरक सबधिों के िक वश्लेषण से अनुसधिायक
ं ं ं
को ईकाई का व्यापक िक चत्र बनाने मे मदिदि िक मलती है |
17

18. Logic of Case Study
18

19. Logic of Case Study
19

20. Characteristics
20

21. Characteristics
 The study of particular instances.
 An in-depth study of the case-a substantial
amount of data should be collected about the
specific case (or cases) selected to represent
the phenomenon. The data may come in the
form of physical objects, words, or images.
 Study of a phenomenon in its natural
environment-Observing the phenomenon in its
own environment helps to close the boundaries
between the phenomenon and context.
21

22. Characteristics
 Representation of emic and etic perspectives.
o Emic- the participant’s view of the phenomenon
being studied.
o Etic- the researcher’s interpretation of the
phenomenon being studied. The etic perspective
helps the researcher to make sense of findings.
22

23. प्रकरण अध्ययनों की प्रक िति
ृ
 इसके अतिगरति अनुसध्यक सीमिमिति सख्या मिे िनरुपिपिति प्रकरणों का
ं ं ं
गहरा व गहन अध्ययन करतिा है |
 यह प्रकिति मिे समिग्र व अिधिक सूचनादायक होतिा है|
ृ
 यह अिधिक गुणात्मिक आंकड़े प्रदान करतिा है |
 इसको प्रायः वणारत्मिक अनुसन्धिान के अतिगरति वगीकति िकया
ं ृ
जातिा है |
23

24. Sources of Data
Collection
24

25. Sources of Data Collection
 Documentation- Use of documents: to corroborate
and augment evidence from other sources. An
Internet search prior to field visit is feasible.
o Strengths: Stable, unobtrusive, exact, broad
coverage
o Weaknesses: Retrievability, biased selectivity,
reporting bias, and access
 Interviews-
o Strengths: Targeted, insightful.
o Weaknesses: Bias due to poorly articulated
questions, Response bias, Inaccuracies due to poor
recall, Reflexivity etc.
25

26. Sources of Data Collection
 Archival records- Often take a form of computer
files and records E.g., organizational records
(budget or personnel records).Usefulness of
archival records vary: from essential to passive
relevance.
o Strengths: Precise and usually quantitative.
o Weaknesses: Accessibility due to privacy reasons.
 Direct observation- Observations of meetings,
factory work, classrooms, etc.
o Strengths: Reality, contextual
o Weaknesses: time-consuming, selectivity, reflexivity,
and cost 26

27. Sources of Data Collection
 Participant observation
o Strengths: Insightful into interpersonal behavior
and motives.
o Weaknesses: Bias due to participant-observer’s
manipulation of events.
 Physical artefacts- E.g., technological device,
tool or instrument, a work of art
o Strengths: Insightful into cultural features and
technical operations.
o Weaknesses: Selectivity and availability is less.
27

28. Components
28

29. Components
 A study’s question- concerned with how and
why questions, so the initial task is to clarify
precisely the nature of your study questions in
this regard.
 Its propositions- help to direct attention to
something that should be examined within the
scope of the study.
29

30. Roadmap & Steps Of
Case Study
30

31. Roadmap for case study
 Object
 Case selection
 Literature review
 Propositions/hypotheses
 Data collection
 Data organization
 Data analysis
 Findings and interpretation.
31

32. Steps of case research
 Selection of the case or cases
 Determining initial status of symptoms
 Formulation of hypothesis
 Collection of explanatory data
 Diagnosis or identification of casual factors
 Remedial or developmental treatment
 Follow up of rechecking
32

33. An Illustration
 Initial status on symptoms – reading disability of a
child
 Collection of explanatory data – factors associated
with learning disability : physical intellectual,
pedagogical, emotional, social or environmental
 Diagnosis or identification – defective vision
 Developmental treatment – correctly fitted glasses
 Follow-up program
33

34. प्रकरण अध्ययन के चरण
 सवरप्रथमि, व्यिक्ति या सामिािजक ईकाई की प्रत्यक्ष प्रेक्षण या मिापिन
द्वारा वतिरमिान िस्तििथ ज्ञाति करने का होतिा है |
 प्रकरण मिे संभािवति पिूवरवितिरयों को जानकर लाभप्रद पििरकल्पिना
या समिुच्य का िनमिारण |
 पििरकल्पिना का सत्यापिन करने का प्रयास वतिरमिान व ऐतितिहािसक
िस्तििथ के आधिार पिर |
ै
 सत्यापिन के बाद, िनदान और वधिीमकरण के ओर होतिा है |
 िनदान व उपिचार से आए पििरवतिरन को जांचना |
34

35. Skills for Researcher
35

36. Skills for Researcher
 Ask good questions.
 Be a good ”listener”.
 Be adaptive and flexible.
 Have a firm grasp of the issues being studied.
 Be unbiased by preconceived notions.
36

37. Principles Of Case
Research
37

38. Principles
 Principle 1- Use multiple sources of evidence.
o Triangulation -> findings are more convincing and
accurate
o Convergence and nonconvergence of sources
o Prerequisites for using multiple sources: costs,
knowledge in different data collection methods.
38

39. Principles
 Principle 2- Create a case study database.
o Way of organizing and documenting the data
collected
o Increases reliability of research
o Database includes:
• case study notes (results of interviews & observations) &
case study documents
• tabular materials (e.g., survey and other quantitative data)
• narratives (open-ended answers to the questions)
39

40. Principles
 Principle 3- Maintain a chain of evidence.
o To allow an external observer to follow the
derivation of any evidence from initial research
questions to ultimate conclusions
o Not only the actual evidence but the
circumstances of its collection
40

41. Types
41

42. Types
 Merriam (1988) - on the basis of
o Descriptive
o Interpretative
o Evaluative
 Merriam (1988) – on the basis of
o Ethnographic
o Historical
o Psychological
o Sociological
42

43. Types
 Stenhouse (1985) : -
o Ethnographic case study
o Action- research case study
o Evaluative case study
o Educational case study
 Stake (1984) :-
o Intrinsic case study
o Instrumental case study
o Collective case study
43

44. Types
 Ethnographic- an intensive, holistic description
and analysis of a social unit or phenomenon. This
type of case study is concerned with the cultural
aspect of the phenomenon being studied.
 Sociological- attend to the constructs of society
and socialization in studying phenomena.
 Psychological- employs concepts, theories, and
measurement theories from psychology in
investigating problems.
 Historical- involves searching for data to answer
questions about a past phenomenon for the
purpose of gaining a better understanding of
present institutions, trends, issues in education. 44

45. Types
 Collective or multiple - focuses on an issue by
analysing multiple cases. This approach uses
the logic of replication in which the researcher
replicates the procedures for each case.
 Intrinsic - focuses on the case itself because it
presents an unusual or unique situation.
 Single instrumental - focuses on an issue or
concern, and then selects one bounded case to
illustrate this issue.
45

46. Purpose/Goals
46

47. Purpose/Goals
 Description- provide a detailed account of the
phenomenon. A good depiction will provide what is
called a thick description, that is, statements that
re-create a situation in as much of its context as
possible. In creating thick description the
researcher looks for constructs (concepts that are
observed from phenomena) and themes (salient,
characteristic features of a case).
 Exploratory & Explanatory - It finds the
problematic area concerned & gives the
prescriptive explanations.
47

48. Purpose/Goals
 Interpretation- descriptive data are used to
develop conceptual categories or to illustrate,
support, or challenge theoretical assumptions held
prior to data gathering.
 Evaluation- involve description, explanation, and
judgment. Case studies serve as a good
evaluation because they provide a thick
description and are holistic.
48

49. Analyzing The Data
49

50. Analyzing The Data
 Interpretational Analysis- the process of
examining case study data closely in order to
find constructs, themes, and patterns that can
be used to describe and explain the
phenomenon being studied. Interpretational
analysis involves developing categories, coding
segments, and grouping category segments.
50

51. Analyzing The Data
 Structural Analysis- the process of examining
case study data for the purpose of identifying
patterns inherent in discourse, text, events, or
other phenomena.
 Reflective Analysis- a process in which the
researcher relies mainly on their own judgment
and intuition to evaluate the phenomena being
studied.
51

52. Reliability & Validity
52

53. Reliability
 Reliability remains to be problematic for case
study research simply because human
behaviour is never static. Techniques that
researchers can use to ensure that results are
dependable are:
o the investigator should be thorough in providing
information about the data collected so that
replication can take place.
o multiple methods of data collection should be
used (triangulation).
o Long tem observation of the same phenomenon.
53

54. Validity
 Questions also arise about the validity of case
studies due to the biases of the researcher and the
individuality of the participant. Strategies to
increase validity include:
o using multiple investigators, sources, and methods to
confirm findings
o member checks- asking participants to recheck data
given
o asking colleagues to comment on findings
o be aware of researcher biases, assumptions, and
world view
54

55. Strengths
55

56. Strengths
 The result are more easily understood by a
wide audience (including non-academics) as
they are written in everyday, non-professional
language.
 immediately intelligible, they speak for
themselves.
 catch unique features that may otherwise be
lost in larger scale data; these unique features
might hold the key to understanding the
situation.
56

57. Strengths
 strong on reality.
 provide insights into other, similar situations and
cases, thereby assisting interpretation of other
similar cases.
 can be undertaken by a single researcher
without needing a full research team.
 can embrace and build in unanticipated events
and uncontrolled variables.
57

58. प्रकरण अध्ययन के लाभ
 व्यि यक्ति या ईकाई को गहराई मे समझना प्रकरण की वातावरण या
परिरि यस्थिति यतओं के सधर्बर मे |
ं
 अनुसंधर्ायक को मानव व्यवहार के मूलभूत परक्षों को जानने का
प्रयास ि यकया जाता है |
 इससे अनुसंधर्ायक को शि यक्षक ि यस्ति यथितयों के भीता व बहार उनकी
ै
सम्परूणरता मे घटनाओं के प्रेक्षण मे सहायता ि यमलती है |
 अनुसधर्ायक को परिरकल्परना के ि यवरमान मे सहायता ि यमलती है |
ं
58

59. Limitations/Criticism
59

60. Limitations/Criticism
 result may not be scientific generalizable except
where other readers/ researchers see their
applications.
 not easily open to cross-checking, hence they
may be selective, biased, personal and
subjective.
 problems of observer bias, despite attempts
made to address reflexivity.
 Rigor of case study research is too much.
 Too long, result in massive, unreadable
documents.
 Can’t directly address causal relationships.
60

61. Limitations/Criticism
 Researcher must be thoroughly familiar with the
existing knowledge of the field of enquiry and
should be skillful in isolating the significant
variables from the irrelevant variables.
 It is very difficult to select subjects or units for a
study that are representative or typical.
 Sources of data may not be very reliable.
 Sources of data may be reliable but data may
suffer from over-emphasis on unusual events or
distortion.
61

62. प्रकरण अध्ययन की सीमाए ं
 इस अध्ययन मे व्यि पक्ति परकता की सम्भावना बहुत अि पधिक रहती
है |
 इसमे अनुसंधिायक के स्वयं के ि पवचार, मानक आने की सम्भावना
बहुत रहती है |
 सम्पूर्णर प्रकरण के वास्ति पवक अध्ययन मे बहुत अि पधिक समय
लगता है |
 प्रकरण अध्ययन एक खर्चीला प्रि पवि पधि है |
62

63. Myths and realities of
case research
63

64. Myths and realities of case research
 Rigor
o Myth - “Case studies do not use standard
methodologies; hence, they lack rigour.”
o Reality: Case studies use multiple sources of data
collection like observation, interviews, archives,
and quantitative data. This ensures triangulation
and provides stronger substantiation of constructs
and hypotheses (Eisenhardt, 1989).
64

65. Myths and realities of case research
 Generalizability
o Myth : “Case studies are subjective, lack rigour and
not capable of arriving at generalisation”.
o Reality: An investigator's goal is to expand and
generalise theories (analytic) and not to enumerate
frequencies (statistical). For case studies
generalisability is determined by the strength of the
description of the context.
65

66. Myths and realities of case research
 Data overload
o Myth : Case study involves collection of data from
several sources. Thus, it accumulates massive
amount of data (documentation overload) & is time
consuming . Researcher has to analyze this massive
amount of data..
o Reality: Multiple data collection & analysis is the
strength of case research as it helps in understanding
complex phenomena in their context. Case
researchers always develop a strategy of time
management & documentation overload.
66

67. Uses
67

68. Uses
 Mode of investigation into the casual
relationships of complex educational
phenomenon
 Study cases of problem children, maladjusted
students and students showing academic &
other difficulties
 Find out the general characteristics of
phenomenon of a given class or an area e.g.
case studies of truant students in slum areas or
learning difficulties of students in mathematics
68

69. Uses
 Investigation of normal & gifted children
 Find out the factors which are responsible for
successful institutions & groups
 Investigation of ideal teachers
 Forms basis of guidance in preventing
maladjustment
 Important source of educational programs &
reforms
 Study teaching difficulties of beginning teachers
69

70. Paradigms where it can
be situated
70

71. Paradigms where it can be situated
 Post-Modernism
o maintains the ‘death of metanarratives’(Lyotard)
o dismiss the idea that there is one definitive
interpretation of an event or history
o scepticism about the notion of truth and objectivity
o no unique truth, but a supposed plurality of
conflicting yet valid claims and a choice of mini
narratives rather than one overarching explanation
71

72. Paradigms where it can be situated
 Critical Theory
o involves critical reflection on current practices,
questions taken-for-granted assumptions, and
critiques the status quo based on the theories of
one or more critical theorists
o words such as ‘validity’ and ‘reliability’, which
imply an objective reality independent of social
reality, are not normally used in critical studies
72

73. Paradigms where it can be situated
 Interpretivism
o attempt to understand phenomena through the
meanings that people assign to them
o define quality in terms of the plausibility of the
story and the overall argument (not validity and
reliability)
o focus on the social construction of reality – how
and why people see the world the way they do
73

74. References
 R. Yin, 2009, Case Study Research: design
and methods, 4th Ed., SAGE.
 Willis, Jerry, 2007, Foundations of qualitative
research : interpretive and critical approaches,
Sage Publications, Inc.
 Cohen L., Manion L. & Morrison k. ____,
Research methods in Education, _____.
 Best, John W & James V. Kahn, 1998,
Research in Education, Allyn and Bacon.
74

75. References
 Bogdan, R. C. & Biklen, S. K. (2006).
Qualitative research in education: An
introduction to theory and methods. Allyn &
Bacon.
 O'Donoghue, T., Punch K. (2003). Qualitative
Educational Research in Action: Doing and
Reflecting. Routledge.
 Gary Thomas, 2011, How to do your Case
Study, Thousand Oaks: Sage.
75

76. 76

77. 77