Abstract
Qualitative methods are used in research that is designed to provide an in-depth description of a specific programme, practice, or setting. Three of the possible reasons for choosing qualitative methods are explored in this article: (a) the researcher's view of the world, (b) the nature of the research questions, and (c) practical reasons associated with the nature of qualitative methods. Different types of qualitative research methods are practiced in educational and psychological research out of which, the paper showcases seven strategies Ethnographic research, Case study, Phenomenological research, Grounded theory, Participative inquiry, Clinical research and Focus groups. Qualitative evaluation methods are an essential part of the range of tools that evaluators call upon in their practice. Since the 1970s, when qualitative evaluation methodswerefirstintroducedas alternativetotheexperimental/quasi-experimental paradigms, the philosophical underpinnings and methodological requirements for sound qualitative evaluation have transformed the evaluation profession. Debates continue about the relative merits of positivistic and constructivist approaches to evaluation, but many evaluators have come to the view that pragmatically, it is desirable to mix qualitative and quantitative methods. More specifically the present paper examines the need for understanding and using qualitative methods in performance measurement.
Highlights
Qualitative methods are used in research that is designed to provide an indepth description of a specific programme, practice, or setting
Qualitative evaluation methods are an essential part of the range of tools that evaluators call upon in their practice
Since the 1970s, when qualitative evaluation methods were first introduced as an alternative to the orthodox experimental/quasi-experimental paradigm, the philosophical underpinnings and methodological requirements for sound qualitative evaluation have transformed the evaluation profession
Summary
Qualitative methods are used in research that is designed to provide an indepth description of a specific programme, practice, or setting. Patton (1990) identifies the following types of research questions for which qualitative methods would be appropriate. The seventh strategy i.e., Focus Groups, is in some ways a “horse of a different colour” in that it might be viewed more as a data collection technique than as a qualitative research strategy It is emerging as an important strategy, especially in evaluation research. Tesch (1990) identifies ethnography as the most common type of qualitative method used in educational and psychological research. Some authors view the case study as one type of ethnographic (interpretive) research that involves intensive and detailed study of one individual or of a group as an entity, through observation, self-reports, and any other means (Langenbach, Vaughn, & Aagaard, 1994; Tesch, 1990). Yin (1994) says the researcher should be able to state the purpose (in lieu of propositions) of the study and the criteria by which an explanation will be judged successful
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