American Journal Of Applied Sciences 5 11 1602 1604 2008 Iss

American Journal Of Applied Sciences 5 11 1602 1604 2008 Issn 154

American Journal Of Applied Sciences 5 11 1602 1604 2008 Issn 154

American Journal of Applied Sciences 5 (11): , 2008 ISSN © 2008 Science Publications 1602 Case Study: A Strategic Research Methodology Khairul Baharein Mohd Noor Universiti Industri Selangor, 40000, Shah Alam, Malaysia Abstract: This research reviews the literature on case study as a strategic qualitative research methodology. Although case studies have been criticised by some authors as lacking scientific rigour and do not address generalizability, this research, however, reiterated its appropriateness when dealing with a process or a complex real-life activities in great-depth. Case study has been commonly used in social science fields like sociology, industrial relations and anthropology eventhough generally was considered an underutilized strategy.

Hence, this research explained the general concept of a case study, strengths and weaknesses of using this method knowing that theoretically case is exciting and data rich. Based on a study of four organizations and the researcher’s own experience, this article described matters on how case study was undertaken, gaining excess to those organizations and the systematic process of data collection and triangulation (multiple techniques). It was noted that combining multiple techniques for elicitng data in case study research actually strengthens and confirmed results. Key words: Case study, research methodology, qualitative research, triangulation

Paper For Above instruction

The provided text predominantly discusses the strategic application of case study methodology within social sciences, emphasizing its strengths, weaknesses, and procedural considerations. While the initial prompt relates to choosing suitable data sources for a qualitative case study exploring high school teachers' perceptions of tablets in the classroom, the core focus—understanding data collection and analysis methods in qualitative research—aligns closely with the discussed methodologies and techniques such as interviews, triangulation, and data analysis strategies.

In conducting a qualitative case study about high school teachers’ perceptions regarding tablets, the optimal data sources would include open-ended questionnaires, semi-structured interview transcripts, focus group discussions, and archival data such as school records or existing literature on tablet integration. Among these, semi-structured interviews stand out as the most effective source due to their flexibility, depth, and ability to uncover nuanced perceptions that fixed questionnaires might miss. Interviews enable researchers to explore teachers’ experiences, attitudes, and beliefs in their own words, allowing for rich, detailed data collection that can adapt to emerging themes during the interaction.

Archival data can complement interview data by providing contextual background, documented policies, or previous research findings related to tablet use, thus offering a broader understanding of the environment. Focus groups might also be useful to observe social interactions and collective perceptions, but they tend to be less flexible than individual interviews and may inhibit some teachers from sharing honest opinions due to peer presence.

Other sources such as questionnaires with open-ended questions could be beneficial; however, they typically yield less depth compared to interviews because responses are less elaborated and lack immediate probing or clarification opportunities. For a deep, interpretive understanding suitable for a qualitative case study, semi-structured interviews are superior because they allow for immediate follow-up questions, clarification, and exploration of complex perceptions.

Conversely, quantitative data sources like closed-ended surveys or purely archival data would be less useful for capturing the depth and richness required for understanding teachers’ perceptions and thoughts, which are inherently subjective and nuanced. Such sources lack the flexibility needed to explore emergent themes and may oversimplify complex attitudes.

Regarding analysis, data gathered from semi-structured interviews can be approached through thematic analysis, narrative analysis, or coding techniques. Researchers typically transcribe interviews verbatim, then develop a codebook that captures significant themes, patterns, and meanings within the data. Coding can be conducted manually or using qualitative data analysis software such as NVivo or Atlas.ti, enabling systematic categorization of data segments.

Once the data is coded, interpretative techniques are applied to identify the core themes addressing research questions. For example, thematic analysis involves reading transcripts multiple times, identifying recurring themes, and categorizing data accordingly. Narrative analysis might focus on teachers’ stories and experiences, constructing a rich understanding of their perceptions.

Triangulation involves comparing and integrating findings from multiple sources—interviews, documents, observations—to validate the results and enhance credibility. By cross-verifying perceptions expressed in interviews with documentary evidence or observational notes, researchers can confirm consistency, identify discrepancies, and deepen understanding. Triangulation helps mitigate biases inherent in any single method, ensuring more robust and trustworthy findings.

For example, consistent themes emerging from interviews and supporting documentary evidence reinforce the validity of the conclusions. If teachers’ perceptions expressed in interviews align with observed behaviors during classroom observations and institutional policies documented in official records, the findings become more trustworthy. Conversely, discrepancies highlight areas requiring further investigation.

Overall, the combination of semi-structured interviews with other qualitative sources and rigorous triangulation enhances the depth, reliability, and validity of the research findings. This comprehensive approach allows for a nuanced exploration of teachers’ perceptions about tablets, capturing both their subjective experiences and the contextual environment, thereby providing meaningful insights into the phenomenon under study.

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