From Academic Staff College of Bharathiar University

1. NATURALISTIC QUALITATIVE
INQUIRY
DR.R.KRISHNARAJ
PROFESSOR OF EDUCATION
AND HEAD,
DEPARTMENT OF LIFELONG LEARNING
ALAGAPPA UNIVERSITY,
KARAIKUDI.

2. NATURALISTIC
QUALITATIVE INQUIRY
•It express one view as to the nature of “reality”. It
is the view that the real world is a dynamic system
all of whose parts are so interrelated that one part
inevitably influences the other parts.
•To understand to real world, the parts cannot be
separated bit by bit, but the parts must be
examined in the context of the whole.
•It is essentially a phenomenological view – as
differentiated from a logical – positivistic view – of
the reality of the world.

3. Phenomenological research
Describes the meaning for several
individuals of their lived experience of a
certain phenomena.
Can center around basic broad questions:
“what have you experienced in terms of the
phenomena” and “what contexts have
influenced your experience of the
phenomena”

4. Grounded theory research
Employed in situations where it is perceived
as necessary to go beyond description and
generate theory.
Use of the constant comparative method
Can lead to follow up quantitative research

5. Ethnographic research
This kind of research focuses on an entire
cultural group: describes their shared
patterns of values, behavior, language and
culture…
Field work as method of data collection.

6. Case study research
This kind of research involves the study of
an issue explored through one or two cases
within a setting or context.

7. NATURALISTIC INQUIRIES
Refer to the inquiries that
• Employ direct contact between investigators and
actors in the situation as a means of collecting
data.
• Use emergent strategies to design the study
rather than a priori specification.
• Develop data categories from examination of the
data themselves after collection.
• Do not attempt to generalize the findings to a
universe beyond that bounded by the study.

8. RESEARCH PARADIGMS FOR
DISCOVERING “TRUTH” OR
UNDERSTANDING
S.No Paradigm Characteristics
1 Judicial paradigm Well established rules of procedure,
evidence, guidelines for hearing and
conclusion
2 Expert judgement Based on judgement of experts-used
in athletic and artistic performances
3 Rationalistic or Associated with deductive
conventional reasoning and logical positivistic
paradigm view – based on quantitative
approach
4 Naturalistic paradigm Many research techniques ; based
on inductive thinking and is
associated with phenomenological
view – qualitative approach

9. DIFFERENCE BETWEEN RATIONALISTIC
PARADIGM AND NATURALISTIC PARADIGM
S.No Rationalistic Naturalistic
1 Certain parts of the world which are called In the real world, events and
“variables” may be singled out through phenomena cannot be singled out
manipulation from reality for study or from the context as they are
treatment while other parts of the setting extricably related and
are controlled – laboratory method understanding involves the
interrelationships among all of the
parts of the whole.
2 The inquirer and the subjects remain Dynamic relationship exists and
independent to one another the inquirer becomes data –
gathering and processing
‘transducer’
3 Context free generalisation is the essential Generalisation relates to a
goal of inquiry particular context
4 It is based on quantitative methods Qualitative methods which
emphasize both inner and outer
knowledge of men in his world.

10. S.No Rationalistic Naturalistic
5 Use of a priori theory and Theory emerges from the
hypothetical– deductive methods data themselves –
(hypothesis testing) to design the “grounded theory”
study
6 There is a preordinate design that A design that is never
specifies each step of the inquiry in complete until the inquiry is
advance from data collection arbitrarily terminated due to
through its analysis time, resources and other
considerations.
7 Random measures are used for Purposive sampling.
sample analysis
8 Positivistic approach tends to Emphasis on gestures,
search for understanding through language and behavioural
data supplied by either the subjects pattern, cultural rules,
or others with the help of certain deep-seated values and
tools motives arising from
cherished traditions.

11. TYPES OF QUALITATIVE INQUIRY AND
THEIR DISCIPLINARY ROOTS
S,No Perspective Disciplinary roots Central theme
1 Ethnography Anthropology Study of the culture of a
particular group or race
2 Ethnomethodology Sociology How do people make their
activities?
3 Phenomenology Philosophy What is the structure and
experience of this phenomenon
for the people?
4 Heuristics Humanistic What is my experience of this
Psychology phenomenon?
5 Symbolic Interaction Social What common set of symbols
psychology, and understandings have
linguistics emerged to give meaning to
people’s interactions?

12. S.No Perspective Disciplinary roots Central theme
6 Systems theory Interdisciplinary How this system function as a
whole?
7 Ecological Ecology, psychology How do people attempt to
psychology attain goals through specific
behaviours in specific
environments?
8 Hermeneutics Theology, philosophy, What are the conditions under
literacy criticism which a human act took place
or a product was produced
that makes it possible to
interpret its meaning?
9 Qualitative Political economy, How is a particular ideology
ideology manifest in this phenomenon?
10 Chaos theory : Theoretical physics, What is the underlying order,
nonlinear natural sciences if any, of disorderly
dynamics phenomenon
Source : Patton, M.Q (1990) Qualitative Evaluation and Research Methods,
Newbury Park, CA: Sage

13. CHARACTERISTICS OF QUALITATIVE
INQUIRY
S.No Characteristics Major theme
1 Natural setting Studying real – world situation in a natural situation,
non manipulative and non-controlling
2 Human Inquirer is a major source of data collection
instrument
3 Inductive Immersion in the details and specifies of the data to
analysis discover categories, dimensions rather than testing
theoretically derived (deductive) hypotheses
4 Utilisation of The human instrument builds upon his tacit
tacit knoweldge knowledge and uses methods such as interviews,
observation, document analysis unobtrusive clues
5 Holistic Understanding of the whole phenomena rather than
perspective independent units
6 Qualitative Detailed thick description about cultural norms, values
data and tradition, direct quotations of experts

14. S.No Characteristics Major Theme
7 Grounded theory No priori theory can suit the multi realities; substantive
theory emerging from the contextual data.
8 Personal contact Direct experience and insights of the researcher are
and insight important part of the inquiry for understanding the
phenomenon
9 Dynamic system Greater attention to process as change is constant and
ongoing whether the focus is on individual or an entire
culture
10 Empathic To understand the real world, the researcher does not
neutrality advocate personal agenda or to prove something,
rather has empathic insight as part of the relevant data
by taking a neutral non judgemental stand
11 Purposive Purpose sampling technique to suit the nature of the
sampling context rather than random sample
12 Emergent design Pursing new paths of discovery depending upon the
context

15. S.No Characteristics Major theme
13 Case study Each case is special and unique; cross-case analysis depends on the
orientation quality of individual case
14 Context sensitivity Places findings in a social, historical and temporal context
15 Negotiated Data and interpretations are continuously checked with respondents
outcomes who are acting as sources as well as with counter part individuals;
differences of opinion are negotiated until the outcomes are agreed
upon
16 Idiographic No universal laws are arrived at from contextual data, the conclusions
interpretation are in the form of working hypotheses that emerge from the
experiences gathered. Case study is an interpretative instrument for
an idiographic construal of what was found there.
17 Tentative application Application of truth may be tentatively applied to some other contexts,
if empirical comparison seems to warrant such an extension
18 Focus – determined The study is bounded by the nature of the problem, the evaluand or
boundaries the policy option being investigated
19 Special criteria for The trust worthiness is tested by four naturalistic analogues -
trustworthiness credibility, transferability, dependability and confirmability in the place
of validity, reliablity and objectivity.
Sources : i) Patton M.Q (1990) Qualitative Evaluation and Research Methods,
Newbury Park, California, Sage
2) Lincoln, Y.S. and Guba E.G. (1985) Naturalistic inquiry, Bevery Hills, CA:
Sage

16. THE AUDIT
 It is designed to judge the rigour and authenticity
of the study. The raw material for the audit is the
investigator’s paper trial which documents the
data (raw field notes of observation, interviews
and documents).
 Through the examination of the audit trial, the
credibility (persistent observation, triangulation
and member check), transferability (purposive
sampling and thick design), dependability
(emergent design) and confirmability (cross –
validation) are established.

17. COMPONENTS OF TRUSTWORTHINESS
(Lincoln and Guba, 1985)
1. Credibility : It is defined as “a check on the isomorphism
between the inquirer’s data and interpretations and the
multiple realities in the minds of informants”.
2. Transferability : defined as the “equivalent of generability
to the extent that there are similarities between sending
and receiving contexts”.
3. Dependability : “includes the instability factors typically
indicated by the term ‘unreliability’ but makes allowances
for emergent designs and developing theory that also
induce change”.
4. Confirmability : “Shifts the emphasis from the certifiability
of the inquirer to the confirmability of the data”

18. TECHNIQUES TO ENHANCE THE
CREDIBILITY OF DATA (Internal Validity)
1) Prolonged data gathering on site – greater amount of time
spent on the site would enhance the credibility of data.
2) Triangulation – using many sources of information about a
particular phenomenon; eg. data collected from one source may
be cross-checked with other sources for verification; multiple data
gathering techniques.
3) Member checks – continuous consultation with other members
4) Referential adequacy materials – creating and maintaining a file
of materials from the site. It includes all sorts of relevant
documents.
5) Thick description – triangulation, member checks, corroborating
information and collecting referential adequacy materials are
meant for the purpose of giving thick description.
6) Peer consultation – discuss with peer experts the progress of
work.

19. Designing naturalistic inquiries
Naturalistic designs must emerge and unfold as
the study progresses.
Not all of the elements can be specified ahead
of time, but some can.
Determining where and from whom data will be
collected.
Identifying initial sample and making provisions for
orderly evolution
Phases of inquiry:
Orientation and overview
Focused exploration
Member checking
Determining instrumentation: teams and
training

20. Designing naturalistic inquiries
Planning data collection and recording:
– Interview/participant observation..
– Recording: advantages of field notes over
recording
Planning data analysis procedures: must
begin early and be ongoing.
Planning for trustworthiness

21. Participant observation
(Spradley 1980)
Dual purposes of participant observation:
To engage in activities
To observe activities
Explicit awareness: becoming aware of things that
you normally block out.
Wide angle lens: wider circle of awareness
Insider/outsider experiences.
Introspection
Record keeping
Awareness of what is not there

22. Kinds of participation
Non participation (study of TV programs)
Passive participation (courtroom spectator)
Moderate participation (“watching” video
games)
Active participation (learning to do what
others are doing)
Complete participation

23. Qualities of good interviews
Begin with small talk
Listening:
– Follow up on of course statements
– Listen for key words
– Probing questions
– Use of why questions (Don’t ask for meaning,
ask for use)
– Self disclosure

24. Taking notes (Lincoln and Guba, 1985).
Disadvantages:
– One cannot record everything.
– Rapid handwriting is sometimes
undecipherable.
– Respondent may slow down to accommodate
the interviewer and lose train of thought.
Advantages:
– Forces careful attention
– Can interpolate questions or comments on to
the notes without knowledge of interviewee.
– Notes can easily be flagged for follow ups
– Member checking is easier.

25. When to use qualitative research
 “Quality” versus “quantity”.
 For problems that need exploration
 For problems that need a complex detailed
understanding.
 To empower individual and collective
voices.
 To write in styles that push the limits of
formal academic narratives
 To understand contexts
 The question of “fit”

26. Thank you