Descriptive Qualitative Type of Research Approach
Descriptive Qualitative Type of Research is specifically used to explore or investigate an issue. The goal of this type of qualitative research is to gain insight into people’s lives and help guide decisions.
Descriptive Qualitative Type of Research. This type of research tends to be more exploratory in nature, meaning that there isn’t any specific hypothesis or theory guiding the process. Sometimes this type of research relies on interviews with participants, while other times observations are made. These observations can be either natural occurrences (walking down the street) or controlled (watching someone work at their job).
Descriptive Qualitative Type of Research. The goal of descriptive qualitative research is not generalization; it’s exploration and understanding. It’s not that the research is faulty, but that it has a specific and limited purpose.
Descriptive qualitative research is appropriate for:
(a) Exploring trends in attitudes and behaviors among people; (b) Exploring social norms and behavior; (c) Observation of the daily activities of individuals, groups or organizations; (d) Studying key issues such as developing a best practice model for teaching listening; (e) Researching the impact of various programs, products and services on individuals, e.g.,
How can we ensure retention?
When conducting qualitative research in the classroom setting students should be encouraged to look for how things work in real life.
There are several common difficulties students face when conducting and reporting on what they find:
(a) Qualitative research is about observing and listening. Students may not take the time to observe and listen. They may be too busy talking, reading or taking notes during class.
Many times we assume we know what we see and hear already because we have seen it so many times before, but descriptive qualitative data can help us better understand our own behavior as students as well as those around us. It is important to observe things more closely than we think possible. Also, many people assume they know what they see and hear already simply because those things have been discussed in class before.
This can lead to students making conclusions without really knowing what they mean. For example, the lecturer might ask about what students think about another class or colleague. Students may give an answer without having anything really to go on other than how someone in the other class acted when she walked into their classroom earlier in the semester.
Qualitative research can help us better understand what we are really saying when we give superficial answers like this. The goal is not to find research that proves or disproves something, but rather to gain insight into the issue through listening and observing at a much deeper level than we usually do.
(b) Qualitative research is not formulaic and finding only one answer tends to be rare.