Qualitative Research Methods
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Course Introduction
Qualitative Research Methods explores the foundational theories and practical applications of collecting, analyzing, and interpreting non-numerical data in the social sciences. The course emphasizes various qualitative approaches, including ethnography, grounded theory, phenomenology, case studies, and narrative analysis. Students learn to design research projects, conduct interviews and focus groups, perform observations, and analyze textual or visual materials. Ethical considerations, reflexivity, and the importance of rigor and credibility in qualitative research are highlighted throughout, equipping students with the skills to critically engage with and contribute meaningful insights to complex social phenomena.
Recommended Textbook
Qualitative Research Methods for the Social Sciences 8th Edition by Bruce L. Berg
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Chapter 1: Introduction
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Sample Questions
Q1) The author viewed himself as a pioneer in the field of qualitative research because
A) earlier books focused solely on qualitative methods
B) earlier books focused solely on quantitative methods
C) later books focused on a combination of qualitative and quantitative methods
D) later books imitated his writing style
Answer: B
Q2) The goal of Berg's book is to ________.
A) provide basic training for new researchers
B) create a research "cookbook" for qualitative methods
C) deliver advanced concepts in quantitative research
D) teach readers how to take charge of a research project
Answer: A
Q3) What type of concept does qualitative research measure?
A) Description
B) Measure
C) Extent
D) Distribution
Answer: A
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Page 3
Chapter 2: Designing Qualitative Research
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Q1) A sampling technique that uses a matrix to determine a proportion of an attribute in the population, and then attempts to match that proportional distribution in the sample is __________.
A) purposive sampling
B) simple random sampling
C) quota sampling
D) probability sampling
Answer: C
Q2) When you download a peer-reviewed scientific article, this is an example of the Internet working as a ____________.
A) document cross referencing database
B) document repository
C) document delivery service
D) document publisher
Answer: C
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Chapter 3: Ethical Issues
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Q1) A person who believes that researchers have no right to invade people's privacy for research purposes and that deliberate deception of the researcher's true intentions can always cause potential harm to subjects is a(n) ______________.
A) ethical absolutist
B) reactive researcher
C) ethical relativist
D) Hawthorne effector
Answer: A
Q2) Describe the potential problems that can be created if IRBs discourage research of certain topics due to disproportionate risk.
Answer: Researchers may stop studying controversial tops because of fear that it will create risk to their career. They may take the stance that not all topics are appropriate for academic study. If the IRB encourages some forms of research over others, it can eliminate our view into certain segments of the social world that are not encouraged for study. This would be especially true for at-risk populations and youths.
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Chapter 4: A Dramaturgical Look at Interviewing
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Q1) How can an interviewer test the interviewing instrument to make sure the wording and sequencing of questions is retrieving the type of data he/she is looking for?
Q2) When an interviewer has a set list of questions but is expected to digress and probe for greater detail with additional questions, this is a(n) ______ structure.
A) semistandardized interview
B) standardized interview
C) creative interview
D) unstandardized interview
Q3) When interviewers evaluate their performance as outside observers to make sure they are responding correctly with nonverbal cues to the interviewee, they are performing the role of ________.
A) interviewer as interviewer
B) interviewer as actor
C) interviewer as director
D) interviewer as choreographer
Q4) Describe the advantages and disadvantages inherent in telephone interviewing.
Q5) How can a novice interviewer begin to establish an interviewer repertoire?
Q6) Why is the interviewer repertoire so important?
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Chapter 5: Focus Group Interviewing
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Q1) What are the basic ingredients for a focus group?
Q2) Compare and contrast focus group interviewing and unobtrusive measures.
Q3) What population is NOT especially well suited for focus group interviewing?
A) Jurors
B) Bullies
C) Marketing groups
D) Transient populations
Q4) Which technique is most effective at revealing naturally occurring worlds of the group under study?
A) Focus groups
B) Unobtrusive measures
C) Face-to-face interviewing
D) Participant observation
Q5) Historically, for what purpose have focus groups been traditionally used?
A) Psychological research
B) Social Science research
C) Advertising research
D) Marketing research
Q6) What are several reasons that a focus group for complex problems should be kept to around seven participants or less?
Page 7
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Chapter 6: Ethnographic Field Strategies
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Q1) A description that reveals aspects of a research subject by comparing it to other subjects in order to help the researcher see things a different way is called
A) typology
B) sociogram
C) metaphor
D) nomination
Q2) A procedure that allows a researcher to make assessments about the degree of affinity or disdain that members of a group have toward one another is called
A) typology
B) sociogram
C) metaphor
D) nomination
Q3) A field research study conducted by nurses is called _________________.
A) street ethnography
B) organizational ethnography
C) medical ethnography
D) ethnography
Q4) Why is reflectivity important to ethnography?
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Chapter 7: Action Research
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Q1) A technique a researcher can use for informing stakeholders of information gathered that involves members of the same group or neighborhood gathering to explore interests or agendas is called___________.
A) agency
B) community group meetings
C) informal meetings
D) in-group forums
Q2) When is action research a good fit, and when should action research not be used?
Q3) A type of action research in which the researcher and practitioner work together to identify potential problems and issues. The researcher and practitioner define a research problem jointly after assessing the situation, and reaching a mutual understanding of the problem. Then, the practitioner communicates this message to study subjects using personal wisdom of participants, and with the goal of empowering the population. This is called the _____________.
A) Technical/Scientific/Collaborative Mode
B) Practical/Mutual Collaborative/Deliberate Mode
C) Emancipating/Enhancing/Critical Mode
D) Utilization/Participation Mode
Q4) What is the role of the action researcher?
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Chapter 8: Unobtrusive Measures in Research
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Q1) Which type of official documentary record has increased in commonality in recent years, and is creating a goldmine of audio and visual data?
A) Videotaped records
B) Voting records
C) Police blotters
D) Newsletters
Q2) Which research technique must researchers be sure to employ to corroborate data obtained unobtrusively?
A) Science of garbology
B) Covert observations
C) Triangulation
D) Coding
Q3) A type of unobtrusive research that involves examination of written materials that are organized for public examination by others, or written for an extremely small audience is called ______________.
A) official documentary records
B) accretion
C) physical erosion
D) archival strategies
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Page 10
Chapter 9: Social Historical Research and Oral Traditions
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Q1) Which kind of source is a combination of firsthand experiences, and writing created by people not present at the event that is compiled and distilled into a collection or anthology format?
A) Primary
B) Secondary
C) Tertiary
D) Quaternary
Q2) What are the goals of historical research?
Q3) Which type of source is a collection of the reading scores of an entire grade level at an elementary school?
A) Primary
B) Secondary
C) Tertiary
D) Quaternary
Q4) When studying history, social scientists must remember to compare, rather than judge the meanings found. Provide an example of your own, or from the text, of a term that has changed meaning throughout history, or a label that may have a negative connotation. Explain what this symbol can teach the social scientist when judgment is suspended.
Q5) What are the steps required in creating historiography?
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Chapter 10: Case Studies
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Q1) Which research design may be seen as a prelude to a large social scientific study, which may or may not involve case studies?
A) Exploratory case study
B) Explanatory case study
C) Descriptive case study
D) Embedded case study
Q2) What are the steps involved in creation of grounded theory during case study research?
Q3) Which type of case study investigates multiple research entities for the purpose of cross-unit comparison?
A) Snapshot case study
B) Longitudinal case study
C) Pre-post case study
D) Comparative case study
Q4) Name and define three types of case studies.
Q5) Define and describe the essential elements of a case study.
Q6) What is an example of a case study from your own knowledge, or from the text?
Q7) Why are objectivity and generalizability to important to case studies?
Q9) What is a community case study, and how does it work? Page 12
Q8) What are the five typologies of case studies? Define each.
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Chapter 11: An Introduction to Content Analysis
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Q1) How can a researcher avoid exampling?
Q2) Which term describes the first grouping used to categorize data that virtually anyone in society can distinguish between and among, e.g., persons, things, and events such as age, gender, and roles?
A) Theoretical classes
B) Concept classes
C) Special classes
D) Common classes
Q3) Which unit of analysis measures the entire unit of the sender's message?
A) Semantics
B) Characters
C) Concepts
D) Items
Q4) Which term describes the actual terms used by individuals under investigation that represent their behavioral processes?
A) Ideological stances
B) Sociological constructs
C) In vivo codes
D) Communication themes
Q5) What is the difference between discourse analysis and content analysis?
Page 14
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Chapter 12: Writing Research Papers: Sorting the Noodles from the Soup
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Q1) Which heading level is written flush to the left, has the first letter of each word capitalized, and categorizes or explains information relevant to a major topical area?
A) A head
B) B head
C) C head
D) D head
Q2) Which section of a research paper should be written last?
A) Title
B) Abstract
C) Introduction
D) Literature review
Q3) Which section of a research paper is a brief summary of the most important and interesting research findings of the study?
A) Title
B) Abstract
C) Introduction
D) Literature review
Q4) What are some techniques for building a methodology section, and what pieces should it include?
Page 15
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