Qualitative and descriptive research: Data type versus data analysis

Nassaji, Hossein

doi:10.1177/1362168815572747

Cited by 808 publications

(683 citation statements)

References 2 publications

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“…This research was qualitative descriptive design. Nassaji (2015) states that qualitative descriptive is more likely to be conducted in language learning. He further explains that the goal of descriptive research is to describe a phenomenon and its characteristics.…”

Section: B Methodologymentioning

confidence: 99%

Code-Switching in Efl Classroom: Is It Good or Bad?

Nurhamidah

Fauziati

Supriyadi

2018

JEE

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Code-switching has been an evolving topic since the bilingualism blooming in linguistics milieu. However, practitioners or experts have contrastive views regarding its use in classroom setting. While the proponents believe that the presence of code-switching in one side is considered as an asset to teach language, the opponents see it is as merely an obstacle to achieve learning goal that is to acquire target language. Code-switching serves many functions for both teacher and students yet it is still employed. Despite the pro and cons of the code-switching, this research aims to show the perspective of both teacher and students towards code-switching and functions it serve in EFL classroom setting. This research used qualitative descriptive approach and the data were taken from the informants of English department in one of university in Surakarta to explore whether the use of code-switching in EFL classroom was seen as beneficial tool. It begins by the general view of EFL use in everyday classroom. This current study found that code-switching was preserved as benefits as it served some functions for teacher to convey material and for students to received material and communicate in classroom.

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Section: B Methodologymentioning

confidence: 99%

Code-Switching in Efl Classroom: Is It Good or Bad?

Nurhamidah

Fauziati

Supriyadi

2018

JEE

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“…The researcher then read through each transcript two to three times in order to be familiar with the data. [37,40] The researcher performed open coding by reading through text section by section and writing notes in the margins of the text to identify ideas from the data [36,39] beginning with the student focus groups, followed by the faculty focus groups. The researcher met with the research team to discuss the codes and areas for further probing in subsequent interviews.…”

Section: Discussionmentioning

confidence: 99%

“…The goal of an exploratorydescriptive qualitative research is to acquire a deeper understanding of a phenomenon, describe the participants' opinions on the topic and address the inquiry that guided the study. [35][36][37] Tape-recorded focus groups, using a semistructured interview guide was the primary data collection strategy used to separately explore the perspectives of students and faculty on their transition to CBL. Field observations and a review of documents were also used to understand the hybrid CBL teaching and learning context.…”

Section: Methodsmentioning

confidence: 99%

Nursing faculty and student transition to a context–based learning curriculum

Puplampu

Ross

2017

JNEP

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Background: Context-based learning (CBL) a student-centered teaching and learning approach (STL) is used at the study site to teach undergraduate nursing theory. While it is widely accepted that transition to STL can be difficult, little is known about the perception of nursing faculty and students transition to CBL. The purpose of this study was to describe nursing faculty and students' perception about their transition to CBL. Methods: An exploratory-descriptive qualitative design was undertaken to understand and describe the perception of nursing faculty and students transition to CBL as a teaching and learning strategy for undergraduate nursing theory courses. Results: Five themes emerged from the students' data: throwing someone into an ocean, sink or swim, turning point, just doing it, and valuing. Four themes emerged from the faculty data on transition to CBL: an adaptation, trusting the CBL process, a maturing process for students, and controversies about CBL. While the transition was uncomfortable for students and faculty, over time both understood the benefits of CBL. Conclusions: Nursing as a practice discipline will best be served using a variety of teaching and learning strategies in the undergraduate education of nursing students. Based on the findings of this study, recommendations have been made to smooth the transition for faculty members and students not previously exposed to the STL approach using CBL.

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“…This research is case study in quLITtive descriptive research. The goal of descriptive research is to describe a phenomenon and its characteristics, One fundamental characteristic is involve naturalistic data [7]. The subjects are two groups of pre service elementary education teachers (PSEETs) in Muria Kudus University.…”

Section: Methodsmentioning

confidence: 99%

Pedagogical Content Knowledge of Pre Service Elementary Education Teachers in Using Traffic Park Diorama for Thematic Learning Process

Zuliana¹,

Oktavianti²,

Ratnasari³

et al. 2019

Proceedings of the Proceeding of the 2nd International Conference Education Culture and Technology, ICONECT 2019, 20-21 August

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This research discusses the pedagogical content knowledge (PCK) within thematics learning process using diorama. This research is qualitative research. The subject of this study are pre service elementary education teachers (PSEETs) in Muria Kudus University consist of two groups. First group are PSEETs who have gone through microteaching courses and practice teaching experience, the second group are PSEETs which have not been. Observation, interview and documentation used to collected the data. The results show that PSSETs in the first group doing well in thematics learning process they can use pre requisite material from the real context, construct content knowledge using traffic park diorama, giving conclusion and evaluation. There are some misconception the PCK from PSEETs in the second group like pre requisite, furthermore they can doing well of the learning process

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Qualitative and descriptive research: Data type versus data analysis

Cited by 808 publications

References 2 publications

Code-Switching in Efl Classroom: Is It Good or Bad?

Code-Switching in Efl Classroom: Is It Good or Bad?

Nursing faculty and student transition to a context–based learning curriculum

Pedagogical Content Knowledge of Pre Service Elementary Education Teachers in Using Traffic Park Diorama for Thematic Learning Process

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