Qualitative case study in pedagogical research: Cognitive possibilities and limitations

Abstract

This paper discusses the cognitive possibilities and limitations of case study, as a qualitative research approach, and the fields of its application in studying pedagogical problems. Special attention is paid to different ways of defining and usual criticism pointed at this strategy in methodological literature of recent date: (1) general, theoretical (context independent) knowledge is much more valuable from actual, practical (context dependent) knowledge; (2) one cannot perform generalizations based on an individual case and therefore case study cannot contribute to the development of science; (3) case study is the most useful in generating hypotheses, that is, for the first phase of research process, while other methods are more suitable for testing hypotheses and building a theory; (4) case study tends to be partial towards verification, that is, the tendency of a researcher to confirm his/her previously established concepts; (5) it is often very difficult to present in brief the specific case study, and especially difficult to deduce general suggestions and theories on the basis of a specific case study. The objections, therefore, regard the possibility of theory development, reliability and validity of the approach, or doubt in its scientific status. The author of this paper discusses the justifiability of these objections and points out to different methodological procedures of arranging and analyzing the data collected for studying the case, which contribute to the reliability of this research approach. As a general conclusion, it is stated that the case method contains all the features relevant for studying pedagogical phenomena: preservation of the integrality of the phenomenon, appreciation of its context, developmental dimension and complementariness of different data sources

Sociometric Status of Adolescents and Sport Orientation: Case Study

“…The advantages are that it essentially learns about a specific case, whereas the faults are reflected in generalizations, where on the basis on one case conclusions are made, which should not be true for all other cases. A foundation for creating hypothesis of research is a starting one (Sevkusic, 2008).…”