Case Study Method

             Case Study Method

written by
-Kumar Singh, Yogesh. 2006. Fundamental of Research Methodology and Statistic, Mumbai: New Age International Publisher.pp. 147-153.

Image source: www.spikescavell.com

Case study is both method and tool for research. Case study leads to very novel idea and no longer limited to the particular individual. In case study investigator tries to collect the bits in support of proposition. One case study if we take specific than prediction value is less while if the case is the representative sample then it has high  prediction value. Case study methodological is not longitudinal study but it depends on the methods of information about the individual as far as possible.

Therefore, case study is conducted only for specific case. It requires personal observation, by or objective method. Actually case study means a study in depth. Here depth means to explore all peculiarities of case. Case study is the intensive study of a phenomenon, but it gives subjective information rather than objective. It gives a detailed knowledge about the phenomena and not able to generalize beyond the knowledge. In physical science every unit is the true representative of the population, but in education and the units may not be true representative of the population. There are individual differences as well as intra- individual differences. Therefore, prediction can not be made on the basis of knowledge. No statistical inferences can be drawn from the exploration of a phenomenon.

Here case does not necessarily mean an individual. Case means an unit, it may be an institution or a nation, or religion or may be an individual or a concept. Thus, case study refers to
• Close study of an unit,
• Deep study,
• Cumulative study, and
• Clinical study.

The case study is mostly done in police inquiry to investigate the case. The purpose is to find out the facts about the case so that true culprit would be punished. In research case study has entirely different purpose. The main purpose of case study is the development of case on the basis diagnosis which is done on the post records of the case. It establishes the cause and effect of relationship.

I. OBJECTIVES OF CASE STUDY
The case study has the following four main objectives:
1. Clinical purpose, (dealing with a patient).
2. Diagnostic purpose, (educational situation to provide the remedial instruction to poor students).
3. Fact-findings about psychological or educational problems.
4. Supplementing other information. It may be a follow up work. Phases of Case Study.

II. A Case Study is Conducted into Three Phases
1. Retrospective phase refers to the past records of the case completely which is used in diagnosing the case.
2. Prospective phase refers to the present status of the case, which is helpful in understanding the case. The suggestions and remediation can be offered to the case.
3. Conspective phase refers to the future development and improvement of the case which is also employed to examine the effects of the remediation given to the case.

III. TYPES OF CASE STUDY
Six types of case studies are conducted which are as follows:
1. A group or a community case study,
2. Casual comparative studies,
3. Activity analysis.
4. Content or document analysis,
5. A follow-up study, and
6. Trend studies.

IV. CRITERIA FOR A GOOD CASE STUDY
The essential characteristics of a satisfactory case study include continuity, completeness of data, validity of data, confidential recording and synthesis that is scientific.
1. Continuity
There should be desirable continuity of information provided by two successive psychological examinations at any internal of a year, and by an elementary school record in relation to performance in high school.
 
2. Completeness of Data
In so far as possible, the potential range of data or information includes symptoms, examination results, (psycho-physical, health, educational and mentality) and history (health, school, family and school).

3. Validity of Data
A doubtful birth data may be verified through the Bureau of vital statistics, and employment record by
reference to employers.

4. Confidential Recording
Educational workers have something to learn from medicine with respect to the confidential nature of
professional records, the difficulties of individual teachers or pupils in relation to discipline, failure, achievement or mentality should be recorded as professional problems to be treated in a confidential
manner.

5. Scientific Synthesis
This is an interpretation of the evidence that is more than a mere enumeration of data secured, it embraces diagnosis in identifying casual factor, and prognosis in looking toward treatment or developmental procedure.
If a case-study have all these characteristics, it will be an excellent study.

V. SOURCES OF CASE DATA
1. Personal Documents: Diaries, autobiographies, memoirs, letters, confession, etc.
2. Life history records.
3. Related Persons: Parents, neighbours, friends, teachers, etc.
4. Official Records: Baby books, school records, police courts, military organizations, clubs, institutions, etc.
5. The subject himself.

These sources have been defined in the following paras briefly.
1. Personal Documents
These possess the events of life of the subject and his reactions to them. They also represent a community of experience which helps to illuminate the writers’ personality, social reactions, and philosophy of life.

2. Life Histories
It is a combination of facts and events. Because of thin aid in studying complex behaviour and situations in scientific detail, Burgess refers to the life history as “the social microscope”. Life history data are generally gathered through prolonged interviews.

3. Related Persons
Here with the altogether different of view of the informers, the different aspects of the subjects’ life are attacked. Here ‘trait acquaintancy’ should be in the persons. Also, here chances of biases and misinterpretations are high, and it is the discriminating power of the researcher acting as a serve in separating the biased and factual facts.

4. Official Records
Most of the social and academic life is got from the official records.

5. Subject Himself
Sometimes of the patient or the subject may serve as the major source of data. But, however, here reliability of information is very low.

VI. THE STEPS OF CASE STUDY
If it is to be accepted as a scientific technique, the case study must follow essentially the same steps and meet essentially the same criteria as do the other research methods. On the other hand, it presents a number of problems which are relatively unique, either in kind or in degree. These are probably best considered in connection with the steps through which such a study must proceed. The following are the steps in the case study
Step 1 : Status of the Situation or Unit of Attention.
Step 2 : Collection of Data, Examination and History.
Step 3 : Diagnosis and Identification of Casual Factors.
Step 4 : Adjustment, Treatment and Therapy.
Step 5 : Follow up Programme.