International Journal of Research and Innovation in Social Science (IJRISS) | Volume VI, Issue I, January 2022 | ISSN 2454–6186

Grounded Theory in Educational Research, Features and Processes a Review of Literature

G N. Shava, Sandile Sibanda, Sindiso Moyo, Kudakwashe Bapire, Ethel Mathonsi
National University of Science and Technology, Faculty of Science and Technology Education, Zimbabwe

Abstract: – Grounded theory which is a systematic methodology of discovering theory from data in social science and educational research is considered a general methodology and a way of thinking about conceptualizing data. Using Grounded theory, meaning is negotiated and understood through interactions with others in a social process. This paper provides an overview of the features of grounded theory; process activities involved in using grounded theory are highlighted finally the weaknesses and strength of grounded theory are discussed. In this article we argue that using an appropriate research method for an inquiry is critical to successful educational research. Our study adopted a systematic literature review which examined the key characteristic of grounded theory as a technique for analysing qualitative data.

Key words: Grounded Theory Method, Qualitative Research, Data Analysis, Emerging Themes, and Coding.

I. INTRODUCTION

Using an appropriate method for analysing research data is critical to successful research and also generating results that can be applied. Grounded Theory techniques are used to analyse and interpret qualitative data. Grounded theory method is a systematic generation of theory from data that contains both inductive and deductive thinking. The goal of grounded theory is to formulate hypothesis based on conceptual ideas generated form a text. The other goal of grounded theory study is to discover the participant’s main concern and how they continually try to resolve it. The process of using grounded theory in analysing qualitative data involves the researcher repeatedly asking questions such as “What is going on?” and what is the main problem of the participants and how are they attempting to solve the problem?” (Glaser 1992).
Therefore; the purpose of this paper is to highlight the features of grounded theory, discuss the processes of grounded theory and finally analyse the strength and weakness of grounded theory. We also discussed the historical background of grounded theory and how it was discovered. Through this discussion we expect to provide in-depth knowledge and understanding of grounded theory that can assist educational researchers in South Africa in the selection of appropriate research methods for their inquiries.