CASE STUDY
Case study provides a systematic and scientific way of perceiving or examining events,
collect data, analyse information, and prepare a report. As a result the researcher may gain a
sharpened understanding of why the instance happened as it did, and what might become
important to look at more extensively in future research.
Case studies lend themselves to both generating and testing hypotheses. In other words, case
study should be defined as a research strategy, an empirical inquiry that investigates a
phenomenon within its real-life context. Case study research means single and multiple case
studies, can include quantitative evidence, relies on multiple sources of evidence and benefits
from the prior development of theoretical propositions. Case studies based on any evidence of
quantitative and qualitative research.
The Case study is also useful in psychology. It refers to the use of a descriptive research
approach to obtain an in-depth analysis of a person and group. The various techniques may be
applied on the subject such as personal interviews, observation, psychometric tests, and
archival records. We can use the case study method in clinical psychology to describe rare
events and conditions. Generally, case study is a single-case design, but it can be a multiple-
case design, where replication instead of sampling is the criterion for inclusion. One thing we
must remember about the case study is that it must provide valid and reliable results for the
development of future research.
CRITERIA FOR SELECTION OF CASE STUDY
Three types of information-oriented cases may be distinguished:
• Critical cases
• Extreme or deviant cases
• Paradigmatic cases Yin (2005) suggested that researchers should decide whether to do
single-case or multiple-case studies and choose to keep the case holistic or have embedded
sub-cases.
TYPES OF CASE STUDY
There are four types of case studies which are
(i) illustrative case studies (ii) exploratory case studies (iii) cumulative case studies and (iv)
critical instance case studies.
1) Illustrative Case Studies: These are primarily descriptive studies. They typically utilise one
or two instances of an event to show what a situation is like. Illustrative case studies serve
primarily to make the unfamiliar familiar and to give readers a common language about the
topic in question.
2) Exploratory (or pilot) Case Studies: This type of case studies performed before
implementing a large-scale investigation. Their basic function is to help identify questions
and select types of measurement prior to the main investigation. The primary pit fall of this
type of study is that initial findings may seem convincing enough to be released prematurely
as conclusions.
3) Cumulative Case Studies: These serve to aggregate information from several sites
collected at different times. The idea behind these studies is the collection of past studies will
allow for greater generalisation without additional cost or time being expended on new,
possibly repetitive studies.
4) Critical Instance Case Studies: These examine one or more sites for either the purpose of
examining a situation of unique interest with little to no interest in generalisability, or to call
into question or challenge a highly generalised or universal assertion. This method is useful
for answering cause and effect questions.
STEPS FOR CASE STUDY
The following steps are used in the conduct of a case study:
Step 1. Determining the present status of the case or cases The first step is to determine the
present status of the case or cases through direct observation. In addition to physical
examination of the case or cases, a psychological evaluation is required to determine the
general ability level etc. For example, to make a case study of a ‘slow learner’, the first thing
to do is to determine the present status of the child by assessing his physique cognitive factors
through direct observation and psychological test.
Step 2. Identifying the most probable antecedents of the case or cases Determining the most
probable antecedents of the case or cases is the next important steps. This information helps
in formulating a workable hypothesis or a set of hypotheses. For example, in case of ‘slow
learner’ cited in Step 1, the researcher may formulate a hypothesis that occurrence of slow
learning behaviour in the child is due to unhealthy have environment, bad study habits and
poor teaching in the school.
Step 3. Verification of Antecedents/Hypotheses The case is then checked for the presence or
absence of the antecedents supposed to apply to situation of under study. For example, the
behaviour of slow learning of the child. This involves multi-method approach, which includes
observation, past history of the case, interview etc.
Step 4. Diagnosis and Remedial Measures After the verification of the antecedents or
hypothesis (es , the next step is directed towards the diagnosis of the causes (example, causes
of slow learning) and suggesting remedial measures in the light of the causes. Step 5. Follow-
up of the case or cases The last step of the case study is the follow-up of the case (es) to study
the impact of remedial measures. If impact is positive, the diagnosis is taken to be correct.
MISCONCEPTION ABOUT CASE STUDY
There is little misconception about the case study for using in research work.
Flyvbjerg (2006) define five misconceptions about case study research:
1) Generally, theoretical knowledge is more valuable than concrete, practical knowledge,
because one cannot generalise on the basis of an individual case and, therefore, the case study
cannot contribute to scientific development.
2) The case study is most useful for generating hypotheses, whereas other methods are more
suitable for hypotheses testing and theory building.
3) The case study may affect the bias tendency toward verification, i.e., a tendency to confirm
the researcher’s preconceived notions.
4) Some time it is difficult to summarise and develop general propositions and theories on the
basis of specific case studies.
