Book review: Qualitative research in education: a review for physics education and other sub-sciences

Citation

Ardiansyah, A.A. (2024), "Book review: Qualitative research in education: a review for physics education and other sub-sciences", Qualitative Research Journal, Vol. 24 No. 3, pp. 337-340. https://doi.org/10.1108/QRJ-05-2024-197

Title: Qualitative Research in Education: A user’s guide

Writter: Marilyn Lichtman

ISBN 10: 1032251743

ISBN 13: 978-1032251745

Edition: 4th Edition

Published: 2023

Publisher: Routledge

Pages: 1-382

Review DOI 10.1108/QRJ-05-2024-197

Introduction

One of the most important things in a review or assessment of a product is an honest assessment (Kasanen and Räty, 2002). In this case, if, for example, a reviewer is a relative of the author, there is a possibility that it could benefit the author as advertising material in the promotion of his product. However, the reviewer is not related to the author; the author and reviewer have never communicated at all, and the countries and islands we live on are different. With this, the reviewer will be as honest as possible in reviewing the book that has been read.

I started studying qualitative research at the undergraduate level, but in my final project research, I was trained for quantitative research because it suited the supervisor who helped me with research, so qualitative research was not thought about at that time. However, at the master's level now, I am required to be able to understand the types of research, especially qualitative research, as study material to be shared with my classmates as material for delivering material. Therefore, I am looking for sources as good learning materials to help me navigate the new path that I will take regarding qualitative research for the subject being studied and as material to share with my classmates. With this, I found the book “Qualitative Research in Education: A User's Guide 4th edition by Marilyn Lichman”.

Initial impressions

What attracted me to this book was that the book was easy to read, the words used were readable, and the book was easy to understand, so my interest in this book arose. Books that are enjoyable to read can further increase our understanding and interest in the book. Because I am pursuing a master's degree in an education study program, this book is very suitable for me, who has an educational background. Even though I have explored other books about qualitative research such as Cresswell and Poth (2018) and Clift et al. (2023), this book, when read, is like a conversation in which I can engage with the author and my friends when sharing material (presentation of material from students) about important and basic concepts as well as questions about qualitative research.

Incorporation into instruction

This book is now in its fourth edition, which means it is very useful and sought after by those with a qualitative research background. Maybe I can firmly say that Lichtman's book is very good, very useful and will be appreciated because it has a good impact on the researcher's abilities as a novice researcher. Because the program only has one qualitative course, they need to be exposed to a variety of learning styles as we increasingly value qualitative methods for learning more about our world. Lichtman's book is eye-opening and appreciative to students in a way that they greatly need and appreciate as they complete courses and begin their thesis research (Lichtman, 2013).

Book section

This book is divided into three parts. I think it is important for readers to realize that qualitative research is research that will continue to develop. The arrangement and division in this book are really in the right portion because it can construct and reconstruct individual knowledge where generalizations are not as sacred as in quantitative investigations, because I am very grateful to the author of this book, Marilyn Lichtman. It gives us a clear way to conceptualize what we are trying to do, and this is especially needed by people who are just starting their scientific journey, especially students. The important thing is that I find demarcation to be a valuable heuristic for actually helping readers conceptualize, plan, execute and make sense of their research efforts.

1. Tradition, theory and practice

The initial part of the discussion, with five chapters, is very helpful for novice researchers, especially those who are experienced. In “Field Review,” the reader is immediately drawn into an explanation of fundamental ideas and understandings that we usually consider trivial, one example of which is an explanation of how to think and how to position ourselves as researchers. This is very important because it is a basic part that must be mastered by a researcher who will start his research. The ten “Key Elements of Qualitative Research” presented in successive boxes provide a foundation for understanding the following and are especially helpful for novice researchers. In the chapters that follow in this section, Lichtman sets the stage for the reader through clear explanations and examples of how to be a qualitative researcher, issues of ethics, reflexivity and subjectivity and finally a discussion of philosophy, theory and frameworks – the basis for qualitative inquiry. The last chapter of this section is very useful because it discusses the theoretical differences between qualitative and quantitative research, which I think will be very helpful for masters and doctoral students in their theses and dissertations.

1. Planning research

The second part of the book is designed to help readers build on the foundation covered in the first part and plan and design qualitative questions. As in Part I, there are five chapters, which begin by helping the reader identify possible topics and areas of interest. I find that students often struggle to find an area of inquiry that is based on personal interest and motivation, is worth pursuing and has the potential to make a significant contribution to the literature. Lichtman also advises researchers and prospective researchers about the importance of doing something rather than planning indefinitely.

Although this emphasis on action may seem contrary to the plan at first, Lichtman explains through stories what his father told him many years ago, “Even if it's wrong, do it!” In hindsight, I might change this advice to “do something even if it turns out to be wrong.” Although planning is necessary, in the end, we have to do it and “learn by doing,” even if we end up dropping out. As happened when I tried to conduct my first qualitative research, my participants were willing to be informants in this research subject, but his expertise dictates not to participate. It was a very disappointing experience, but it gave me the courage to continue moving forward in my work.

The following chapters in Part II will guide the reader through the purpose of the literature review and the role of engineering and conclude with two chapters on research design (Chapters 9 and 10). Chapter 9 describes and explains the main designs of qualitative inquiry (ethnography, grounded theory methods, phenomenology, case studies, narrative inquiry and action research), while Chapter 10 provides examples of these designs, thereby providing a greater understanding of research designs. After reading Part II, readers will have a better understanding of how to conduct qualitative research and gain the confidence to succeed.

1. Collecting, organizing and communicating

The final part of the book provides readers with practical and easy-to-understand ways to collect data and achieve the difficult-to-understand goal of analyzing and understanding qualitative data. Or, as Agar (1980) puts it, “Now is the time to worry about something implicit in discussions of methodology namely the mysterious procedures by which you can turn what you see and hear into intelligible explanations.” There is no doubt that making sense of a Lichtman coin is the most difficult thing for students and researchers to do. Chapter 12 explains and gives examples of how to collect data through interviews, observations and documents in enough detail that I think will allow readers to collect their data.

Agar's quote above becomes most relevant in Chapter 13, “Making Sense of Your Data.” Although there is no in-depth discussion of specific analytical methods (such as those used in grounded theory or phenomenological design), there is enough discussion to provide a foundation for these specific techniques, and Lichtman directs the reader to important additional resources. He also provides examples of qualitative data analysis, including one based on an interview with retired American astronaut Neil Armstrong, which I think will be very useful for novice researchers. However, what I found most useful in this piece was Lichtman's simple but effective strategy for coding and “making meaning” which he calls “The Three Cs: Coding, categorizing, and conceptualizing.” Thankfully, Lichtman carries over this approach from previous editions because I have found over many years of teaching that this approach functions as both an algorithm and a heuristic to help students gain a sense of self-efficacy in coding and understanding qualitative data.

In Chapter 14, Lichtman guides how to write and present the results of qualitative investigations. This book explains and shows readers how to achieve the same goal. Types of effective communication skills. In the final chapter (Thinking about the future), Lichtman draws on his extensive experience and connects the past with current and future trends. Technology is a major component here, but I think readers will feel like they have gained a lot of wisdom from “listening” to Lichtman as he concludes his most valuable text.

Evaluation

Lichtman does an excellent job of focusing on what matters to students and simplifying data analysis and interpretation while remaining cognizant of the complexities of qualitative research. I invented the “Three Cs: Coding, Categorizing, and Conceptualizing” to help students acquire the “hidden processes” mentioned by Agar (1980), and that in itself is an important contribution. It is my sincere hope that future teachers and students will be able to read this text and not only understand and research it but also have the belief and mindset that quality matters. Lessons are given to us. To travel, to learn about phenomena that affect us and our world. In short, I am confident that students and teachers, as well as those seeking new insights into qualitative research, will find this latest edition worth reading. I know I am constantly learning new things from him, and I give him my highest recommendation.