Case study

GURU GOBIND SINGH INDRAPRASTHA UNIVERSITY

INSTITUTEOF VOCATIONAL STUDIES

BACHELOR OF EDUCATION (B.Ed.) PROGRAMME

SESSION: 2016 – 2018

Preliminary School Engagement (PSE-1)

Hands-on Experience of Studying Children and varying contexts in Childhood by undertaking a detailed Case Study of a child.

NAME: AMJADHUSSAIN                SUBMITTED TO:-

ENROLMENT NO: 00513902116      Gulshan Mam

INDEX

S.NO.	Content	Page No.
	Case study method	3
1	Introduction	3
2	Definition	4
3	Aims and objectives	5
4	Characteristics	6
5	Criteria	7
6	Steps of case study	8
7	Advantages	9
8	Limitation of case study	10
9	Sources of case study	11
	Standardized Test- MEII	12
10	Introduction of EI	12
11	Definition of EI	13
12	Description of test	14-16
13	Material required	17
14	Participants profile	17
15	Administration test	17
	Analysis/Scoring	18-23
16	Interpretation	24
17	Discussion	25
18	Follow up	25
19	Conclusion	26

Case study method:-

INTRODUCTION

The typical case study is an intensive investigation of a social unit. The social unit may be an individual, a family, a school, a group of delinquents or any teenage gang.

Case study is both method and tools for research. Case study leads to very novel idea and no longer limited to the particular individual. In case study investigation tries to collect bits in support of proportion.

Case study is the intensive study of a phenomena but it gives subjective information rather than objective. It gives a detained knowledge about the phenomena and not able to generation beyond the knowledge.

Case study is conducted only for specific case. It require personal observation, by or objective method. Actually case study means, study in depth.

Case study refers to -------------- 1. Close study

2. Deep study

3. Cumulative body study

                                                                  

DEFINATION

The case study method studies a subject matter which forms a cohesive whole any many be treated as a link. It is not necessary that this unit must always be a person. It can be institution or a group provided there cohesive and homogenous and may be situated as a integral whole.

According to P V YOUNG:

          “Case Study is a method of exploring and analyzing the life of a social unit is that unit a person, a family, institution culture group or even an entire community”.

According to HSIN POA YOUNG:

          “Case Study method may be defined as a small inclusive and intensive study of the individual in which the investigation trying to bearable the skills and methods or a systematic  gathering  of enough information about a person to permit one to understanding how he/she  functions as s unit of society”.

AIMS AND OBJECTIVES:

                                                                                                        

The purposes behind psychologist case studies are in seek in depth information about human brain, behaviour or cognitive thinking.

The purpose of scientist’s case study is to experiment between theories or came-ups with new theories. Scientist is able to develop a hypothesis and go into detail through their research and experimenting when processes through the case study type of their choice.

·         Individual theories focus on an individual’s development and interactions with a subject. Elaboration with that object is delved and described in theory.

·         Organizational theories pay details to the organizational hierarchy or status of an institution or the purpose of an organization.

·         Social theories are more commonly used with sociologist because they focus on the development or structures of communities, groups, or areas.

These types of case studies have different purpose to satisfy and explain the proper data according to each scientist. In even greater details there are specific and details that make each have a special purpose.

·         The purpose of an explanatory case study is to better show the data and description of a casual investigation.

·         Collective case study’s is to show the details of how a group of individuals in a manner that shows all the data concisely.

·         The purpose of a descriptive case study is to be able to compare the new gathering to the pre-existing theory.

·         An exploratory case study is used to give a more background information that usual case study, to better compare results, and to allow for the researchers to dedicate more time into studying the information needed for the experiment or case.

·         An instrumental case study allows for researchers to try understanding the science behind an experiment or case.

CHARACTERISTIC OF THE CASE STUDY

1.      A descriptive study:-

      The main emphasis is always on the construction of verbal description of behavior or experience but quantitative data may be collected.

2.      Narrowly focused:-

      Typically a case study offers a description of only a single individual and sometimes about groups.

3.      Combines objectives and subjective data:-

       The research may combine objective and subjective data. All are regarded as valid data for analysis, and as a basis for influence with in the case study.

4.      Process Oriented:-

      The case study method enables the researcher to explore and describe the nature of process which occurs over time. In contrast to the experimental method, which basically provide a skilled step shot of processes which may be continuing over time.

CRITERIA FOR CASE STUDY

The essential characteristics of a satisfactory case study includes:-

1.      CONTINUITY:

     There should be continuity of information provides by two successive psychological examination and by an elementary school record in relation to performance in high school.

2.      COMPLETENESS OF DATA:

     The potential range of data or information includes symptoms, Psycho-physical, health, educational and mental, examination, result, and history of health, school and family.

3.      VALIDITY OF DATA:

     The data used for case study should be valid and true. The validity may be cross checked from various agencies.

4.      CONFIDENTIAL DATA:

     The result of any case study pertaining to difficulty of individual teacher or pupil in relation to discipline, failure, achievement, mentality etc., should be professionally dealt with and treated in confidential manner.

5.      SYNTHESIS:

    It is an interpretation of the evidence that is more than a mere examination of data secured. It employs diagnosis in identifying casual factor and prognosis in looking towards treatment or development procedure.

STEPS OF CASE STUDY:

In a case-study method an effort is made to elicit complete information about the subject or the unit of study; therefore, various procedures are adopted. Since the nature of study is complex, methods helpful in the collection of most of the useful data are considered more useful.

The process of case study can be planned in following ways:

I.            Brief Statement of the Problem: The initial exposition of the nature and the forms of problem to be studied is imperative. Without first introducing the problem any elaboration is out of place. The following problems can be planned in the following order.

·         Selection of case, which can be of two categories-General and Special.

·         Types of units for study, which may include an individual, a group of people, an institutions, a group of institutions, or a complex multi-institutional organization. The unit of study need be clearly selected and defined.

·         Number of cases, which help in arriving at reliable and balanced conclusion. Number of cases help in unified generalizations. But these generalizations can also prove to be misleading in case proper care is not taken in the selection of the number of cases of an identical nature and dispositions.

·         Scope of Analysis, must be clearly pre-defined and decided. Whichever factor or factors of the unit of study are proposed to the studied must be unambiguously underlined.

II.            Description of the Course of events and their Determinant Factors: In a case-narrative the sequence of events is significant. In the time factor it is important to note- what the initial time was? What followed the events and the successive events? What were the motivating and obstructing factors? In the description of the case these are the important factors to build the case-narrative.

III.            Analysis of Factors: The whole of the collected data are processed, arranged and then analysed in the study. The most important, the less important and the neutral or unimportant facts and factors are then shifted and underlined. It is also analysed as to which factor played a significant role in effecting significant changeling the course of events, and in which directions.

IV.            Conclusion: The last stage of a case-study is drawing conclusions. It is only after the collection of entire data, their processing and the analysis of factors that cogent conclusions can be drawn. Apart from the objectives conclusions, a researcher can also elaborate or underline specific principles, ideas, shortcomings and achievements through his own objective comments and notes.

ADVANTAGES OF CASE STUDY

·         Provides detailed (rich qualitative) information.

• Provides insight for further research.
• Permitting investigation of otherwise impractical (or unethical) situations.

Because of their in-depth, multi-sided approach case studies often shed light on aspects of human thinking and behaviour that would be unethical or impractical to study in other ways. Research which only looks into the measurable aspects of human behaviour is not likely to give us insights into the subjective dimension to experience which is so important to psychoanalytic and humanistic psychologists.

Case studies are often used in exploratory research. They can help us generate new ideas (that might be tested by other methods). They are an important way of illustrating theories and can help show how different aspects of a person's life are related to each other. The method is therefore important for psychologists who adopt a holistic point of view (i.e. humanistic psychologists).

 

LIMITATION OF CASE STUDY

1.      FALSE SELF CONFIDENCE:

The researcher using the method on account of his long and deepacquaintance

With a social subject is liable to develop a false conviction that to know all

About his subject

2.      UNORGANISED:

As the reasecher is free to choose arbitrary a case, a mistake choice will yield no reliable

Information.

3.      SMALL UNIT BASED CONCLUSION:

However deep and penetrating a study may be in conclusion will not be generally valid

if the unit chosen for study is small as in case study method.

4.      IT IS HIGHLY EXPENSIVE AND TIME CONSUMING:

Case study is expensive and time consuming method as it requiresseveral tests to be used

at different points of time on an individual.

5.      POSSIBLITY OF ERROR:

There are high chances of making errors in selection of case, observation, and interviews.

SOURCES OF CASE STUDY

The case study ismaking use of personal documents, dairies, confessions, autobiographies, autobiographies, and memories. The sources of case study may be divided into following categories:-

1.      PERSONAL DOCUMENTS:

           These include all those materials which throw tight on the feeling, mood and reaction of a person to his social surroundings. These personal documents contain the emotional and intellectual responses of the writer to his experience with life.

It is combination of facts and events because of then aid in studying complex behavior and situation in scientific detail. Burger refers to the life history as “the social microscope”.

2.      RELATED PERSONS:

          Here with the altogether different of view of the informers, the different aspects of the subject’s life are attacked, trait acquainting should be in the person, also here chances of biases and minister relation are high and it is the discrimination power of the researcher acting as a serve in separating the biased and official facts.

3.      OFFICIAL  RECORDS:

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

4.      SUBJECT  HIMSELF:

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

Standardized test MEII:-

INTRODUCTION

Emotional intelligence inventory has been designed for use with Hindi and English knowing  16+ years age of school, college, and university students for the measurement of their emotional intelligence (total as well as separately) in respect of four areas or aspects of emotional intelligence namely:-

1.      Intra personal awareness(knowing about one’s own emotions)

2.      Inter personal awareness(knowing about others emotions)

3.      Intra personal management(managing one’s own emotions)

4.      Inter personal management(managing others emotions)

DEFINATION OF EMOTINAL INTELLIGENCE

Emotional intelligence (EI) or emotional quotient (EQ) is the capability of individuals to recognize their own, and other people's emotions, to discriminate between different feelings and label them appropriately, to use emotional information to guide thinking and behavior, and to manage and/or adjust emotions to adapt environments or achieve one's goal(s).[1] Although the term first appeared in a 1964 paper by Michael Beldoch, it gained popularity in the 1995 book by that title, written by the author, psychologist, and science journalist Daniel Goleman. Since this time Goleman's 1995 theory has been criticized within the scientific community.

DESCRPTION OF TEST

Emotional intelligence inventory has been designed for use with Hindi and English knowing  16+ years age of school, college, and university students for the measurement of their emotional intelligence (total as well as separately) in respect of four areas or aspects of emotional intelligence namely:-

1.      Intra personal awareness(knowing about one’s own emotions)

2.      Inter personal awareness(knowing about others emotions)

3.      Intra personal management(managing one’s own emotions)

4.      Inter personal management(managing others emotions)

Sr. No.	Area/Aspect	No. of items
(a)	Intra-personal Awareness(own emotions)	25
(b)	Inter-personal Awareness(others emotions)	25
(c)	Intra-personal Management(own emotions)	25
(d)	Inter-personal Management(others emotions)	25
	Total  of items	100

It has 100 items, 25 each from the four areas to be answered as yes or no. while constructing items or each of these areas due care was keen to make use of the simple language and provide well-defined purposeful statement to the respondents for the assessment of their emotional intelligence.

 In the beginning a list of 180 items was prepared. The list was presented to a group of 5 judges and only those items were retained about which the judges were unanimous on their retention. It led to the elimination of 30 items out of 180. The remaining 150 items were subjected to item analysis.

Item analysis

Item analysis was carried out by computing biserial correlation of each item (1) with the total scores on the inventory and (2) with the area total scores. The significance of a biserial at .01 levels was fixed as the criterion for retaining an item. This led to the elimination of 48 items. Later on two more items seeming somewhat alike and week in nature were also dropped in view of keeping equal number of items i.e. 25 each in all the four areas or dimensions of emotional intelligence inventory.

Table 7: Percentile norms for females:-

Table 8: Classification of emotional intelligence in terms of categories

Table 9: classification of emotional intelligence in terms of categories in four areas.

MATERIAL REQUIRED

§  Answer sheet

§  Pencil

§  Pen

PARTICIPANTS PROFILE

Name – xyz

 Age –   16

School name – SKV malviyanagar

Class – 10^TH

ADMINISTRATION OF THE TEST

Preparations: -Maintain a friendship attitude towards the subject you will do the test. Tell about the test that you will conduct on him and arrange everything you will require for the test.

Instruction: -Try to give frank answer without any fear and hesitation. No statement should be left unanswered. There is no time limit for the test and feel free to ask any doubt.

Precautions: -Where the subject is giving the test should be environment friendly. The child is giving the honest answer and while giving the test there is no kind of disturbance to the child.

Steps are:-

1.      I called a student for the test.

2.      I asked questions from him/her.

3.      Meaning of every question is made clear to him/her.

4.      He/she responded actively to the question.

5.      Then I marked response of student.

Analysis/Scoring:

 

INTERPRETATION

SR. NO	AREA / ASPECTS	NO. OF MARKS	MARKS OBTAINED
1	Intra personal awareness	25	11
2	Inter personal awareness	25	15
3	Intra personal management	25	18
4	Inter personal management	25	14

                     Total = 100                   Total = 58

The total score of the subject is 58, according to table 8(classification of Emotional Intelligence in terms of category). The Emotional Intelligence of the subject lies under the category of D that is poor.

According to the table 7 (percentage norms for Female) the total score percentile P15 and according to it the Intra Personal Awareness of the subject 13.00,Inter Personal Awareness is 13.00,Intra personal Management is 14.00 and Inter Personal Management is 15.00.

 

DISCUSSION

It means that child average Intra Personal Awareness is 10-13 range, Inter Personal Awareness is 10-13 range, Intra Personal Management is 16-20range and Inter Personal Management is 12-15 range.

These observation shows that she has not better Management skill and Personal Relations.

The subject need proper guidance towards his emotions and need to take everything positively and show some kind of mature attitude.

 

FOLLOW UP

There were some changes seen in the behaviour of the subject. He was able to control her emotions but not at all times and also started to understand other emotions also but not fully.

CONCULSION

This test shows that the subject have poor Emotional Intelligence. But after some suggestion there were seen change in the subject but the subject need proper guidance from time to time only then there would be change in the Emotional intelligence of the subject.