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

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  • G N. Shava

    (National University of Science and Technology, Faculty of Science and Technology Education, Zimbabwe)

  • Sandile Sibanda

    (National University of Science and Technology, Faculty of Science and Technology Education, Zimbabwe)

  • Sindiso Moyo

    (National University of Science and Technology, Faculty of Science and Technology Education, Zimbabwe)

  • Kudakwashe Bapire

    (National University of Science and Technology, Faculty of Science and Technology Education, Zimbabwe)

  • 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.

Suggested Citation

  • G N. Shava & Sandile Sibanda & Sindiso Moyo & Kudakwashe Bapire & Ethel Mathonsi, 2022. "Grounded Theory in Educational Research, Features and Processes a Review of Literature," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 6(1), pages 811-818, January.
    • Handle: RePEc:bcp:journl:v:6:y:2022:i:1:p:811-818
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