Systematic Review-Grounded Theory
- putri wahyuni
- Jun 1, 2021
- 8 min read
Updated: Jul 3, 2021
Aisha Tallita Ramadhan Presdyasmara (20191111045)
Putri Wahyuni (20181111063)
What is Systematic Review?
Systematic Review is a research method that involves a series of systematic processes in order to collect, identify, assess and interpret evidence from the results of research that has been carried out, which can be used as a basis for evidence-based practice. On the other hand, is defined as a review using a systematic method to summarize evidence on questions with a detailed and comprehensive plan of study. The characteristics of systematic review is;
- Focused on single Question.
- Includes a peer review protocol.
- Provides summaries of the available literature on a topic.
- Clear objectives are identified.
The process of conducting systematic review
1. Formulating a clear, well-designed research question and writing a review protocol.
2. Literature search.
3. Abstract and full-text screening.
4. Data extraction from included studies.
5. Rob assessment.
6. MA or narrative synthesis.
7. Quality of evidence.
The Steps in A Systematic Review
1. Framing the Question
The problems to be addressed by the review should be specified in the form of clear, unambiguous and structured questions before beginning the review work. Once the review questions have been set, modifications to the protocol should be allowed only if alternative ways of defining the populations, interventions, outcomes or study designs become apparent.
2. Identifying Relevant Work
The search for studies should be extensive. Multiple resources (both computerized and printed) should be searched without language restrictions. The study selection criteria should flow directly from the review questions and be specified a priori. Reasons for inclusion and exclusion should be recorded.
3. Assessing the Quality of studies
Study quality assessment is relevant to every step of a review. Question formulation (Step 1) and study selection criteria (Step 2) should describe the minimum acceptable level of design. Selected studies should be subjected to a more refined quality assessment by use of general critical appraisal guides and design-based quality checklists (Step 3). These detailed quality assessments will be used for exploring heterogeneity and informing decisions regarding suitability of meta-analysis (Step 4). In addition, they help in assessing the strength of inferences and making recommendations for future research (Step 5).
4. Summarizing the Evidence
Data synthesis consists of tabulation of study characteristics, quality and effects as well as use of statistical methods for exploring differences between studies and combining their effects (meta-analysis). Exploration of heterogeneity and its sources should be planned in advance (Step 3). If an overall meta-analysis cannot be done, subgroup meta-analysis may be feasible.
5. Interpreting the Findings
The issues highlighted in each of the four steps above should be met. The risk of publication bias and related biases should be explored. Exploration for heterogeneity should help determine whether the overall summary can be trusted, and, if not, the effects observed in high-quality studies should be used for generating inferences. Any recommendations should be graded by reference to the strengths and weaknesses of the evidence.
What is the grounded theory?
A grounded theory design is a systematic, qualitative procedure used to generate a theory that explains, at a broad conceptual level, a process, an action, or an interaction about a substantive topic.
“A qualitative research method that uses a systematic set of procedures to develop an inductively derived grounded theory about a phenomenon” • (Strauss & Corbin ,1998 p24)
Creswell (2009), “a qualitative strategy of inquiry in which the researcher derives a general, abstract theory of process, action, or interaction grounded in the views of participants in a study.” (p. 13 & 229)
This process involves using multiple stages of data collection and the refinement and interrelationships of categories of information (Charmaz, 2006; Strauss and Corbin, 1990, 1998).
When do you use grounded theory?
You use grounded theory when you need a broad theory or explanation of a process. Grounded theory generates a theory when existing theories do not address your problem or the participants that you plan to study.
For instance, in the study of certain educational populations (e.g., children with attention disorders), existing theories may have little applicability to special populations.
you also use grounded theory when you wish to study some process, such as how students develop as writers (Neff, 1998) or how high-achieving African American and Caucasian women’s careers develop (Richie, Fassinger, Linn, & Johnson, 1997).
It also is used to explain actions of people, such as the process of participating in an adult education class (Courtney, Jha, & Babchuk, 1994), or an interaction among people, such as the support department chairs provide for faculty researchers (Creswell & Brown, 1992).
Types of grounded theory designs
1. The systematic designs
A systematic design in grounded theory emphasizes the use of data analysis steps of open, axial, and selective coding, and the development of a logic paradigm or a visual picture of the theory generated. In this definition, three phases of coding exist.
a) First phase open coding, the grounded theorist forms initial categories of information about the phenomenon being studied by segmenting information. The researcher bases categories on all data collected, such as interviews, observations, and researcher’s memos or notes.
b) A process that connects a subcategory to category. The move is the same as open coding, but more focused, and directed towards discovery and linking between categories based on paradigm models. Arrange each category (phenomenon) based on the causal condition that gave rise to it, the location of a certain diversity of this phenomenon based on its nature, context, strategy of action / interaction used to overcome, handle, respond to this phenomenon in line with its context, and the consequences of actions / interactions performed.
c) The third phase of coding consists of selective coding. In selective coding the grounded theorist writes a theory from the interrelationship of the categories in the axial coding model. Compilation of interpretive work based on existing categories. Select core categories and link all major categories, both to core categories and between categories.
2. The Emerging Design
Glaser (1992) state however, stressed the importance of letting a theory emerge from the data rather than using specific, preset categories such as we saw in the axial coding paradigm (e.g., causal conditions, content, intervening condition, strategies, and consequences). Moreover, for Glaser, the objective of a grounded theory study was for the author to explain a “basic social process.” This explanation involved the constant comparative coding procedures of comparing incident to incident, incident to category, and category to category. The focus was on connecting categories and emerging theory, not on simply describing categories. In the end, the researcher builds a theory and discusses the relationship among categories without reference to a diagram or picture.
3. The Constructivist Design
In applying this approach, a grounded theorist explains the feelings of individuals as they experience a phenomenon or process. The constructivist study mentions the beliefs and values of the researcher and eschews predetermined categories, such as those found in axial coding. The narrative is written to be more explanatory, more discursive, and more probing of the assumptions and meanings for individuals in the study.
here is the example of article using systematic review
What are the steps in conducting grounded theory research?
1. Decide If a Grounded Theory Design Best Addresses the Research Problem
A grounded theory design is appropriate when you want to develop or modify a theory, explain a process, and develop a general abstraction of the interaction and action of people. it offers a macro picture of educational situations rather than a detailed microanalysis. Because of the generation of an abstract process, it seems suitable for sensitive topics, such as the coping process of women who have been sexually abused (Morrow & Smith, 1995), or any research problem situation in which individuals need their privacy protected. For example, in educational fields in which qualitative research has made slow inroads, such as educational psychology, inquirers are turning to grounded theory as a useful procedure.
2. Identify a process of study
This process may change and emerge during your project, but you need to have an idea of the process at this step. This process should naturally follow from the research problem and questions that you seek to answer. It needs to involve people who are acting or interacting with identification able steps or sequence in their interactions. It is helpful to write down this process early in your plan for a study, such as “What is the process of coping for first-year teachers?” or “What is the process by which faculty develop into productive researchers?”
3. Seek Approval and Access
this step involves seeking approval to collect data, appraising individuals of the purpose of your study, and guaranteeing protection of the site and participants as you conduct the inquiry. This approach relies on collecting data, analyzing it, and using this information to determine the next step in data collection. Thus, as you seek permission to conduct a grounded theory study, it is helpful to apprise reviewers of this process and the tentative nature of the data collection procedures at the beginning of the study.
4. Conduct Theoretical Sampling
A characteristic of grounded theory research, however, is that the inquirer collects data more than once and keeps returning to data sources for more information throughout a study until the categories are saturated and the theory is fully developed. One rule of thumb in graduate student research and interviewing is to collect at least 20 to 30 interviews during data collection (Creswell, 2007). This general guideline, of course, may change if you collect multiple sources of data, such as observations, documents, and your own personal memos.
5. Code the Data
it typically begins with the identification of open coding categories and using the constant comparative approach for saturation by comparing data with incident and incident with category. For example, conducted a grounded theory study of the complex question of leadership in rural communities. In exploring “What is leadership?” he identified 50 categories from observing and interviewing individuals participating in educational leadership development programs in six counties. From open coding, you proceed to axial coding and the development of a coding paradigm. From here you will likely return to data collection or reanalyze your data to identify causal conditions, intervening and contextual categories, strategies, and consequences to develop the axial coding process.
6. Use Selective Coding and Develop the Theory
This procedure includes interrelating the categories in the coding paradigm. It may involve refining the axial coding paradigm and presenting it as a model or theory of the process. It may include writing propositions that provide testable ideas for further research. You can present your theory as a series of propositions or sub propositions. This stage may also involve writing a story or a narrative that describes the interrelationships among categories.
7. Validate Your Theory
In grounded theory research, validation is an active part of the process of research (Creswell, 2007). For example, during the constant comparative procedure of open coding, the researcher triangulates data between the information and the emerging categories. The same process of checking data against categories occurs in the axial coding phase. The researcher poses questions that relate the categories, and then returns to the data and looks for evidence, incidents, and events—a process in grounded theory called discriminant sampling. After developing a theory, the grounded theorist validates the process by comparing it with existing processes found in the literature.
8. Write a Grounded Theory Research Report
the structures of grounded theory studies are scientific and include a problem, methods, discussion, and results. In addition, the point of view of the writer in the systematic approach is sometimes third person and objective in tone. All grounded theory projects, however, end with the theory generated by the researcher reporting his or her abstraction of the process under examination.
here are the example of article using grounded theory
Any Question?
References:
Creswell. W. John. Fourth edition. educational research book.
khan.et.all.2003.five steps to conducting as systematic review. journal of the royal society of medicine.
very good, complete summary about grounded theory and systematic review, but it should be added with systematic PPT to ease the readers to understand the points of your paper
Good point. It's explained well and very informative. Thank you..
Thank you for delivering the material. May i ask about what's the difference from systematic review and literature review? Thanks so much :)
thanks for the materials, it's easy enough to understand :)