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

G N. Shava, Sandile Sibanda, Sindiso Moyo, Kudakwashe Bapire and Ethel Mathonsi
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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

International Journal of Research and Innovation in Social Science, 2022, vol. 6, issue 1, 811-818

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.

Date: 2022
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