Educational Research Methods
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Theoretical saturation
Theoretical saturation is a key concept in grounded theory studies.
“Theoretical saturation: The point in category development at which no new properties, dimensions, or relationships emerge during analysis” (Strauss & Corbin, 1998: 143).
Strauss, Anselm & Corbin, Juliet (1998) Basics of Qualitative Research: Techniques and procedures for developing grounded theory, Thousand Oaks,California: SAGE Publications.
Confirmatory research uses designs that set out the data needed for analysis to answer the research questions. However, Researchers undertaking exploratory studies (discovery research) cannot know in advance what data will be needed to develop a theory sufficient to explain a situation. Often the data collected is determined by resources - e.g. the time the researcher can spend in field.
In grounded theory (GT) the study should continue until the theory is saturated and no further theoretical sampling is indicated:
“GT is only considered as ready for publication once theoretical saturation is reached. That is when new data collection (indicated by theoretical sampling) does not lead to any further changes to the theory, as the scheme of categories and their properties and relationships fit new data without further modification” (Taber, 2013: 103)
Theoretical saturation is “The point in category development at which no new properties, dimensions, or relationships emerge during analysis” (Strauss & Corbin, 1998: 143).
Strauss, Anselm & Corbin, Juliet (1998) Basics of Qualitative Research: Techniques and procedures for developing grounded theory, Thousand Oaks,California: SAGE Publications.
“As the analyst develops several workable coded categories, he/she should begin early to saturate as much as possible those that seem to have explanatory power.” (Glaser & Holton, 2004, ¶54)
Glaser, Barney G. & Holton, Judith (2004) Remodeling Grounded Theory, Forum: Qualitative Social Research, 5(2), Article 4
This is a personal site of Keith S. Taber to support teaching of educational research methods.
(Dr Keith Taber is Professor of Science Education at the University of Cambridge.)
2015
Taber, K. S. (2013). Classroom-based Research and Evidence-based Practice: An introduction (2nd ed.). London: Sage.
