Understanding Interpretative Phenomenological Analysis (IPA) in Qualitative Research in Education
Ramya Rajendran
Alagappa University College of Education, Alagappa University, Karaikudi, Tamil Nadu, India.
G. Rajeswari
*
Alagappa University College of Education, Alagappa University, Karaikudi, Tamil Nadu, India.
*Author to whom correspondence should be addressed.
Abstract
Interpretative Phenomenological Analysis (IPA) is a qualitative research approach that focuses on exploring how individuals make sense of their lived experiences. It has gained increasing relevance in educational research where understanding one’s perceptions, emotions, and meaning-making processes is essential. This article provides a comprehensive overview of IPA, highlighting its philosophical foundations in phenomenology, hermeneutics, and idiography. It discusses the methodological orientation of IPA, including participant selection, data collection, and the interpretative nature of analysis. The paper also explains the stepwise analytical process involved in IPA, emphasising its iterative and reflective characteristics. In addition, the applicability of IPA in educational contexts is examined, particularly in studying learning experiences, teacher beliefs, and classroom interactions. While IPA offers rich, in-depth insights into complex human experiences, it also presents certain limitations, such as small sample size and potential researcher bias. Despite these challenges, IPA remains a valuable approach for researchers seeking to understand subjective experiences in education. The article aims to provide a clear and structured understanding of IPA, enabling researchers to apply it effectively in qualitative educational studies.
Keywords: Interpretative phenomenological analysis, qualitative research, educational research, lived experiences, interpretative inquiry.