Educational Research

Educational Research Chapter 15 Qualitative Data Collection Gay, Mills, and Airasian

Topics Discussed • Definition and purpose of qualitative data collection • Types of sources of qualitative data • Data collection techniques • Observing • Interviewing • Using questionnaires • Examining records • Threats to the quality of observations and interviews

Qualitative Data Collection • Definition and purpose • The process of collecting descriptive, narrative, non-numerical data in order to gain insight into the phenomenon of interest • Data collection is determined by the nature of the problem • The researcher must make informed decisions about what data will contribute to the study and how to best collect it • Commonly known as field work Objectives 1.1 and 1.3

Qualitative Data Collection • Types of Sources • Most common • Observations • Interviews • Others • Questionnaires; documents (e.g., journals, files, minutes, etc.); recordings; drawings, photos, or other artistic endeavors; or conversations (e.g., telephone calls, informal conversations, etc.) • Any source is acceptable as long as collecting it is ethical, feasible, and contributes to the understanding of the phenomenon of interest Objectives 2.1 and 2.2

Observations • Obtaining data by watching participants in their natural setting • Two common types • Participant • Non-participant Objectives 3.1 and 3.2

Observations • Participant observation • The researcher is involved in the situation while collecting data • The purpose is to allow the researcher to gain insights and develop relationships that require an active, trusting rapport with participants Objective 3.2

Observations • Participant observation (continued) • Four types based on the degree of involvement • Active participant observer • Privileged observer • Active observer • Passive observer Objective 3.3

Observations • Participant observation (continued) • Three concerns • Loss of researcher’s objectivity • Difficult for the researcher to participate and collect data simultaneously • Participation can be difficult for the researcher and the participants Objective 3.4

Observations • Non-participant observation • The researcher observes and records behaviors but does not interact or participate in the setting • Advantages • Less intrusive • Less likely to become emotionally involved • Disadvantages • The researcher might not have the background or expertise to participate • The researcher might not fit into a closely organized group Objectives 3.2 and 3.5

Observations • Field notes • Notes taken during an observation to describe all relevant aspects of the situation • Regardless of whether participant or non-participant observation is used, field notes are the “data” Objective 3.6

Observations • Field notes (continued) • Two types • Written records that contain information about the direct observations • Reflections of the researcher’s reactions to the observation • Typically taken during the observation • Use of protocols • A list of issues to guide the observation • Provides focus • Provides a common framework across field notes Objectives 3.6 and 3.7

Observations • Field notes (continued) • Guidelines • Start slowly • Try to begin with no preconceptions • Write up field notes as soon as possible • List all pertinent information (e.g., date, site, time, topic, participants, etc.) • List key words related to your observation and then outline what was seen and heard Objective 3.8

Observations • Field notes (continued) • Guidelines • Keep the descriptive and reflective field notes separated • Write down hunches, questions, insights, thoughts, etc., after each observation • Create an electronic file of your field notes • Number the lines or paragraphs in your field notes • See the options in most word processors Objective 3.8

Interviews • Definition • Purposeful interactions between two or more people focused on one person trying to get information from the other person • Purpose • Permits the exploration and probing of participants’ thoughts to get more in-depth information Objectives 4.1 and 4.2

Interviews • Two types • Formal structured • A specific set of questions that have been predetermined by the researcher and are formally asked of all participants • Informal unstructured • A casual, informal conversation that allows the researcher to discover where the participants are coming from and what they’ve experienced Objective 4.3

Interviews • A major concern with structured interviews • Difficulty resulting in gender and/or cultural differences between the interviewer and the participant • Recommended practices • Pilot the questions before using them • Use questions that vary from convergent to divergent • Convergent – closed responses like “Yes” or “No” • Divergent – open responses allowing for personal elaboration from the participant Objectives 4.4 and 4.5

Interviews • Guidelines for conducting an interview • Listen more, talk less • Follow up on what participants say and ask questions when you don’t understand • Avoid leading questions • Don’t interrupt – learn how to wait • Keep participants focused and ask for concrete details • Don’t be judgmental about participants’ views or beliefs • Don’t debate participants over their responses Objective 4.6

Interviews • Three choices for collecting data • Taking notes during the interview • Can be cumbersome and disruptive • Writing notes after the interview • Can result in the loss of important information Objective 4.7

Interviews • Three choices for collecting data (cont) • Audiotaping or videotaping the interview • The preferred method for collecting data • Can be intrusive and disruptive • Transcribing tapes involves producing a written file of what was said and done • Time consuming • Extremely difficult • Transcripts become the field notes of an interview Objective 4.7 and 4.8

Questionnaires • A written collection of self-report questions to be answered by a selected group of research participants • Permits the researcher to collect large amounts of data in relatively short periods of time Objectives 5.1 and 5.2

Questionnaires • Guidelines • Carefully proofread questionnaires before you send them out • Avoid a sloppy, confusing presentation • Avoid lengthy questionnaires • Don’t ask unnecessary questions • Use structured items with a variety of possible responses • Allow for “other comments” • Decide on issues of anonymity and confidentiality Objective 5.3

Examining Records • The examination of records or documents a qualitative researcher might collect • Five major types • Archival documents • Journals • Maps • Videotapes and audiotapes • Artifacts Objectives 5.4 and 5.5

Threats to Quality • Three concerns • Observer bias • Invalid observation that results when the observer does not observe objectively and accurately • Suggestions to help control observer bias • Record you personal thoughts, feelings, reactions, etc., about the process • Triangulate data – use multiple data collection methods and multiple sources to cross-check information Objective 5.6

Threats to Quality • Three concerns (continued) • Observer effect • The impact of the observer participating in the setting • Suggestions to help control observer effects • Try to be unassuming and non-threatening • Gradually increase participation over time Objective 5.6

Threats to Quality • Three concerns (continued) • Getting started • The initial days of the study once entry has been gained • Suggestions to minimize concerns • Do not take what happens in the field personally • Set up your first visit so that someone is there to introduce you to the participants • Don’t try to accomplish too much in the first few days • Be relatively passive – ask general, non-controversial questions • Be friendly and polite Objective 5.7

Educational Research