Educational Research Chapter 15 Qualitative Data Collection Gay, Mills, and Airasian
Jan 03, 2016
Educational Research
Chapter 15Qualitative 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
groupObjectives 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 processorsObjective 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