Data collection Methods, Assignments of Qualitative research

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23 - 27 Septemebr, 2019 Vincent Jumbe MPH, MA(Bioethics), PhD

Qualitative Data Collection Methods

Learning Objectives

Aim To introduce the participants to a range of methods and combinations of methods appropriate to qualitative research in the social sciences of health Specific Objectives  To distinguish between qualitative and quantitative research methods  To be able to describe the characteristics and techniques of qualitative methods appropriate to fieldwork  To be able to use appropriate qualitative data collection methods

Research Methodologies

Qualitative Quantitative Concept Concerned with understanding human behaviour from the informant’s perspective Concerned with discovering facts about social phenomena Assumes a dynamic and negotiated reality Assumes a fixed and measurable reality Methodology Data: participant observation and interviews Data: measuring things Data analysis: Themes from descriptions of informants Data analysis: Numerical comparisons and statistical inferences Data are reported in the language of the informant Data are reported through statistical analyses WHY WHAT Source: Adapted from Minchiello et al. (1990. p.5)

Methods and Techniques

• A sking
• L istening
• A udio/visual
• N otes

Focus

Group

Discussion

Individual

Interviews

Some advantages of FGDs

 Enables an exploration about how knowledge and ideas develop and operate within a given cultural context - i.e. how people think as well as what they think  Encourages discussion that could surface some social norms  Empowering space to discuss issues which are important to the group  Generates a lot of information in a short period of time  Can ‘break the ice’ in discussing taboo subjects

Some disadvantages of FGDs

 Produce information on norms and socially acceptable behaviour rather than private views/behaviour  Can minimise dissent and create false impression of agreement  Can exclude less powerful e.g. due to language, disabilities  Can raise ethical issues around disclosure [ emphasise confidentiality ]

Observation

 A systematic method of data collection that relies on a researcher’s ability to gather data through their senses  Observation provides the opportunity to document behaviour.  Hawthorne Effect  Observers are prone to bias of their own worldview.

Observation

Structured: Highly systematic and often rely on predetermined criteria related to the people, events, practices, attitudes, situations and phenomena being observed Semi structured: Observers generally use some manner of observation schedule or checklist to organize observations, but also attempt to observe and record the unplanned/unexpected Unstructured: Observers attempt to observe and record data without predetermined criteria

Observation

Candid: The researcher offers full disclosure of the nature of their study and the role of the observations can play in the research Covert: Can be non-participant i.e watching behaviour in the playground. Can be participating in the activities as well. The role involves researchers going undercover in an attempt to get a real sense of a situation, context or phenomenon

Types of Questions

Closed Open  Leading questions or direct questions , usually answered by ‘yes’ or ‘no’, or a number.  Do you like participatory training methods?  Do you think these methods are good for learning communication skills?  Give little information, and often wrong info.  Often used to confirm the idea or opinion of the researcher  Ask the person to describe something  There is no right or wrong answer.  What do you think about using participatory methods in training?  Open questions give a lot of information

WHY is a special question

 It often makes people feel uncomfortable. Why? Because you are asking them to justify what they have done  It is often clear that the person asking the ‘why’ question disagrees, and judges them negatively for what they have done.  What medicines did you give her?  Why did you give her that medicine?  Be careful when using ‘why’ questions – it may lead to BIAS

Bias

 Some leading questions can give you biased information  These questions often contain the researcher’s own perceptions, judgements or conclusions  Often start with ‘why’ or ‘do you’.  Examples?  Do you think you are lucky to have a doctor in your area?  Do you also have problems with trusting laboratory results?  Why did you give fansidar to the child?

Listening

Active

Open Queries &

Probe

Understand

Passive

Hear

Prejudice aside

Full attention

Accept & Value

Feedback

Active listening/exercise

 Why is active listening important?  Best way to get good quality information  Makes you feel good- you have the full attention of another person  It stimulates openness and creativity- helping to formulate ideas and opinions  Feel respected and valued, personally and professionally