Qualitative Research

Seite 1

Qualitative Research

A. Quantitative v. Qualitative

i. Quantitative: Relies primarily on numerical data and statistical analysis to describe and understand behavior

a. Correlational research, experiments… (most of the material presented this semester)

b. Key element: Hypotheses

c. Complementary attributes

1. Simple, numerical data

2. Measure, explain, predict, generalizable, test hypothesis

3. Claims objectively, close system, researcher excluded

ii. Qualitative: Seeks to achieve a relatively holistic or thermic description and understanding of behavior, primarily through the non-statistical analysis of data.

a. This type of study can lead to the development of hypotheses

b. If statistics are reported, they play a secondary role and are used to support the main theme of the study

c. Complementary attributes

1. Complex, rich data

2. Find meaning, understand, interpret, contextual

3. Explore an idea, accepts subjectivity, open system, researcher as instrument

B. Qualitative research

i. Research key features

a. Focus on in-depth information from participants

b. Prefers to study participants in natural occurring settings

c. Does not seek to establish cause and effect

d. Does not seek to generalize findings

e. Researchers provides very little guidance or structure to study (in general)

ii. Additional features

a. Bottom up: A method where a theory is developed form information provided by the participant’s direct experience

b. Top-down: A deductive approach where the researcher test preconceptions and established theories using the collected data.

iii. Qualitative method options

******slide needs to be posted on moodle*****

iv. Qualitative methods of interest for this class

a. Individual interview

b. Focus group

1. Grounded theory technique

C. The interview

i. Interview types:

a. Unstructured

1. Not for new researchers, those who are well in the field and has a lot of experience

b. Structured

1. Open-ended questions

2. Close-ended questions

c. Semi-structured

ii. Potential interview topics

a. Background/demographics

b. Sensory

c. Knowledge

d. Feelings

e. Opinions/values

f. Behaviors

iii. Good tips to keep in mind when conducting interviews

a Establish rapport

1. From Merriam-Webster dictionary: “a friendly, harmonious relationship; especially: a relationship characterized by agreement, mutual understanding, or empathy that makes communication possible or easy”

b. Warm, welcoming, empathetic

1. Good eye contact, appropriate emotional response

c. Be organized

d. If doing structured or semi-structured interview:

1. Know questions well

2. Ask less sensitive questions first

e. Provide appropriate segues between topics

f. Avoid interviewer bias

1. Don’t assume you know/understand what the participant is thinking or saying during the interview

g. Keep in mind that your personal qualities can influence the interview

1. Age, race, gender

2. Flirty participants

3. Personal viewpoints that you find offensive

iv. Sequence of questions

a. Before asking about controversial matters, first ask about some facts

b. Intersperse fact-based questions throughout the interview

c. Ask questions about the present before questions about the past or future

d. The last questions might be to allow respondents to provide any other information they prefer to add

v. Interview procedures

a. Screening call/scheduling interview appt.

b. Informed consent process

1. Need to include information on audio/video recording

2. Emphasize confidentiality – since it’s a group setting

c. If participant agrees to participate in the study, then the research will follow his/her interview plan

d. Be mindful of time, but don’t rush a participant (takes skill)

e. Occasionally verify the tape recorder (if used) is working

f. Don’t lose control of the interview

g. Express gratitude

D. The Focus Group

i. What is a focus group?

a. This is an opportunity to gather in-depth information about a research-related topic

b. Players: group members, at least one facilitator/moderator, at least one note-taker (not required)

c. Participants will respond to questions and there will be multiple discussion opportunities

1. Participants can pose their own questions for facilitator or group

ii. Focus group basics

a. They are conducted in-person and often in a community location rather than at a university

b. Group size is an important factor for success

1. Schedule more participants than you need

2. Importance of reminder emails/call

iii. Common uses

a. Obtaining general background info about a topic

b. Generating a hypothesis to be tested using a quantitative approach

c. Discovering the potential for problems with a new program, service, or product

d. Generating impressions of products, programs, services, or institutions

e. Learning how respondents talk about a topic, which will help in the development of surveys and questionnaires

f. Interpreting previously obtained quantitative results

g. Facilitator/moderator roles and important points:

1. Key to ensuring the group discussion goes smoothly

2. The amount of direction provided will influence data types and quality

3. Need to strike a balance about what is important for the researcher vs. participants

iv. Critique

a. Pros

1. They save time compared to individual interviews

2. Data analysis begins right away

3. The face-to-face interaction allows for follow-up questions and explanations if a statement is unclear

4. The discussion between participants can often provide very good information

5. This method of data collection is very flexible

6. This type of study can be conducted with children and individuals who struggle with reading/writing

7. The experience is fun for researchers and participants 4. In-depth information can be obtained from participants

b. Cons

1. Open-ended questions make data analysis difficult

2. The facilitator may bias the results by knowingly or unknowingly providing cues about the types of responses that are desirable OR try to achieve group consensus

3. The possibility of generalizing findings from this kind of study to other individuals is low

4. Dominant or opinionated group members can bias the results

5. The “live” nature of the interaction may lead a researcher to place greater faith in the findings than in actually warranted

v. Examples

a. Mindful stretching and medical student’s stress management

b. Socio-economic status and compassion

vi. Analysis

a. Highlight: Grounded theory technique

1. The data provided the themes, and ultimately a theory (hopefully)

2. Transcripts are read and coded by pulling out themes, subthemes, and quotes

b. Constant comparative method is used

1. New information is compared to existing information and information form one researcher is compared to another