INTERVIEWING

The second method for qualitative research. The most important data collection technique a qualitative researcher possesses (Fetterman)

The purposes: * to discover the views, opinions and thought of the samples (Patton) * to discover the overlooked things during the observation * to check the accuracy of data collection.

TYPES OF INTERVIEWS
Semi structured Informal

Structured

There are FOUR (4) types of interviews that can be used in a qualitative research;

TYPES OF INTERVIEWS
Structure d Semi structured
* verbal questionnaires * are conducted in a formal manner. * are best conducted toward the end of the study * effective in testing the hypothesis of the research.

Informal

* the most common type of interview * no certain guidelines of asking the questions. * less formal/casual manner. * the objective is to gain the views, thoughts and opinions of the samples. * issues of ethics too personal? * applicable in various forms; * structured, semi-structured or informal. * the least favourable type of the interview * requires the samples to recall and reconstruct of something that happened in the past. * there is a possibility that the data is not accurate thus unreliable for the research.

INTERVIEW STRATEGIES
There are FOUR (4) major interview strategies

1
Interview Guide Approach

Informal Conversation al Interview

2
3

Standardized Open-Ended Interview

Closed, FixedResponse Interview.

INTERVIEW STRATEGIES
1 Informal Conversational Interview Characteristics: * the questions are not planned * they are asked in accordance to the situation. 2 Interview Guide Approach Characteristics: * The topics and issues are outlined in advance. * The questions and sequence will be determined during the interview.

Strengths: * Individuality - the questions & the interview

Strengths: * systematic data collection * The outline acts as a guidance

Weaknesses: * different responses from one sample to another due to the flexibility in developing the questions. * the data could not be easy to analyse

Weaknesses: * vast different responses from one sample to another * the data could not be easy to analyse

INTERVIEW STRATEGIES
Informal Conversational Interview 3 Characteristics: * The questions and sequence are planned before the interview. * The samples are asked the same questions by the researcher. * The questions are in open-ended format. Strengths: *the data could be easy to analyse 4 Interview Guide Approach Characteristics: * The categories for the questions and responses are already prepared in advance. * Responses are fixed. Strengths: *The data becomes simpler and clearer to be analysed and compared. *Less time consuming Weaknesses: *Respondents might face difficulties in responding to the questions *Limited choice of responses

Weaknesses: *limits the naturalness and relevance of the questions to the samples.

KEY-ACTOR INTERVIEWS
The term key actor derives from the term key informant. Definitions: Key informant the individuals who know their culture and history and are able to articulate better than others. Key actor The individuals who are knowledgeable and informative. Excellent source of knowledge In a research context, researchers should take some time to identify and build rapport with the key actors of a population.

TYPES OF INTERVIEW QUESTIONS

There are SIX (6) types of basic questions which are;
Knowledge questions
Experience questions Opinion questions

Feeling questions

Background questions

Sensory questions

TYPES OF INTERVIEW QUESTIONS

-Demographic questions -feature questions related to respondents -For example; education level, age, income etc.

Backgroun d questions

-feature questions related to the facts that the respondents know -The information of the school , the graduation requirements, etc. -For example; What is the graduation requirement in this school?

Knowledg e questions

-Behaviour questions -To discover the respondents experience, behaviour or activities that could not be observed due to several reasons such as; Experience *The researcher was not there questions *It was happening in the past -For example; If I were to follow you through a typical day here at your school,

TYPES OF INTERVIEW QUESTIONS

-Values questions -Concern on the respondents views, opinions and thoughts Opinion questions -For example; What do you think about ________________? -Related to how respondents feel on certain things -For example; How do you feel about _____________? -Rely on the five senses; -What is seen, heard, tasted, smelled and Sensory questions touched by the respondents. -For example; When you enter your classroom, what do you see?

Feeling questions

INTERVIEWING BEHAVIOUR
There are a set of expectations of how the researchers should behave during the interview.
be natural

respect the respondents and their culture

The researcher should;

etc

build rapport with the respondents

FOCUS GROUP INTERVIEW

a group of small people they are seated together and asked a series of questions to think of. the objective is to identify what this group of people think about the questions asked. not a discussion, problem-solving or decision-making session.

FOCUS GROUP INTERVIEW

Characteristics

knowledgeable

Roles

Facilitating interaction Drawing out differing perspectives Keeping sessions focused Challenge participants in bringing out differing opinions about a topic Probe for more details

Facilitator

FOCUS GROUP INTERVIEW

There are 3 parts;
facilitator/moderator welcomes members explains purpose, context and rules

Opening

Closing

facilitator/moderator thanking and debriefing participants giving them opportunity for further input.

Middle

participants answer main research questions

RECORDING DATA

involves

Advantages:
To keep track the conscious and unconscious response of the respondents. Facilitate later analysis, including locating important quotations from the recording device Indicate to respondents that what have been said was of importance.

ETHICS IN INTERVIEWING: the necessity for informed consent.

It is preferable to request participants to sign an informed consent form. to preserve the rights of both interviewers and participants to avoid misunderstanding of any issues regarding the interview.

CHECKLISTS I
Comprehensive list of important or relevant actions, or steps to be taken in a specific order. (http:/www. businessdictionary.com) A type of informational job aid used to reduce failure by compensating for potential limits of human memory and attention. It helps to ensure consistency and completeness in carrying out a task. (Wikipedia)

General Definitions
A list of items to be noted, checked and remembered. (The American Heritage@Dictionary of the English Language)

A list of things you need to do or consider.

(MacMillan)

CHECKLISTS II
Generally, it is as a tool or instrument for data collection

The simplest of all the devices for data collection It consists of a prepared list of items pertinent to an object or a particular task

Ensures a more complete consideration of all aspects of the object, act or task. Contain terms, which the respondent understands May be used as an independent tool or as a part of a schedule/questionnaire

Presence or absence of each item may be indicated by checking yes or no or multipoint scale

CATEGORIES
Checklist is divided in TWO (2) categories ;
Performance Checklists Self checklists List of several characteristics or activities presented to the subjects of a study Individuals place a mark opposite the characteristics they possess or the activities they have engaged for a particular length of time. Often used when researchers want students to diagnose or to appraise their own performance

most frequently used of all measuring instruments

Consists of a list of behaviours that make up a certain type of performance. To determine whether an individual behaves in a certain way when asked to complete a particular task No subjective judgments If particular behavior is present, a check mark is placed

THE PURPOSES
Enhance quality of research proposals
As a guide to build skills in writing research proposals that involve human participants Provide formative evaluation for the success in the summative evaluation process

Outline necessary content for research proposals involving human participants, and learning activities are intended to build application skills

To guide evaluative feedback

Communicate important course content

As a guide to evaluate previous proposals, thus produces clear understanding of the criteria and standards

FUNDAMENTAL
Brookfields 5 Principles
Explain Intentions Clearly is a guiding principle when distributing checklists. Checklist clearly communicates performance expectations in terms of criteria and standards. Improve Clarity in Instructions checklist specifically identifies what needs to be included in a proposal or what parts of a proposal may need revision. Sort Out Causes of Resistance use of checklist at intervals help researchers build confidence in their ability to develop a high-quality proposal that meets criteria and standards. Conduct Regular Formative Evaluation in the form of troubleshooting, private feedback, buddy system, small group feedback sessions Overcome Fear in Public checklists build confidence and eliminates errors before presenting a proposal, creating success experience.

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