A topic presented to Educ 241-Research Methods in Education Submitted to: James L. Paglinawan, PhD

1. A topic presented to
Educ-241- Research Methods in
Education
Qualitative methods: why are they valuable?
Prepared by :BRIGITTE M. NITAFAN
Submitted to: James L. Paglinawan, PhD

2. STEPS IN QUALITATIVE RESEARCH
Identification of the phenomenon
to be studied
Identification of the participants
in the study
Generation of Hypotheses
Data Collection
Data Analysis
Drawing Conclusion

3. discussion lead by a moderator in which a small group of subjects (5-12) talk in
depth about a defined list of topics of interest.
 Homogenous in nature.
 Capitalized on group dynamics and allow a small group of participants to be
guided by a skilled moderator into increasing level.
TWO LEADING QUALITATIVE METHODS
are extended discussion between a subject and interviewer characterized by
extensive probing and open-ended questions.
 conducted on a one-on-one basis between the subject and highly skilled
interviewer.
Individual Depth Interview (In-Depth Interview)
Focus Group Discussion

4. When to Use Individual Depth Interviews
Complex subject matter and
knowledgeable respondent
Highly sensitive matter
Geographically disperse respondent
Peer pressure
A study among physicians on their attitude and practices regarding the
treatment of a certain disease using newly discovered medicine.
A study among women who have had a tubal ligation regarding their feelings
about sexuality.
A study among population policy makers in eight countries regarding their
reaction to a document on child spacing and mental health.
A study among consumers obtain their reactions to a potentially
controversial advertisement where a “social desirability” response might
cloud the real persuasive power of the message.

5.  Good at eliciting the beliefs and opinions of a group
 Interaction of respondents will generally stimulate richer responses and
allow new and valuable thoughts to emerge.
 Easy and inexpensive to organize and can be completed more quickly
than a series of depth interviews.
 The researcher can observe the discussion and gain firsthand insight into
the participants’ behaviors, attitude, language and feelings.
Reason to Use FOCUS GROUPs

6. ANAYSIS OF FOCUS GROUP DISCUSSION DATA
 Refine your focus
 Reassess central questions
 Review Transcript
 Record insight and summarize you reflection after each focus group
 Review similar studies
 Play with metaphor, analogies, and concepts
DURING DATA COLLECTION

7.  Order focus group transcript and other information chronologically.
 Number each line of the transcript so you will know where specific responses
came from.
 Review all your data at least twice.
 Conduct initial coding by generating numerous code.
 Label data that are related.
 Write notes to yourself.
 Watch for special vocabulary.
ANAYSIS OF FOCUS GROUP DISCUSSION DATA
AFTER DATA COLLECTION

8. Setting context
provide background information on the setting, topic, or subjects.
Defining the Situation
codes categorizes the world view of respondents and how they see
themselves in relation to a setting or your topic.
Respondents Perspective
codes capture how respondents define a particular aspect of a setting.
Respondents’ Ways of Thinking about people and objects
capture how they categorize view each other, outsiders and objects.
Process
categorize sequences of events and changes over time.
COMMON TYPES OF CODING CATEGORIES

9. Activity
identifying reoccurring informal and formal types of behavior.
Event codes
infrequent or unique happening in the setting or lives of respondent.
Strategy
ways of people accomplish things.
Relationship and social Structure
tells about alliances, friendship, and adversities as well as about more formally
defined relations.
Methods
research approaches, procedures, dilemmas, and breakthroughs.
Bogdan and Biklen (1998)

10.  When conducting a content analysis. The coders must be trained. Having two
people read and code the same set of documents.
 Triangulate draw from several data sources, methods, investigations, or
theories to check out the consistency of different data sources.
CONTROLLING FOR BIAS

11. Focus is on:
 What is important in the data?
 Why is it important?
 What can be learned from it?
DATA INTERPRETATION
Characterized as the reflective, integrative and explanatory part of dealing the
data.

12.  Consider type of the study used.
 Pay attention to your research focus.
 Look at categories that contain large amounts of data as they are likely to
contain links or sequences.
 Focus on the pattern.
 Examine existing studies related to your topic to help identifying
interpretations.
 Talk with peers about the data and discuss interpretations.
 Step back from the data every now and then.
DATA INTERPRETATION

13. Prado, N. I., Penaso, A. M., Cimene, F. T., Aves, L. S., & Simbulan, S. G. (2011).
Research Methods. Maramag.
Reference: