Chapter 7 tugas educational research
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The five main steps to collecting qualitative data are identifying participants, gaining access and permissions, determining what information is needed, designing collection instruments, and administering data collection while attending to ethics. Common methods of collection include observations, interviews, documents, and audiovisual materials. Proper protocols and procedures must be followed to accurately gather and record information from participants.
Chapter 7 tugas educational research
- 1. COLLECTING QUALITATIVE DATA *CHAPTER 7 By : Hamid Darmadi Riris Marlentera Nursiati POSTGRADUATE PROGRAM OF ENGLISH EDUCATION FACULTY TANJUNGPURA UNIVERSITY KALIMANTAN BARAT
- 2. The five process steps in collecting qualitative data are: *Identify the participants and sites to be studied and to be engage in a sampling strategy which you choose. *Gain access to the individuals and sites by obtaining permissions. *Consider what type of information will best answer your research questions. *Design protocols or instruments for collecting and recording the information. *Administer the data collection with special attention to potential ethical issues tthat may arise.
- 3. *RANDOM SAMPLING VS PURPOSEFUL SAMPLING *BOTH NEED PERMISSIONS TO BEGIN STUDY THE PARTICIPANTS AND SITES *BOTH USING INTERVIEWS, OBSERVATIONS AND DOCUMENTS TO COLLECT THE DATA *BOTH NEED TO RECORD THE INFORMATION SUPPLIED BY THE PARTICIPANTS *GATHERING INFORMATION FACE TO FACE VS USING ANONYMOUS QUESTIONNAIRES
- 5. TYPES OF PURPOSEFUL SAMPLING When does Sampling occur? Before Data Collection What is the Intent? Maximal Variation Sampling Extreme Case Sampling Typical Sampling Critical Sampling Homogeneous Sampling Theory/Concept Sampling After Data Collection Has Started What is the Intent? Opportunistic Sampling Confirming/Disconfirming Sampling Snowball Sampling
- 6. Maximal Variation Sampling (a purposeful sampling strategy in which the researcher samples cases or individuals that differ on some characteristic or trait) Extreme Case Sampling (a form of purposeful sampling in which you study an outlier case or one that displays extreme characteristics) Typical Sampling (a form of purposeful sampling in which the researcher studies a person or site that is ‘typical’ to those unfamiliar with the situation) Theory or Concept Sampling (a purposeful sampling strategy in which the researcher samples individuals or sites because they can help the researcher generate or discover a theory or specific concepts within the theory) Homogeneous Sampling (the researcher purposefully samples individuals or sites based on membership in a subgroup that has defining characteristics)
- 7. Critical Sampling (to study a critical sample because it is an exceptional case and the researcher can learn much about the phenomenon) Opportunistic Sampling (a purposeful sampling undertaken after the research begins, to take advantage of unfolding events that will help answer research questions) Snowball Sampling (a form of purposeful sampling that typically proceeds after a study begins and occurs when the researcher asks participants to recommend other individuals to be sampled) Confirming and Disconfirming Sampling (a purposeful strategy used during a study to follow up on specific cases to test or explore further specific findings.
- 8. Sample size or number of research sites *It is typical in qualitative research to study a few individuals or a few cases. *In some cases, you might study a single individual or a single site. In other cases, the number may be several, ranging from 1 or 2 to 30 or 40.
- 9. Seek Institutional Review Board Approval Several strategies when negotiating qualitative research through the institutional review board process: *Determine if individuals reviewing proposals on the review board are familiar with qualitative inquiry. *Develop detailed descriptions of the procedures so that reviewers have a full disclosure of the potential risks to people and sites in the study.
- 10. *Detail ways you will protect the anonymity of participants. *Discuss the need to respect the research site and to disturb or disrupt it as little as possible. *Detail how the study will provide opportunities to “give back” or reciprocate in some way to those individuals you study. *Acknowledge that during your prolonged interaction with participants, you may adopt their beliefs and even become an advocate for their ideas. *Specify potential power imbalances that may occur between yourself and the participants, and how your study will address these imbalances. *Detail how much time you will spend at the research site. *Include in the project description a list of the interview questions so reviewers on the institutional board can determine how sensitive the questions may be.
- 11. A gatekeeper is an individual who has an official or unofficial role at the site, provides entrance to a site, helps researchers locate people, and assist in the identification fof places to study (Hammersley & Atkinson, 1995). Some requirement to submit written information about the project/research to proceed are needed for the gatekeepers. The information might include: *Why their site was chosen for study *What will be accomplished at the site during the research study (i.e., time and resources required by participants and yourself) *How much time you will spend at the site *What potential there is for your presence to be disruptive *How you will use and report the results *What the individuals at the site will gain from the study (Bogdan & Biklen, 1998)
- 13. Observation *Observations represent a frequently used form of data collection, with the researcher able to assume different roles in the process (Spradley, 1980) *The advantages of using observation are the opportunity to record information as it occurs in a setting, to study actual behavior, and to study individuals who have difficulty verbalizing their ideas. *The disadvantages of using observation that we will be limited to those sites and situations where we can gain access and in the sites, we may have difficulty developing rapport with individuals.
- 14. A Compendium of Data Collection Approaches in Qualitative Research using Observations are: *Conducting an observation as a participant *Conducting an observation as an observer *Spending more time as a participant than observer *Spending more time as an observer than a participant *First observing as an “outsider”, then participating in the setting and observing as an “insider” The form to collect the data in observation is by using fieldnotes and drawings.
- 15. 1. As a participant observer A participant observer is an observational role adopted by researchers when they take part in activities in the setting they observe. 2. As a nonparticipant observer A nonparticipant observer is an observer who visits a site and records notes without becoming involved in the activities of the participants 3. As a changing observer a changing observational role is one where researchers adapt their role to the situation.
- 16. 1. Select a site to be observed that can help you best understand the central phenomenon. 2. Ease into the site slowly by looking around; getting a general sense of the site; and taking limited notes, at least initially. 3. At the site, identify who or what to observe, when to observe, and how long to observe. 4. Determine, initially, your role as an observer. 5. Conduct multiple observations over time to obtain the best understanding of the site and the individuals. 6. Design some means for recording notes during an observation. 7. Consider what information you will record during an observation. 8. Record descriptive and reflective fieldnotes. 9. Make yourself known, but remain unobtrusive. 10.After observing, slowly withdraw from the site.
- 17. * Interviewing involves asking questions and getting answers from participants in a study.
- 18. * *One-on-one interviews *Focus groups interviews *Telephone interviews *E-Mail interviews
- 19. * *Identify the interviewers *Determine the type of interview you will use *Audiotape the questions and responses *Take brief notes during the interview *Locate a quiet, suitable place for conducting the interview *Obtain consent from the interviewee to participate in the study *Have a plan, but be flexible *Use probes to obtain additional information *Be courteous and professional when the interview is over
- 20. * Open ended questions require a response with more depth and a lengthier response. Open ended questions are also helpful in finding out more about a person or a situation, whether it’s during an interview or on questionnaires. So, close-ended questions are those which can be answered by a simple “yes” or “no,” while open ended questions are those which require more though and more than a simple one-word answer.
- 21. * Documents consist of public and private records that qualitative researchers obtain about a site or participants in a study. Documents can include newspapers, minutes of meeting, personal journals, and letters. Documents are sometimes difficult to locate and obtain.
- 22. * *Identify the types of documents that you want to provide *Consider that your documents as sources of information for your research *Provide the specific instructions if you ask participants to keep a journal/diaries *Examine them for accuracy and useful *Record information from the documents
- 23. * Audiovisual materials consist of images or sounds that researcher collect to help them understand the central phenomenon under study.
- 24. * *Determine what visual material can provide information to answer research questions *Identify the visual available and obtain permission to use it *Check the accuracy and authenticity of the visual material if you do not record it yourself *Collect the data and organize it
- 25. * *Using protocols - An interview protocol take a notes during the interview and have the questions ready to be asked. - Development and Design of an Interview Protocol a. it contains a header to record essential information about the interview (statement or purpose of the study)
- 26. b. following this header are five brief open-ended questions that allow articipants maximum flexibility for responding to the questions. c. the core questions , Questions 2 through 4, address major research questions in the study. d. in addition to the five questions,you might use probes to encourage participants to clarify or elaborate their idea. * An observational protocol
- 30. Informing the participants about the purpose of our study Refraining from deceptive practices Sharing information with participants Being respectful of the research site Reciprocity Using ethical interview practices Maintaining confidetiality Collaborating with participants
- 31. Patton (2002) offered a checklist of general issues to consider, such as reciprocity, assessment of risk, confidentiality, informed consent, and data access and ownership.
- 32. Identify the five process steps in collecting qualitative data. Identify different sampling approaches to selecting participants and sites. Recognize the various types of qualitative data you can collect. Identify the procedures for recording qualitative data. Recognize the field issues and ethical considerations that need to be anticipated in administering the data collection.
- 33. Cresswell, J.W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research. New York. Pearson
- 34. *THANK YOU….