Bantayan Science High School – Senior

High School
Ticad, Bantayan, Cebu

PRACTICAL RESEARCH 1
(DATA COLLECTION IN QUALITATIVE RESEARCH)
Grade 11 – ( Einstein, Newton, Maxwell )

Prepared by:

CARL JUDE P. GARBO

Teacher
 SENIOR HIGH SCHOOL

What I Need to Know

After identifying the sample and the amount of time and size you would
consider in your study which is explained in Module 5, your next step is to
get some ideas on how you are going to collect data.
In this module, you will discover methods on how to collect data. As an
output, you will be tasked to write and present a written research
methodology based on your chosen topic in your previous modules.

Learning Competencies:

At the end of this module, you are expected to:

a. plan data collection, data gathering instrument, and analysis

procedures;
b. present a written research methodology;
c. collect data through observation and interview; and
d. appreciate the process of data collection.

What I Know

Activity 1. Let’s check your prior knowledge…

Directions: Write a positive sign (+) in each column if you think the word
describes/relates to the given words in each number and write a negative
sign (-) if it does not. Number 1 is done for you.
Words concrete trait abstract direction action
1. interviewing + + - + +
2. documents
3. observation
4. data
5. diary
6. Probing
Total Score

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 What’s In

Activity 2

Directions: Read each item carefully. Write TRUE if the statement is true
and FALSE if it is not true. Write your answers on your notebook.

1. In qualitative research, observation methods are mostly unstructured.

2. Structured interviews in qualitative research are not commonly
conducted.
3. Whatever can be observed or linked in the process of getting the direct
data is considered to be potential or actual data.
4. Most interviews conducted in qualitative research are audio-recorded
or, less commonly, video-recorded.
5. Spoken ‘narrative’ is the destructor of most qualitative data.
6. The issues of confidentiality and anonymity should be discussed with
the participant before the interview is conducted, and questions are
encouraged and answered.
7. Qualitative interviews should allow the interviewee to speak freely and
offer detailed and lengthy responses through techniques used
singularly or in combination.
8. Focus group interviews are usually more economical to conduct than
individual interviews.
9. In structured observation, the researcher enters the ‘field’ with no
predetermined schedule as to what they may or may not see or hear.
10. One of the benefits of observation is it ‘captures’ the data in more
natural circumstances.

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 What’s New

Activity 3. Let’s try this…

Directions: Do the following activity on your notebook.

1. Describe each picture below.
2. How are you going to relate each picture to this module’s topic which is
data collection? Justify your answer.

1. TELESCOPE 2. CAMERA
https://images.app.goo.gl/a8cFbChznEg1
https://images.app.goo.gl/KbZVJ8MKrRMZuy43A
cWTh6

3. MAGNIFYING GLASS
https://images.app.goo.gl/oiidCXzFofMBhfFfA

4. MICROSCOPE
https://images.app.goo.gl/HkxpHc9aGfZTdSc19

5. WINDOW GLASS
https://images.app.goo.gl/5v43K2JZUuhQjGom8

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 What is It

Data Collection in Qualitative Research

After you have identified the sample of your study, the next step you
are going to take is the process of collecting data. As discussed in the paper
of Whitehead (2016), data collection can take the form of ‘direct data’ or
‘indirect data’.

Direct data include recordable spoken or written words and also

observable body language, actions, and interactions. Here, the interactions
may be human-to-human or human responses to inanimate objects—such as
a haemodialysis machine. Whatever can be observed or linked is considered
to be potential or actual data (Issacs, 2014). This will occur when
considering the thoughts, feelings, experiences, meaning of experience,
responses, actions, interactions, language, and processes of individuals and
groups within their social and/or cultural setting (Babbie, 2014).

Indirect data are generated, firsthand, by someone or something else,

such as with documents or photographs reporting an event or an artistic
rendition of an event or experience (e.g., novels, songs, paintings, poems,
photographs). Direct data, though, are by far the most common form in
qualitative research.

Depending on the types of data required for a qualitative study,

various methods of collecting data can be used singularly or in combination
to obtain direct data. For direct data, these methods may include interview,
observation, open-ended questionnaire, journaling (diary accounts) or
‘think aloud’ sessions. Direct data can be collected by the participant
involved in a study at the request of the researcher (e.g., through writing a
personal journal or diary) and then provided to the researcher. Most
commonly, however, qualitative approaches acquire data primarily through
interpersonal contact with participants (usually an interview) or, secondly,
through the presence of the researcher in proximity to pertinent events
(usually observation) (Babbie, 2014). This is unlike quantitative research
where, frequently, interpersonal contact is deliberately limited with
participants or events. In quite a few instances, researchers will use more
than one technique to collect data.

Interviews
Interviews are viewed as the prime method for qualitative data
collection, which also represent the most common method for gathering
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qualitative data in nursing-related research (Issacs 2014). Spoken ‘narrative’
is the foundation of most qualitative data, wherein narrative is most often
gained through a direct encounter between the researcher and the participant
(or several participants) using in-depth interviews or focus group interviews.
Interviews can be conducted by telephone, email and, more recently, through
social media conversations and micro-blogging (e.g., Twitter, Facebook,
Tumblr).
Interviews in qualitative research may be unstructured, semi-structured,
or occasionally structured. With unstructured interviews, neither the specific
questions to be asked nor the range or type of possible answers are pre-
determined. The interviews are designed to be informal and conversational
with the aim of encouraging participants to express themselves in a naturally
unfolding manner. Unstructured interviews tend to start with single broad
questions, such as ‘what is your experience of…’ The researcher, however,
has an idea in mind of the general issues to be covered and may use a topic
list as a reminder.
Semi-structured interviews use an interview guide to provide a set of
questions for discussion. The questions are set to ensure that the research
aims/questions are covered. However, there is freedom to pose any
questions in any order, following tangents or seeking clarification of
previous answers or elaboration of responses. Semi-structured interviews
steer the interview yet are flexible enough to allow the interviewer to follow
leads and areas of interest.
Structured interviews in qualitative research are not commonly
conducted. Structured interviews follow a list of set questions, usually asked
in a certain order—but these questions are still open-ended; that is, usually
commencing with words like ‘how’, ‘why’, ‘where’, or ‘when’. This distinguishes
them from structured quantitative interviews, which usually only ask
closed- ended questions—such as ‘how many’ to illicit numerical data.

Conducting interviews
The structure and conduct of interviews are important; both factors
will impact on the quality of the data generated. Conducting interviews can
be complex and demanding and requires attention to process (Peters &
Halcomb 2015). Many researchers perform ‘dry or dummy runs’ with peers
and/or colleagues as a form of piloting the interview schedule and interview
techniques. There are a number of considerations for all researchers
conducting any type of interview to enhance the experience and the quality
of data collected. At the start of the interview, it is important that the ‘rules
of engagement’ are established early on—such as generating and
maintaining a warm and non-judgmental manner toward the participant/s,
asking questions in a balanced, unbiased, non-threatening, sensitive, and
clear way,
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and choosing a setting for the interview that is most appropriate to exploring
the area of study (e.g., private setting if personal questions will be asked). The
majority of interviews conducted in qualitative research are audio-recorded
or, less commonly, video-recorded.
Privacy and comfort are important, and the researcher should minimize
the likelihood of disruption as much as possible by, for example, ensuring
that all items required are available (recording equipment, tapes, consent
forms, participant information sheets, drinks, and tissues). Researchers
should take active steps, such as posting ‘do not disturb’ signs and disabling
telephone or pager devices. The issues of confidentiality and anonymity
should be discussed with the participant before the interview is conducted,
and questions are encouraged and answered. It is important to explore with
the participant how you will minimize their identification by others, and how
you will securely store the data, how long this will be kept, and when and how
it will be destroyed.
Qualitative interviews should allow the interviewee to speak freely
and offer in-depth and lengthy responses through techniques used
singularly or in combination. Possible techniques include the following:
• Funnelling—beginning the interview with general and broad (non-
threatening) opening questions and then narrowing down to topic specifics as
the interview progresses.
• Probing—eliciting further details or seeking clarification. Price (2002)
explained an innovative probing technique called ‘laddered questions.
Appropriate questions are asked in a series leading from the least intrusive
questions to the most intrusive. This technique identifies classifications of
questions; questions about ‘actions’ are deemed to be the least invasive,
through to questions about ‘philosophy’ (feelings/values/beliefs) as the most
invasive. Storytelling, as another technique, involves asking questions in a
manner which encourages storytelling and more elaborate answers; for
example, ‘Tell me about when you last experienced…’
• Paraphrasing—repeating what the participant has said, without
changing the meaning of what has been said; assisting understanding and
clarity; and acting as a further prompt.

Focus group interviews

Focus groups are interviews conducted in a group setting and can be
used in a number of ways to generate data. Focus groups can be conducted
to explore, develop, and refine initial research questions and interview
schedules; as a form of data collection in their own right or as a way of
exploring the resonance of findings generated through interviews (or another
form of data collection). Focus groups use interview schedules, but these differ

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in scope, nature, and intention from other research interviews. This is
because of the unique nature of group dynamics and insights gained from
interaction between participants. Focus groups offer a collective set of values,
experiences, and observations of participants that are later interpreted in
context. Sometimes, group ‘synergy’ or consensus (agreement) on issues
occurs, but this is not always the case. If a series of focus groups are
scheduled, initial interviews usually identify broad issues and perspectives
related to the focus of the study, while subsequent interviews seek to prioritize
and narrow down generated issues.

Benefits of focus group interviews

The main benefits of this method of data collection are the generation
of data from multiple participants and often a larger sample size compared
to individual interview studies. Another advantage is that, for those who
may find one-to-one interviews intimidating, the group setting may be more
appealing, and provide access to participants who may not participate
otherwise (Liamputtong, 2010). Focus groups offer supportive group
interactions as each member is encouraged to identify, describe, analyze,
and resolve issues (Issacs, 2014) and are particularly valuable in obtaining
different perspectives on the same topic. Focus group interviews are usually
more economical to conduct than individual interviews.
Observation
Observational methods are commonly used in qualitative research
designs and vary between methods. Observation is the process of observing
the daily life and behaviors of participants in their natural setting to record
aspects such as social position and function, or actions and interactions.
Qualitative observation is traditionally adopted by ethnographers (De
Chesnay, 2014), but can be used in other qualitative approaches. In
qualitative research, observation methods are mostly unstructured. However,
some studies will use more structured observation. In unstructured
observation, the researcher enters the ‘field’ with no predetermined schedule
as to what they may or may not see or hear. Using this approach requires an
‘observation protocol’ to record the same information collected during
observations by the data collectors.
Process of observation
Methods of observation range across a continuum from participation to
observation where four distinct roles of participation and observation can be
identified:
Complete Participant
• Researcher is immersed in group/community (complete
intervention).

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 • Research is usually concealed (covert).

Participant as Observer
• Researcher steps into and out of groups/community
(intervention).
• Research is known (open).

Observer as Participant
• Researcher mainly observes but occasionally enters field (brief
intervention).
• Research is known (open).

Complete Observer
• Researcher does not participate.
• Research is either known (open) or concealed (covert).

Benefits of observation
De Chesnay (2014) suggested that observation has several advantages
in qualitative research:
‘capturing data in more natural circumstances’,
‘capturing the whole social setting and context of the environment in
which people function’, and
‘informing about influences of the immediate physical environment’.
Depending on the observation method used, there is opportunity to
interact with participants while gaining rich data and perspectives related to
participants’ values and experiences.

What’s More

Activity 4. Let’s do it…

Directions: Answer the following questions comprehensively.

1. Discuss briefly why interview is considered the prime method for

qualitative data collection?
2. Which among the data gathering methods is/are more applicable in
your study? Why?

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 Assessment

Activity 5. Let’s check it out…

Directions: Read carefully the statements/questions below and write your

answers on your notebook.

1. It includes recordable spoken or written words and also

observable body language, actions and interactions .
a. direct data c. indirect data
b. secondhand data d. secondary data

2. It is generated, firsthand, by someone or something else, such as with

documents or photographs reporting an event or an artistic rendition
of an event or experience.
a. direct data c. indirect data
b. bio-data d. firsthand data

3. Interview, observation, open-ended questionnaire, journaling, and

diary accounts are examples of .
a. direct data c. indirect data
b. secondhand data d. secondary data

4. The prime method for qualitative data collection is .

a. survey c. questionnaire
b. interviews d. inspection

5. A type of interview that uses an interview guide to provide a set

of questions for discussion is .
a. structured interview c. probing
b. funnelling d. semi-structure

6. What is the type of interview that follows a list of set of open-

ended questions, usually asked in a certain order such as ‘how’,
‘why’, ‘where’, or ‘when’?
a. channeling c. structured
b. unstructured d. mixed

7. What do you call when the researchers perform ‘dry or dummy runs’
with peers and/or colleagues as a form of piloting the interview
schedule and interview techniques?
a. experiment c. conducting interview
b. test d. investigate

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8. The ‘laddered questions’ technique in conducting interviews called
.
a. funnelling c. survey
b. probing d. paraphrasing

9. The interview that begins with general and broad (non-threatening)

opening questions and then narrowing down to topic specifics as the
interview progresses is called .
a. funnelling c. observation
b. direct observation d. observation

10. A qualitative researcher knows that it is not useful to collect any

further data when….
a. they sense that this is the case.
b. the participants say that they have nothing more to say.
c. data saturation/redundancy of data is reached.
d. data overload is reached.

11. Observation techniques are most commonly used in .

a. phenomenology c. grounded theory
b. historical research d. ethnography

12. When interviewing, starting off with simple and broad questions to help
ease the participant into the process is referred to as:
a. nurturing c. channeling
b. funnelling d. easing.

13. What is the most common method used in collecting qualitative data?
a. questionnaire c. interview
b. observation d. survey

14. Why should the rule of engagement be observed in the conduct of

interview?
a. to follow the trend c. to gain respect
b. to avoid judgmental manner d. to maximize time

15. Why is observation method generally used in qualitative research

designs?
a. It is easy to conduct. c. It is light to deal with.
b. It is mandated. d. It obtains more reliable information

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