Qualitative data collection methods
You should still be able to navigate through these materials but selftest questions will not 9 : introduction to 1: introduction to 2 research and the voluntary and community 3 primary and secondary 4 research 5 quantitative 6 qualitative research. E-tivity- qualitative versus quantitative 7 ethics and data 8 presenting and using research ment guide for module 9. Methods of collecting qualitative collection approaches for qualitative research usually involves:Direct interaction with individuals on a one to one direct interaction with individuals in a group ative research data collection methods are time consuming, therefore data is usually collected from a smaller sample than would be the case for quantitative approaches - therefore this makes qualitative research more benefits of the qualitative approach is that the information is richer and has a deeper insight into the phenomenon under main methods for collecting qualitative data are:Individual with wimba sign in or create an informationmy e-productsmy ancillariesmy coursesenter keycodemy newslettersbundled e-bookmember rewardsreset passwordjournal institution ipsmy account browse catalogsrequest a catalogcustomer servicefaqstechnical supportfind a sales representativeproduct accessauthor centerpermissions request formpermissionscontact informationcontact uscontact kinetics bookstore active aging aquatics coaching and officiating dance fitness and health health care in exercise and sport athletic training/therapy cardiopulmonary rehabilitation health care for special conditions massage therapy pharmacology physical therapy/physiotherapy health education kinesiology/exercise and sport science anatomy biomechanics kinesiology history of sport motor behavior philosophy of sport physical activity and health physiology of sport and exercise psychology of sport and exercise research methods, measurement, and evaluation sociology of sport nutrition and healthy eating physical education recreation and leisure shape america online store sport management and sport business sports and activities strength training and conditioning e-products apps e-books webinars my e-products video on demand journals sport and exercise science/kinesiology case studies in sport and exercise psychology international journal of golf science international journal of sport nutrition & exercise metabolism international journal of sports physiology and performance journal of aging and physical activity journal of applied biomechanics journal of clinical sport psychology journal of physical activity and health journal of motor learning and development journal of sport and exercise psychology kinesiology review motor control pediatric exercise science the sport psychologist women in sport and physical activity journal social studies in sport and physical activity sociology of sport journal sport history review athletic training, therapy, and rehabilitation international journal of athletic therapy & training journal of sport rehabilitation physical education and coaching adapted physical activity quarterly international sport coaching journal journal of teaching in physical education sport business and sport management case studies in sport management international journal of sport communication journal of intercollegiate sport journal of legal aspects of sport journal of sport management recreational sport journal sport management education journal educational resources adopting a textbook find a sales representative exam/desk copy request form exam/desk copy feedback form human kinetics coach education student resources web resources e-book textbooks my ancillaries instructor resources ancillary materials brochures health-related fitness and activity programs for physical education continuing education continuing education center online education center certifying e four methods for collecting qualitative is an excerpt from research methods in physical activity, sixth edition, by jerry r. Silverman, most common sources of data collection in qualitative research are interviews, observations, and review of documents (creswell, 2009b; locke, silverman, & spirduso, 2010; marshall & rossman, 1999). He provides a concise table of the four methods, the options within each type, the advantages of each type, and the limitations of noted previously that the researcher typically has some type of framework (subpurposes perhaps) that determines and guides the nature of the data collection. The data for this phase could be obtained from filming them in action and then interviewing them while they are watching their performances on videotape. Still another aspect of the study could be directed at the knowledge structure of the participants, which could be determined by a researcher-constructed should not expect qualitative data collection to be quick. Collecting good data takes time (locke, silverman, & spirduso, 2010), and quick interviews or short observations are unlikely to help you gain more understanding. If you are doing qualitative research, you must plan to be in the environment for enough time to collect good data and understand the nuance of what is interview is undoubtedly the most common source of data in qualitative studies. Indeed, this is a basic argument for the validity of qualitative ul interviewing takes practice. Above all, the interviewer has to be a good use of a digital recorder is undoubtedly the most common method of recording interview data because it has the obvious advantage of preserving the entire verbal part of the interview for later analysis.
Data collection procedures in quantitative research
You should also stop and play back some of the interview to see whether the person is speaking into the microphone loudly and clearly enough and whether you are getting the data. The drawbacks are many, and this method is seldom r type of qualitative research technique employs interviews on a specific topic with a small group of people, called a focus group. The group is usually homogeneous, such as a group of students, an athletic team, or a group of his 1996 book focus groups as qualitative research, morgan discussed the applications of focus groups in social science qualitative research. Obviously, the focus group should be used in combination with other data-gathering ation in qualitative research generally involves spending a prolonged amount of time in the setting. Many researchers also record notes to assist in determining what the observed events might mean and to provide help for answering the research questions during subsequent data analysis (bogdan & biklen, 2007; pitney & parker, 2009). Although some researchers use cameras to record what is occurring at the research site, that method is uncommon and most researchers use field notes to record what has occurred in the major drawback to observation methods is obtrusiveness. The task of a qualitative researcher is to make sure that the participants become accustomed to having the researcher (and, if appropriate, a recording device) around. For example, the researcher may want to visit the site for at least a couple of days before the initial data an artificial setting, researchers can use one-way mirrors and observation rooms. Locke suggested ways of suppressing reactivity, such as the visitor’s being in the setting long enough so that he or she is no longer considered a novelty and being as unobtrusive as possible in everything from dress to choice of location in a data-gathering the many sources of data in qualitative research are self-reports of knowledge and attitude. Printed materials such as course syllabi, team rosters, evaluation reports, participant notes, and photographs of the setting and situations are examples of document data used in qualitative more about research methods in physical activity, sixth excerpts from this orate quantitative and qualitative methods into your tand the nature of the latest news, special offers, and updates on authors and products. About our products book excerpts catalogs news and articles about us career opportunities events business to business author center hk today newsletter services exam/desk copies language rights translation association management associate program rights and permissions partnerships partners programs certifying organizations continuing education policies connect with us human kineticshuman kinetics fb australiahuman kinetics fb canada human kineticshuman kinetics australiahuman kinetics europe human kineticshuman kinetics instagram australia terms & conditions / privacy policy / safe sign in or create an informationmy e-productsmy ancillariesmy coursesenter keycodemy newslettersbundled e-bookmember rewardsreset passwordjournal institution ipsmy account browse catalogsrequest a catalogcustomer servicefaqstechnical supportfind a sales representativeproduct accessauthor centerpermissions request formpermissionscontact informationcontact uscontact kinetics bookstore active aging aquatics coaching and officiating dance fitness and health health care in exercise and sport athletic training/therapy cardiopulmonary rehabilitation health care for special conditions massage therapy pharmacology physical therapy/physiotherapy health education kinesiology/exercise and sport science anatomy biomechanics kinesiology history of sport motor behavior philosophy of sport physical activity and health physiology of sport and exercise psychology of sport and exercise research methods, measurement, and evaluation sociology of sport nutrition and healthy eating physical education recreation and leisure shape america online store sport management and sport business sports and activities strength training and conditioning e-products apps e-books webinars my e-products video on demand journals sport and exercise science/kinesiology case studies in sport and exercise psychology international journal of golf science international journal of sport nutrition & exercise metabolism international journal of sports physiology and performance journal of aging and physical activity journal of applied biomechanics journal of clinical sport psychology journal of physical activity and health journal of motor learning and development journal of sport and exercise psychology kinesiology review motor control pediatric exercise science the sport psychologist women in sport and physical activity journal social studies in sport and physical activity sociology of sport journal sport history review athletic training, therapy, and rehabilitation international journal of athletic therapy & training journal of sport rehabilitation physical education and coaching adapted physical activity quarterly international sport coaching journal journal of teaching in physical education sport business and sport management case studies in sport management international journal of sport communication journal of intercollegiate sport journal of legal aspects of sport journal of sport management recreational sport journal sport management education journal educational resources adopting a textbook find a sales representative exam/desk copy request form exam/desk copy feedback form human kinetics coach education student resources web resources e-book textbooks my ancillaries instructor resources ancillary materials brochures health-related fitness and activity programs for physical education continuing education continuing education center online education center certifying e four methods for collecting qualitative is an excerpt from research methods in physical activity, sixth edition, by jerry r.
Data collection methods in research
About our products book excerpts catalogs news and articles about us career opportunities events business to business author center hk today newsletter services exam/desk copies language rights translation association management associate program rights and permissions partnerships partners programs certifying organizations continuing education policies connect with us human kineticshuman kinetics fb australiahuman kinetics fb canada human kineticshuman kinetics australiahuman kinetics europe human kineticshuman kinetics instagram australia terms & conditions / privacy policy / safe ew of qualitative analytic qualitative this chapter we describe and compare the most common qualitative methods employed in project evaluations. For those readers interested in learning more about qualitative data collection methods, a list of recommended readings is provided. Information on common qualitative methods is provided in the earlier user-friendly handbook for project evaluation (nsf 93-152). Techniques are methods by which an individual or individuals gather firsthand data on programs, processes, or behaviors being studied. They provide evaluators with an opportunity to collect data on a wide range of behaviors, to capture a great variety of interactions, and to openly explore the evaluation topic. The technique would be especially useful in directly examining teaching methods employed by the faculty in their own classes after program participation. Exhibits 3 and 4 display the advantages and disadvantages of observations as a data collection tool and some common types of data that are readily collected by s familiar with survey techniques may justifiably point out that surveys can address these same questions and do so in a less costly fashion. Proponents of surveys counter that properly constructed surveys with built in checks and balances can overcome these problems and provide highly credible data. For example, if, as described earlier, an observational approach is selected to gather data on the faculty training sessions, the instrument developed would explicitly guide the observer to examine the kinds of activities in which participants were interacting, the role(s) of the trainers and the participants, the types of materials provided and used, the opportunity for hands-on interaction, etc. No information should be trusted to future use of technological tools, such as battery-operated tape recorder or dictaphone, laptop computer, camera, and video camera, can make the collection of field notes more efficient and the notes themselves more comprehensive. Informed consent must be obtained from participants before any observational data are role of the are various methods for gathering observational data, depending on the nature of a given project.
The ideal is to negotiate and adopt that degree of participation that will yield the most meaningful data about the program given the characteristics of the participants, the nature of staff-participant interactions, and the sociopolitical context of the program" (patton, 1990). This can increase the quality of the data by providing a larger volume of data and by decreasing the influence of observer bias. While in participant observation this may be a moot point (except with regard to data recording), when an outside observer is used, the question of "how much" becomes very important. Observational techniques are perhaps the most privacy-threatening data collection technique for staff and, to a lesser extent, participants. Staff fear that the data may be included in their performance evaluations and may have effects on their careers. Much effort may be needed to assure project staff and participants that they will not be adversely affected by the evaluators’ work and to negotiate observer access to specific iews provide very different data from observations: they allow the evaluation team to capture the perspectives of project participants, staff, and others associated with the project. The use of interviews as a data collection method begins with the assumption that the participants’ perspectives are meaningful, knowable, and able to be made explicit, and that their perspectives affect the success of the project. Indepth interviews also encourage capturing of respondents’ perceptions in their own words, a very desirable strategy in qualitative data collection. Although we discuss focus groups separately, several of the exhibits in this section will refer to both forms of data collection because of their h interviews. Poor interviewing skills, poor phrasing of questions, or inadequate knowledge of the subject’s culture or frame of reference may result in a collection that obtains little useful to use indepth interviews. High-status respondents; sensitive subject ages and disadvantages of indepth y yield richest data, details, new face-to-face contact with e opportunity to explore topics in ability to experience the affective as well as cognitive aspects of interviewer to explain or help clarify questions, increasing the likelihood of useful interviewer to be flexible in administering interview to particular individuals or ive and well-qualified, highly trained iewee may distort information through recall error, selective perceptions, desire to please ility can result in inconsistencies across of information too large; may be difficult to transcribe and reduce the hypothetical project, indepth interviews of the project director, staff, department chairs, branch campus deans, and nonparticipant faculty would be useful.
These interviews can address both formative and summative questions and be used in conjunction with other data collection methods. The advantages and disadvantages of indepth interviews are outlined in exhibit indepth interviews are being considered as a data collection technique, it is important to keep several potential pitfalls or problems in may be substantial variation in the interview setting. These considerations are also important in conducting focus groups, the next technique that we will ing interview data. Interview data can be recorded on tape (with the permission of the participants) and/or summarized in notes. As with observations, detailed recording is a necessary component of interviews since it forms the basis for analyzing the data. All methods, but especially the second and third, require carefully crafted interview guides with ample space available for recording the interviewee’s responses. Three procedures for recording the data are presented the first approach, the interviewer (or in some cases the transcriber) listens to the tapes and writes a verbatim account of everything that was said. Transcription of the raw data includes word-for-word quotations of the participant’s responses as well as the interviewer’s descriptions of participant’s characteristics, enthusiasm, body language, and overall mood during the interview. The hallmark of focus groups is the explicit use of the group interaction to generate data and insights that would be unlikely to emerge without the interaction found in a group. Originally used as a market research tool to investigate the appeal of various products, the focus group technique has been adopted by other fields, such as education, as a tool for data gathering on a given topic. Focus groups could also be used to collect data on project outcomes and impact during the summative phase of evaluation (e.
Survey developers also frequently use focus groups to pretest topics or ideas that later will be used for quantitative data collection. In such cases, the data obtained are considered part of instrument development rather than findings. Qualitative evaluators feel that this is too limited an application and that the technique has broader ping a focus important aspect of conducting focus groups is the topic guide. The objective is to get high-quality data in a social context where people can consider their own views in the context of the views of others, and where new ideas and perspectives can be to use: focus groups or indepth interviews? Color color color ivity of subject t matter is not so sensitive that respondents will temper responses or withhold t matter is so sensitive that respondents would be unwilling to talk openly in a of individual topic is such that most respondents can say all that is relevant or all that they know in less than 10 topic is such that a greater depth of response per individual is desirable, as with complex subject matter and very knowledgeable collector is desirable to have one individual conduct the data collection; a few groups will not create fatigue or boredom for one is possible to use numerous individuals on the project; one interviewer would become fatigued or bored conducting all of issues to be volume of issues to cover is not extensive. Unless the study population is extremely small, it is not possible to generalize from focus group ing focus group data. Whatever the approach to gathering detailed data, informed consent is necessary and confidentiality should be highlighted the similarities between interviews and focus groups, it is important to also point out one critical difference. The notes, and resultant report, should include comments on group interaction and dynamics as they inform the questions under qualitative last section of this chapter outlines less common but, nonetheless, potentially useful qualitative methods for project evaluation. These methods include document studies, key informants, alternative (authentic) assessment, and case ng records often provide insights into a setting and/or group of people that cannot be observed or noted in another way. And unlike other sources of qualitative data, collecting data from documents is relatively invisible to, and requires minimal cooperation from, persons within the setting being studied (fetterman, 1989). Advise and recommend; carry out a specific s of such a group may be specifically selected or invited to participate because of their unique skills or professional background; they may volunteer; they may be nominated or elected; or they may come together through a combination of these advantages and disadvantages of using key informants are outlined in exhibit ages and disadvantages of using key ation concerning causes, reasons, and/or best approaches from an "insider" point of /feedback increases credibility of ne to pivotal have side benefit to solidify relationships between evaluators, clients, participants, and other required to select and get commitment may be onship between evaluator and informants may influence type of data ants may interject own biases and result in disagreements among individuals leading to frustration/ mance performance assessment movement is impacting education from preschools to professional schools.
Such tasks involve higher order thinking skills and the coordination of a broad range of mance assessment may involve "qualitative" activities such as oral interviews, group problem-solving tasks, portfolios, or personal documents/creations (poetry, artwork, stories). The actual performance of students on the assessment measures provides additional information on cal case studies depend on ethnographic and participant observer methods. Demands with regard to design, data collection, and reporting can be those wanting to become thoroughly familiar with this topic, a number of relevant texts are referenced man, d. Newbury park, ca: us chapter | back to top | next ew of qualitative analytic qualitative this chapter we describe and compare the most common qualitative methods employed in project evaluations.
