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Research Methods in Behavioral Sciences:
Qualitative Studies
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Introduction
Qualitative research is an investigation process based on distinct methodological traditions of
inquiry which explores a social or individual problem
(Creswell 1998).
In qualitative research the researcher Builds a complex holistic picture, Analyses words, Reports detailed views of informants and Conduct the study in a natural setting.
Introduction
It is a type of formative research that offers specialized techniques for obtaining in-depth responses about what people think and how they feel
It enables to gain insight into attitudes, beliefs, motives and behaviour of the target population
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Introduction Qualitative research shares a common perspective on
the world, this includes A perspective of working hypothesis concerning
reality: ontological assumption realities are subjective, multiple and socially
constructed A view on how knowledge is generated :
epistemological assumptions this emphasizes the interaction between the
informant and the researcher as inseparable A view on the role of values: axiological assumptions
research is value-bound and the pre-understanding, and expectations of the research can influence the outcome
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Introduction The process of research: methodological
assumptions
qualitative research is inductive, time and
context-bound and follows an emerging design.
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Difference b/n qualitative and quantitative methods In qualitative research
the point of departure is the point of view of the informants
Qualitative research is an act of interpretation
Qualitative researchers work with small number of informants, but try to gain an in-depth understanding.
In quantitative research the point of departure is the idea of the researchers
Quantitative research is an act of proof
Quantitative researchers need representative sample size
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Difference b/n qualitative and quantitative methods
The data processing in qualitative research is
systematic yet flexible
Unlike quantitative analysis, qualitative analysis
does not entail reducing information to numbers
and applying statistical methods.
Rather, the aim of qualitative analysis is to
conceptualize the meaning of phenomena and
human action
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Difference b/n qualitative and quantitative methods
The line of reasoning of quantitative and qualitative research differs.
Quantitative study starts with the generation of hypothesis from existing theory.
The hypothesis is then tested against reality Deductive reasoning
Qualitative research instead has reality in data collected with an open mind New concepts, hypothesis or even theories are
discovered. Inductive reasoning
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Difference b/n qualitative and quantitative methods
Qualitative study deals with the emotional and contextual aspects of human response.
In qualitative research we answer the question why ?
Quantitative study deals with objective measurable behaviour and attitudes
While, in quantitative studies we answer the question “how many” or “how often”?
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Why do we use qualitative study There are both conceptual and practical reasons
to use qualitative studies
Conceptually:
It provides greater depth of response and greater consequent understanding of the informant
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Why do we use qualitative study Practical reasons to use qualitative research:
Low cost
Timing-short time
Flexibility- the study design can be modified
while it is in progress
Direct link with the target population
Not affected by lack of technical facilities
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How is qualitative research used1. As an idea generation tool
To stimulate ideas and get firsthand experience in observing and hearing the target population
To develop new ideas for the communications strategy
To explore perceptions from visual or verbal stimuli
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How is qualitative research used cont…2. A preliminary step to aid in the development of a
quantitative study To develop hypothesis To specify particular information needs for the
quantitative study To identify the target population To aid with the development of and sequencing
of questionnaires To assist in problem identification and
definition To complement quantitative researches
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How is qualitative research used cont…3. As a follow-up to aid in understanding of the
results of a quantitative study
Explain ambiguous or unclear quantitative data
To gain some understanding about the reasons for certain trends
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How is qualitative research used cont…4. The primary data collection method
Some research problems are better explained by qualitative researches
For example ethnographic studies
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Designing qualitative research
The choice of research method as quantitative or qualitative
depends on the study interest as deductive or inductive
In qualitative research we want to discover knowledge or
hypothesis with an open mined hence inductive research
There are some important central concepts to be considered
in designing qualitative research methods
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Designing qualitative research1. Natural setting/Context:
People ascribe different meanings to activities, events or phenomenon in different contexts
2. Holistic: taking a multitude of contextual factors. “ the whole is more than the individual parts”
3. The human research instrument: the researcher as a human research instrument is very important in qualitative research
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Designing qualitative research
4. There is no a priori hypothesis and the research
method is flexible, hence the researcher should
be involved from data collection to write up.
5. The epistemological aspect of qualitative research
indicates that knowledge is created by
interaction between people (knower and known)
6. Emerging design: Aim to learn from every step of
our data collection
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Sampling in Qualitative study
In quantitative we use probabilistic sampling:
everyone have equal chance of being selected
In qualitative research we use purposive sampling
We have a purpose for doing so
We want to have a deep understanding about a
specific problem or subject
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Techniques of sampling1. Snowball or chain sampling
The first selected subject is used as a
resource for identifying the next person
2. Maximum variation sampling
The participants are different to get different
point of views
3. Extreme or deviant: Cases can be purposively selected to test
emerging theories
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Techniques of sampling
4. Homogenous sampling
can be done among the same strata
5. Convenience sampling:
who are readily available
NB: Care must be taken in involving talkative,
willing, educated informants to minimize bias
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Three points to successful qualitative research The researcher must develop the art of asking
why?
The researchers must develop the art of listening
The researcher must approach the research as
creative process of investigation
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Types of qualitative studies
Two leading research techniques are broadly used: Focus group discussions: capitalizes on group
dynamics and allow a small group of respondents to be guided by a moderator.
In-depth Interviews The term interview is divided in to two words
Inter- inside View- sight, vision, outlook, observation It is the use of extended probing and open
ended questions
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When to use In-depth interviews Highly sensitive issues
Geographical dispersed respondents
When peer pressure is expected to distort facts
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Focus group discussion This is a type of group interview
Far advanced and used more than in-depth interview
for the following reasons
Group interaction stimulate richer responses and
emergence of new ideas
Observation: The researcher observes and gets first
hand insights
Cost and timing: (FGD) can be done more quickly
and generally less expensively than series of depth
interviews
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When to use FGD
Idea generation
Problem identification and definition
Evaluation of message concepts
Program design
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FGD discussion techniques
Size of the participants should be 8-12, (Green, ) others
say minimum of 6 and maximum of 10. Control is
obtained in small numbers but not less than 6.
There should be a moderator and a note-taker
Tape recording is important to facilitate recalling
Refreshment and usually familiar environment is
important
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FGD moderator
The role of the moderator is critical to conducting an effective FGD. In selecting the moderator it is important to evaluate:
Personal characteristics
Moderating style
Experience and background
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Moderator experience and background Moderator academic background varies, usually
psychologists and social scientists deal in group
dynamics
An experienced moderator in different subjects is
important example: youth, professionals and so
ion.
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Moderator….
A moderator is not a teacher
A moderator is not a judge
A moderator does not lookdown on respondents
A moderator does not agree or disagree with what
is said
A moderator does not put words in the
respondents’ mouths
There are no right or wrong answers