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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