Lesson 35: Qualitative Research Instruments and Data Collection and Analysis Procedures

Data Gathering Instruments 

Once the researcher finally designed his/her research methodology in the conduct of the study and likewise identified the participants who would provide the necessary data, planning on how the data will be gathered to the participants should be considered. Hence, familiarity with the characteristics of the existing and commonly used instruments as well as with the guidelines in instrument word constructions plays a vital role in research undertaking. It is important to note that an appropriate research instrument with its corresponding questions will enable the researcher to ensure the credibility of the gathered data as well as the results of the study. 

Most Frequently Used Qualitative Data Gathering Instruments 

It is said that one of the distinct characteristics of a qualitative research is its type of data which do not merely deal with numerical value, hence, cannot be analyzed through mathematical and statistical formula. These qualitative data can only be obtained through a qualitative research instrument. De Trigueros et al. (2017) presented the most frequently used qualitative data collection instruments. These are as follows: 

1. Interview. This pertains to soliciting specific information from the participants through conversing and asking questions. Using this type of data gathering instrument makes the researcher as an “interviewer” while the participant as an “interviewee.” Interview schedule should be prepared by the researcher as a research tool. This will allow him/her to be guided in getting the data from the participants. In addition, the researcher should also consider his/her communication skills when conducting an interview, that is, he/she must know how to build rapport, paraphrase questions, use non-verbal and body language, and give ample time for the participant-interviewee to express his/her thoughts and experiences towards a certain topic. Finally, the use of audiotapes or videotapes for recording purposes is also highly encouraged in order to ensure that all the data needed can be obtained from the participants while good rapport and communication does not hamper. It is important to note that the researcher should seek permission from the participant whenever the former plans to record the conversations during the interview session. 

Meanwhile, life tells and stories which pertain to the narratives of life experiences can also be effectively gathered through utilizing the interview type of research instrument. 

Types of Interview: 

a. Structured. This type of interview requires the researcher to prepare sets of questions which will be asked to the participants. Here, the interview session will be organized by means of following its content sequence. Hence, the researcher will only ask questions which appeared from the questionnaire but will allow himself/herself to ask the interviewee when the clarification of response is required. 

b. Unstructured. Unlike the structured type of interview, unstructured type has  no prepared sets of questions for the interviewee. Here, the researcher is  required to have enough knowledge of the topic under investigation so that  he/she can get the needed data without planned and guided questions. The  session is done in a natural manner of conversing and exchanging of ideas  while the reliability of obtained data is still ensured.  

c. Semi-structured. The characteristic of semi-structured interview lies on the  concept of combining the features of both structured and unstructured type.  Here, the researcher prepares sets of questions to be asked to his/her  participant while allowing himself/herself to ask probing questions which are  not written from the prepared questionnaire. Such a combination gives an  opportunity to the researcher to obtain additional data. Thus, the depth can  be added to make the findings of the study more significant. 

2. Focus group discussion. This engages the researcher with a group of people to obtain the needed data for the study. Here, the researcher serves as a facilitator who will guide the discussion of the topic under investigation. Further, the researcher has his/her important role to establish a good atmosphere where a group of participants normally ranging from 6 to 12 persons are free to express their thoughts and ideas about a certain topic simultaneously. At the end of the sessions, the gathered data will be used to produce social knowledge which will be reflected on the findings of the study. 

3. Observation. This allows the researcher to engage actively in the conduct of the study so as to understand the phenomenon by observing the behavior and actions of a group of people in an everyday context. Normally, the researcher prepares an “observation guide” or “observation checklist” to obtain the data needed for the study. Further, it is also important to note that observation method should be done by the researcher in an inconspicuous manner to ensure that the data and findings of the study are reliable and trustworthy. 

Types of Observation:

a.  Participant and Non-participant 

• Participant. This type of observation makes the researcher as a participant observer wherein he/she can interact with the group of people in a particular setting. Here, the researcher further immerses himself/herself in the community and feels and lives as if he/she is a part of it. 

• Non-participant. This type of observation makes the researcher on the other hand as an observer participant wherein he/she considers himself/herself as a visitor only. Here, the role of the researcher clearly lies on mere observation with the behavior and actions of the people in a particular setting without interaction with them. Therefore, the researcher will simply take down notes of important data reflected from the observation. 

b.  Structured and Unstructured

• Structured. This type of observation requires the researcher to have a prepared tool at hand during its conduct. List of behaviors is already provided in an observation checklist so that the researcher will be guided on what he/she needs to observe within the group of subjects. 

• Unstructured. This type of observation meanwhile does not really require the researcher to have a prepared tool at hand, but its consideration relies merely on the documentation of data transpired from the observation.  Here, the researcher will list down important data he perceived to be important in understanding the phenomenon under investigation. 

c. Covert and Overt

• Covert. This type of observation implies that the participants of the study do not know that they are being observed. 

• Overt. This type of observation on contrary implies that the participants of the study know that they are being observed. 

4. Document Analysis. This is represented by existing sources either primary or secondary that are available from the target setting such as schools, hospitals, city halls, and other similar types of offices. Here, the researcher will analyze the obtained data from reports, records, articles, and personal documents so as to understand the phenomenon under investigation.  Guidelines for Wordings of Instrument Questions 

After the researcher determines the instrument he/she will use in gathering the data needed for the study, he/she then ensures that questions to be appeared from the instrument are properly constructed in order to secure the reliability and trustworthiness of the research results. Hence, proper wordings for question construction should be considered. 

Cristobal and Cristobal (2017) cited guidelines for wording of instrument questions. These are as follows: 

1. The instrument questions should be stated in an affirmative manner. When the researcher plans to construct his/her instrument questions, he/she must ensure that these are always stated positively. This further means that “negative words” such as “no,” “not,” “never,” and the like should be avoided since these might give confusion to the participants whether they should answer “yes” or “no.” 

Weak: 

Don’t you agree with the plan of the Department of Education to use alternative delivery mode of instructions to continue the learning amidst the pandemic? 

Strong: 

Do you agree with the plan of the Department of Education to use alternative delivery mode of instructions to continue the learning amidst the pandemic? 

2. The instrument questions should avoid ambiguous construction. When constructing a research question, the researcher is suggested not to incorporate words such as “many,” “few,” “always,” “usually,” and the like as possible because these may make the question ambiguously constructed. This type of question may not solicit accurate responses from the participants. 

Weak:           

Do you always visit your Facebook account? 

Strong:  

How often do you visit your Facebook account? 

3. The instrument questions should not be stated in a double-barreled form. It is important for the researcher to state his/her instrument question by having a single question for each item appearing in the instrument. Double barreled question means that a single item is composed of two or more questions which may affect the response of the participants by not completely answering them. Hence, this should be avoided, and the item should be constructed with only one question. 

Weak:                

 Do you want to join the school publication and have the will to undergo  intensive training? 

Strong:  

 Do you want to join the school publication? 

 If yes, are you willing to undergo intensive training? 

Characteristics of a Good Data Gathering Instrument 

In order to ensure the rigor of the results of the study based on the collected data, the research must first secure that the instrument to be used is good enough to solicit information from the participants. Here, as cited from the book of Cristobal and Cristobal (2017), are presented the characteristics of a good data gathering instrument. These are as follows: 

1. It must be concise. When preparing for a research instrument, the researcher should consider that all questions to be presented are specific yet can gather the needed data. Here, it is suggested that each question should be less than 20 words and the participant can answer the question in the least time as possible (Shelley, 1984). 

2. It has questions arranged from simplest to complex order. It is important for the researcher to make sure that the participant will be interested and motivated in responding from the questions presented in a research instrument. Hence, observing the sequence of questions plays an important role to gather the needed data from the participants while good rapport is established. In line with this, the researcher may begin soliciting data by asking first interesting as well as easy types of questions before proceeding to heavy and difficult questions. 

3. It has questions following the sequence of problems stated in Chapter I. It is to note that the questions of the instrument to be used are all based on the questions posted in the Statement of the Problem. Therefore, the researcher must arrange and categorize each instrument question according to the pattern presented in the Statement of the Problem. When it is considered, the process of data collection will be efficiently conducted, and this even further helps the researcher to easily analyze the obtained data for discussion purposes. 

4. It should be trustworthy. Before the researcher will use the instrument for data collection, he/she must seek first for consultation with the experts then secure their approval regarding the validity of the questions. Here, it should be ensured that the instrument is properly made and can really get the data needed for the study. 

5. It must be easily interpreted. An instrument which consists of questions that are concise, positively stated, and single-barreled can help the researcher to easily interpret the data gathered from it. Hence, ensuring the rigor of the results can be attained.