Focus Group

A focus group is used to generate discussion about a topic. Sometimes people think about focus groups as interviewing several people at once, but this is actually a misconception. Focus groups are a unique data collection method that gives you different information from interviews. During a focus group, you can analyze group dynamics, see if people agree or disagree on certain topics, and see what kind of information emerges when people have the opportunity to discuss it among their peers. Like interviews, focus groups are a qualitative data collection method and are used to learn about experiences and opinions.

The interviewer of a focus group is called the facilitator. The facilitator asks broad questions and guides the conversation while listening to the group. Focus groups usually include a note taker. This is someone who listens to and watches the focus group while taking notes on the conversation.

Consider the following things when developing your focus group:

• • Who will you include in your focus group? Focus groups are usually “homogenous.” This means a focus group should include people who some characteristic in common, and separate focus groups should be held for different groups. Some groups you may want to have are students, teachers, students of a particular group (for example, a focus group with seventh graders or students enrolled in a certain class), community members, or district staff.

  • How many focus groups will you have? What groups do you want to hear from? If you have a focus group with one group (i.e. seniors), do you also need to hear from a complementary group (i.e. sophomores)?

  • Focus group questions should be broad and generate discussion. The facilitator’s role is to listen and guide the group’s discussion.

  • Ask probing questions that focus on a particular part of the discussion, ask the group to elaborate on an issue, or clarify something that is said. Sometimes probing questions can be used to ask for agreement or disagreement, such as, “[Participant] said they think this school has the best discipline policies in the district. What do you all think about that?

  • Consider using photographs or other objects to generate discussion.

  • Consider using an alternative activity to a traditional focus group model. These activities can gather a specific type of information or may be a better way to engage focus group participants. Ideas are linked below!

  • As with interviews, show that you are interested and paying attention to what the group is saying by making eye contact, nodding, and providing verbal confirmations like, “mhm,” and “ok.”

  • Make sure that focus group participants know that their conversation is voluntary and confidential. Voluntary means that a person can leave the discussion at any time. Confidential means that anything they say during this conversation should stay with the group and participants should not talk about what they hear or what another person says. You may want to provide a consent form explaining this and other important information about the study that they will sign.

It can be helpful to pilot a focus group by holding a practice focus group to see how people may respond to questions and to make sure that the questions you develop will generate the information you want to know. Once you have developed your focus group protocol, practice with a few people and have an observer and/or ask for feedback about the questions and process.

Before you conduct focus groups, make sure to review your protocol using the checklist linked below. Then, make sure you spend some time practicing with your team members and supportive adults (i.e. the Equity and Engagement team).

• • Focus Group Question Checklist

  • Probing Questions

These links provide alternative approaches to a traditional focus group.

• • Ideal/Actual

  • Problem Tree