JOAN R.

QUINDOR, RL, LPT, MAT, MLIS

▪ Interview
▪ Participant Observation
▪ Focused Group Interview
▪ Observational Evaluation
▪ Biography/Autobiography
▪ Document Review
▪ Audio-Visual Data and Materials
▪ In this method, research participants are prodded to talk about their experiences,
feelings, beliefs, outlooks, etc.
▪ The interview can take the form of informal conversations, open-ended interviews
or in-depth discussions.
▪ Interviews can be one-time interviews, multiple interviews with the same
participants, multiple interviews with various participants, or group interviews.
▪ They can also be structured, unstructured, and semi-structured, in accordance to
the research design used.
▪ When interviewing face to face, the researcher and participant engage in a
conversation, which is usually audio-recorded and the recording is transformed
into a written text, ready for analysis, through a process of transcription.
▪ The same basic procedure applies for telephone interviews; virtual interviews via
skype have also been explored, or via instant messaging or chat.
▪ Interviews are ideally suited for experience type of research questions. (Braun and
Clarke, 2013). Examples would be experiences of OCW’s, miners, college drop-
outs, inventors, entrepreneurs, and the like.
▪ EXAMPLE
1. Structured interviews use a set of questions prepared by the researcher. During the
course of the interview, the researcher or interviewer codes the responses.
▪ The interviewer cannot change the wordings of the questions nor rephrase the original
question.
2. Unstructured interviews is a very informal form of interview. An interview schedule
is not necessary.
▪ The researcher usually uses open-ended questions, giving him the opportunity to ask
questions for clarification and deeper understanding.
3. Semi-structured Interviews- use both closed and open-ended questions.
▪ The interview has a pre- determined set of questions or schedule but as a researcher
you can explore other information. The respondent is free to answer the questions.
▪ This needs longer time to conduct allowing the respondent to discuss experiences or
perspectives on a particular topic. Additional questions are asked by the interviewer
for additional information needed.
▪ the researcher immerses himself/herself in the natural setting of the research
participant. This can be at home, an office, an institution, etc.
▪ The researcher’s immersion in the natural setting of research participants enables
him/her to see, hear, feel, and experience the research participant’s daily life.
▪ The participant observes and participates fully in the activities of the group, the
members of which are aware that the participant observer is a researcher.
▪ 6 to 8 persons participate in the interview.
▪ The advantage of this is that critical issues or sensitive ones can be more freely
discussed with a group.
▪ Because of the variety and depth of opinions, views, perspectives expressed, this
type of interview is a very rich source of data.
▪ Needless to say, the moderator or researcher must be skilled in facilitating such
group discussion, and stay focused on the goal and topic of said interview.
▪ Here, the researcher may or may not participate in activities of the group being
observed.
▪ But mostly, observes and records both the verbal and non-verbal behavior of a
person or group of persons.
▪ Some researchers use especially designed evaluation instruments to collect
observational data.
▪ When using the observation method, you use your senses to observe and study
people in their natural settings. It involves observing behavior and recording the
results of your observations using the following systematic guidelines:
1. Observations should be certain and carefully planned. Pre-planned
research questions serve as guides throughout the process.
2. An observation checklist should be prepared prior to the observation
process. This shall be used for recording observations. A video recording
may also be used when observing behavioral data that you want to measure
or collect.
3. Both qualitative and quantitative research methods may be used for data
analysis.
▪ EXAMPLE
▪ Personal biographies offer a rich source of data or evidence that can shed light or
provide tentative answers to research questions.
▪ Perhaps even diaries can be added here, just like the Diary of Ann Frank that
offered much information or evidence on Nazi atrocities.
▪ Another example is Victor Frankl’s “Man’s Search for Meaning”, which also
provided much insight on the horrors of the Nazi death camps where the author,
Dr. Frankl spent years as a prisoner in Auschwitz and other concentration camps.
▪ This method of data collection includes deriving relevant information from existing
documents such as annual reports, proceedings of seminars, statistical data,
bulletins, newspapers, manuscripts, brochures, pamphlets, proposals, data files,
and various public records.
▪ The documents may be produced by government and private agencies, schools,
NGO’s, ministries and other organizations.
▪ The document review process gives you the systematic procedure for obtaining
useful and relevant information from the documents you will review.
▪ Document review can be used as a stand-alone method or a complement to other
research methods.
▪ These are sounds and images such as videotapes and films that researchers collect
to assist in understanding the research problems at hand.
▪ Visuals are very popular with the new generation, brought about by the use of
mobile phones with camera and engagement in social networking.
▪ You can do an authentic documentation of actual situations, practices, evidences,
reactions and interactions, like group or individual interviews.
▪ It’s a cheaper and quicker way to gather data.
▪ Actual situations recorded are novel and authentic.
▪ The images could be transferred and stored in many ways.
▪ The tool is easier to use.
▪ Research findings could be presented easily through a visual
presentation.
▪ With the advent of ICT and social networking, recording videos is
becoming a popular tool in collecting data in research.
▪ Cristobal, A., Jr., & Cristobal, M.C. (2016). Practical research 1 for Senior High
School. Quezon City : C & E Publishing, Inc.
▪ Francisco, P.M.S., Francisco, V., & Arlos, A.P. (2016). Practical research 1 : Qualitative
research. Manila : Mindshapers Co, Inc.
▪ Marquez-Fong, S.E.R., & Tigno, C.R. (2016). Practical research 1. Quezon City :
Vibal Group, Inc.
▪ Prieto, N.G., Naval, V.C., & Carey, T.G. (2017). Practical research for Senior High
School 1 : Qualitative. Manila : Lorimar Publishing, Inc.