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�ASSIGNMENT (100%)�Part 6 – Video D��EQL 671:� QUALITATIVE RESEARCH METHOD IN EDUCATION

Dr Kim Teng Siang

kskim2007@gmail.com

012-4661131

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Part 6 (25%) – 7 pages

Mini-Research Project

[NOTE - Usually, for this part of the Assignment, you will be required to conduct an Observation of people gathering in a particular location such as a restaurant, playground and so forth. Given the Pandemic, the Assignment has been changed as follows:]

Your Task:

The INTERVIEW is a technique often used in gathering qualitative data. You are required to conduct a small qualitative research project using the Interview technique. The aim is to evaluate your ability to ‘critically evaluate’ what people say, analyse and write-up the data collected.

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The topic of your research is:

“Experiences of People During the Covid-19 Pandemic Crisis”

Conduct a telephone interview with about 4-5 people focusing on the above topic
Ensure that there are an equal number of males and females
If possible, try to ensure there are different age groups in your sample
Design an Interview Schedule of about 4 to 5 questions.
Spend about 15-20 minutes in the interview

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Do not make decisions or judgements on what your subjects say
Jot down as much as possible what they say.
Give names for the persons you are observing such as Mr. A or Miss B or Child X.

Write a short report describing your interview and the challenges of being an interviewer.

Code what you have jotted
Refer to Chapter 8 – Coding Data
Attach samples of you notes (submit as a photo)

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Guidelines:

Use your own words.
Your report should be about 8 pages.
You decide on the format.
Use Times Roman font with 1.5 spacing

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Before Interview

Get a list of 6-7 respondents who have agreed

to be interview by phone (about equal male and female, different age group), can be friends, colleagues, relatives or recommended by others, teens (purposive / snowball sampling)

Set the time and schedule for the interview
Let them know your purpose of the interview and your ethical responsibilities
Prepare your interview questions / schedule
Agree on yours and respondents’ communication tools
Prepare recording tool - audio or video (make sure interviewees must have consented to be recorded) and writing tool

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During interview

Have some ways to make the interviewee at ease and comfortable before the interview
Be an attentive and eager listener
Conduct the interview and record /write
Make sure all the main questions are asked
Probe for more clarification if necessary
Have some strategies in mind how to break any dead lock during interview
Thank them at the end and ensure them of their confidentiality

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After Each Interview

Rewrite the field note in Word or transcribe the conversation (if recorded) immediately
Label the document with details of the interview for further references
Indicate any salient or latent behaviour / characteristic in the note / transcript

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Preparing the Interview Data �for Analysis

All interviews are written / transcribed in Word and labeled
Follow the steps in data analysis - see the examples in Module 7 and 8

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Familiarisation

Transcription

Organisation

Coding

Grounded

theory

Report Writing

Framework

analysis

�

Analysis

�

Analysis

Figure 7.2 Stages in qualitative data analysis

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Creating Codes/Categories �- Open Coding

Before beginning coding, read document from beginning to end to have a feel for what it is all about. Do not make quick decision and code without listening to what participant/document is telling us.
Break data into manageable pieces/ incidents/phenomena
Codes created should reflect the categories/themes identified

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Creating Codes/Categories �- Open Coding

Categorising – group of concepts that are seemly pertaining to same phenomena
Categories have conceptual power because they are able to pull together around them other groups of concepts or subcategories
Naming a category – comes from “YOU”, from literature but be cautious of “borrowed concepts” (Strauss & Corbin, 1990)
If use words or phrases by informants – “in vivo” codes (Strauss & Corbin, 1990)

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Creating Codes/Categories �- Open Coding

Can begin to develop category in terms of its properties/characteristics/attributes, which can then be dimensional

e.g. Category Properties Dimension

training types pre - inservice

duration long – short

sponsorship govt - self

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Creating Codes/Categories

Codes/categories can changed and developed as field experiences progresses (axial & selective coding).
Need to define codes/categories so as to provide focus to the study but the definition can evolved as study proceeds.
Codes/categories should be easily identifiable by you and other readers/coders.
Create start list of codes- derived from conceptual framework, research Qs and problems & key variables.

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List of Codes (keep it properly)

General Categories/ Code RQ#

Properties

Training Tr 2.1

Types Tr-Ty 2.1.1

Pre-service Tr – Ty- Pre 2.1.1

In-service Tr-Ty- In 2.1.1

Sponsorship Tr-Sp 2.1.2

MOE Tr – Sp – G 2.1.2

Self Tr- Sp – Self 2.1.2

Role

Class teacher

ICT Coordinator

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Axial Coding

Though both open and axial coding are distinctive analytic procedures, researcher engages both procedures in the analysis of data.
Open coding – identify properties and dimensions of phenomenon/category
Axial coding – subcategories are related to their categories in set of relationships through paradigm model (1990).

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Axial Coding (Strauss & Corbin, 1990; Corbin �& Strauss, 2008)

Cross-cutting or relating concepts to each other
Focus is on specifying a category/ phenomenon in terms of

(a) context (properties)

(b) action/interactional strategies by which it

is managed and conducted; and

(c) consequences of those strategies.

Refers to the sub-categories.

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Analysis of Data (Module 7)

Grounded Theory – Inductive Approach

- refer to axial coding

Framework Analysis – Deductive Approach
- pre set themes / categories

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Word

Phrase

R

A

W

DATA

Identify

and

Categorise

Data

CATEGORIES EMERGE FROM THE DATA

Category #1

Category #2

Category #3

�

Figure 7.1 Graphical Description of The Grounded Theory Approach in

Qualitative Data Analysis

THEORY EMERGES SHOWING RELATIONSHIPS AMONG

THE CATEGORIES

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Thematic Chart

THEME	Case 2	Case 3
Psychological Cause	‘The stress at office is too much. Got to work late”	‘Business was bad. Had to close shop’

Case Chart

	Theme 1 Genetic inheritance	Theme 2 Physical cause
CASE 1	‘My younger brother and father died of a heart attack’	‘I hardly do any exercise. I too busy to do any exercise’

Framework Analysis Approach in

Qualitative Data Analysis

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After Analysis of Data

Write a short report describing your interview and the challenges of being an interviewer

How you have collected the data
What you have collected
How you have analysed the data
Findings from the data analysed- types of response and categories of response (quotes from the transcripts as evidence)
Challenges you faced as an interviewer
Provide supporting evidence as appendix (photos, transcripts, interview schedule)

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Thank You