RESEARCH

METHODOLOGY
CHAPTER 3
 CHAPTER 3
RESEARCH METHODOLOGY
Research Design
Selection of Respondents
Instrumentation
Data Collection Procedure
Data Analysis Plan
(STILL IN THE FUTURE TENSE!)
 1. THE RESEARCH DESIGN
a) Identify the specific research design
to be used
b) Provide some background
information about the research
design - Application of and brief
definition for the discipline origin
c) Discuss the Intended outcome from
this type of strategy
 1. THE RESEARCH DESIGN
d) Discuss why it is an
appropriate approach
e) Identify how the use of this
strategy will shape the type of
questions asked, the form of data
collection, the steps and data
analysis, and the final narrative
 1. THE RESEARCH DESIGN
Example:

The qualitative research design will be used in the

study. In-depth individual interviews will be
conducted with LoveLife counselors to understand
the impact of HIV and AIDS on adolescent sexual
conduct (Struwig & Stead, 2001). The method will be
based on the phenomenological methodology, as the
researcher wished to describe the perceptions that
the counselors attached to the impact of adolescents’
perceptions of sexual conduct (De Vos, Strydom,
Fouche, & Delport, 2002).
 2. SELECTION OF RESPONDENTS
• Respondents. The respondents of the
study are identified in this section. They
are the subjects of the survey or
interview or participants of the focus
group discussion.
• Sampling Design. The sample size is
discussed in this section, and together
with it the process by which the sample
size was derived.
 2. SELECTION OF RESPONDENTS
• Target population and the sample that you will
use for generalizing about the target
population.

• Demographic information such as age, gender,

and ethnicity of your sample.

• Procedures for selecting the sample should be

outlined, including justification for the sampling
method, also known as sampling procedures.
 2. SELECTION OF RESPONDENTS

• Qualitative research typically involves purposeful

sampling
• Selection for in-depth study of typical, atypical, or, in
some way, exemplary “information-rich cases” (Patton,
1990)
• Determine key informants (individuals who have
knowledge of or experience with phenomenon of interest)
• Breadth, not representativeness
• Sample size depends on complexity of inquiry (cannot be
clearly determined in advance!)
• Sample size is determined by theoretical saturation (a
point at which no new concepts emerge from the data)
 2. SELECTION OF RESPONDENTS
Rules of Thumb Based on Approach
Source: Nastasi, ―Qualitative Research: Sampling & Sample Size Considerations.
Research Approach Rule of Thumb
Case Study Select one case or one person.

Assess 10 people. If you reach

Phenomenology saturation prior to assessing 10
people you may use fewer.

Grounded Assess 20-30 people, which

theory/ethnography/action typically is enough to reach
research saturation.
 2. SELECTION OF RESPONDENTS
Rules of Thumb Based on Data Collection Method
Source: Nastasi, ―Qualitative Research: Sampling & Sample Size Considerations.

Data Collection Method Rule of Thumb

Interviewing key informants Interview approximately 5 people.

In-depth interviews Interview approximately 30 people.

Focus groups Create groups that average 5–10 people each.

In addition, consider the number of focus
groups you need based on ―groupings‖
represented in the research question.

Select a large and representative sample

(purposeful or random based on purpose)
Ethnographic surveys with numbers similar to those in a
quantitative study.
 2. SELECTION OF RESPONDENTS
Example:
The sample will be selected from LoveLife counselors. The
LoveLife counselors are those people working with adolescents,
to influence them, positively, in one way or another, especially
regarding HIV and AIDS as well as those issues that seem to be
important to adolescents. The sample had been working at
LoveLife, with adolescents, for two to five years. The researcher
will interview six (6) LoveLife counselors.The data to be
collected from the six LoveLife counselors will be adequate
enough to have meaningful results. Non-probability purposive
sampling is to be used as information-rich participants are being
sought. The participants have the characteristics and knowledge
needed by the researcher (Babbie & Mouton, 2001; De Vos et
al., 2002; Sarantakos;1998; Struwig & Stead, 2001). The
participants would be able to provide the researcher with the
information that are needed regarding adolescents and their
sexual behavior.
 3. INSTRUMENTATION
Instrumentation. The research
instruments used for data
collection will be presented
here. The components of the
questionnaire, interview
schedule, focus group
discussion, guide, etc. would be
made explicit.
 3. INSTRUMENTATION
Example:
Semi-structured interviews which are
interviews that allow the researcher to
have flexibility in the way he or she asks
questions will be utilized in interviewing
the LoveLife counselors (Struwig & Stead,
2001). The researcher wishes to accurately
capture the data and so all the interviews
will be tape-recorded. After the interviews
will be transcribed and analyzed, the data
are going to be destroyed for
confidentiality purposes.
4. DATA COLLECTION PROCEDURE
This section should include discussion about
participants and the site

›The setting
›The actors (who will be interviewed)
›The events (what will the actors be observed or
interviewed doing)
›The process (the evolving nature of events
undertaken by the actors within the setting)

Indicate the type or types of data to be collected

(e.g., observational, interviews, documents, audio
and visual material).
4. DATA COLLECTION PROCEDURE
Qualitative Data Collection
Methods:
*Interviews
›Individual
›Focus groups
*Participant observations
*Open-ended surveys
*Content analysis
Creswell, J. W. (2008).Educational research: Planning, conducting, and evaluating quantitative and qualitative research (3rd
ed.).Upper Saddle River, NJ: Pearson Education.
4. DATA COLLECTION PROCEDURE
*Interviews
• Types: One-on-one, phone, e-mail,
focus group
• General open-ended questions are
asked to allow the participant to
›create options for responding
›voice their experiences and perspectives
• Information is recorded, then
transcribed for analysis.
Creswell, J. W. (2008).Educational research: Planning, conducting, and evaluating quantitative
and qualitative research (3rd ed.).Upper Saddle River, NJ: Pearson Education.
4. DATA COLLECTION PROCEDURE
*Interview Types
• Structured Interview - requires the use of an interview
schedule or a list of questions answerable with one and
only item from a set of alternative responses.
• Unstructured Interview – the respondents answer the
questions based on what they personally think and feel
about it.
• Semi-structured Interview – the characteristics of the first
2 types are found in this type of interview. There is a
prepared schedule/list of questions with their
corresponding sets of choices. However, after choosing one
from the suggested answers, the respondent answers
another set of questions to make them explain the reasons
behind their answers. (Rubin 2012)
4. DATA COLLECTION PROCEDURE
*Focus Groups
• A small-group interview
• Focus groups are useful when -
›participants might be more willing to discuss the topic
in front of peers (e.g., teen smokers’ views on smoking)
›Participants’ answers can inform others (i.e.,
participants can feed off one another, or group ideas
might be generated that would not be available in one-
one-one interviews)
›Time constraints or accessibility are issues for the
researcher
Creswell, J. W. (2008).Educational research: Planning, conducting, and evaluating quantitative and qualitative research (3rd ed.).Upper Saddle River, NJ: Pearson Education.
4. DATA COLLECTION PROCEDURE
*Focus Groups
•Researcher acts as facilitator or moderator
•Level of moderation depends on participants
•Difficult to record and moderate; tape
recording is generally necessary and a separate
note taker (who is neither the researcher nor a
participant) is recommended.
•Ethical considerations with regard to
confidentiality
Glesne, C. (2006).Becoming qualitative researchers: An introduction (3rd ed.).Boston, MA: Pearson.
4. DATA COLLECTION PROCEDURE
*Observations
• Allow you as the researcher to immerse yourself
into a social setting, enabling you to learn firsthand
how
›the actions of participants are compatible with their
words
›patterns of behaviors exist
›expected and unexpected experiences occur
›trust, relationships, and obligations with others are
developed.
Glesne, C. (2006).Becoming qualitative researchers: An introduction (3rd
ed.).Boston, MA: Pearson.
4. DATA COLLECTION PROCEDURE
*Observations
• Design some means for recording notes
during an observation.
›Descriptive field notes describe the
events, activities, and people.
›Reflective field notes record personal
reflections that relate to insights, hunches,
or broad themes that may emerge.
Creswell, J. W. (2008).Educational research: Planning, conducting, and evaluating quantitative
and qualitative research (3rd ed.).Upper Saddle River, NJ: Pearson Education.
4. DATA COLLECTION PROCEDURE
*Open-ended Surveys
• Surveys with open-ended questions give
participants the opportunity to express their
opinions and give detailed answers.
• They are different from closed-ended questions,
which give you a set response choice.
• A combination of closed and open questions can be
used (e.g., asking a closed-ended question, followed
by an open-ended question, to allow the participant
to explain his or her choice).
4. DATA COLLECTION PROCEDURE
Example:
LoveLife management will be asked to identify all the counselors
that had worked at LoveLife for two or more years. The researcher will
then brief the counselors about the study, and inform them that
participation is voluntary. The counselors are given a choice if they want
to be part of the study or not. From the response that the researcher
receives, all the counselors, who are present, want be part of the study.
The researcher will choose six counselors, randomly, to be interviewed.
The counselors will fill in the biographical information questionnaire
provided by the researcher. The questionnaire is a means through which
the counselors can identify themselves to the author. The counselors are
to be requested to sign the consent form stating that they understand
what the study is all about and understand that participation is
voluntary. The tape-recording consent form will then be presented to
them, which asks for their permission for the interviews to be tape-
recorded. The author wishes to be transparent in his work, and as a
4. DATA COLLECTION PROCEDURE
Example (CONT.):
result, the LoveLife counselors will be given the interview guideline. The
interview guideline is designed to help them better prepare for the
interviews. Secondly, the interview guideline aids in providing
information-rich answers. The counselors will be interviewed individually
in a private and quiet room, at the LoveLife premises. Semi-structured,
one-to-one interviews will be employed as in-depth information of the
counselors’ understanding is needed, and also to allow the researcher
some degree of flexibility (De Vos et al., 2002). Participants will be
interviewed in one week, with one counselor being interviewed each day.
The tape recorder is to be used during each interview. Making use of a
tape recorder allows the researcher to record fully and accurately what is
being said rather than taking notes during the interviews. According to De
Vos et al. (2002), it is very useful to make use of a tape recorder because
the researcher is able to concentrate on what is said in the interviews so
that he could think about a follow-up question if necessary.
4. DATA COLLECTION PROCEDURE
APPROACH PURPOSE/APPLICATION
Interviews Explore individual
experiences/perceptions/practice
s in rich detail

Generate insights into shared

Focus groups experiences and social norms
through group discussion

Observation Learn about behaviors in natural

setting; learn about cultural
aspects of settings or
Contexts

Textual data Various (surveys, stories, diaries,

documents...)
 4. DATA ANALYSIS PLAN
Plan of Analysis. This section will
indicate how exactly all the information
obtained in the research instruments will
be used and analyzed.
- Data analyses should be based on the
research questions and the research
design selected for the study. Specify the
procedures for reducing and coding the
data. For qualitative studies, the
procedures to be followed for the
analyses must also be addressed.
 4. DATA ANALYSIS PLAN
Qualitative data analysis…
• Familiarization with the data

• Reading, transcribing, initial notes-to-

self

• Should start parallel with data

collection