Collecting Data Through

Observation and
Interviews
Objectives:

At the end of the lesson the students are able to:

1. Collects data through observation and interviews. CS_RS11IVd-f-1
2. Infers and explain patterns and themes from data. CS_RS11IVd-f-2
3. Relates the findings with pertinent literature. CS_RS11IVd-f-3
OBSERVATION AS A METHOD OF COLLECTING DATA

 Observation is one of the means of collecting data in qualitative

research. As a method, data can be obtained by watching and
listening purposively to people’s behavior (Almeida et al. 2016, 96).
According to Kawulich (2012), observation is a primary tool that helps
you document what is happening in a particular research setting. Further,
she noted that the researcher’s position in the research setting is taken
into consideration as this will affect the quality of data that will be
collected, the researcher’s relationship with the participants and the
validity of the study.
The two major types of observation are:
1. Participant Observation. This type of observation is characterized
by the researcher’s interaction or participation with participants and
become part of their community (Driscoll 2011, 160). The researcher
acts as observer and participant at the same time (Kawulich 2012).
2. Direct Observation. In this kind of observation, the researcher does
not participate with the activities of the group under study. S/He acts as a
passive observer (Almeida et al. 2016, 96) and records the participants’
behavior.
Observational research is a “successful” instrument to the extent that it
satisfies the research objectives by capturing relevant events and
participants along with the constructs of interest. There are two tools
used in conducting the observation– the observation guide and the
observation grid. These tools serve to keep the observer on track towards
these objectives and generally facilitate the ethnographic data
Types of Observational Tools
Observation Guide It helps to maintain the observer’s focus while also giving the
observer scope to reflect on the context associated with each site. The purpose of
this observation tool is to: o reminds the observer of the key points of observation
as well as the topics of interest associated with each; and o acts as the motivation
for a reflexive exercise in which the observer can reflect on his/her own
relationship and contribution to the observed at any moment in time (e.g., how the
observer was affected by the observations) (Roller and Lavrakas 2015).
Observation Grid The grid is like the guide in that, it helps remind the observer of
the events and issues of most import; however, unlike the guide, the
observation grid is a spreadsheet or log of sorts that enables the observer to
record (and record his reflections of) observable events in relationship to the
constructs of interest. The grid might show, for instance, the relevant
constructs or research issues as column headings and the specific foci of
observation as rows.
When conducting observation in the research setting, a researcher may play
the one of the following:
Complete Participant. As the term denotes, the researcher is part of the group
under study and participates in the group members’ activities. However,
the participants are not aware that they are being observed and studied.
Participant as Observer. Here, the researcher is still part of the group under
study and participates in the group members’ activities. The participants are fully
aware that they are being observed and studied.
Observer as Participant. The researcher is not part of the group under study but
still participates in the group members’ activities. The participants under study
are aware of the research and its objectives.
Complete Observer. Here, the researcher is not part of the group under study
and does not take part of their activities. The participants are not also aware that
they are being observed and studied.
Advantages of Observation
1. It enables a researcher to access things in the research setting that may not seen by
the general public (Kawulich 2012).
2. It allows the researcher to give rich and detailed description of the social setting by
means of the field notes (Kawulich 2012).
3. It is one of the simplest ways to collect data and does not require too much
technical knowledge (Bhasin 2020).
4. It can be done with or without the participants’ knowledge.
Disadvantages of Observation
1. There is a chance of higher observer bias (Bhasin 2020).
2. Participants’ behavior may change because of the presence of the researcher, thus
affecting the data to be obtained (Educational Research Techniques 2015).
3. It requires longer time frame to obtain deeper understanding of the research
participants.
4. There may be an issue of non-conformity to informed consent.
5.Guidelines in Observation
Here are some guidelines that will help you when doing observation:
1. Be ready with your observation guide and research tools such as audio-video recorder, camera,
and notebook.
2. Focus your observation on the research problems that you are trying to answer.
3. Take notes or pictures so that you can use them in giving detailed analysis.
4. Allot ample time in your observation to have a deeper understanding of the subjects you are
observing.
5. Observe keenly. What you think about what you observe may be opposite to what is really happening.
6. Ask informal questions from the participants for further clarification.
Becoming a skilled observer includes…
• Learning to pay attention, see what there is to see, and hear what there is to hear.
• Practice in writing descriptively.
• Acquiring discipline in recording notes.
• Knowing how to separate detail from trivia.
• Using rigorous methods to validate and triangulate observations.
• Reporting the strengths and limitations of one’s own perspective.
Interview

The research interview has been defined as ‘a two-person conversation initiated by

the interviewer for the specific purpose of obtaining research-relevant
information and content specified by research objectives of systematic description,
prediction, or explanation. It involves the gathering of data through direct
verbal interaction between individuals. It is questioning in the verbal form.

As a research tool, interview is different from general interviewing in

regard to preparation, construction and execution. It is controlled by the
researcher to avoid any biasness and distortion. In the research interview, the
interviewer asks specific questions pertaining to research objectives and the
respondent answers appropriately.
There are three main kinds of interview that may be used specifically as research tools:
Structured Interview. The structured interview is one in which the content and procedures
are organized in advance. This means that the sequence and wording of the questions
are determined by means of a schedule and the interviewer is left little freedom to
make modifications. The interviewer asks a predetermined set of questions which are
arranged in chronological order. The interviewee answers each question from a list of options.
Semi-structured Interview. Here, the interviewer asks a predetermined set of questions.
There is no list of options. The interviewee can answer the questions in his/her own words.
Follow-up questions can be asked by the interviewer for clarifications.

Unstructured Interview. The unstructured interview is an open situation, having

greater flexibility and freedom. The research purposes govern the questions asked, their
content, sequence and wording are entirely in the hands of the interviewer. There is no
predetermined set of questions, no list of options, no specific procedures. The interviewer
asks questions on the context of the study. The interviewee can answer freely and
spontaneously. The interviewer can ask follow-up questions for clarification and for more in-
depth information.
Purposes of the interview

As a distinctive research technique, the interview may serve three purposes.

1) First, it may be used as the principal means of gathering information having

direct bearing on the research objectives.

2) Second, it may be used to test hypotheses or to suggest new ones; or as an

explanatory device to help identify variables and relationships.

3) Third, the interview may be used in conjunction with other methods in a

research undertaking. In this connection, Kerlinger (1970) suggests that it
might be used to follow up unexpected results, for example, or to validate other
methods, or to go deeper into the motivations of respondents and their reasons for
responding as they do.
Advantages of Interview
1) The researcher has the opportunity to ask questions directly to the participants of the
study.
2) It can provide more in-depth information as the researcher is able to raise
follow-up questions to clarify or explore a point.
3) It can supplement information gained from observation, especially those that are non-
verbal in nature.
4) The researcher can explain the questions to the participants.
5) It has a wider application since in can be done with younger to older type of
population.
Disadvantages of Interview
1) It can be time consuming for the researcher and the interviewee.
2) It requires the researcher to arrange the time and place of interview.
3) A limited number of people can be interviewed due to time restrictions.
4) The data obtained from limited number of participants may not reflect the
views of a wider population.
Interview Protocol
Writing Successful Interview Protocols An interview protocol is more than a
list of interview questions; it also extends to the procedural level of interviewing and
includes a script of what you will say before the interview, script for what you will say
at the conclusion of the interview, prompts for the interviewer to collect informed
consent, and prompts to remind the interviewer the information that she or he is
interested in collecting. Interview protocols become not only a set of questions, but
also a procedural guide for directing a new qualitative researcher through the
interview process.

1) Pick a topic that is interesting to you.

2) Research should guide your questions.
3) Use a script for the beginning and end of your interview.
4) Questions should be open ended.
5) Start with the basics.
6) Begin with easy to answer questions and move towards ones that are more
difficult or controversial.
7) The phrase “tell me about…”is great way to start a question.
8) Write big, expansive questions.
9) Use prompts.
10) Be willing to make “on the spot” revisions to your interview protocol.
11) Do not make the interview too long.
12) Practice with a friend.
13) Make sure that you have set up a second shorter interview to help you clarify
14) If needed, clear your project with your school’s Institutional Research Board
(IRB).
Tips for the Interview
1) Start with your script. You developed the script so that you do not inadvertently neglect
sharing important information with your interviewee. While you do not need to read the script
word for word, it is important that you have it in front of you and you follow it carefully.
2) Collect consent. Collecting consent should be a part of your beginning script. Do not proceed
with your interview without collecting it. Give your participant plenty of time to read through
the form and ask as many questions about consent as she or he needs to ask.
3) Use some type of recording device and only take brief notes so you can maintain eye contact
with your interviewee.
4) Arrange to interview your respondent in a quiet, semi-private place.
5) Be sure that both you and the interviewee block off plenty of uninterrupted time for the
interview.
6) Have genuine care, concern, and interest for the person you are interviewing.
7) Use basic counseling skills to help your interviewees feel heard.
8) Keep it focused.
9) LISTEN! LISTEN! LISTEN! Seriously, close your mouth and listen!
10) End with your script.
 Conducting qualitative research can be exciting for both the
seasoned researcher and the new researcher alike. When others open
up their lives for us to investigate, it is a gift for both the speaker who
is heard and for the listener who learns something from the
investigation. As qualitative researchers who conduct interviews,
we are privileged to be able to do research by talking to others.