DATA COLLECTION IN QUALITATIVE Consists of collecting data using forms with general, emerging questions to permit participants to generate responses Identify the participants and sites Need greater access to the sites – to interview Relies on general interviews or observations Record information on self-designed protocols Challenges and ethical issues in gathering information through interview and observation

Issues to be considered The participants and sites Types of information to be collected How to record the data How do we administer data collection

Participants and Sites The intent is to develop an in-depth exploration of a central phenomenon Purposefully or intentionally select individuals and sites – purposeful sampling (sometimes defines as convenience sampling)

Purposeful Sampling Maximal Variation Sampling Extreme Case Sampling Typical Sampling Theory or Concept Sampling Homogenous Sampling Critical Sampling Opportunistic Sampling Snowball Sampling Confirming and Disconfirming Sampling

Maximal Variation Sampling The researcher samples cases or individuals that differ on some characteristic or trait The researcher need to identify the characteristic – race, gender, location, and so on In other variation, some authors defined this as quota sampling

Extreme Case Sampling A form of purposeful sampling in which we study an outlier case or one that displays extreme characteristics The researcher need to identify the characteristics – school with high perfomance, school that received specific recognition, and so on

Typical Sampling A sampling in which the researcher studies a person or site that is “typical” to those unfamiliar with the situation The typical situation is based on certain assumption which represent the people of the site – long service, consistency, etc.

Theory or Concept Sampling The researcher samples individuals or sites because they can help the researcher generate or discover a theory or specific concepts Perhaps the researcher wants to generate a theory of student attitudes toward distance learning – studying five sites that have experienced distance learning

Homogenous Sampling The researcher samples individuals or sites based on membership in a subgroup that has defining characteristics A study on parent programme in school – parents who have children in school will be selected as they belong to a common subgroup in the community

Critical Sampling The individuals or sites represent the central phenomenon in dramatic terms They were exceptional and the researcher can learn much about the phenomenon A study on students misbehaviour in school – studying student who have identified involve in the misbehaviour incidents in school

Opportunistic Sampling A purposeful sampling undertaken after the research begins, to take advantage of unfolding events that will help answer research questions The sample emerges during the inquiry – the researcher need to collect new information It needs to be cautious as this form might divert attention away from the original aims of the research

Snowball Sampling Typically proceeds after a study begins and occurs when the researcher asks participants to recommend other individuals to study – the researcher may not know the best people to study because of the unfamiliarity of the topic or the complexity of the events The researcher may pose the request as a question during interview or informal conversation This led to individuals that had not been anticipated at the beginning

Confirming and Disconfirming Sampling Proceeds after a study begins to confirm or disconfirm prelimenary findings To follow up on specific cases to test or explore further specific findings Studying about the school principals who support the in-house training by serving as mentors – after interviewing the principals, the researcher confirms or disconfirms the mentoring role by studying principals who have received praise upon

Short Activity Talk to your friend who will be your sample and how you are going to select them – identify a specific sampling procedure that you are going to used Look back to your research problem.

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