1. 1

2.  Data Collection  Methods In Information Gathering  Observation  Interview  Questionnaire 2

3.  Gathering information about a situation, problem or phenomenon. 3

4. 1. Secondary Data  Information required is already available & need only be extracted. 2. Primary Data  Information must be collected. 4

5.  Documents  Government publications  Earlier research  Census  Personal records 5

6. 1. Observation  Participant  Non-participant 2. Interviewing  Structured  Unstructured 3. Questionnaire  Mailed questionnaire  Collective questionnaire 6

7.  Is a purposeful, systematic, and selective way of watching and listening to an interaction or phenomenon as it takes place.  Appropriate in situations where full and/or accurate information cannot be elicited by questioning. 7

8. 1. Participant observation 2. Non-participant observation 8

9.  Researcher participates in the activities of the group being observed in the same manner as its members, with or without knowing that they are being observed. 9

10.  Researcher does not get involved in the activities of the group but remains a passive observer, watching, & listening to its activities and drawing conclusions from this. 10

11.  Respondent may be aware & change behavior.  Observer bias.  Interpretation btw observer inconsistent.  Possibility of incomplete observation and/or recording. 11

12. 1. Natural  Does not intervene. 2. Controlled  Introduce stimulus to observe reactions. 12

13.  Narrative  Scales  Categorical recording  Recording on mechanical devices 13

14.  Take brief notes first  Soon after makes detailed notes  Adv: provides deep insight into the interaction.  Disadv: observer bias & incomplete recording. 14

15.  Develop scale to rate interactions or phenomenon.  Adv: quick, easy to record.  Disadv: does not provide in-depth information about interaction. 15

16.  Depend on classification develop by researcher; e.g. passive/active, etc.  Adv: quick, easy to record.  Disadv: does not provide in-depth information about interaction. 16

17.  Observation recorded on a video tape and then analyzed.  Adv: can watched it many times b4 making conclusion; can invite expert to view to make right conclusion.  Disadv: respondent uncomfortable, or behave differently. 17

18.  Person-to-person interaction with specific purpose.  Most common method.  2 types: 1. STRUCTURED 2. UNSTRUCTURED 18

19.  Known as in-depth interview.  Use interview guide/framework; no specific set questions.  + spontaneous questions.  Can be conducted in ……. 1. One-to-one 2. Group interview (focused group) 19

20.  Use for in-depth information.  Or when lack of information.  Flexibility on what to ask of a respondent; elicit rich information.  Thus, sometimes used to contruct structured instrument. 20

21.  Disadv.:  No specific set question, comparability difficult.  Questions may keep changing; info at beginning may be different from later.  Freedom may lead to interviewer bias.  More skill needed to use interview guide than structured interview. 21

22.  Pre-determined set questions in interview schedule:  Same wording  Same order of questions  Interview schedule/research instrument:  Written list of questions  Open-ended/ closed  For use by interviewer  In person-to-person interaction (face-to-face, by telephone, or by other electronic means) 22

23.  Adv: provides uniform info, which ensures comparability of data.  Required fewer interviewing skills than unstructured interviewing. 23

24.  Is a written list of questions; answer recorded by respondents.  Respondent read the questions, interpret & write down answers him/herself.  Different from interview, where interviewer asks qn & write respondents replies on interview schedule. 24

25. Rules for questionnaire :  Questions must be clear & easy to understand.  Layout is easy to read, pleasant to the eye, sequence of qn easy to follow.  Interactive style – as if someone talking to respondent.  Sensitive qn – prefaced with statement of explanation (use different font for preface to distinguish them from acual question). 25

26. Depends on:  Nature of investigation  Sensitive questions, questionnaire better.  Geographical distribution of study population  Respondents scattered, use questionnaire – cheaper.  Type of study  Illiterate, very young or very old, or handicapped – use interview schedule. 26

27. 1. Mailed questionnaire Send out to prospective rspdnt Must have addresses Prepaid self-address envelope With covering letter (brief explanation of study, indicate confidentiality & participation is voluntary, + other impt qn). A Major problem --- low response rate. 27

28. 2. Collective questionnaire Captive audience (e.g., students in lecture hall) High response rate coz few will refuse. Can explain purpose & importance of study face- to-face + can clarify qn. Quickest was of collecting data Save money 28

29. 3. Administration in public place Approach & request participation of potential rspdnt More time consuming Adv same as collective qnn. 29

30.  Adv & Disadv of Questionnaire  Adv & Disadv of Interview 30

31.  Adv:  Less expensive  Greater anonymity  Disadv:  Limited application (only for those who can read & write)  Low response rate if mailed.  Self-selecting bias (only those with good attitudes or motivations will response; may not be representative of study population). 31

32.  Spontaneous response not allowed for.  Response to a question may be influenced by response to other questions.  Possible to consult others.  A response cannot be supplemented with other information. 32

33. Adv:  More appropriate for complex situations.  Useful for collecting in-depth information.  Information can be supplemented (from observations of non-verbal reactions).  Questions can be explained.  Interviewing has a wider application.  Any type of population – children, illiterate, young & old. 33

34. Disadv:  Time-consuming & expensive.  Quality of interaction can influence quality of data.  Quality of interviewer can influence quality of data.  Quality of data vary when many interviewers are used.  Researcher may introduce his/her bias (e.g., in framing the question).  Interviewer may be biased (e.g., in the way of questioning). 34

35.  Form & wording of questions may affect type & quality of information obtained.  Types of question: Open-ended Close-ender 35

36.  Possible responses are not given.  Respondent writes the answer (for questionnaire)  Interviewer record the respondents’ answers (verbatim or summary)  Useful for seeking opinions, attitudes or perceptions. 36

37.  Possible answers given.  Respondent or interviewer tick the answer.  Useful for eliciting factual information 37

38. Adv:  Provide in-depth & wealth of info.  Provide opportunity for respondent to express their opinion, resulting in more variety of info.  Allow respondents to express themselves freely; eliminate the possibility of investigator bias. 38

39. Disadv:  Analysis more difficult (must do content analysis in order to classify the data).  Some respondents may not be able to express themselves, so information may be lost.  Greater chance of interviewer bias. 39

40. Adv:  Ready-made categories; help ensure info needed is obtained.  Easy to analyse. Disadv:  Info lacks depth & variety.  Investigator bias – may list answer he/she is interested in. 40

41.  Given response could condition thinking of respondents  May create tendency among respondents and interviewers to tick a category/ries without thinking through the issue. 41

42.  Always use simple & everyday language.  Do not use ambiguous questions.  Do not ask double-barrelled questions.  Do not ask leading questions.  Do not ask questions that are based on presumptions. 42

43.  Is anyone in your family having ‘HN1N1?  Is difficult for you to be a student and a wife?  Are you happy with your university?  How often and how much time do you spend visiting your lecturer?  In your opinion, eating lemang with rendang or peanut sauce is nice? 43

44.  Smoking is bad, isn’t it?  ‘Ponteng kuliah’ is bad, isn’t it?  How many cigarettes do you smoke in a day?  What handphone do you use? 44

45. Sources of Data:  Government or semi-government publications  Earlier research  Personal records  Mass-media 45

46.  Validity & reliability  Personal bias  Availability of data  Format 46

47.  Students will state what they have learned in Lecture 10. 47