ISM for D&T: Research Methods 2Interviews

Alison Hardy & Sarah Davies

Monday 28th January 2013

Learning outcomes

• Know about the interview as a research tool and as a method for collecting data;

• Be able to design and construct your own interview schedule in accordance with conventional practice

• Be able to conduct research interviews with confidence

• Be aware of some of the strengths and limitations of interviewing in educational research

Sharp (2012. p.73)

One major advantage of the interview is its adaptability. A skilful interviewer can follow up ideas, probe responses and investigate motives and feelings, which the questionnaire can never do.

Bell (2010, p.161)

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Approaches and paradigmsNormative paradigm Interpretive paradigm

Survey research Case study research

Documentary research

Experimental research Action research

Sharp 2012. p.46

This is just one interpretation of approaches to educational research. Cohen, Manion and Lawrence (2007a) discuss these paradigms and how they represent a researchers epistemology and ontology.

Reflect:• Where are you on the paradigm spectrum?• What do you think this says about you as a researcher?

A SEQUENCE OF CONSIDERATIONS

PREPARATORY ISSUES

METHODOLOGY

SAMPLING & INSTRUMENTATION

TIMING & SEQUENCING

Ontology, epistemology, constraints, purposes, foci, ethics, research

question, politics, literature review

Approaches, reliability, validity

Reliability, validity, piloting

A SEQUENCE OF CONSIDERATIONS

ORIENTING DECISIONS

RESEARCH DESIGN & METHODOLOGY

DATA ANALYSIS

PRESENTING AND REPORTING RESULTS

E.G. SURVEY, EXPERIMENT, NATURALISTIC, CASE STUDY, ACTION RESEARCH, TESTING

Cohen, Manion and Morrison, 2007b

Key features of the interview include:

Summary from Sharp 2009 p.74 and Cohen, Manion and Morrison 2007, p.349:• A flexible tool• Collect detailed information through conversation• Used with a relatively small number of participants• Can be expensive in time• Can be open to bias• Anonymity may be difficult• Allows for the exploration and nature of expressed views, opinions,

perceptions, attitudes, preferences and behaviours • allows specific lines of enquiry or matters of interest to be pursued as they

arise and in depth• achieve relatively high levels of personal interaction • maintain an acceptable level of standardisation

Planning an interview Schedule

• Be clear about the data that you wish to collect in relation to your questions

• Consider how many questions to ask and plan a logical order

‘Questions then survey or survey then questions?• The kind of questions you ask will in part

determine the kind of survey you will produce.• In turn, the kind of survey you produce will in

part determine the kind of questions you will ask.

• Always think about how you are going to analyse your survey data (levels of measurement, dependent/ independent/ control variables. ‘

(Lake 2011. P.4)

Questions first?

Activity

In 3’s look at the interview example schedule (SECURE Interview guidance)• How has the schedule been designed?

– Amount of questions– Types of questions– Order of questions

• What data will be collected?Compare with SD example (again semi-structured but one to one phone interview)

considerations

• Pilot and review of schedule• Interview protocol

Types of interview

Structured

Unstructured

Semi-structured

Group interviews and focus groups

Interviewing Skills

• Quality and nature of questions• Listening skills• Body language• Setting and atmosphere • Overall conduct of the interview

(Burton and Bartlett 2005, p.111)

References

• BELL, J., 2010. Doing your Research Project: a Guide for First-Time Researchers in Education, Health and Social Science. 5th ed. Maidenhead: McGraw-Hill Open University Press.

• BURTON, D., and BARTLETT, S., 2005. Practitioner Research for Teachers. London: Paul Chapman.

• COHEN, L., MANION, L. and MORRISON, K., 2007. Research Methods in Education. 6th ed. Oxon: Routledge.

• SHARP, J., 2009. Success with your education research project. GB: Learning Matters Ltd.

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