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Traps for First Time Players… the use of open-ended questions to gather data for qualitative research

Traps for First Time Players… the use of open-ended questions to gather data for qualitative research. Stephanie White Christchurch College of Education New Zealand. The Literature. An open-ended question can catch the authenticity, richness, depth of response, honesty and candor.

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Traps for First Time Players… the use of open-ended questions to gather data for qualitative research

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  1. Traps for First Time Players… the use of open-ended questions to gather data for qualitative research Stephanie White Christchurch College of Education New Zealand

  2. The Literature • An open-ended question can catch the authenticity, richness, depth of response, honesty and candor. ( Cohen, Manion & Morrison, 2000) • Truly open-ended questions should minimise predetermined responses, so that people can respond in their own words ( Patton, 2002)

  3. The Context • 15 adult learners - 11 female / 4 male • Enrolled in a week long Certificate in Adult Teaching Course at CCE, 2004 • Backgrounds in education, health, business, community and unemployed ( White, S. 2004 )

  4. The Questionnaire • Describe what learning is for you • What things have you been involved in learning in the last 12 months? • Explain your reasons for enrolling in this Course • How do you perceive lifelong learning will help you personally / society as a whole in the future? • What areas of your life might be enhanced in the future by your current learning?

  5. Describe what learning is for you • New ideas, excitement, stepping out of my comfort zone, acquisition of new ideas, skills, knowledge, information, to understand something that was previously a mystery, is a core need, to be regularly exposed to/ and acquire new ideas, methods and information, as well as the stimulation of meeting new people and discovering new places/spaces, a continual process throughout life which enables you to grow as well as empowers you to expand yourself, gaining new knowledge, new ideas, soaking up knowledge like a sponge, changing my ideas, refreshing, solving problems, filling gaps, discovering and growing…….. • Over 40 responses/phrases to this one question

  6. He manga wai koia kia kore e whitika • It is a big river indeed that cannot be crossed ( make light of the difficulties and they will disappear)

  7. The people’s true voices • It is like “taking a walk in someone else’s shoes” • You get a variety of rich, honest and diverse responses • It catches the “gems” of information such as shown on the questionnaires themselves

  8. The analysis • Reviewed the responses initially to get a “feel’ for the data • Collated all responses to each question by hand on paper • Gave responses a code and then grouped similar responses together • Included examples of “true’ responses in the paper and the number of times they were given

  9. Capturing the “prize” • Include raw data of interviews and questionnaires to capture the actual things said by actual people • Look for patterns and integrate what is said in one place with what is said in another place • Carry out a content analysis according to a classification scheme • Allow for the unexpected, seek out the answers and impose order on them • Celebrate the dimensions, themes, images, or words people use to describe their feelings, thoughts and experiences

  10. References • Cohen, L.,Manion, L. & Morrison, K. ( 2000) Research Methods in Education • Patton M. ( 2002 ) Qualitative Research and Evaluation Methods • White S. ( 2004 )What Motivates Them? Adult Learners’ Perceptions of and Reasons for Engaging inLifelong Learning. New Zealand Journal Of Adult Learning. 32(2)

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