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Mixed Methodology for Focus Groups

Learn about the utilization of mixed methodology for focus groups to improve student outcomes. Explore the benefits, challenges, and strategies for conducting effective focus groups to gather qualitative data alongside traditional quantitative data.

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Mixed Methodology for Focus Groups

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  1. Mixed Methodology for Focus Groups Presented by: Tad Pfeifer, Research Analyst Katherine R. Friedrich, Director, Institutional Research College of the Mainland Texas Association for Institutional Research Annual Meeting Lubbock, TX March 2-5, 2009

  2. Introductions

  3. Overview • Why student focus groups? • Challenges to conducting focus groups • Proposed Mixed Methodology • Pros and Cons • Reporting findings • Sample materials

  4. Background information • Joined the Achieving the Dream Initiative in 2006 • Focused on understanding and making better use of data to improve student outcomes. • Identifying gaps in student success outcomes • Diagnosing the underlying cause of these gaps • Led to a need to collect both quantitative and qualitative data

  5. Traditional Data Activities • Data collection and analyses typically limited to quantitative data only • e.g. Course completions, Retention/persistence, awards conferred, survey data • Enables us to identify where the gaps in student success exist • BUT, does not inform us as to why the gaps exist

  6. Why focus groups? • In order to address gaps in student success outcomes, need to know why they exist • Qualitative data, such as that gathered throughout focus groups is more diagnostic in nature

  7. The Challenge • By definition, focus groups typically focus on a single issue or question HOWEVER • End users want answers to more than one question AND • Time limits are dictated by class time frames

  8. Mixed methodology • Gathering possible questions • Designating key discussion questions and non-discussion questions • Paring down items • eliminating overlap or information that can be found in other places • Designating order of questions

  9. Mixed Methodology (cont.) • Conducting sessions • Staff—minimum 2 people • Prepare room • Introductions • Four time segments • Answering written questions • Discussion of answers • Discussion of additional verbal questions • Written comments on any additional feedback

  10. Pros • Allows for feedback that students may not feel free to voice amongst peers • More data than focus group discussion alone • Allows time for students to think about their opinion/responses before listening to others’ opinions • Multiple staff promotes validation of data

  11. Cons • Wording of the items is important as you may get the same answers to different questions that “sound” alike • Can result in repetitive data

  12. Reporting Findings • For each question • What themes or patterns in the responses emerged? • Sample responses highlighting these themes • Highlight noteworthy comments • Statements that really stand out • Quotes that represent significant findings/responses • Provide full record of responses in appendix

  13. Sample materials • Focus Group Feedback Form • Focus Group Instructions

  14. Questions?

  15. Contact information Tad Pfeifer tpfeifer@com.edu Kathy Friedrich kfriedrich@com.edu

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