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These non-directive interviews are considered to be the opposite of a structured interview which offers a set amount of standardized questions. [2] The form of the unstructured interview varies widely, with some questions being prepared in advance in relation to a topic that the researcher or interviewer wishes to cover.
Since a semi-structured interview is a combination of an unstructured interview and a structured interview, it has the advantages of both. The interviewees can express their opinions and ask questions to the interviewers during the interview, which encourages them to give more useful information, such as their opinions toward sensitive issues, to the qualitative research.
If multiple questions are being used to measure one construct, some of the questions should be worded in the opposite direction to evade response bias. [26] A respondent's answer to an open-ended question can be coded into a response scale afterwards, [28] or analysed using more qualitative methods.
Open questions are those questions that invite the respondent to provide answers in their own words and provide qualitative data. Although these types of questions are more difficult to analyze, they can produce more in-depth responses and tell the researcher what the participant actually thinks, rather than being restricted by categories.
A survey using a Likert style response set. This is one example of a type of survey that can be highly vulnerable to the effects of response bias. Response bias is a general term for a wide range of tendencies for participants to respond inaccurately or falsely to questions.
Often, nomothetic approaches are quantitative, and idiographic approaches are qualitative, although the "Personal Questionnaire" developed by Monte B. Shapiro [2] and its further developments (e.g. Discan scale and PSYCHLOPS [3]) are both quantitative and idiographic.
A fundamental difficulty with focus groups (and other forms of qualitative research) is the issue of observer dependency: the results obtained are influenced by the researcher or his or her reading of the group's discussion, thus raising questions of the validity of the research (see experimenter's bias).
The discourse about postqualitative inquiry arose from the question of “what comes next for qualitative research," [6] particularly regarding how to approach "a problem in the midst of inquiry” [7] in a way that allows new ideas to take shape from preconceived ones. St. Pierre suggested that being restricted to method conforms new research to the form of existing research, hindering ...