Self-Learning Module - VPAA Format

This module is purposely developed by Laarni T. Capinding and Enrico T.
Tañedo of the Psychology Department,

Tarlac State University for the students enrolled in the course PSY 125, 1st semester A.Y. 2020-2021. | 2
This module is purposely developed by Laarni T. Capinding and Enrico T. Tañedo of the Psychology Department,
PSY 125: FIELD METHODS IN PSYCHOLOGY
Course Introduction and Expectation Setting
Hello, Psych major student! Welcome to your course in Field Methods in Psychology.
PLEASE MAKE SURE TO READ ALL OF THE CONTENTS OF THIS MODULE FIRST IN
ORDER TO HAVE THE WHOLE PERSPECTIVE OF HOW THIS COURSE WILL GO
THROUGH.
This course provides an overview of qualitative research methods used in Psychology.

Through this class, you will be able to learn and practice the following competencies:
knowledge and skills in psychological research, independent and continuous learning,
interpersonal and collaboration skills, ethical behavior and cultural sensitivity. Given our
transition to the new normal set-up in learning, please take note that YOU NEED TO
FOCUS ON STUDYING INDEPENDENTLY AND YOUR LEARNING IS YOUR OWN
RESPONSIBILITY. Rest assured that I, as your Instructor, will provide as much assistance
and considerations as probable, through the course of this semester.
Course Description
This course introduces the student to qualitative research in

psychology. The course covers theory and epistemology behind
qualitative research, it focuses on the most widely used data collection
methods in the field namely (1) qualitative interviewing (2) focus
groups and (3) participant observation/ ethnography. It will also
introduce the students to various methods on analyzing qualitative
data from thematic analysis to narrative analysis. The student will
undergo the complete research process from planning to writing a
qualitative research as laboratory training.
Course Outline
This course is structured to comprise large learning blocks which we refer to as Units.
Each Unit is further comprised of a series of sub-learning blocks which we refer to as Modules.
This course has four (4) Units comprising of sixteen (16) Modules. For your better understanding
of the units and modules, you can refer to this overview:
Unit I: Background of Qualitative Methods in Psychology

 Module 1: Nature and History of Qualitative Methods in Psychology
Unit II: Qualitative Data Collection

 Module 2: Qualitative Interviewing
 Module 3: Focus Groups
 Module 4: Ethnography/ Participant Observation
Unit III: Qualitative Data Analysis
 Module 5: Data Transcription Methods
 Module 6: Thematic Analysis
 Module 7: Grounded Theory Development
 Module 8: Discourse Analyses
 Module 9: Conversation Analysis
 Module 10: Phenomenology
 Module 11: Interpretative Phenomenological Analysis
 Module 12: Narrative Analysis
Unit IV: Planning and Writing-up Qualitative Research

 Module 13: Writing Qualitative Report
 Module 14: Ensuring Quality in Qualitative Research
 Module 15: Ethics and Data Management in Qualitative Research
 Module 16: Evaluating Qualitative Report Writing
As this semester has a duration of eighteen (18) weeks, PLEASE REFER TO THE OBTL
SYLLABUS for the schedule of module topics and instructions on requirements. Any
adjustments on the schedule or changes regarding the requirements will be communicated to
you accordingly.
The requirements that you have to comply in order to evaluate your completion of this course
are the following:
STUDENT PERFORMANCE EVALUATION

LECTURE
Assignment/Output 30%
(Oral presentation, Reflective Writing, Online Quiz, Reflective Essay etc.)
Quiz 20%
Attendance/Online Class Participation 20%
(Students response to teacher-posted comprehension questions. Students
reflection on class required readings.)
Term Exam 30%
LABORATORY
Laboratory Exercises 50%
Research Project 50%
Credit Grade = (Midterm Grade + Final Term Grade)/2
Guidelines on Requirements
For the Online Discussion Forum, please adhere to the following guidelines:
 Address in an informed and well considered manner the given discussion topic or
question. The discussion topic or question will be found in the “Learning Activities”
section of each module.
 Write clearly, following the conventions of written English or Filipino. Use the language
you are most comfortable with. Do not use abbreviations and acronyms unless these are
introduced in the readings, and do not write in textspeak.
 Do not post lengthy contributions, do not beat around the bush. Your post should be
short yet concise. When you agree or disagree on something, please explain clearly why.
 Respond to one or two posts by other co-learners in a courteous and constructive way. Be
polite or civil when arguing a point. Do not be rude and do not make remarks that may be
construed as a personal attack. Refer to ideas/statements, not the person. Avoid jokes or
humorous statements in text that may be misunderstood by your classmates, and ask only
questions that sincerely interest you.
For all the Assignments/Outputs, please use the following format:

 Use 8.5 x 11 inches paper, 1-inch margins maximum.
 Choose Font Type Times New Roman, Calibri or Arial, size 11, 1.5 line spacing.
 Use APA Format for references and citations.
 Choose Black ink only.
As a Psych major, you also know that the Department upholds the value of integrity therefore,
your commitment to academic integrity is fundamental in completing this course. Cheating in
any form will not tolerated by the Department and offenders will be dealt with accordingly. YOU
NEED TO COMPLY TO THIS HONOR CODE AS THE DEPARTMENT’S STANDARDS OF
ACADEMIC INTEGRITY.
 You commit that your outputs to requirements and answers to exams must be your own
work (except for those which required collaboration as instructed and permitted by your
Instructor.)
 You commit that you will not share any solutions or answers to requirements and exams
with anyone.
 You commit that you will not engage in any other activities that will dishonestly improve
your results or dishonestly improve or damage the results of others.
 You commit that your work will not be in any form of plagiarism – copying words, ideas,
or any other materials from another source without giving credit.
Reference: Coursera Honor Code (n. d.). Retrieved from https://learner.coursera.help/hc/en-us/articles/209818863-Coursera-Honor-Code
Your work shall be rated at the end of each term in accordance with the Grading System
documented in the Tarlac State University Student Manual.
1.0 – Excellent
1.25-1.5 – Very Good
1.75-2.0 – Good
2.25-2.5 – Satisfactory
3.75-3.0 – Passing
4.0 – Conditional Failure
5.0 – Failing
INC. – Incomplete
You are also aware of the Department’s Retention Policy in order to ensure the quality of the
program offering and to prepare the students for the Board Licensure Examination for
Psychometricians hence, you need to take note of the following reminders:
• First year AB Psych students must obtain a grade of at least 2.25 in the foundation courses
in order to continue in the program.
The Foundation Courses are:
PSY 1A: Understanding the Self (1st Semester)
PSY 1: General Psychology (2nd Semester)
 Second year and Third year AB Psych students must obtain a general weighted average
(GWA) of at least 2.0 in the major courses in each semester in order to continue in the
program.
 Third year AB Psych students must obtain a GWA of at least 2.0 in the major courses in
the 2nd semester in order to enroll in Psychological Research 1 (PSY 115).
 Fourth year AB Psych students must obtain a GWA of at least 2.0 in the major courses in
the 1st semester in order to enroll in Psychological Research 2 (PSY 118).
 Grades in the major courses taken in the 2 nd semester and midyear term are included in
the computation of the GWA for enrollment in the succeeding term.
 Students who failed in any major course TWICE can no longer continue in the program
irrespective of the GWA.
Class Management
This course will be delivered using two modalities: (1) Online Class and (2) Self-learning Modules.
You are assigned to either one of these modalities based on the available and accessible resources
that you have. Kindly take note of the following reminders in the management of these class
modalities.
1. Online Class
 Microsoft Teams will be used as the primary platform thus, you are advised to
download and install the aforementioned application. Go to office.com and login using
your @student.tsu.edu.ph account. Choose Teams from the list of applications, from
there your enrolled subjects will appear. Scheduled class discussions through video
conferencing, will be hosted and posted here.
 FaceBook Messenger Group Chat will also be used as the supplementary platform for
communication. Ask your class representative to add you in the Group Chat.
 Textbooks that you will be using as main references for this course are uploaded in
Microsoft Teams. PLEASE DO NOT UPLOAD OR SHARE THESE REFERENCES TO
ANY OTHER PLATFORMS. If you want to purchase the hard copy of these textbooks,
kindly coordinate with your class representative.
2. Self-learning Modules
 TSU in partnership with your Local Government Unit (LGU) placed a Distribution and
Retrieval System of modules, references and other documents hence, you are
encouraged to check on this set-up with your Barangay/LGU officials.
 Text messages will also be accommodated as the supplementary platform for
communication. Check on my contact information below for reference.
 Textbooks that you will be using as main references for this course are coordinated by
your class representative and will be distributed by your LGU. PLEASE
COMMUNICATE TO THEM ACCORDINGLY.
UNIT II: QUALITATIVE DATA COLLECTION
Module 2: Qualitative Interviewing
I. Introduction
Qualitative data from different sources are collected using qualitative methods
such as interviewing, focus groups, participant observation (ethnography) and already
existing data obtained from the internet, media recordings, and therapeutic interviews
among others. This unit is dedicated for you to get acquainted with the major qualitative
data collection starting with the most common tool in psychology and social sciences, the
qualitative interview (Howitt, 2016). To get started, this module covers topics on
qualitative interviewing, followed by a short discussion on its historical development, then
you will be introduced to the process of conducting qualitative interviews, how to analyze
the collected data, when is it appropriate to use and finally the evaluation of qualitative
interviewing.
TEST YOURSELF
Direction: Encircle the correct answer(s).
1. Qualitative interviews are normally:
a. structured
b. a quick and easy way to collect data
c. semi-structured
d. unstructured
2. Structured interviews typically:
a. provide a framework around which interviewees can elaborate

b. offer participants a choice from a list of possible answers
c. involve more than one participant at the same time
d. offer participants a chance to talk at length about issues that affect them
3. Which of the following statements apply to qualitative interviews? Select all that
apply.
a. They are not normally recorded

b. They are driven by the researcher’s agenda and are based on prior
knowledge and theory
c. They are largely steered by the responses of the interviewee to which the
interviewer may explore further with the use of careful questioning
d. Although the researcher usually has a list of areas to explore through
questioning, there is no rigid structure and flexibility is vital
4. Which of the following statements apply to structured interviews? Select all that
apply.
a. It is difficult to predict how long the interview will last
b. The interview facilitates reliability, validity and similar assessments
c. Repeat interviewing of the same participant is a common feature of
structured interviews
d. The interview seeks to explore the thinking of the interviewee
II. Learning Objectives
With the completion of this self-learning module, you should be able to:
Y Demonstrate necessary skills in conducting qualitative interviewing such as

preparation, crafting and piloting interview guide, interpersonal and
conversational and analysis of collected data.
III. Content
a. Preparatory Activities
Interview Exercise
Interview anyone with you at home and ask them about their thoughts on
flexible learning, recording his/her answer.
b. Developmental Activities
Qualitative Interviewing
Interviews are a part of our lives, from school admission

interviews to internship interviews, job interviews, and intake
interviews among others. Conducting interviews varies depending on its context,
purpose, objectives, format and structure and each have their own distinctive features
and requirements. Qualitative interviewing characteristically involves questions and
probes by the interviewer designed to encourage the interviewee to talk freely and
extensively about the topic(s) defined by the researcher (Howitt, 2016). The qualitative
researched must adhere to the values and ethics of research and has the responsibility
to help develop theory out of the interview data. Interviews can also be structure and
unstructured. Structured interviews are planned and predetermined exactly the
opposite of unstructured interviews. Qualitative interviews are commonly referred to
as semi-structured, which are typically pre-structured to generate extensive and rich
data from research participants (see Table 2.1 an extended comparison of structured
and qualitative interviewing).
Table 2.1 A comparison of structured versus qualitative interviewing (adapted from Howitt, 2016)
Structured Interview Qualitative Interview

1. The interview uses a pre-written list of 1. Although the researcher usually has a list
‘closed’ questions which is not usually of ‘areas’ to explore through questioning,
departed from and the questions are asked there is no rigid structure and flexibility is
in a standard fashion. vital.
2. Answers are usually selected from a pre- 2. The researcher wishes to encourage ‘open’
specified list given to the participant or, answers in which the interviewee provides
alternatively, the interviewer classifies the elaborate and detailed answers.
answer according to a pre-specified
scheme.
3. the structured interview facilitates a 3. The qualitative interview normally does

quantitative analysis. not lend itself to quantitative analysis
methods.
4. Structured interviews are relatively short 4. Qualitative interviewers encourage ‘rich’

as well as being fairly predictable in detailed replies leading to lengthy
duration. interviews of a somewhat unpredictable
duration.
5. Structured interviews are not normally 5. A recording is virtually essential for most
recorded. qualitative interviews.
6. The high degree of structuring facilitates 6. The assessment of the reliability and
reliability, validity and similar validity of a qualitative interview is a
assessments. complex issue and not easily addressed.
7. The interviewer in the structured 7. The qualitative interview requires the

interview is basically a question asker and interviewer to be an active listener
answer recorder. concentrating on what the interviewee
says while formulating questions to help
the interviewee expand on and clarify
what has already been said.
8. The structured interview is driven by the 8. The qualitative interview is largely steered
researcher’s agenda and is based on prior by the responses of the interviewee which
knowledge and theory. that is, the the interviewer may explore further with
structured interview is not generally the use of careful questioning. the
exploratory. qualitative interview seeks to explore the
thinking of the interviewee.
9. Interviewees have little choice other than 9. Sometimes it is suggested that qualitative
to keep to the agenda as set by the interviewing encourages ‘rambling’
researcher. there is limited or no scope for answers which may provide a wider
Structured Interview Qualitative Interview
idiosyncratic responses to be made. there perspective on the subject matter of the
may be a somewhat token opportunity for interview.
the interviewee to ask the interviewer
questions or to express additional
thoughts.
10. Standardization of the questions asked 10. A lack of standardization is inevitable in

and the possible answers is a characteristic qualitative interviews and the
of structured interviewing. interviewer expects to rephrase questions,
generate new questions in response to the
interviewee’s answers, probe the meaning
of what the interviewee says, and so forth.
11. Inflexible. 11. Flexible.
12. The interviewer is often a ‘hired assistant’ 12. In many cases it is ideal if the qualitative
rather than someone involved in the interview is con- ducted by the researcher.
planning of the research. this allows the researcher to respond
quickly to matters emerging in the
interviews and make changes if necessary.
13. Some would suggest that structured 13. Some would suggest that qualitative
interviews can be best used for hypothesis interviews are exploratory and more to do
testing purposes with hypothesis generation than
hypothesis testing.
14. Repeat interviewing is uncommon in 14. Additional or repeat interviewing is

structured interviews except for appropriate in qualitative interviewing as
longitudinal studies. it provides the researcher with an
opportunity to reformulate their ideas or
‘regroup’. repeat interviewing allows the
researcher to check their analysis against
the perceptions of the participants in their
research.
Conducting Qualitative Interviews
Cognizant that qualitative research uses extensive, rich, dense and detailed data,
interviewing is deemed as a crucial factor of qualitative research. As such, you are
herein provided the steps to carry out that will rid you off the mistakes novices make
and thereby contribute to success in qualitative interviewing.
Figure 2.1 Stages in the qualitative interview process
1. Research 1. Recording the 1. Support for the

conceptualization and interview interviewer
development. 2. Orientation stage of 2. Data protection and
2. Preparation of the management
(The qualitative interview stage)

the interview
(Post-interview considerations)
interview guide
(Preparatory stage for the qualitative interview)
3. What qualitative 3. Data transcription

(interview schedule)
During the Interview
interviewers ‘do’ when
After the Interview

3. Suitability of the interviewing
sample for in-depth 4. Bringing the
interviewing interview to a
Prior to the Interview
4. Interview trialling conclusion

(piloting)
5. Inter-interview
comparison
6. Communication
between interviewers
7. Sample recruitment
and selection
8. Participant
management
9. The
preparation/selection of
the interview location
Preparatory Stage for the Qualitative Interview
Step 1. Research conceptualization and development

- develop clarity about the objectives and purposes of one's research as soon as possible in the
research process.
Step 2. Preparation of the interview guide (interview schedule)

-before starting the main data collection phase, prepare an interview guide that structure the
questions or topics to be covered in a natural, sensible and helpful sequence.
Step 3. Suitability of the sample for in-depth interviewing

-choosing knowledgeable informants and pilot interviews is helpful in planning a diffucult
research.
Step 4. Interview trialling (piloting)

-try out your interviewing style and procedures in advance of the main data collection phase.
Step 5. Inter-interview comparison

-across-the-board view of interviews done by you and your colleague.
Step 6. Communication between interviewers

-ensure similarity and evenness of coverage across interviews.
Step 7. Sample recruitment and selection

-employ strategies to recruit appropriate participants
Step 8. Participant management

- keep the participant on-board, during the period before the appointment for the interview,(E.g.writing letters,
using courtesy calls, provision of background details about the research, its purpose and ethical arrangments).
Step 9. The preparation/selection of the interview location

secure location that best serve the interests of
-find suitable uninterrupted, quiet place.
the research.
The Qualitative Interview Stage
Step 1. Recording the interview

-recordings of interviews are crtitical to producing good quality transcription.
Step 2. Orientation stage of the interview

-engage the interviewee by orientating them the entire process in adherance to the approved
research protocol.
Step 3. What qualitative researchers "do" when interviewing

-actively listening to the -actively building a mental questions vary from
replies to the question.
picture and understanding of -use silence effectively
what the interview is saying. interview to interview
Step 4. Bringing the interview to a conclusion

-review the interview guide -thank interviewee formally -debrief interviewee
After the Interview
Y Support for the interviewer. Some qualitative interviews may involve

sensitive and distressing materials that may potentially distress the
interviewer, that persist even after the interview is over. It is suggested to
have a confidant with whom you may work through the interview
experience or post interview sessions are some of the ways to help you deal
with the distressing situations.
Y Data protection and management. Safe storage, retrieval and disposal of
collected data is an ethical responsibility of all researches.
Y Data Transcription. Transcription of data for analyses using various
methods of transcription discussed in Module --
Ensuring Quality in Qualitative Interviewing
Kvale (1996) has identified a number of criteria which may be indicative of the quality
of the interview as follows:
Y are the interviewer’s questions comparatively much shorter than the replies
of the interviewee?
Y are the interviewee’s replies to the point of the interview and extensive?
Kvale (1996) uses the terms spontaneous, rich, specific and relevant (p. 145)
to describe good quality answers.
Y Does the interviewer follow up the relevant parts of the interview and seek
clarification of what is being said?
Y Is the interview complete in itself? that is, is the story that it contains self-
contained and requires little by way of extra explanation or description for
it to make sense?
Y are important features of the interviewee’s answers summarized and/or
interpreted by the interviewer during the course of the interview?
Y Does the interviewer validate or verify their interpretations of the answers
during the interview itself?
Y Is the interviewer knowledgeable about the topic of the interview? the
more generally informed the interviewer is concerning the research topic,
the easier the interview will be. Of course, this also allows the interviewer
to be frank about aspects of the interview that they do not understand.
Y Does the interviewer ask questions in a straightforward, clear and simple
fashion? Is the interviewer understood easily? Does the interviewer avoid
using jargon which is unknown to the interviewee?
Y Does the interviewer impose a clear structure to the interview and provide
useful summaries at appropriate points of the interview?
Y Is the interviewer sensitive to what the interviewee is saying? Does the
interviewer seek to clarify any nuances of meaning that a reply may have?
Is the interviewer sensitive to emotionality in replies and does he or she
deal with this effectively?
Y Does the interviewer have a gentle approach to the interview which allows
the interviewee to respond at their own pace and in their own time? this
includes being accepting of pauses and thinking time by not interrupting
these. Does the interviewer avoid interrupting what the interviewee is
saying?
Y Does the interviewer exhibit openness to what the interviewee is saying?
For example, does he or she allow the introduction of new aspects of the
topic by the interviewee?
Y Does the interviewer appear to remember what the interviewee has said
previously? a poor interviewer may appear not to have registered what the
interviewee has already said and so, for example, may pose questions which
the interviewee has essentially already answered.
Y Is the interviewer prepared to be critical or questioning of what has been
said? Does he or she question the interviewee in ways which might help
establish the validity of what has been said? Matters of logical consistency
might be raised.
Y Does the interviewer show evidence that they are steering the interview in
ways which are relevant to the purpose of the research? that is, does the
interviewer seem to have a firm grasp on what the research is about? For
example, the interviewer may need to ensure that the interviewee does not
digress too much from the topic of the interview.
Analyzing Qualitative Interviews
The following diagram presents number of analytic procedures which could be

used, appropriately in order to analyze the data from qualitative interviews.
Y Grounded theory (Module _) can be construed as a somewhat generic
approach to qualitative data analysis which is not constrained by a particular
interest in language in action, for example, unlike conversation analysis and
certain forms of discourse analysis.
Y Thematic analysis (Module --) could be used since this merely seeks the
dominant themes which underlie the content of the conversation.
Y Phenomenological analysis (Module --) or interpretative phenomenological
analysis (Module --) might be an appropriate approach if the interviews
concentrate on how individuals experience phenomena such as health matters.
Y Narrative analysis might be appropriate if the interviews took a substantial life-
history/narrative form. However, some narrative analysts prefer to construct
their qualitative interviews following McAdams’ (1993) scheme and those of
others (see Module --).
Evaluation of Qualitative Interview
Y The qualitative interview has advantages over focus groups in that it allows the
researcher substantial control over the data collected. In contrast, the focus
group hands even more control to the group under the researcher’s guidance.
A group of individuals may develop an agenda for discussion which is quite
distinct from those of the individual members. This does not make it invalid, it
merely is different. Focus group researchers have far less time to devote to the
individual than to individual interviews. But, then, the focus group is not
intended to serve the same purpose as the individual qualitative interview.
Y Like most other qualitative data collection methods, the qualitative interview
is extremely flexible and is not necessarily constrained by a conventional
structure. For example, the researcher might wish to use family photographs
and get the participant to talk about these as part of a study of families.
Y In qualitative research, qualitative interviews may be combined with other data
collection methods. An obvious example of this is their use in the context of
ethno- graphic or participant observation approaches.
Y The qualitative interview can be used in a variety of ways in relation to
research. For instance, many researchers have used the interview as part of a
preliminary, exploratory, stage for their research especially when the topic is a
relatively new one and the researcher cannot rely on the inspiration of the
previous research literature on which to build their ideas. Quite simply, there
may be a lack of knowledge on a particular topic and the obvious initial stage
of research would be to talk to those people who may have experiences,
thoughts and ideas which are relevant to the research topic. Out of these
interviews, the researcher hopes to generate ideas for research which are
grounded in people’s experiences.
Y However, it is wrong to think of the qualitative interview as merely an idea-
generating technique. It may be useful used in this way but this use tends to
under- mine the qualitative interview since it implies that there are better
methods of doing the ‘real’ research. The qualitative interview can provide
information which is, in itself, sufficient for the purposes of the research.
Y The resource-intensive nature of qualitative interviewing should always be a
consideration. This, in the end, may lead to the view that the qualitative
interview is the only practicable choice to achieve the researcher’s aims. On
the other hand, the researcher should question why it is that they need to use
the qualitative interview. What is it about the research question which cannot
be addressed in different ways? Indeed, has the researcher done sufficient
preparatory work (e.g. the literature review) to be sure that the research
question could not be addressed in other ways more effectively?
Y There are many circumstances in which there are no feasible alternative ways
of data collection. For example, it is not possible to do observation-based
studies of contraception use.
IV. Synthesis/Generalization
Y the qualitative interview in its various forms is the bedrock of qualitative

research. It supplies a means of gathering extensive and detailed data on
virtually any topic. Of course, the focus group is a variant of this. Nevertheless,
it does not always supply appropriate data for every research purpose and so is
the data collection method of choice for only some qualitative research.
Y a researcher planning to use qualitative interviews needs to appreciate that
they involve a planning/preparatory stage, the interview itself and post-
interview considerations. a researcher who fails to plan properly for the inter-
view may waste their time in any number of ways. For example, the
interviewee may fail to make the appointment, the researcher may badly
structure the interview and dominate the exchanges through lack of planning,
or the interview is inaudible on the recording and so cannot be used. these are
just some of the possible problems.
Y a distinction should be made between the quality of an interview and its
suitability for particular research purposes. Ideally, the researcher should be
technically proficient in interviewing but also clear in terms of the overall
strategy of the research.
Y there is potential to analyze qualitative interview data using a variety of
different analysis methods. Of course, it is better where the researcher matches
the content of the interview to the requirements of the method. Each of the
different methods of analysis will provide a different form of analysis according
to the theoretical basis of the method
V. Evaluation
KNOWLEDGE CHECK
Direction: Encircle the correct answer(s).
1. Qualitative interviews are normally:
a. a quick and easy way to collect data

b. structured
c. unstructured
d. semi-structured
2. Structured interviews typically:
a. offer participants a chance to talk at length about issues that affect them
b. offer participants a choice from a list of possible answers
c. provide a framework around which interviewees can elaborate
d. involve more than one participant at the same time
3. Which of the following statements apply to qualitative interviews? Select all that
apply.
a. Although the researcher usually has a list of areas to explore through

questioning, there is no rigid structure and flexibility is vital
b. They are not normally recorded
c. They are largely steered by the responses of the interviewee to which the
interviewer may explore further with the use of careful questioning
d. They are driven by the researcher’s agenda and are based on prior
knowledge and theory
4. Which of the following statements apply to structured interviews? Select all that
apply.
a. It is difficult to predict how long the interview will last

b. Repeat interviewing of the same participant is a common feature of
structured interviews
c. The interview facilitates reliability, validity and similar assessments
d. The interview seeks to explore the thinking of the interviewee
VI. Assignment
Journal Article Review

1. Read a journal article and evaluate accordingly.
VII. References:
Howitt, D. (2016). Introduction to qualitative research methods in psychology (3rd ed.).

Harlow, UK: Pearson.
Howitt, D., & Cramer, D. (2014). Introduction to research methods in psychology.

Psychology for Nurses (4th ed.). Harlow, England: Pearson Education Limited.
https://doi.org/10.5005/jp/books/12408_3
VIII. Glossary of Terms
Reliability – The idea from quantitative research that measures should exhibit
consistency over time and internally over the various sub-sections of the measure.
Validity - A quality criterion in the quantitative epistemology. Of dubious value in
qualitative research.
ANSWERS TO KNOWLEDGE CHECK: 1. D 2. B 3. A&C 4. C


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Self-Learning Module - VPAA Format

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This module is purposely developed by Laarni T. Capinding and Enrico T.

Tañedo of the Psychology Department,

Course Introduction and Expectation Setting

This course provides an overview of qualitative research methods used in Psychology.

This course introduces the student to qualitative research in

Unit I: Background of Qualitative Methods in Psychology

Unit II: Qualitative Data Collection

Unit IV: Planning and Writing-up Qualitative Research

STUDENT PERFORMANCE EVALUATION

Credit Grade = (Midterm Grade + Final Term Grade)/2

For all the Assignments/Outputs, please use the following format:

Reference: Coursera Honor Code (n. d.). Retrieved from https://learner.coursera.help/hc/en-us/articles/209818863-Coursera-Honor-Code

1. Qualitative interviews are normally:

2. Structured interviews typically:

a. provide a framework around which interviewees can elaborate

a. They are not normally recorded

II. Learning Objectives

Y Demonstrate necessary skills in conducting qualitative interviewing such as

Interviews are a part of our lives, from school admission

Structured Interview Qualitative Interview

3. the structured interview facilitates a 3. The qualitative interview normally does

4. Structured interviews are relatively short 4. Qualitative interviewers encourage ‘rich’

7. The interviewer in the structured 7. The qualitative interview requires the

10. Standardization of the questions asked 10. A lack of standardization is inevitable in

11. Inflexible. 11. Flexible.

14. Repeat interviewing is uncommon in 14. Additional or repeat interviewing is

Figure 2.1 Stages in the qualitative interview process

1. Research 1. Recording the 1. Support for the

(The qualitative interview stage)

3. What qualitative 3. Data transcription

After the Interview

4. Interview trialling conclusion

Step 1. Research conceptualization and development

Step 2. Preparation of the interview guide (interview schedule)

Step 3. Suitability of the sample for in-depth interviewing

Step 4. Interview trialling (piloting)

Step 5. Inter-interview comparison

Step 6. Communication between interviewers

Step 7. Sample recruitment and selection

Step 8. Participant management

Step 9. The preparation/selection of the interview location

Step 1. Recording the interview

Step 2. Orientation stage of the interview

Step 3. What qualitative researchers "do" when interviewing

Step 4. Bringing the interview to a conclusion

After the Interview

Y Support for the interviewer. Some qualitative interviews may involve

Ensuring Quality in Qualitative Interviewing

Analyzing Qualitative Interviews

The following diagram presents number of analytic procedures which could be

Evaluation of Qualitative Interview

Y the qualitative interview in its various forms is the bedrock of qualitative

1. Qualitative interviews are normally:

a. a quick and easy way to collect data

2. Structured interviews typically:

a. Although the researcher usually has a list of areas to explore through

a. It is difficult to predict how long the interview will last

Journal Article Review

Howitt, D. (2016). Introduction to qualitative research methods in psychology (3rd ed.).

Howitt, D., & Cramer, D. (2014). Introduction to research methods in psychology.

VIII. Glossary of Terms

ANSWERS TO KNOWLEDGE CHECK: 1. D 2. B 3. A&C 4. C

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