Study method

Nutrition anthropology
Azizah Ajeng Pratiwi
Dept Gizi FKM UNAIR
 acknowledgement
Highly appreciate to the authors for parts of these slides are taken
Nutrition Anthropology Course of SEAMEO RECFON
(Februhartanti, 2019; Wiradnyani, 2019)
 table of
CONTENT
Characteristics of Data c ollec tion of
I ntroducti on
qu alitative qu alitative

Data analysis of Data Dis play of Nu trition

qu alitative qu alitative Field S tu dy
Introduction
qualitative
• Penelitian kualitatif bertujuan untuk mendapatkan pemahaman mendalam tentang
konteks masalah tertentu
• Memberikan pemahaman fenomena sosial yg lebih dalam yg tidak dapat diukur oleh
statistic
• Memahami perilaku masyarakat dalam kehidupan sehari-hari, mempelajari realitas sosial
→ kehiduoan manusia, pengalaman hidup, emosi, perasaan, gerakan social, fenomena
budaya, interaksi antar negara
Characteristics
qualitative
Approach Methodology Type of Data
• Humanistic: focus on the personal, • Open-ended and in-depth • Text
the subjective and experiential • Flexible: use of multiple methods • Maps
basis of knowledge and practice (triangulation) and iteration • Drawings
• Holistic: looks for how different • Naturalistic: studying things in • Tape-recordings
parts relate to the whole; focus on their natural settings • Photographs
meaning within context • Video-recordings
• Interpretive: seeks to understand
and make sense of phenomena in
terms of meaning
• Reflexive: recognises that
researcher’s personal history,
biography, and characteristics
shape the research and the ‘data’

Februhartanti, 2019
 Characteristics
qualitative Type of Study
➢ Narrative study
• Describes individual experiences (ex: life history)
➢ Phenomenological research
• Describes the meaning for several individuals of their lived experiences of a concept or a
phenomenon
➢ Grounded theory research
• To move beyond description, to generate and discover a theory. Used when a theory is not
available to explain a process
➢ Ethnographic research
• Describes and interprets the shared and learned patterns of values, beliefs and languages
of a culture-sharing group
➢ Case study research
• Study of an issue explored through one or more cases within a bounded system
Februhartanti, 2019
Data Collection
qualitative

In-Depth Focus Group observation

Interview Discussion
In-depth interview
• To understand informants’ perspectives on their lives,
experiences or situation as expressed in their own
words’→provide a ‘deeper’ understanding of the phenomena
• Are most appropriate
• for exploring sensitive topics, where participants may not
want to talk about such issues in a group environment
• to explore information which cannot be observed directly
• Include both unstructured and semi-structured interview

Wiradnyani, 2019
 In-depth interview
• No pre-determined
questions/ideas
• No formal interview guideline,
rely on social interaction
between interviewer and
informant
U ns tru ctu red
interview
• Use standardized questions
• Use an interview guide on a list
in a pre-determined order. Eg
of topics
Questions with multiple
• No fixed wording and ordering
choice answers/ ’yes’ or ‘no’
of questions
options
• Consist of several key questions
• No scope for follow-up
that help to define the areas to
questions to responses that
be explored, but also allows the
warrant further elaboration
interviewer or interviewee to
• The same questions are
pursue an idea or response in
addressed for all subjects, in
more detail
the same order
Stru ctu red S em i S tru c tu red
inte rvie w inte rvie w
Wiradnyani, 2019
Focus Group Discussion
➢ A group discussion that gathers people from similar backgrounds or experiences to
discuss a specific topic of interest to the researcher
➢ Successful FGD→the participants talk to each other about the topic of interest
➢ It provides insight
• how a group think about an issue
• about the range of opinions and ideas→variation that exist in a particular community
(belief, knowledge, and practices)
➢ Generally involves 6-12 participants (ideal about 8)
➢ Research Team members:
▪ Moderator/facilitator (aided by a prepared question guide)
▪ Observer or note-taker
▪ Record key issues and other factors that may influence the interpretation (including
observe non-verbal messages)
▪ Record the responses from the group
▪ Help Moderator if necessary; and point out questions that are not well explored
▪ Assistant
▪ Help with logistics
▪ Deals with interferences Wiradnyani, 2019
observation
Indirect Observation
Direct observation
when the researcher hears or sees a
the researcher immediately sees and
reproduction (audiotape or videotape) of
hears what is happening
an earlier event
Advantages:
Advantages:
o Providing information from
o The record can be reviewed again to
spontaneous, unplanned, unexpected
help ensure that important aspects of
events
the incident are not overlooked or their
o Not requiring any special equipment
nature mistaken
(audio or video-recorder)
o To maximize the accuracy of observer’s
Disadvantages:
reports
o Difficult to make accurate record of
Disadvantages:
what occurred immediately because
o Operation of the equipment (change
the note-taking may distract the
tapes, more a more convenient
observation → the notes may be
location) can distract researchers from
incomplete and details of the events
noticing significant features of the
may have been forgotten
events

Wiradnyani, 2019
Data Analysis
qualitative
➢ Process of making sense of data
➢ Search of pattern and explanation → similarity or differences
➢ Process of breaking data, reducing data

How?
➢ Examine the history, process or chronological point of view
➢ Comparing cases → negativity
➢ Asking questions → the most common data analysis

Februhartanti, 2019
Frame Your Research
➢ What are your research questions?
➢ What different types of data do you have access to?
➢ What is your conceptual framework?
➢ Come with open mind, kurangi subyektivitas. But not empty
mind

Februhartanti, 2019
(Source: Ulin, Robinson and Tolley, 2005)
 Informant Phenomena found
in the study:
#1 #2 #3 #4 #5 #6 #7 -A
-B
-C
-D
A A A A A -E
B B B B B
Do we pay attention on
C C C C how many experienced
A, B, C, D, and E?
D D D
At which informant
E E E we stop?

Is there a new pheno-

menon emerged?
Comparative
Matrix
Data Analysis at desk

Transcribing

Coding

Contact Summary Sheet

Data Analysis at desk
Transcribing
Transcribing
 To make a full written or typewritten copy of a record
 Verbatim transcript
 Verbatim transcription is typing out every word and sound on a recording.
True Verbatim
 In this style the transcriptionist captures not just the words but also the sounds as well as any non-verbal
communication on the recording, such as laughter, pauses, etc.

Example:
Interviewer: Did you ever correspond with him at the time?
Interviewee: [Silence] No… er… I don’t recall that. I think.. um… I think I have some letters from him in my file
though…[Pause] which came some months…years later.

There is NO editing involved and everything is typed out just as it is on the recording.

Source: http://www.indianscribes.com/what-is-verbatim-transcription/ Februhartanti, 2019

Februhartanti, 2019
Data Analysis at desk
Coding
• Codes are labels for assigning units of meaning to the information
• Usually assigned to ‘chunks’ of text, phrases, sentences or paragraphs
• Coding/indexing: first step to analysis, a way of classifying and organizing qualitative (textual) data; getting
the essence of the data without reducing it
• Helps you to “break” the data down into meaningful segments
• Code = a symbol or abbreviation used to denote a particular theme
• Types of codes
– Descriptive
• Little interpretation
– Interpretive
• Researchers judgment of what this event is referring to
• Name codes so it can be easily understood
– HC – hot/cold classification
• Make a list with master codes
– Can add others as necessary
– Add codes for things that are not there Februhartanti, 2019
Februhartanti, 2019
Februhartanti, 2019
 Preparing for Coding

Apply some codes to

Read through the each line, to a phrase Refine them for use
text several times or few sentences (let in a coding system
the data drives you)

Februhartanti, 2019
 Preparing for Coding

• Codes have to reflect the data

• Codes should be neither too broad, nor too narrow
• Descriptive versus analytical codes
Must include:
• Short form of code, e.g. MIGR-IMP
• Long form of code, e.g. “Impact of migration on food habits”
• Operational rules for using code, e.g. to be used whenever individuals
refer to how moving from one place to another place of residence has
affected their food habits

Februhartanti, 2019
 Examples of 3 levels of coding

A qualitative study of nursing student experiences of clinical practice

Sharif F and Masoumi S. BMC Nursing 2005, 4:6 doi:10.1186/1472-6955-4-6

Level 1 codes (Meaning unit) Level 2 codes (categories) Level 3 codes (theme)

• Lack of confidence * Fear of failure

• Lack of knowledge * Feeling incompetent Initial clinical anxiety
• Lack of confidence in the first day * Feeling under pressure
• Being anxious about * Fear of facing the procedure
starting clinical practice
• Fear of hospital environment
• First week anxiety
• Fear of unknown in the first day

Februhartanti, 2019
The iterative qualitative research process
Aim and objectives/research question

Use of result Study design and

for program sampling

Interpretation/analysis
Data collection

Data analysis
Februhartanti, 2019
Making Conclusion from Qualitative Data
• General review of what you find

• Note patterns, themes, making contrasts, comparisons,

clustering, counting

• Re-verify conclusions, triangulate, check out other explanations

• Use quotes that genuinely represent the majority explanation

• Don’t stop at descriptive summary

Februhartanti, 2019
 Data Display
qualitative The Concept
Display means
➢ a visual format that presents information systematically, so the reader can draw valid conclusions
and take needed action
Data displays should
➢ engaged systematically to answer the research questions
➢ be helping the reader gain the intended message
Challenges to display data with qualitative approach→the data is in the form of narrative/text
Presenting the findings
➢ Matrix
➢ Quotation
➢ Diagram
➢ Chart
➢ Framework
➢ Pictures
Wiradnyani, 2019
Similarities

Roshita, et al
Differences

Roshita, et al
Based on The Sequence in The Interviewed Guide

Chatterjee, et al
Based on The Sequence in The Interviewed Guide

Chatterjee, et al
Diagram

Ghanekar, et al
Diagram

Ghanekar, et al
Matrix

Aikawa, et al
Foods sold at taverns
Pictures

Food shopping behavior among women in urban

slum of Jakarta
Dian Sufyan, et al, 2016
Nutrition
Field Study
Preparation In the Field After Field
Stage Stage Visit Stage
 Preparation Stage
Formulating the
Conducting pilot Designing the
topic and objectives
study methods to use
of study

Making other Seeking permission

preparations such from the campus
Selecting the
as organizing authority and from
equipment to use
transports, eats and where you could
drinks, etc wish to visit
 In the field stage

Introduce
Ask participant
purpose & Conducting the
to sign the Documentation
process of the data collection
consent form
study
After field visit stage
Analyze data

Writing the report

Presentation and disemination

 Thank
You

azizahajengp@fkm.unair.ac.id