Module B1 Session 13
Session 13
Qualitative methods for data collection
At the end of this session, participants will be able to


Argue the case for an integrated approach to evidence gathering that combines
qualitative and quantitative approaches
Discuss the importance of participatory methods as one of the approaches that has
become part of the mainstream of the methods used for gathering evidence
Introduction
The quantitative – qualitative divide
I argue that the divide between quantitative and qualitative methods is to a large extent
product of the division that so far has existed between disciplines or sciences that explore
fields of human activity that have concentrated on one end of the spectrum on
measurement and on the other en of the spectrum on the conceptualisation of ideas. The
division has been accentuated by the way our education systems have become specialised
and have led to people studying subjects, rather than exploring knowledge! An oversimplified scenario will have statisticians arguing that they use quantitative methods while
anthropologists may argue that they mainly use qualitative methods. If this were to be the
case in the practice of both professions, the outcome would be poor statistics and poor
anthropology. Through out the activities of this session, students will discover that in any
area of information collection, the use of a critical approach that is driven by clearly
defined information needs, will inevitably lead to the use of an integrated set of research
approaches.
Although the case for classifying information into numerical and non-numerical is a strong
one because of the tools that we use to process and summarise that information, in this
session we want to challenge the perception of research methods and data collection (as
part of a research process) can be divided into qualitative and quantitative fields. I would
argue that the dichotomy qualitative-quantitative methods is misleading and that we need
to become aware of methods that have been developed in distinct fields of science to take
full advantage of the heritage of knowledge and methods that will help in making a success
of our task of gathering and processing information for decision-making purposes.
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In order to do this, a series of readings are proposed and activities aimed at helping to
bridge the qualitative-quantitative divide are suggested.
Activities
Activity 1: Spot the difference
In this activity you are required to read the following papers:
What Are Qualitative Methods?
This paper can be found in the DVD that supports this course.
After having read them, you will prepare a summary that explores the contrasts and shared
characteristics between what are described as Qualitative Methods and methods such as
surveys and census. While it is evident that there are differences, to what extent the
differences that are emphasised in the papers are due to the different training and
disciplines of those involved in the use of these methodologies. You are encouraged to find
areas where the papers point out that “qualitative (and participatory) methods contrast with
qualitative methods” but in practice surveys and census address those issues. Finally you
should look at areas where the common use of surveys and census could learn from the
approaches advocated under the labels of qualitative and participatory methods.
Activity 2: How can ‘qualitative’ and ‘quantitative’ methods be combined?
The text and box below were taken from the paper “A methodological framework for
combining quantitative and qualitative survey methods”. It illustrates how qualitative and
quantitative methods can be combined in surveys and experiments. Study the table and
answer the following questions:


What types of combinations are described in the paper?
Provide examples from the case studies that were presented as examples of
statistics of combinations of methodologies.
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Types of Combinations.
Merging is one way of combining qualitative and quantitative approaches. It consists of
swapping tools and attitudes from one tradition to the other. In addition to merging, there
are two other types of combining:sequencing and concurrent use of tools and attitudes. If
they are to lead to integrated conclusions, sequenced and concurrent combinations should
be followed by a synthesis of the information collected. Box 1 illustrates the differences
between the different types of combinations with some examples.
Within a particular RNR research or development project dealing with the sustainability of
livelihoods, any mixture of these types of combination can be used. Of them all,
sequencing, has probably been the most widely practised in the past. Whilst aspects of
types A, B and C have undoubtedly been used in the field for some time, it is only relatively
recently that examples have been documented and disseminated widely (see e.g. PLA Notes
28and World Bank Technical Paper 366). The latter paper stresses the importance of
synthesising of information obtained through combinations of survey techniques.
Box 1: Types of qualitative and quantitative combinations that may be used in sample surveys and
experiments
Type A: Swapping tools and attitudes: "Merging"
Thinking about sampling in designing enquiry based on qualitative methods.
Coding responses to open-ended questions from qualitative enquiries.
Using statistical techniques to analyse unbalanced data sets and binary, categorical and ranked data
sets, arising from participatory enquiry.
- creating frequency tables from coded data.
- modelling binary and categorical data generated from ranking and scoring exercises.
Using mapping to generate village sampling frames for: questionnaire surveys;
type 2 or type 3 on-farm trials (see note at the bottom of the table).
Using attitudes from participatory methods, e.g. to reduce the non-sampling error in questionnaire
surveys or farmer-researcher misunderstandings in on-farm trials.
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Type B: "Sequencing"
Using participatory techniques in exploratory studies to set up hypotheses, which can then be tested
through questionnaire based sample surveys, or via on-farm trials.
Choosing a random sample and conducting a short questionnaire survey to gain information on key
variables which are then investigated in-depth by participatory enquiry.
Type C: Concurrent use of tools and methods from the different traditions: "Mixed Suite"
Concurrent use of:
Survey of statistically selected sample members, using pre-coded questionnaires to determine target
population characteristics of a qualitative (e.g. opinions on a new technology) or quantitative (e.g. crop
production) nature.
Setting up scientific experiments (on-station or type 1 trials) to study the effects of specific
interventions in a controlled environment (e.g. on-station or "contract" research).
Using aerial photographs, GIS.
along with:
Participatory enquiry for attitudes, beliefs and perceptions of the target population.
Type 3 trials.
Note:
Type 1 on-farm trials are those designed and managed by researchers. Type 2 trials are designed by
researchers but managed by farmers. Type 3 trials are designed and managed by farmers and
monitored by researchers. (Coe and Franzel: 1997).
Source: Marsland et al. (1998)
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Activity 3: Participatory methods
The reading “What Are Participatory Methods? Principles and Techniques” describes
participatory methods. The paper “Participation and the Qualitative-Quantitative
Spectrum” contrast participatory methods with qualitative methods.
For this activity you will assume that you are working for a senior civil servant who has not
idea about what participatory methods are, and gets them always confused with quantitative
methods. He has requested from you to provide him with information about participatory
methods and how they fit in the qualitative-quantitative spectrum. He has specified that
you are to write no more than 2 pages and that in doing so, the differences and
complementarities of the two methodologies should be made clear.
You have done your research work and found the two papers mentioned above. Use them
to accomplish the task set by your boss.
Resources:
What Are Qualitative Methods?
A short paper, courtesy and reproduced with premission from EDIAIS
(http://www.enterprise-impact.org.uk/index.shtml). Available from the toolbox stored in
their website
What Are Participatory Methods?
A short paper, courtesy and reproduced with premission from EDIAIS
(http://www.enterprise-impact.org.uk/index.shtml). Available from the toolbox stored in
their website
A methodological framework for combining quantitative and qualitative survey methods.
Marsland, N., Wilson, I., Abeyasekera, S. and Kleih. U. (www.ssc.rdg.ac.uk)
Participation and the Qualitative-Quantitative Spectrum.
Marshland, N.(www.ssc.rdg.ac.uk)
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