Qualitative Research Methods
Participant observation is appropriate for
collecting data on naturally occurring behaviors in
their usual contexts.
 In-depth interviews are optimal for collecting
data on individuals’ personal histories, perspectives, and experiences, particularly when
sensitive topics are being explored.
 Focus groups are effective in eliciting data on
the cultural norms of a group and in generat- ing
broad overviews of issues of concern to the
cultural groups or subgroups represented.
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 THESE DIFFER IN THAT:
 their analytical objectives
 the types of questions they pose
 the types of data collection instruments they use
 the forms of data they produce
 the degree of flexibility built into study design
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Participant observation is useful for gaining
an under- standing of the physical, social,
cultural, and economic contexts in which
study participants live; the relationships
among and between people, contexts, ideas,
norms, and events; and people’s behaviors
and activities – what they do, how frequently,
and with whom.
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Through participant observation, researchers
can also uncover factors important for a
thorough understanding of the research
problem but that were unknown when the
study was designed. This is the great advan
tage of the method because, although we
may get truthful answers to the research
questions we ask, we may not always ask the
right questions.
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It is very time consuming, sometimes taking
up a year in the field site collecting data.
Not practical for most applied research
methods.
A second disadvantage of participant
observation is the difficulty of documenting
the data – it is hard to write down everything
that is important while you are in the act of
participating and observing.
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A third disadvantage of participant
observation is that it is an inherently
subjective exercise, whereas research
requires objectivity.
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The immature rice stalk stands erect, while the
mature stalk, heavy with grain, bends over.
 —Cambodian proverb
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Indirect/ high context: Refers to the unconscious
and innate understanding of a person. they and
the other person will behave in a particular
situation. Because people in high context
cultures already know and understand each
other quite well, they have evolved a more
indirect style of communication. They have less
need to be explicit and rely less on words to
convey meaning—and especially on the literal
meaning of the spoken word— and more on
nonverbal communication.
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Low context cultures, like the United States,
tend to be more heterogeneous and
individualist and accordingly have evolved a
more direct communication style. Less can be
assumed about the other person in a
heterogeneous society, and less is known
about others in a culture where people prefer
independence, self- reliance, and a greater
emotional distance from each other.
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The United States in unique in its’ communication
style- we communicate to get or give information.
The importance of “face” differs in every culture.
Some prefer to see your face (U.S.) while other
countries like the middle east cover faces and heads.
It is okay to confront and say no.
Nonverbal communication (gestures) vary depending
on the country.
I learned that I am a very non-confrontational person
after reading these passages!
I also learned that I would be interested in learning
more about other countries non-verbal
communication skills!
In the cross cultural dialogue:
An American teacher goes to teach students in
West Africa. There are two accounts; one of
the students and one of the teacher. They
vary completely.
It is interesting looking at the contrast!
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As Americans, we think we can pretty much do
whatever we set our minds to. In Romania, things
operate more [cautiously]. There is a great fear of risk.
 —PCV Romania
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The Yapese concepts of time,
work, and plan are radically different from ours. Yapese
time means an hour or two later; work is a mixture of
performing the task and getting updated on everyone
from the coconut wireless; plan is a general discussion
of something to be done without the details, the doers,
the tasks, or the timeline.
 PVC Micronesia
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What did I know? I wasn’t sure. And then it came
to me: I knew how to get along with people. I
knew how to bring people together. No, I didn’t
know a great deal about gardening or almost
anything technical, but I was sure I could bring
together those who did with those who wanted to
learn.
-PVC Chile
How can she understand our culture? She has only
seen the rains fall once.
—HCN Guineau-Bissau
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In the Jamaican classroom I would like to
observe how the children to express
themselves, show me a little about their
culture, what type of music they listen to,
how they interact inside class, and how they
interact outside of class.
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Education starts at the tender age of 2 in Jamaica!
This is called infant school. Infant school is from 3-5
years old.
Next is kindergarten, and then first grade.
First grade is referred to as primary school.
Throughout the first 6 years, a series of tests are done
in order to assess the children’s skills and abilities.
Grade 1 Readiness Test
Grade 3 Assessment Test in Mathematics and
Language Arts
Grade 4 Literacy Test
Grade 6 Achievement Test in Mathematics, Language
Arts, Science, Social Studies and Writing
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The Grade 6 Achievement Test, more popularly known
as GSAT, is highly important because children are
placed in High Schools depending on their
performance on those exams.
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For most students, this is where they are introduced,
for the first time to a foreign language. Some
preparatory schools (at basic or primary level)
introduce their students to Spanish and also to basic
computer training. But Secondary education is the
stepping stone and the foundation to students’ future
career and further education.
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I would like to focus on:
Spanish (foreign language) development
Reading development
Math skills
Physical Education Areas (what they do in
“gym class”
Religious Education
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Family Health International (2005).
Qualitative Research Methods: A Data
Collector’s Field Guide
Culture Matters Chapter 3
Culture Matters Chapter 4
Ministry of Education and Youth (2004)
Simmons, D, Education in Jamaica.