Focus Groups: A Component of Qualitative Research

1. Focus Groups: A Component of Qualitative Research

2. What are focus groups? • Focus groups are one of many research tools used in qualitative research. • Focus groups are basically group interviews. • Focus groups rely on the interaction within the group (group dynamics) and are helpful for understanding the participants’ views on a particular topic. “As Morgan says: Focus groups are useful when it comes to investigating what participants think, but they excel (To do or be better) that uncovering why participants think the way they do”

3. Focus groups usually consist of 6-12 participants. • Focus groups have their origin in sociology and the earliest published work is that of Robert Merton and his colleagues who used focus groups to examine the effect of World War II propaganda efforts on the public opinion (Merton and Kendall, 1946, p.11).

4. When do we use focus groups? Focus groups can be used before a quantitativestudy, during a quantitative study, after a quantitative study, or independent of other methodological procedure. Specifically, we use focus groups to:

5. (1) Formulate appropriate questions for more structured, large-scale surveys. (2) Develop relevant research hypotheses based on the informants’ insight. (3) Supplement information on community knowledge, beliefs, attitudes and behavior already available but incomplete or unclear (clarify or interpret findings), and suggest action strategies. (4) Explore controversial topics. (5) Evaluate different research sites or study population.

6. Strengths of focus groups: (1) To gain a large amount of information in a short period of time. (2) To explain power differences between the participants and decision makers or professionals. (3) To allow respondents to express feelings, opinions, and attitudes. (4) Offer descriptive, exploratory, subjective insights. (5) Low in cost.

7. Weaknesses of focus groups: (1) A limited number of questions (2) Data obtained from focus groups should not be projected as the attitude of the population as a whole. (3) Data obtained from focus groups should not be a substitute (To take the place of another) for qualitative research since the groups are too small to make statistically valid generalizations. (4) Moderator require special skills.

8. Conceptualizing the focus groups: (1) Planning: Reflect on the purpose of the study: Why such a study should be conducted? What type of information is important? Who wants the information? (2) Estimate resources needed: After the planning stage, try to draw a timeline and a proposed budget.

9. Preparation for a focus group • (1) Recruitment of participants: • A focus group usually consists of 6-12 participants. • Participants are homogenous according to relevant salient characteristics • Participants have to be of similar socio-economic level and a common background in relation to the issue under investigation. • Participants should be invited one or two days in advanced and the general focus of the focus group should be explained.

10. (2) Physical arrangements: Try to hold the FGD in a neutral setting that encourages participants to express their views freely, e.g. Choosing a health center for conducting traditional medical beliefs or preferences of treatment would be the wrong choice. • (3) Preparation of a discussion guide: • The guide should include a written list of the topics to be discussed. • Questions should be formulated in an open-ended style. • Questions should be appropriate for the group. • Determine the exact ordering of the questions, establishing a flow from general issues to specific issues.

11. Conducting a Focus Group Session Facilitator or Moderator A facilitator or moderator is a person whose role is to stimulate and support the discussion. He/She should not act as an expert on the topic. Functions of the Facilitator: (1) Introduce the session: Introduce oneself as facilitator. Introduce the note taker and anyone else from the research team present. (2) Introduce the participants by name or ask them to introduce themselves to create familiarity.

12. (3) Explain the purpose of the FGD, the kind of information needed and how the information will be used. (4) Ask the general questions to start the conversation. (5) Encourage the discussion by being enthusiastic and lively. Emphasis that there are no right or wrong answers. (6) React neutrally to both verbal and non-verbal responses. (7) Encourage involvement by asking for clarifications. (8) Reorient the discussion when it goes off track, get reluctant participants into the discussion, and deal with dominant participants separately.

13. (9) Build rapport, empathize (To feel or experience empathy) , and beware of your own tone of voice and facial expressions. (10) Listen carefully and control the rhythm of the meeting, covering the whole agenda or questions, and at the same time being conscious of the allocated time. (11) Be flexible so that if participants spontaneously jump from one topic to the other, let the discussion continue for a while, because additional information may be of value. Then summarize the points brought in the discussion and reorient the discussion. (12) At the end of a meeting, summarize the main issues brought up, check if all agree and ask for additional comments. (13) Thank the participants and let them know that their ideas have been a valuable contribution and will be used in the proposed research or interventions.

14. Note Taker or Recorder: (1) The note taker should keep a record of the content of the discussion, and the important aspects of the group interaction. (2) Items to be recorded include: Date, time and place, Names and characteristics of participants, socio-demographic characteristics, Vocabulary used especially if the FGD are intended to assist in developing questionnaires or health-education materials (3)General description of group dynamics and level of participation-presence of a dominant participant-level of interest. (4) Drawing the attention of moderator if there are missing topics that were not covered.

15. Number and Duration of Sessions: • The number of focus group sessions to be conducted depends upon the research purpose, resources and whether new information is still coming from the sessions. The rule of thumb is to conduct at least two for each defining demographic variable. • e.g. if the groups are divided only by sex four groups are sufficient: two for males and two for females. (2) Duration of a session is usually from one to two hours.

16. Analysis of Results: • After each session, the facilitator and the note taker should meet to review and complete the notes taken during the meeting. • A full report of the discussion should be prepared to reflect the session as completely as possible. • Categorize the statements for each topic and compare the answers of different subgroups.

17. The findings should be coherent. • Use quotations as much as possible from the discussions to illustrate the main ideas. • Present your findings, following the list of topics that were discussed. • A two hour discussion is likely to guarantee 25 to 40 pages of transcript.

18. References • Ulin, P.R., Robinson, E.T., Tolley, E.E., and McNeill, E.T. (2002)> (Ch. 4) “Collecting Qualitative Data: The Science and the Art” in Qualitative Methods: A Field Guide for Applied Research in Sexual and Reproductive Health (69-111). Family Health International • Morgan, David L (1988). Focus Groups as qualitative research. California: Sage Publications.