To gather more information from students, I’ve decided to hold two focus groups. Although I have already gathered answers to 2 questions, I was mindful of the value of this type of data collecting after reading ‘Focus Group Interviews in Education and Psychology’:
‘Unlike more impersonal approaches to data collection (e.g., paper and pencil surveys), focus group interviews have the potential to bring the investigator closer to the research topic through a direct, intensive encounter with key individuals’
(Vaughn, Schumm, Sinagub, 2013)
In holding these focus groups, I was hoping to embody the 5 benefits identified by Hess (1968) to deepen my understanding of the student responses.
‘1. Synergism (when a wider bank of data emerges through the group interaction),
2. Snowballing (when the statements of one respondent initiate a chain reaction of additional
comments),
3. Stimulation (when the group discussion generates excitement about a topic),
4. Security (when the group provides a comfort and encourages candid responses), and
5. Spontaneity (because participants are not required to answer every question, their responses are more spontaneous and genuine).’
My current list of intended questions can be found here.
These questions have been developed from my own observations and the feedback I have already received through the questions asked at the end of progression workshops. Although I have a set of questions already developed as part of research, I also intend for the conversation to flow naturally and for students to feel comfortable about sharing their experience; aiming for a synergy amongst the group (Kitzinger, 1994). The group setting is also active and aims to stimulate greater participation as students do not have to respond to every question (Vaughn, Schumm, Sinagub, 2013).
Update: 4/11/2024
So far no one has responded to my request to attend a focus group! This request was sent via email to 3rd years on 30/10/2024. There is clearly a need to address how I am approaching students for this session, and I need to figure out how to make the focus group more appealing, despite offering an incentive for students to attend – an abundance of snacks. I realise now that although offering incentives may increase the chances of focus group recruitment and participation, they are not always successful (Parker & Tritter, 2006). That said, Krueger and Casey identified that the researcher should also think about what might entice people to participate, and offer some or all of these things (Krueger, Casey, 2001). Their suggestions include:
- Financial Incentive
- Food
- Gifts
- Compliments
- Honour
- Enjoyment
- Community
(Krueger, Casey, 2001)
To resolve this, I sought feedback from my colleagues to gather information on how I could change my tactics. This feedback was sought in person, so as not to add to any more administrative or e-mailing burdens. Some of the ideas cross over with Krueger and Casey:
- Hold a raffle for all attendees so one participant wins a prize (e.g. a sketchbook/materials) or create more incentives.
- Appeal to the student reps to send an email on my behalf
- Ask students in person in whole group situation – Dungeness trip, Monday Lectures
- Reach out to students from years 1 and 2.
I am very aware that students who don’t respond are most likely the people you really want hear from; quieter issues can be the ones that need to be amplified the most:
‘One of the challenges of focus group research is getting people who are not interested in the study to participate.’
(Parker, Tritter, 2006).
Consequently, it is my main priority to reach and recruit as many students as possible, as the voicing of concerns, frustrations, and specific incidents could provide valuable data on my subject and yield more accurate information about what participants actually think than other research methods such as the questionnaires I have already used. (Vaughn, Schumm, Sinagub, 2013)
My Action plan to recruit more students therefore is as follows:
- Appeal to students during a whole year group setting. This will be our Year 3 trip to Dungeness on Monday 5th November. This responds to Krueger and Casey’s idea to ‘piggyback on another event that attracts the type of people desired’ and ‘recruit potential participants in person’.
- Ask student reps to attend and ask them to reach out to student peers.
- Offer incentive such a gift (Krueger, Casey, 2001) of art materials for one attendee through a raffle.
- Follow up any interested students with a personalised email (Kreuger, Casey, 2001)
This is interesting Becky! thanks for sharing the process; focus group and recruitment struggles are so common in my experience. Your detailed approach is excellent. well referenced and ideal for the final submission. Very much look forward to the next installment. All best for the gathering, focus and analysis…we will cover this in the next workshop in part.