As I begin my research project focused on enhancing attendance in digital design classes, I have been considering different research methods to gain meaningful insights from my students. One approach that particularly resonates with me is the use of focus groups. While I have previously employed questionnaires, I found that they often give surface-level responses. However, after reading Why Use Focus Group Interviews in Educational and Psychological Research? by Sharon Vaughn, Jeanne Shay Schumm, and Jane Sinagub, I have come to appreciate the depth and versatility that focus groups can provide as a qualitative research tool, especially within educational contexts.
The Benefits of Focus Groups
Focus groups offer a unique opportunity to gather qualitative data through dynamic group interactions. They are compatible with the qualitative research paradigm, allowing for the exploration of diverse perspectives on the issues at hand. This aligns perfectly with my goal of understanding the varied experiences of students in my course and how these experiences affect their attendance and engagement. The group format encourages open dialogue, enabling participants to share their thoughts and feelings in a supportive environment.
One of the most compelling advantages of focus groups is their ability to elicit rich, in-depth information in a relatively short amount of time. The synergistic nature of group discussions often leads to a snowball effect, where the contributions of one participant stimulate additional insights from others. This interaction can create an exciting atmosphere where students feel empowered to express their opinions, fostering a sense of community and shared understanding.
Moreover, focus groups provide an excellent platform for direct contact with participants, allowing me to gauge their reactions and emotions in real-time. This proximity can yield deeper insights than more traditional data collection methods, such as surveys or individual interviews, which may lack the immediacy of face-to-face interaction.
Mindfulness of Positionality and Power Dynamics
However, I am acutely aware of the challenges associated with focus groups, particularly concerning student behaviour and the potential for power dynamics to influence discussions. As a teacher, my role inherently carries a degree of authority, which could make students reluctant to share their true thoughts for fear of judgment or reprisal. Some students might dominate the conversation, while others may feel marginalized or pressured to conform to perceived social norms.
To address these concerns, I must approach the focus group process mindfully. Establishing a clear set of ground rules will be essential, emphasizing confidentiality and encouraging respectful listening. I plan to implement techniques that promote equal participation, such as round-robin sharing or anonymous question submissions, ensuring that every voice is heard. By creating a safe and supportive environment, I hope to facilitate genuine dialogue that reflects the diverse perspectives within my classroom.
Integrating Focus Groups into My Research Design
In the context of my project, I aim to utilize focus groups not just as standalone discussions but in conjunction with other research methods (I have done previously). By compeering data sources, I can create a more comprehensive picture of the factors influencing student attendance and engagement.
Ultimately, my goal is to cultivate an atmosphere of trust and openness that empowers students to share their experiences honestly. By leveraging the strengths of focus groups while being mindful of their limitations, I hope to gather actionable insights that can inform my teaching practices and contribute to enhancing the educational experience for my students.
Example taken form Why Use Focus Group Interviews in Educational and Psychological Research? how to structure the focus group
ABLE 4.1 Overview of the Sections in the Moderator’s Guide
Introduction
◦ A. Welcome
◦ B. Statement of the purpose of the interview
◦ C. Guidelines to follow during the interview
- II. Warm-Up
◦ A. Set the tone
◦ B. Set participants at ease - III. Clarification of Terms
◦ A. Establish the knowledge base of key terms through questions
◦ B. Provide definitions of key terms - IV. Establish Easy and Nonthreatening Questions
◦ A. The initial questions should be general and less threatening - V. Establish More Difficult Questions
◦ A. The more difficult or personal questions should be determined - VI. Wrap-Up
◦ A. Identify and organize the major themes from the participant’s responses
◦ B. Ensure that any conversational points not completed are mentioned - VII. Member Check
◦ A. Determine how each member perceives selected issues - VIII. Closing Statements
◦ A. Request anonymity of information
◦ B. Answer any remaining questions
◦ C. Express thanks
References :
Vaughn, S., Schumm, J. S., & Sinagub, J. (n.d.). Why use focus group interviews in educational and psychological research? In Focus group interviews in education and psychology. https://doi.org/10.4135/9781452243641.n2