BASELINE DATA COLLECTION TRAINING

SURVEY
A "survey" can be anything from a short paper feedback form to an intensive one-on-one in-
depth interview.
It is a process, tool, or technique that you can use to gather information in research by asking
questions to a predefined group of people.
it facilitates the exchange of information between the research participants and the person or
organization carrying out the research
 WHY DO WE CONDUCT
SURVEYS
Gather the most authentic data sets in the systematic investigation

Gateway to collect specific information from defined respondents,

first-hand

Easy to collect numerous information from respondents

 BASELINE SURVEY
Done at the beginning of a project

Collect information on the status of a subject

Survey the same population (include information to allow tracing of respondents)

Before any type of intervention

 WHY BASELINE SURVEY
To determine the priority areas of projects with multiple objectives

To capture the right information before intervention

To best align the information it with project objectives

Optimal use of resources (financial, manpower, e.t.c)

 MIDLINE SURVEY
Involves all respondents who have received the intervention

To assess the extent to which respondents are still benefitting

from the intervention

To provide an exceptional level of detail about what works and

what doesn’t 
 ENDLINE SURVEY
Conducted after the end of the intervention

Measured against some comparative data – ideally the

baseline survey

Impact evaluation
WHEN DO WE USE QUALITATIVE VS QUANTITATIVE

1. IDENTIFYING A RESEARCH PROBLEM

Quantitative Research
Description of trends or an explanation of variables’ relationships.
Qualitative Research
An exploration in which little is known about the problem. A detailed understanding of a central phenomenon.
PROBLEM/ISSUE
How many communities in your area have effective DRM systems that are inclusive?
- The number can be obtained quantitatively
- However, a detailed view or understanding of the effectiveness of these DRM systems has to be assessed
qualitatively
WHEN DO WE USE QUALITATIVE VS
QUANTITATIVE
2. JUSTIFICATION OF THE RESEARCH PROBLEM

QUANTITATIVE RESEARCH QUALITATIVE RESEARCH

Empirical research plays a major role towards
suggesting the RQ to be asked.
Justification of the R problem and the need for
the direction of the study is based on the
empirical literature .
Be specific and narrow.
Seek measurable, observable data on
variables.
Empirical literature plays a minor role in
suggesting SRQ to be asked.
Justification is based on the importance of
studying the research problem.
Be general and broad.
Seek to understand the participants’
experiences.
WHEN DO WE USE QUALITATIVE VS
QUANTITATIVE
2. JUSTIFICATION OF THE RESEARCH PROBLEM

QUANTITATIVE RESEARCH QUALITATIVE RESEARCH

Empirical research plays a major role towards
suggesting the RQ to be asked.
Justification of the R problem and the need for
the direction of the study is based on the
empirical literature .
Be specific and narrow.
Seek measurable, observable data on
variables.
Empirical literature plays a minor role in
suggesting SRQ to be asked.
Justification is based on the importance of
studying the research problem.
Be general and broad.
Seek to understand the participants’
experiences.
WHEN DO WE USE QUALITATIVE VS
QUANTITATIVE
3. COLLECTING DATA
Quantitative Research
Collecting info from a large number of
individuals.
Instruments used during collection –
Questionnaires, Statistical secondary data
Main Issue or problems
Current techniques used for households vs for
village
and district councils and other stakeholder
Qualitative Research
Collecting data using forms with general,
emerging questions to permit the participant
to generate responses.
Gathering word(text) or image(picture) data.
Collecting info from a small number of
individuals or sites.
Views and opinions
Interview, Observation and Focus group
discussions
WHEN DO WE USE QUALITATIVE VS
QUANTITATIVE
4. ANALYZING AND INTERPRETING DATA
QUANTITATIVE RESEARCH QUALITATIVE RESEARCH

Data analysis tends to consist of statistical analysis.
Describing trends, comparing group differences,
relating variables.
Interpretation tends to consist of comparing results
with prior predictions and past research.
Content and text analysis- Documentary
Thematic analysis - description of themes.
Stating the larger meaning of findings.
Main issue/problem

Main issue/problem Detailed analysis of why they do not eat

because of shortage of money or of food.
Percentage, number of households who do not eat
because they do not have enough money to buy food Coping strategies
or there is shortage of food.
WHEN DO WE USE QUALITATIVE VS
QUANTITATIVE
5. REPORTING AND EVALUATING RESEARCH
QUANTITATIVE RESEARCH QUALITATIVE RESEARCH

Tend to use standard fixed structure and A flexible, emerging structure and evaluative
evaluation criteria. criteria.
Take an objective and unbiased approach. Take a subjective and biased approach.
VALIDITY CONSISTENCY RELIABILITY

- Study's purpose
- Content wise - responses for each
consistency of survey
question are
- predictive responses over time
consistent
- construct wise
THEMATIC SATURATIO
FLEXIBILITY
ANALYSIS N POINT
-once the findings
- Adjustments can
- Detailed are repetitive you
be made within
comparisons can conclude your
your objectives
sample
 TRIANGULATION and MIXED
METHODS
Some studies use mixed methods to collect and analyze data…both quantitative and qualitative. For example,
a person might do a quantitative survey and follow it up with qualitative interviews or focus groups. Again,
the question dictates the method…..

ROBUSTNESS OF DATA
 DATA COLLECTION
Data are facts, figures and other relevant materials, past and present, serving
as bases for study and analysis.
Data is the basic unit in statistical studies. Statistical information like census,
population variables, health statistics, and road accidents records are all
developed from data.
Data Collection; It is the process by which the researcher collects the
information needed to answer the research problem
The task of data collection begins after a research problem has been defined
and research design chalked out.
In collecting the data,the researcher must
decide:
Which data to collect?
How to collect the Data?
Who will collect the Data?
When to collect the Data?
The selection of a method for collecting information
depends upon the :-

Resources available
Credibility
Analysis and reporting
Resources
And the skill of the evaluator
TYPES OF DATA
 TECHNIQUES OF DATA
COLLECTION
Secondary data are those which have already been collected by someone else and which have through some
statistical analysis.
TECHNIQUES OF DATA
COLLECTION
Primary data are those which are collected for the first time
and are original in character.
 OBSERVATION METHOD
◦ Is a method under which data from • Involves watching and noting of
the field is collected with the help of phenomena’s as they occur
observation by the observer or by
personally going to the field.
◦ “Observation may be defined as
systematic viewing,coupled with
consideration of seen
phenomenon.” P.V Young
◦ It mostly makes use of the eyes
rather than the ears and the voice.
PURPOSE OF OBSERVATION
• Capture human conduct as it actually happens e.g customer care agents-tone of
voice, facial expression.
• Provide more description of social life than can be acquired in other ways. Eg how
do women behave when they are physically assaulted by their husbands/ in laws?
• Used as a tool of collecting information in situations where methods other than
observation can not prove to be useful E.g workers behaviour during strike.
• To learn about sensitive issues that participants may be unwilling to talk about.
•Feelings, attitudes, motivations, expectations , preferences can not be observed
OBSERVATION METHOD
ADVANTAGES OF OBSERVATION DISADVANTAGES OF OBSERVATION
Produces Large quantities of Interviewing selected subjects may
data. provide more information,economically,
All data obtained from than waiting for the spontaneous
observations are usable. occurance of the situation.
The observation technique can It is expensive method
be stopped or begun at any time. Limited information.
Relative Inexpensive Extensive Training is needed.
 INTERVIEW METHOD
The Interview Method of collecting Interviewer asks questions (which are
data involves presentation of oral- aimed to get information required for
verbal stimuli and reply in terms of study) to respondent.
oral- verbal responses.
It may be defined as a two way
systematic conversation between an
investigator and an informant,
initiated for obtaining information
relevant to a specific study with the
focus of the objectives
 INTERVIEW METHOD
 The researcher’s interviewing techniques are motivated by the desire to learn
everything the participant can share about the research topic.
 Researchers engage with the participants by posing questions in a neutral
manner, listening attentively to his/her responses, and asking follow-up
questions and probes based on those responses.
 They do not lead participants according any pre-conceived notions, nor do
they encourage participants to provide particular answers by expressing
approval or disapproval of what they say.
STRUCTRED VS UNSTRUCTURED
INTERVIEWS
Structured –set of specific points -Unstructured- no formal specification in
and definite questions prepared by words or order of questions, questions are
interviewer being asked spontaneously in a natural set
of the environment
-Allows little freedom to make
-Some aspects may be left out as the
adjustments of its elements
interview may focus only on certain aspects.
(content, wording, order of
questions) -Data is unreliable coz there is no systematic
collection of information and information
obtained may not be replicable or
comparable
 Important skills for
interviewing
Building rapport:
• Creating amicable relationship
• Participants will talk freely, and
honestly about the research topic only if
openly,
they:
 feel comfortable in the interviewer’s
presence
 trust the interviewer
 feel secure about confidentiality
 believe the interviewer is interested in
their story
Important skills for interviewing
• Techniques for building rapport:
– be friendly
– smile
– use a pleasant tone of voice
– use relaxed body language
– incorporate humor
– be humble
– do not patronize
– do not yell at, coerce, or entice participants
– be patient
 Important skills for interviewing
• Emphasizing the participant’s perspective:
– the purpose of the interview is to elicit the participant’s
perspective; consider yourself a student.

– Let the participant know that you consider his or her point of
view more important.
– Pay attention to what participants say and follow up with
relevant questions and probes.
 Important skills for interviewing

• Adapting to different
personalities & emotional states:
– Quickly adjust your style to suit each individual participant
(eg. be able to retain control of a conversation with a
dominant personality and to animate a shy participant).

– Know how to tone down heightened

emotions, such as when a participant starts crying or
becomes aggressive.
Important skills for interviewing

• Use probes/follow-up questions: This

is to ensure that participants provide the
complete set of information each main
question was designed to elicit.
– “What do you mean when you say . . .?”
– “Why do you think . . .?”
– “How did this happen?”
– “How did you feel about . . .?”
– “What happened then?”
– “Can you tell me more?”
 Important skills for interviewing
• Use of verbal and non-verbal encouragers:

Neutral verbal expressions such as “uh huh,” “interesting,”

–
and “I see”
– Verbal expressions of empathy, such as, “I can see why you
say that was difficult for you”
Mirroring technique, or repeating what the participant said,
–
such as, “ So you were 19 when you had your first child . . .”
– Culturally appropriate body language or gestures, such as
nodding in acknowledgment
 MANAGING THE INTERVIEW
 Involvesclearly explaining to participants the purpose and format of the
interview.
Set ground rules - Do this according to the cultural context and study population
 Explain that you are there to gain from the participant’s own knowledge about
the research topic, not to give out advice.
 Explain that you have a list of questions to which the participant is requested to
respond, that the participant should speak freely in response to each question,
and that you will be directing the conversation in such a way as to ensure that all
questions in the interview guide are addressed.
 MANAGING THE INTERVIEW
Assure the participant that there are no right or wrong answers; it is his or her
personal opinion and perspective that are of interest to the study.
Emphasize the voluntary nature of the interview.
To eliciting the participant’s perspective, you should not correct factual errors
during the interview. Afterward, however, the interviewer is free and in some
instances ethically obligated to provide the participant with relevant information.
If you are unsure that you accurately heard what the participant said, verify the
response before going to the next question. You might say, for example: – I’m sorry,
could you repeat what you just said? – I didn’t quite hear you.”
 Be careful not to imply that the response was somehow incorrect.
 INTERVIEW STEPS
Preparing for the Interview:
Getting familiar with the instruments:
1. Study the interview guide.
2. Study the informed consent document.
3. Practice.
 INTERVIEW STAGE
Conducting the Interview After the Interview
- Greet the participant in a friendly manner to begin - Double-check that you have completed all forms
establishing positive rapport. and that all materials are appropriately labeled.
- Briefly describe the steps of the interview process - Debrief with other field staff.
(informed consent, question and answer, their
questions, reimbursement). - Expand your notes within 24 hours if possible.

- Obtain informed consent.

- Turn on the tape recorder and verify that it is
working.
-Verify informed consent orally with the tape
recorder on. Conduct the interview according to
the interview guide
ADVANTAGES:-
More information at greater depth
can be obtained
Resistance may be overcome by a
skilled interviewer
Personal information can be
obtained
Possibility of spontaneous
responses and thus more honest
responses
DISADVANTAGES:-
It is an expensive Method
Interviewer bias
Respondent bias
Time consuming
Under the interview method the
organization required for selecting,
training, and supervising the field staff
is complex with formidable problems
Establishing rapport to facilitate free
and frank responses is very difficult
 Group Assignment

• Each group develop an IDI

guide – on topic of your
Interest (maximum number
of questions 3)
 FOCUS GROUP DISCUSCION
• A focus group is a small group discussion guided by a trained leader, used to
learn more about opinions on a designated topic, and then guide future action.
•A short discussion (1–2 hours) in which a small groups of respondents (6–12)
talk in depth about topics of interest
• A trained moderator leads the discussion and encourages participants to reveal
underlying opinions, attitudes, and reasons for the problem being studied
•Number of focus groups discussions should be sufficient to gain the views of all
the various target groups involved in the medicine use problem
•Moderator and recorder must be skilled and trained
WHEN TO USE A FGD
• Use FGD when addressing research questions that require depth of
understanding that cannot be achieved through quantitative
methods.
When considering introducing a new program or service.
When the main concern is depth or shading of opinion.
When asking questions that can’t easily be asked or answered in a
written survey.
 AVOID FOCUS GROUPS IF:
• Participants are not comfortable with each other
• The topic is not appropriate for the participants
• Project requires statistical data
BEFORE A FGD:
• Decide on the meeting particulars and review the arrangements.
• Decide who should be invited and invite them
• Arrange venue
• Prepare a topic guide: a list of topics or issues to be pursued in the
focus group.
• Find a recorder
AT THE START OF A FGD:
• Register participants anonymously.
• Thank people for coming.
• Review the group's purpose and goals.
• Explain how the meeting will proceed and how members can
contribute.
DURING A FGD
• Ask questions
• Anticipate the flow
• Control your reactions
• Be comfortable with the pause
• Probe as needed
• Listen
AT THE END OF A FGD:
• Ask if anyone has any other comments to make.
• Tell the group about any next steps that will occur and what they
can expect to happen.
• Thank the group for coming!
• Debrief with assistant moderator
 Group Assignment

• Each group develop a FGD

guide – on topic of your
Interest (maximum number
of questions 3)
QUESTIONNAIRES
ETHICAL CONSIDERATIONS
IN CONDUCTING RESEARCH
 ACTIVITY

What are the typical forms of non-response (both unit and item
non-response) you encounter in your work?

What are the reasons for non-response?

How can such non-response errors be minimised?

 ACTIVITY
What are good ways to convey this kind of information to people to
ensure that if they agree to participate in a study, they are giving
informed consent?

How do you know if people have understood the information and are
making a free choice to participate?
 ACTIVITY
In some settings it is generally expected that a person has the right and authority to
make decisions regarding the wellbeing in relation to their cultural and religious
beliefs
CLIMATE CHANGE RESILIENCE TECHNIQUE THAT IS AGAINST THEIR RELIGIOUS AND
CULTURAL BELIEFS
 In this instance, how should one balance respect for persons with respect for
culture?
 Should sexual partners be involved? Are there creative strategies for encouraging
partner engagement?
 What might you recommend as an appropriate way to respect both of these
values in this instance?
THANK YOU FOR YOUR Co-OPERATION