A topic in research methodology
An interview is usually structured around an interview schedule or guide. This instrument is developed in advance. The term ‘developed’ implies it is likely to have been modified over time as a result of reflection and piloting with respondents similar to those the final instrument will be used with.
The researcher needs to consider:
- Openness of question to be asked:
- Think about the type of questions to include:
- Closed questions imply a limited number of viable responses: do you like Cambridge?
- Open questions invite from a much wider range of responses: have any features of Cambridge struck you as noteworthy – which features?
Degree of structure / flexibility
This reflects the methodological stance adopted (which is in turn influenced by the paradigmatic assumptions underpinning the research).
A structured interview has a rigid schedule which is followed with minimal variation.
A less structured interview allows flexibility to:
- add follow-up questions – that’s interesting, why is that? have you always thought that? do you think your friends would say that? …
- reorder the sequence of questions if this seems appropriate
- omit questions that seem irrelevant or less informative (in view of previous responses) or to prioritise other questions
- allow the participant to introduce issues and themes they consider relevant
- (Similar issues arise when considering the degree of structure to impose upon observations.)
Sequencing
Usually you should include a briefing/debriefing at the start /end
It is important to consider the most sensible order of questions. You may wish to use hierarchical focusing.
You may wish to build in validity checks to assist in later analysis of the data.
Phrasing of questions:
You should avoid leading questions (those that imply there is a preferred or more appropriate response). One student planned questions such as:
“When preparing your lessons, do you use the official curriculum materials issued by the government?”
(Can you guess how the teachers responded?)
My introduction to educational research:
Taber, K. S. (2013). Classroom-based Research and Evidence-based Practice: An introduction (2nd ed.). London: Sage.
