Discussion Thread: Data Collection
Heather S
Discussion Thread: Data Collection
Heather
School of Business, Liberty University
Author Note
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Data Collection
Effective data collection is essential to good research. Understanding the various sources and techniques for obtaining the desired information is instrumental in researchers finding success. Yin (2018) details six sources for data collection: documentation, archival records, interviews, direct observations, participant observation, and physical artifacts. While reviewing these sources, it is essential to consider that a diverse range of sources is best for comprehensive research.
Documentation is the most widespread source for data collection. Yin (2018) identifies that documentation can be as broad as needed but can also be found to have the level of specificity that may be necessary. Archival records are suitable for quantitative research, but obtaining the necessary permissions is crucial for accessing all the documents the researcher may need to use. Schultz et al. (2022) describe direct observation as a “gap between research and practice” by combining both quantitative data and qualitative data to confirm information.
Bosch Alcaraz et al. (2024) further support direct observation as an effective source of data but as time-consuming because in order to gain insightful data, more than one observation is necessary. The second type of observation is participant observation. Langlois and Goudreau (2024) highlight participant observation as a frequently used source when the research is collaborative. The final source of data collection is through the use of physical artifacts, which can be useful, but the ease of collection may be difficult depending on the availability of the object.
Qualitative data can be obtained through many different sources, such as interviewing. Harerimana et al. (2024) discuss the use of interviewing as a valuable tool for qualitative analysis, especially in the education field. When interviews are used as a source of data, it is also essential to consider the need for follow-up interviews to confirm the accuracy of the information.
References
Bosch Alcaraz, A., Belda Hofheinz, S., Corrionero Alegre, J., Miguel García Piñero, J., Gil Domínguez, S., Fernández Lorenzo, R., Mata Ferro, M., Martín Gómez, A., Serradell Orea, M., Luna Castaño, P., Ángeles Saz Roy, M., Zuriguel Pérez, E., Martínez Oliva, M., González Rivas, S., Añaños Montoto, N., José Espildora González, M., Martín-Peñasco Osorio, E., Carracedo Muñoz, E., López Fernández, E., . . . Piqueras Rodríguez, P. (2024). Prevalence of use of physical restraints in pediatric intensive care units and correlated variables: A Spanish multicenter study. Intensive & Critical Care Nursing, 85, 103788. https://doi.org/10.1016/j.iccn.2024.103788Links to an external site.
Harerimana, A., Wicking, K., Biedermann, N., & Yates, K. (2024). Preparing for data collection: The mock interview as a researcher's training tool. Educational Research (Windsor), 66(1), 68-85. https://doi.org/10.1080/00131881.2024.2302156Links to an external site.
Schultz, J., Powell, R., & Ross, K. D. (2022). Tutorial: Data collection and documentation strategies for speech-language Pathologist/Speech-language pathology assistant teams. Language, Speech & Hearing Services in Schools, 53(4), 1022-1036. https://doi.org/10.1044/2022_LSHSS-21-00151Links to an external site.
Yin, R. K. (2018). C ase study research and applications: design and methods, (6th edition). Sage Publications, Inc.