1 Interviews

This is a face to face interpersonal role situation. When one person (the interviewer) asks a person being interviewed (the respondent) questions designed to obtain answers pertinent to the research problem (Kerlinger, 1992).

4.1.1 Purpose of an interview

It can be an exploratory device to help identify variables and relations to guide other phases of the research.

It can be the main instrument of the research. In this case the questions designed to measure the variables of the research will be included in the interviews schedule. These questions are then to be considered as items in a measurement instrument, rather than as more information gathering devices.

The interview can supplement other methods; follow up the expected results, validate other methods and go deeper into the motivations of respondent and their reasons for responding as they do.

 4.1.2 Advantages

The following are the advantages of carrying out interviews as discussed by Mugenda & Mugenda (1999)

1. Interviews are advantageous in that they provide in-depth data which is not possible to get using a questionnaire.

2. Interviews make it possible to obtain data required to meet specific objectives of the study.

3. Interviews guard against confusing the questions since the interviewer can clarify the questions thereby helping the respondent give relevant responses.

4. Interviews are more flexible than questionnaires because the interviewer can adapt to the situation and get as much information as possible.

5. Very sensitive and personal information can be extracted from the respondent by honest and personal interaction between the respondent and the interviewer.

6. The interviewer can clarify and elaborate the purpose of the research and effectively convince respondents can then give more complete and honest information.

7. Unlike questionnaire, the interviewer can get more information by using probing questions.

8. Many respondents do not like exposing their negative side. Interviewers are able to get such information through interaction and genuine conversation.

9. Interviews yield higher response rates mainly because it is difficult for a subject to completely refuse to answer questions or to ignore the interviewer.

4.1.3 Disadvantages

1. Interviews are more expensive. Researchers have to travel to meet respondents.

2. Since it is easier to ask questions rather than administer tests or to conduct observations, interviews tend to be misused to get factual responses which could be obtained more accurately through other methods.

3. Interviewing requires a high level of skill, perhaps yet to be acquired by the novice researcher. It requires communication and interpersonal skills.

4. Interviewers need to be trained to avoid bias. Interviewer bias can interfere with the responses originating from varying techniques of interviewing. For example, a respondent might answer a question in a certain way depending on how it is put.

5. Since interviews are adaptable, flexible and show concern for human interaction, they often introduce bias and subjectivity into the study. The subject may be too eager to please the interviewer or the perceived notions. In such cases, there exists a difference between a subjects response and the true answer. This is called the response effect.

6. Interviews generally involve smaller samples because they are time consuming. If a researcher is interested in using a big sample, interviews become a constraint.

7. Responses may be influenced by the respondents reaction to the interviewer. For example, an interviewer who appears very affluent going to a very poor community may not be received very well. This may be reflected in the responses.(Mugenda & Mugenda,1999).

4.1.4 Procedure of conducting interviews

1. Identify interviewees based on one of the purposeful sampling techniques.

2. Determine what type of interview is practical and will net the most useful information to answer the research questions.

3. Design interview protocol with open ended questions and ample space between the questions to write responses to the interviews comments.

4. Determine the place for conducting interview i.e. a quiet location free from distractions.

5. After arriving at the interview site, obtain consent from the interviewee to participate in the study.

6. During the interview stick to the questions, complete written the time specified (if possible) be respectful and courteous and offer few questions and advice.

4.1.5 Reliability and validity of interviews

There is need for prior planning of an interview schedule due to the following reasons.

       -There may be ambiguity and multiple meaning of words.

        -Lack of sharp focus on the problems and hypothesis being guided.

        -Lack of necessary background and experience.

       -In using interviews as tools of scientific research, we must ask the questions.

Can data on the research problem be obtained in an easier or better way?

Can the instrument achieve reliability? Therefore, interviewees must be trained; questions must be pretested and revised to eliminate ambiguities and inadequate wording. 

Is it worth the effort? To achieve validity :-

         Interviewer bias must be eliminated. 

               Questions must be tested for unknown biases.

NB. The particular research problem and the nature of the information sought must in the final analysis dictate whether the interview will be used.

4.2 In-depth interview guide

This is a set of questions that the interviewer asks when interviewing. Interview schedules make it possible to obtain data required to meet the specific objectives of the study. They also help standardize the interview situation so that interviewers can ask same questions in the same manner (Mugenda et al, 1998).

The interview guide has a general plan that the interviewer follows. Because of the open nature of unstructured interviews, probing is commonly used to get deeper information (Borg et al, 1993).

4.2.1 Criteria for questions writing:-

1. Is the question related to the research problem? This means that every question must have some research problem function.

2. Is the type of question appropriate? Some information can be obtained with the open ended questions e.g. reasons for behavior, intentions and attitudes.

In in-depth interviews the researcher may only pose one question to the interviewee and then from that broad question he may narrow down progressively to the important specific points. 

3. Is the item clear and unambiguous? An ambiguous statement is one that would permit alternative interpretations. For example, do you think the teachers in your school receive fair treatment? This may be interpreted to mean: Fair/ Just/ Equitable or Not too good.

4. Is the question a leading question? These are questions that suggest answers e.g. Have you read about the local school situation? Large proportion of respondents will answer yes because the question may imply that it is bad if you have not read about it.

5. Does the question demand information and knowledge that the respondent does not have? To counter this, filter questions e.g. before asking a person what he thinks of UNESCO first find out if he knows what it means?

6. Does the question demand personal or delicate material that the respondent may resist? One should ask income and the personal matters late in the interview after rapport has been built up. The respondent also needs to be assured that all answers and responses will remain confidential.

7. Is the question loaded with social desirability?

This should be avoided so as to minimize stereotype response as the respondent gives an answer that is socially desirable e.g. do you vote?

4.2.2 Rule of the thumb for asking interview questions

1. Start with general questions. To begin with use a general question both to orient your interviewees to the topic and to elicit the kind of language they prefer to use e.g. Tell me about how you came to be a patient in the hospital.

Can you start by telling me your working day here as a nurse?

2. Ask open questions, questions that require more than a yes answer.

3. Ask neutral questions. Instead of: - why havent you had your children immunized?

Ask: - How did you make the decision about whether to immunize your children or not?

4. Use appropriate everyday vocabulary e.g. tell me more about your heart trouble and not, your ischemic heart disease.

5. Use concrete rather than abstract questions. Talk about specific incidents rather than abstract ones.

Dont ask: What do you like or dislike about maternity services.

Ask: Think about the last time you were pregnant. What did you like about the services you received?