wins for girls: advocacy and capacity building for mhm in wins module 8: recording, managing and...

WinS for Girls: Advocacy and Capacity Building for MHM in WinS

Module 8: Recording, Managing and Collecting Data

Photo credit: Gauthami Penakalapati

Throughout the course you will see:

Questions in RedWhen there are questions in red, we pause from the course lecture so all can participate and add responses or ideas in the chat window

Questions in GreenWhen there are questions in green, we will not pause from the course lecture, but all are still welcome to add responses or ideas in the chat window

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WinS for Girls Module 8: Data ManagementQueues to Participate

In Module 7, we reviewed the following points:

We recommend you include: •IDIs with girls •FGDs with girls•KIIs with teachers and administrators•Schools facility observations

Triangulation is used in research to gain different perspectives of the same topic

With our current tools,• KIIs with administrators on facilities are mainly closed questions• KIIs with teachers can be more open• School observations are a more quantitative method (making this mixed methods)

FGDs with Mothers, Boys, and Fathers can be developed and included. •It is advised that these are created after some initial data collection with girls and teachers to help direct the inquiry.

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WinS for Girls Module 8: Data ManagementModule 7 Review

At the end of the session participants should be able to:

1.Understand types of demographic information to collect from participants.2.Understand strategies for recording, transcribing and translating data3.Understand key tips for managing data.

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WinS for Girls Module 8: Data ManagementLearning Objectives

Material for this module adapted from:

1. McLellan, E., MacQueen, K. M., & Neidig, J. L. (2003). Beyond the qualitative interview: Data preparation and transcription. Field Methods, 15(1), 63-84.

1. Hennink, M. M., Hutter, I., & Bailey, A. (2011). Qualitative Research Methods. Thousand Oaks, CA: SAGE Publications.

Resources can be found on Blackboard

(website information at end of presentation)

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WinS for Girls Module 8: Data ManagementModule Source Material

We want to collect information about all participants so that we can report on who we talked with.

You can fill out a demographic information sheet for each person involved in the IDIs, KIIs, FGDs.

We will share a version with you.

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WinS for Girls Module 8: Data ManagementDemographic Information

For more information on the assessment findings, see the individual country reports at www.unicef.org/wash/schools.

Figure 1. UNICEF country offices engaged in assessment of menstrual hygiene management in schools

Key Information to CollectIn the 4 country study, we obtained information on the following (if students):

•Age

•Grade

•Language spoken at home

•Age at menstruation

•Number of siblings

•Number of sisters at home

In some areas we collected information on participants’

•Religion

•Access to media/cell phone

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WinS for Girls Module 8: Data ManagementDemographic Information

For more information on the assessment findings, see the individual country reports at www.unicef.org/wash/schools.

Figure 1. UNICEF country offices engaged in assessment of menstrual hygiene management in schools

What might be other important information to collect from participants?How may this information change for KIIs? FGDs with Mothers? Boys?

Obtaining an accurate record of an interview or FGDs is critical.

Interviews and Focus Group Discussions are usually recorded in two ways:

1.Tape/ digital recorder

2.Notes from a note-taker

Today we will discuss both methods and their importance to your work…

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WinS for Girls Module 8: Data ManagementRecording

Photo credit: Gauthami Penakalapati

• When conducting qualitative research, ideally each interview or focus group discussion will be digitally recorded.

Recording is the ‘Gold Standard’

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Photo credit:DiRado-Owens, TCi http://blogs.cornell.edu/agricultureandnutrition/category/data-collection-training/

• When conducting qualitative research, ideally each interview or focus group discussion will be digitally recorded.

• This provides a verbatim record of the topics discussed and increases data quality.

• However, before recording the interview or focus group discussion,

The intent to record should be clearly stated in the introduction and in the assent or consent form.

The participant must understand the intention to record and must agree to allow it.

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Photo credit:DiRado-Owens, TCi http://blogs.cornell.edu/agricultureandnutrition/category/data-collection-training/

Permission•Ensure consent from all participants before recording

•Explain why you are recording the discussion or interview

•Stress the importance of accurate information

•Explain that confidentiality will be protected

•Invite questions

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WinS for Girls Module 8: Data ManagementRecording and Permission

Photo credit: https://www.flickr.com/photos/ictph_india/4926565168/

Permission•If consent is not given for recording, you will have to decide what to do:

Find a different person to interviewIf a person does not agree, you may want to simply find a new person to interview.

Take rigorous notes instead of recordingIf the person will participate, but refuses to be recorded, you may elect to take notes instead.

However, note taking requires rigorous work and training.

If you are will not record and will only be note taking, you should have one team member interview and the other just take notes.

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WinS for Girls Module 8: Data ManagementRecording and Permission

Photo credit: DiRado-Owens, TCi http://blogs.cornell.edu/agricultureandnutrition/category/data-collection-training/

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Photo credit: DiRado-Owens, TCi http://blogs.cornell.edu/agricultureandnutrition/category/data-collection-training/

To record or not to record…During the pilot phase, you should see how participants react to recording in general.

It may be easier to stick with one method (recording vs. no recording) if possible as you will need to report how you captured data for each data collection activity.

If most participants are accepting of recording, you may want to record all participants and thus only seek out participants who are willing to be recorded.

If most participants seem to refuse recording, -you may want to elect to not record from outset.

-you may want to record those who are willing.

Logistics•Check batteries and power before the interview

•Ideally, you should record the activity with two recording devices, in case of malfunction

•Put the recording device in a central location

•Make sure to leave the recoding device on even after the formal part of the interview is over-the best information may come at the end!

•When the interview is over, upload the recording onto a hard drive or computer and erase the file from the recording device. WinS for Girls 14


Recording Devices:•Cassette tape

•Digital• Recording Device• Smart phone• IPod with microphone• Computer

•Considerations• Memory• Ease of use• Access to consistent • Microphones

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Note-Taking

•Notes are data.

•They are taken even when a recorder is being used!

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WinS for Girls Module 8: Data ManagementNote-taking

http://www.acaps.org/en/deployments/yemen

Key aim of Note-taking is to:•Record the main issues raised Useful for reviewing main points at the end of the day with research team.

Hard to do with just a recorder.

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Key aim of Note-taking is to:•Record the main issues raised

•Reconstruct the main flow of discussion

Even when there is a recording, will want to take notes about who is speaking in an FGD.

Can later match with the recording and transcript.

Allows you to see who is saying what, if there are consistent ideas raised by one person, if one person is dominating conversation, if some people do not speak at all.

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•Capture key quotes verbatim as possible, especially if no recording used

Especially if no recording is captured, the note-taker should aim to capture some key ideas verbatim.

Can be then cited as actual statements from the participant when reporting.

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Note-takers must develop an objective record of the discussion

Training imperative to teach best methods.

Need people who can write fast, listen to new ideas while writing thoughts already said.

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Note-takers must develop an objective record of the discussion

If no recording, note-takers may bias the data.

Note-takers are selecting what information to capture in the notes, they need to be sure to capture all ideas.

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Note-takers need to be trained to capture all information:

•Retain colloquial language

•Record body language and non verbal signals (sighs, extended silences)

•Record group interactions as appropriate (giggling, etc.)

•Clearly label notes (who is speaking)

•Include notes on interruptions (if someone comes into room)

Note-takers should remind the facilitator of any issues overlooked during the discussion

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WinS for Girls Module 8: Data ManagementNote-takers


Research Team Composition by ActivityIDI•If recording: Interviewer

•If NOT recording: Interviewer PLUS note-taker If no additional note-taker, note-taking by interviewer may distract participant, interrupt flow of interview, and make the interview take more time.

FGD•If recording: Interviewer PLUS note-taker

Even when recording, note-taker is vital. Note taker records who is speaking to add detail to transcript.

•If NOT recording: Interviewer PLUS 2 note-takersFGDs are harder to capture with notes. Two note takers should be involved to help capture notes.

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WinS for Girls Module 8: Data ManagementNote-takers


WinS for Girls Module 8: Data ManagementTranscription

What is a transcript?A written record of the interview or focus group discussion

Verbatim Transcription (Gold standard)• Exact, word-for-word replica of the interview• Captures true speech

o Include slang terms, incomplete sentences, fragments• Aspects of speech that convey meaning and understanding

o “uhmm,” “aha,” “ahh,” laughter, pauses, groans, sighs •Speakers should be identified

Moderator, participant

Sources for Slides: Qualitative Research Methods (2011) Hennink, Hutter, Bailey

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Also contains record of the interview from the note-taker/observer

What might be included from the note taker’s perspective?


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Also contains record of the interview from the note-taker/observer

•Includes participant interactions•Body language, gestures and facial expressions•If possible, should identify who said what within a Focus Group Discussion

• Can be linked with demographic information to provide age, religion etc., which may in turn allow for deeper analysis


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Timing of Data Transcription

During Data CollectionStrengths Limitations

Adjust questions Longer period of field work

Interviewer reflection May need to adjust field logistics

Clarification and follow-up

Identify saturation

Guide further field work

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Strengths Limitations

Shorter period of field work Difficult to follow-up

Difficult to identify saturation

After Data Collection


LogisticsTime Consuming

• 1 IDI can take a full day to transcribe• 1 FGD may take several days to transcribe• Requires spot-checking and review

Can be LONG• 1 transcript may be 30 or more pages• FGDs over 100 pages

If analyzing in language of transcription, should type transcriptIf translating after transcribing, can transcribe free-hand Need to have file to analyze in word document format

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Logistics

De-Identification• Remove any identifying information mentioned by the participant

• Names of individuals, companies, employers, etc.• Should not be able to pinpoint an individual by reading data

Example: I always walk to school down Colquitt Ave with my friend Gloria and then we go to Ms. Anderson’s 5th grade class.

What information should be removed?

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Logistics



Example: I always walk to school down [street] with my friend [name] and then we go to [teacher’s name] 5th grade class.

Put placeholders in place of information removed in bracket format [XXXX].

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Logistics



• Protect privacy and confidentiality of: • Participants • Other individuals mentioned by participants

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Logistics

Cleaning•Label the data appropriately

• Study population_method of collection_#• Example: Girls_FGD_6

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Transcription Label At the top of every transcript:

Topic: MHM in WinS in SchoolsIdentifier code: Girls_FGD_3 (Participant_Method_Schoolnumber)Interviewer: Bethany CarusoNote-taker: Anna EllisDate conducted: March 5th 2015Location: School 3Language: SpanishNumber or participants: 6Time of activity: 96:35 (minutes: seconds)Additional related data: Before/after activity sheet, photos of the activity sheet, ideal latrinesDate transcription completed: March 8th

Transcription completed by: Anna EllisDate transcription reviewed: March 9thTranscription reviewed by: Bethany CarusoDate translation completed: March 12th

Translation completed by: Candace GirodDate translation reviewed by: Anna EllisDate Recording destroyed: March 20th??

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Transcription KeyThe following symbols can be used as notation:

Ellipses: Short pause …Two ellipses: Long pause … …Double parenthesis: transcriber’s comments ((something fell to the floor))Some talk was inaudible or unintelligible ((inaudible: 00:35-01:22))For the noted recording time, silence ((extended silence: 00:35-01:22))For the noted recording time, laughter ((laughter: 00:35-01:22))For the noted recording time, phone ringing ((phone ringing: 00:35-01:22))Dash: indicates an unfinished word -Underlined word: emphasis on word word Time stampsAdd the time of the recording every 3 minutes or when there is a silence, interruption, something inaudible.

If there are issues with the translation, this helps us return to the recording and find the place where it was recorded easily. You can just put the time in parenthesis (minute: seconds).


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Software

We will talk about software you can download for a free 14 day trial called ExpressScribe (http://www.nch.com.au/scribe/). There is a big download button, but that gets you only a short trial for a pro version. In a small paragraph next to it, you can see how to get the free version. This is great and easy to use.

Get Express Scribe FreeThe free version supports common audio formats, including wav, mp3, wma and dct. Download the free version of Express Scribe here. You can always upgrade to the professional version for proprietary format support, including ds2 and mvf. Using this software, you can change the speed of the recordings so you can listen to them at a slower pace. This way, you will not need to stop and start the recordings as frequently. WinS for Girls 36

http://www.nch.com.au/scribe/scribemaci.zip

http://www.nch.com.au/scribe/scribemaci.zip


Software Directions

Using this software, you can change the speed of the recordings so you can listen to them at a slower pace. This way, you will not need to stop and start the recordings as frequently. Directions for uploading a file:Open ExpressScribe.Select FileLoad Dictation FilesSelect fileload Directions for reducing background noiseHighlight selected fileSelect File Special Audio ProcessesBackground Noise Reduction Directions for playing and adjusting speedSelect file to listen to.Click Play. Above play button, there is a dial. Move dial to indicate speed. Directions for playing with intermittent pausesSelect file to listen to.Select Control Play (with pases) Directions for playing at a specific timeSelect file to listen to. Select Control Jump to time

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Transcription Review•Transcripts should be reviewed for quality

•Someone on the research team should listen to the recording while reading the transcript to note any errors

•If the person who did the interview did not transcribe, this person should do the review

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WinS for Girls Module 8: Data ManagementTranslation

Image: http://www.firsttranslation.net/images/img/translation.jpg

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Translation

•Translation should be completed if the research team conducted the activities in a different language than that which will be used for analysis

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Sequential Translation

Step 1: Full transcription in the language of the interview- De-identified, reviewed

Step 2: Translate the full transcript into English - Should be reviewed

Strengths Limitations

Will have 2 transcripts of same interview Time-consuming

Retains original language

Less error and loss of detail

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ExampleTranscript from Kenya.

Original language and English translation on same page.You can see where students were speaking partly in English and partly in Luo.

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Tips for Translation

•Important to have someone fluent in language used•Translate the conversation as is (verbatim)•Translate for meaning, not literal translation•Maintain words in the vernacular when appropriate and create ‘dictionary’ of terms

Example: P6: In Hindu culture you can’t light the puja lamp at home until 7 days. You can’t go to the temple, or to God’s place. You can’t perform any rituals. You can’t touch anything or participate in any puja or festivities at home or elsewhere during that time.(54:32)

Puja- Religious blessing, ritual

We keep this word as is since it explains/ describes something very specific to the culture.

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WinS for Girls Module 8: Data ManagementData Management

Image: http://www.library.gatech.edu/research-data/sites/library.gatech.edu.research-data/files/images/whatisdigitalpreservation_hvaderdigitalbevaring_digitalpreservation.png

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Protected storage of recordings

•It is important when developing your research protocol, to identify how you will protect the storage of recordings.

•In the 4 country study, we kept recordings on an external hard drive.

•The external hard drive was kept in a locked file cabinet when not in use to protect privacy

•We suggest having a double back-up (2 hard drives, locked computer, etc.)

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Protected storage of personal information/consent forms

•Demographic information and consent forms should be collected from each participant•This information should be kept in a protected space (when on school grounds with head researcher; otherwise, in a locked file cabinet or container)•Demographic information should be entered into excel database as soon as possible.

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Protected storage of transcripts

•During transcription process, files may be kept on a computer•Ideally this computer should only be used by members of the research team.•All files should be password protected

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Password Protection

1. In a Word file, select the File option in the top left hand corner

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Password Protection

2. Select the Protect Document option in the left-hand corner

3. A dropdown menu will follow; select encrypt document

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Password Protection

4. An Encrypt Document Box will pop up; enter your password into the box. Make sure you have already recorded your password in a safe place.

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Password Protection

5. A Confirm Password will pop up; re-enter your password into the box. This will ensure that you are using the same password.

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Password Protection

6. When you next open the document, a box will pop up asking you to enter the password. Enter it and press OK.

7. This should be done with all documents that contain sensitive information.

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Data Management File

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File Name Interviewer Participant Method (FGD/IDI/KII) Time started Time ended Recorder Recorder File


Data Management File

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TranscriptionistTotal

Transcription Time

Date Transcript

Started

Date Transcript Expected

Completed

Date Transcript Completed

Translationist

Date Translation Expected

Completed

Date Translation Completed


Destruction of recordings

Destruction of recordings required by Ethics Review.

Recordings should be destroyed ONLY when all analyses complete.

You may have a question about a translation during analysis and will want to go back to the recording for verification.

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WinS for Girls Module 8: Data ManagementSummary

1. If possible, research activities should be recorded by a digital/ tape recorder and recorded focus group discussions should also have a note-taker present.

2. Transcription should ideally be completed as soon as possible after the research activities.

3. Transcription should be verbatim, and include additional information from the notetaker’s perspective, such as nonverbal cues, gestures, etc.

4. Sequential translation (translating after a full transcription) should be completed if analysis will be conducted in a different language than research activities.

5. Data should be protected at all stages, during data collection, transcription and translation and after the completion of research activities. WinS for Girls 56

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WinS for Girls Module 8: Data ManagementTemplates and Tools

Document Name File Name DescriptionTemplate for Data Collection Plan Module_8_form_1 This is a template for managing recorded data

Key Informant Interview Database Module_8_form_2 Template for recording data from Key Informant Interviews.

School Observation Survey Database Module_8_form_3 Template for recording data from School Observation Surveys

Demographic information spreadsheet Module_8_form_8 Template for recording demographic information about focus

group participants Time Estimation of Activities and Transcription Module_8_form_4 This is a table estimating the time it will take to transcribe

activities based on the Emory team's experience.

Transcription Template Module_8_form_5

This document is a template that lists all of the details that should be recorded about each activity transcript. It also contains a key with abbreviations and symbols that may be helpful to use throughout the transcript.

Translation Guidance Module_8_form_6 This document gives instructions on proper ways to translate recordings with examples

Transcription Guidance Module_8_form_7 This document gives instructions on proper ways to transcribe recordings and suggestions for structure

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