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Publication #FCS6010

Using Qualitative Research in Planning and Evaluating Extension Programs1

Lisa A. Guion and Lamont Flowers2

Introduction

Oftentimes we need to qualitatively describe the activities and results of an Extension program in addition to quantitatively measuring outcomes and results. This paper, the first of a four-part series, provides a brief overview of qualitative research and discusses ways in which it can be used in planning and evaluating Extension programs. Other papers in the series provide detailed suggestions and methods for conducting in-depth interviews, observations, and case studies. These popular forms of qualitative research are well suited for Extension.

Although qualitative research is not new, within recent years, its status within the academic community has been elevated. Over the past two decades, a quiet methodological revolution has been taking place in the social sciences. A blurring of disciplinary boundaries has occurred in which qualitative research is used, often as the method of choice, in various academic disciplines (Denzin 1998). Many academicians are acknowledging the benefits of an interpretive, more in-depth qualitative approach to research.

The authors of this paper do not present qualitative research as a replacement for quantitative research methods. Rather, qualitative research is another useful tool for gathering information for Extension program planning and evaluation.

What is Qualitative Research?

Qualitative research is a method of research that yields nonnumeric information (e.g., words,text) generated by examining phenomenon that are not easily translated into numbers and/or are not quantifiable (Schwandt 1997). Qualitative data is left in its narrative state in order to glean a deeper, fuller understanding of the phenomenon under study (Miller and Dingwall 1997). Also, most qualitative research involves direct, first-hand study of naturally occurring situations or events in their natural settings (Schwandt 1997).

There are many ways to collect qualitative data. Berg (2001) cites seven primary ways to collect qualitative data:

1) interviewing,
2) focus groups,
3) ethnography,
4) sociometry,
5) observation,
6) historiography, and
7) case studies.
The other three papers in this series examine interview, observation, and case study techniques. A paper on using focus groups is available at: http://edis.ifas.ufl.edu/pdffiles/PD/PD03600.pdf. Drs. Summerhill and Taylor provide an in-depth examination of observation methodology. It is available at http://edis.ifas.ufl.edu/PD015. A paper on case studies will be available in 2006. The other three qualitative methods (ethnography, sociometry, historiography) are not widely used in Extension and education-related disciplines.

Qualitative Research for Program Planning and Evaluation

Qualitative research is a tool for program planning that is frequently more interested in eliciting the stories behind particular individuals or groups. For example, qualitative methods are well suited for the analysis and interpretation of the context within which families live, or within which organizations or groups are operating and projects are implemented (Bamberger 2000).

In essence, the information obtained from qualitative research methods can not only help identify the needs of the target audience, but also get a more complete understanding of those needs. The narrative and contextual nature of qualitative research is excellent for assessing what can be done to address those needs given the real situations and challenges with which people are faced. For example, a list of needs may be identified and prioritized using quantitative research methods such as surveys or analysis of existing statistics. Then, more in-depth interviews with key members of the target audience could explore the facets of specific needs and solicit realistic strategies to address those needs through Extension education.

In terms of evaluation, qualitative research can evaluate contextual variables and explain how they influence the behavior and attitudes of the individuals or groups being studied (Bamberger 2000). For example, a person's culture may influence the type of foods preferred and the way in which food is prepared. Therefore, the cultural context should be considered when describing why some people do not follow the recommended dietary guidelines. Qualitative methods provide tools that enable such exploration more readily.

In short, qualitative research can provide rich information that can be used to not only show what worked and what did not, but also why it did not work and how Extension programs can be more effective.

Examples of Specific Uses of Qualitative Research in Extension

John and Lyn Lofland (1995) provide eight elements of social life that are appropriate for qualitative research. The elements are provided below along with a related Extension example.

  1. Practices/Behaviors: Direct observation and recording of farmers using farming practices learned at your Extension education training.

  2. Episodes or Events: Interview youth at a 4-H Congress event to assess what they learned from that experience.

  3. Encounters/Interactions: Observation of youth at a sports shooting camp to assess the use of gun safety practices learned during the training.

  4. Roles and Relationships: Interview parents about changes in their relationship with their children as a result of their participation in the Extension parenting program.

  5. Groups: Observation of your Advisory Committee to evaluate the use of parliamentary procedures learned at your leader training.

  6. Organizations: Interview Extension leadership to determine ways to enhance the effectiveness of Extension programs.

  7. Settlements (such as communities, neighborhoods, etc.): Conduct a focus group with community leaders to determine past experiences that may impact future support for education programs on land-use planning.

  8. Lifestyles/Cultures: Interview key leaders in a particular cultural group to learn about their culture and the types of programs that would be most culturally relevant.

Summary

The strengths of qualitative research as discussed in this paper and according to the literature (Bamberger 2000), include the:

  • ability to gain a deeper understanding of what you are evaluating;

  • flexibility in evaluation design and implementation;

  • relatively inexpensive cost of conducting a study; and

  • greater validity than quantitative studies.

However, the literature (Bamberger, 2000) also noted a few general weaknesses in qualitative research that should be kept in mind. They are the:

  • inability to generalize findings to the larger population, because typically very few individuals are studied;

  • inability to arrive at statistics and precise computation;

  • potentially more time-consuming nature of inquiry; and

  • lower reliability than quantitative studies.

As with any method we must maximize the strengths and minimize the weaknesses. Even with the weaknesses, this paper illustrates a valuable role for qualitative research in Extension program planning and evaluation.

References

Bamberger, M.(Ed.).(2000). Integrating Quantitative and Qualitative Research in Development Projects. Washington, DC: World Bank.

Berg, B.L. (2001). Qualitative Research Methods for the Social Sciences (4th Ed.). Boston: Allyn & Bacon.

Denzin, N.K., & Lincoln, Y.S. (1998). The Landscape of Qualitative Research. Thousand Oaks, CA: Sage.

Lofland, J. & Lofland, L.(1995). Analyzing Social Settings (3rd Ed.). Belmont, CA: Wadsworth Publishing.

Miller, G., and Dingwall, R. (1997). Context & Method in Qualitative Research. London, England: Sage.

Schwandt, T.A. (1997). Qualitative Inquiry. Thousand Oaks, CA: Sage.

Footnotes

1. This document is FCS6010, one of a series of the Family Youth and Community Sciences Department, Florida Cooperative Extension Service, Institute of Food and Agricultural Sciences, University of Florida. Original publication date August 23, 2001. Revised: August 2005. Visit the EDIS Web Site at http://edis.ifas.ufl.edu.

2. Lisa A. Guion, Ed.D., associate professor, Department of Family, Youth and Community Sciences, Cooperative Extension Services, IFAS; and Lamont Flowers, Ph.D., assistant professor, Department of Educational Leadership, Policy, and Foundations, College of Education, University of Florida, Gainesville, 32611.

The Institute of Food and Agricultural Sciences (IFAS) is an Equal Opportunity Institution authorized to provide research, educational information and other services only to individuals and institutions that function with non-discrimination with respect to race, creed, color, religion, age, disability, sex, sexual orientation, marital status, national origin, political opinions or affiliations. For more information on obtaining other extension publications, contact your county Cooperative Extension service.

U.S. Department of Agriculture, Cooperative Extension Service, University of Florida, IFAS, Florida A. & M. University Cooperative Extension Program, and Boards of County Commissioners Cooperating. Larry Arrington, Dean.