Voevodins' Library _ "Focus Groups" 3rd edition / Richard A. Krueger & Mary Anne Casey ... Interview, People, Discussion, Decision Making, Development, Single-Category Design, Multiple-Category Design, Double-Layer Design, Broad-Involvement Design, Audience, Written Plan, Questioning Route, Categories of Questions, Opening Questions, Introductory Questions, Transition Questions, Key Questions, Ending Questions, Campaign, Strategies for Selecting Participants, Sampling Procedures for Focus Groups, Moderating Skills, Moderator, Discussion, Head Nodding, Question, Analysis Strategies, Long-Table Approach, Using the Computer to Help Manage the Data, Rapid Approach, Sound Approach, Principles of Reporting, Written Reports, Narrative Report, Top-Line Report, Bulleted Report, Report Letter to Participants, Oral Reports, Styles of Focus Group Research, Telephone Focus Groups, Internet Focus Groups, Media Focus Groups

Voevodins' Library _ "Focus Groups" 3rd edition / Richard A. Krueger & Mary Anne Casey ... Interview, People, Discussion, Decision Making, Development, Single-Category Design, Multiple-Category Design, Double-Layer Design, Broad-Involvement Design, Audience, Written Plan, Questioning Route, Categories of Questions, Opening Questions, Introductory Questions, Transition Questions, Key Questions, Ending Questions, Campaign, Strategies for Selecting Participants, Sampling Procedures for Focus Groups, Moderating Skills, Moderator, Discussion, Head Nodding, Question, Analysis Strategies, Long-Table Approach, Using the Computer to Help Manage the Data, Rapid Approach, Sound Approach, Principles of Reporting, Written Reports, Narrative Report, Top-Line Report, Bulleted Report, Report Letter to Participants, Oral Reports, Styles of Focus Group Research, Telephone Focus Groups, Internet Focus Groups, Media Focus Groups Voevodin's Library: Interview, People, Discussion, Decision Making, Development, Single-Category Design, Multiple-Category Design, Double-Layer Design, Broad-Involvement Design, Audience, Written Plan, Questioning Route, Categories of Questions, Opening Questions, Introductory Questions, Transition Questions, Key Questions, Ending Questions, Campaign, Strategies for Selecting Participants, Sampling Procedures for Focus Groups, Moderating Skills, Moderator, Discussion, Head Nodding, Question, Analysis Strategies, Long-Table Approach, Using the Computer to Help Manage the Data, Rapid Approach, Sound Approach, Principles of Reporting, Written Reports, Narrative Report, Top-Line Report, Bulleted Report, Report Letter to Participants, Oral Reports, Styles of Focus Group Research, Telephone Focus Groups, Internet Focus Groups, Media Focus Groups

Voyevodins' Library ... Main page "Focus Groups" 3rd edition / Richard A. Krueger & Mary Anne Casey

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	Changing Questions: The Importance of Consistency Remember, if you wish to compare and contrast responses across groups, you must keep the questions consistent. If you change questions from group to group, you lose your ability to compare. The general rule is to maintain as much consistency as possible throughout the series of focus groups because it is in comparison and contrast that themes and patterns emerge from the data. Information obtained from a single focus group can yield interesting and, at times, helpful insights, but the researcher just doesn't know if similar findings would occur in another group. In analysis, the researcher strives for theoretical saturation that is possible only with consistent questioning. But what about studies in which you have several different types of participants-groups of parents, students, teachers, and food service workers? Should you use the same questioning route for all groups? If you want to compare how teachers, students, and parents see or feel about a particular topic, you must have a core set of questions that remains consistent across groups. Often, most of the key questions will stay the same so you can compare and contrast how different types of participants answer the question. However, you may want to ask some questions that tap into the expertise or experience unique to a particular group. BACKGROUND Circumstances When Questions Might Change Occasionally it is wise to change or eliminate a question in a focus group interview. Here are two circumstances when it should be considered. 1. Change the question if it clearly doesn't work. This is often spotted in one of the first focus groups. Here are three signals that a question doesn't work: (a) when there is silence and participants look baffled: (b) when participants tell you that they don't understand the question; and (c) when participants talk, but aren't answering the question. 2. Change the question if saturation has clearly occurred and the responses are of limited use. In many studies, theoretical saturation occurs somewhere between three and twelve focus groups. When conducting a sizable number of focus groups, such as more than twelve, there is little to gain by continuing to ask questions of the same type of participants when the responses are predictable and of limited use. There is considerably more to gain by changing questions to build on what you have learned in the earlier groups. Based on what we have heard in the early groups, we may adapt the question to move it to another level. For example, in a study of how to increase kids' consumption of fruits and vegetables while at school, we asked the food service workers, "What makes it tough to serve fruits and vegetables at school?" This is an important question that highlights barriers for food service personnel, and they have unique expertise to answer this question. However, it wouldn't make sense to ask the other groups this question.

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