Paradigms
4.7 Data collection methods
Data collection is an important stage in research because it determines the outcome of the study. The term is used to refer to the process of systematically collecting and
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measuring information relating to variables of interest in order to answer the stated research questions, test hypotheses and analyze and evaluate study outcomes (The Open University Nd:202). Devices used to collect data are known as research tools or instruments, and are used to enable observation and measurement of relevant variables (Nieswiadomy 2012:167). The ultimate goal of data collection is to amass quality evidence which transforms into a rich data analysis and eventually provides plausible answers to the research questions posed by the study (The Open University Nd:202). Therefore, the choice of a data collection instrument impacts upon the type, quantity and quality of data to be collected and the method of data analysis to be used in a study.
Qualitative research studies mainly involve collecting, analysing, and interpreting naturally occurring nonnumeric data from either one or more of the following data sources:
i. Talk – data is obtained directly from one or more participants, for example through interviews and focus groups;
ii. Observations - systematically perceiving or watching occurrences, events, nonverbal communication, or interactions with the purpose of understanding or addressing one or more research questions;
iii. Images - moving or still visual data that are perceived or observed (for example videos, drawings and photographs);
iv. Documents - collection of text that is in print or digital format (Weinbaum and Onwuegbuzi 2016:249).
Over the past two decades, Library and Information Science (LIS) researchers have commonly undertaken data collection using paper-based methods (Tella 2015:588).
However, the ICT revolution has led to the birth of the Internet, causing researchers to view the net as a strong research tool. The use of electronic or web-based data collection tools became an inevitable reality at the close of 2019 moving forward as an after-effect of the COVID-19 global pandemic, forcing many a researcher to migrate to virtual platforms in compliance with the laid-down regulations for
“flattening the curve”. In view of the fact that this is a mixed study in the COVID-19 era, data collection procedures were triangulated across and between methods. The data collection instruments used included questionnaires (online and paper-based),
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semi-structured interviews (virtual and physical) and documentary review (analysis) which are discussed hereunder.
4.7.1 Questionnaire
Burke and Christensen (2014:274) define a questionnaire as a self-report data collection tool filled by research participants as part of the study. Also referred to as self-completion or self-administered questionnaires, they are a key instrument for data collection in social survey design studies (Bryman 2012:232). According to Rowley (2014:308), questionnaires are amongst the most widely used means of data collection in Social Sciences research. They are used by researchers to measure diverse characteristics such as feelings, perceptions, thoughts, beliefs, attitudes, values, behavior, and personality of the participants (Burke and Christensen 2014:274). In the literature, the use of the questionnaire by scholars in the field of LIS and in the present study is attributed to the following factors:
i. It is considered the most flexible tool in collecting both quantitative and qualitative data;
ii. It is relatively easy to plan, design and administer and does not require a lot of knowledge and skill;
iii. Compared to other methods, the questionnaire is considered the best method when the sample is spread over large territories, hence it is best suited for studies of national and international magnitudes;
iv. It is the most economical method of collecting information both for the researcher and respondents in terms of costs, time and effort;
v. It provides the advantage of anonymity to respondents and provides them with assurance that they will not be identified for giving particular opinions and views;
vi. It reduces variation by giving respondents the opportunity to provide uniform answers when responding to similar questions;
vii. It eliminates biases that may arise during interviews by ensuring that the answers given by respondents are available in their own language and version, thereby enhancing validity;
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viii. It imposes less pressure upon respondents by allowing them to answer the questions at their own leisure, as opposed to interviews and observation methods which demand specific situational and time fixation; and
ix. Can be used as a preliminary tool for conducting an in-depth study at a later date using a different method (Adu 2015:136; Bernard 2013:222; Leedy and Ormrod 2013:191).
However, use of the questionnaire is not without shortcomings, which include the following:
i. Its applicability is limited to respondents who have the ability to read and write, hence cannot be administered to illiterate and semi-literate persons;
ii. The researcher does not have personal contact with respondents, which becomes a problem when they are unable to comprehend some of the technical terms;
iii. As a result of (ii) above, reliability and validity of information collected through questionnaires can be compromised;
iv. Illegibility of respondents’ handwriting, incomplete entries and manipulated entries create problems for researchers when reading and interpreting the questionnaires;
v. It yields low response rates as a result of lengthiness of the questionnaire, layout, respondents chosen, among other factors; and
vi. The researcher is not present to supervise the completion of the questionnaire, hence respondents can easily avoid filling out the form and return partially filled questionnaires to the researcher (Marutha 2016:127-131; Adu 2015:135- 7; Bernard 2013:222; Leedy and Ormrod 2013:191).
The distribution of questionnaires may be as an online questionnaire, via e-mail, post, or face-to-face by hand (Rowley 2014:308). Further, questionnaires may have closed- ended questions, open-ended questions or both. Open-ended questions are useful when it’s important to hear the views and opinions of respondents verbatim and require unstructured, free responses, whereas closed-ended questions are more commonly used and require standardized, structured and fixed responses (Neuman 2014:331; Cummings and Hulley 2007:242).
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The present study administered online, email and physical (face-to-face) questionnaires to different respondents depending on the prevailing circumstances.
For instance, virtual interviews and emails were preferred when distance was a challenge, whereas physical administration of questionnaires was done when access to respondents was possible. The questionnaires had both open and closed ended questions which were used to obtain qualitative and quantitative data respectively from 169 respondents. The open-ended questions sought to obtain qualitative data which represented the views, opinions and attitudes of ICT and administrative staff on digital records creation, management and use, and subsequent disposal practices. The closed ended questions sought to obtain quantitative data on digital records management, for example the number of records created, deleted or archived on a given day or period, give measurements on the types of risks digital records and archives were exposed to as well as the legal and regulatory framework governing digital archives management.
4.7.2 Interview
The interview is universally used as a research genre across disciplines (Leavy 2017:
139). According to Burke and Christensen (2014:317), interview is a technique of data collection wherein an interviewer (or research assistant) asks questions of an interviewee in relation to a research study. They comprise face-to-face, telephone, focus group and email/internet interviews, which involve asking of open-ended questions to engage respondents and stimulate feedback on a given subject (Creswell 2014:239). Jwan and Ong’ondo (2011:65) posit that interviews strive to explore and get a glimpse into the thinking of a research participant, their attitudes and reasons for carrying particular attitudes and perceptions, and for thinking in a certain way.
Three fundamental types of interviews are identified in the literature namely structured (formal), semi-structured (in-depth) and unstructured interviews (Bernard 2006:210). Structured interviews which are predominantly used in quantitative studies are highly formal and standardized, and are extremely rigid, allowing very little or no room for prompting participants to obtain and analyze results. In contrast, semi- structured interviews involve the researcher having a list of themes and areas to be covered with standardized questions, which may be “edited” depending on the