Methods and Techniques of Data Collection in Research

Presentation on

Communication and Research Skill  710001N

Presented by :Ravichandra Kiritbhai Valand ME 1st Semester ( Energy Engineering ) Enrollment No:- 130190739011 Government Engineering College , Valsad. Valsad.

Guided By :Prof. Bhavesh Rana

Contents

1. 2. 3. 4.

Abstrac tractt Intr Introd oduc ucti tion on Data Data collection collection Method Methodss & Techni Techniques ques Primary Primary methods methods : (a) Interview Interview (b) Observation (c) Questionnaire Questionnaire 5. Secondary methods: Case Study 6. Conclusion 7. Bibliography

(2). Introduction In dealing with any real life (research) problem, it is often found that data at hand are inadequate, and hence it becomes necessary to collect data that are appropriate.

There are several ways of collecting the appropriate data which differ considerably in context of money costs, time, and other resources at the discretion of the researcher. researcher. Research differs in many aspects, but they do have few similar aspects. Many components are involved in conducting research. One very essential factor is collection of data. Data collection can be gathered from a number of sources, which includes working environment, web technologies, focus groups, field notes, questionnaires and recorded social interactions or interviews. This article focuses on various methods and techniques of Data collection.

(3). Data Collection The task of data collection begins after a research problem has been defined defined and research design/plan design/plan chalked out. out. While deciding deciding about the method of data collection to be used for the study s tudy,, the researcher should keep in mind two types of data viz., viz. , primary and secondary. secondary. Data Collection Method Primary Data

Secondary Data

---------------------------------------------------------------------------------------

Interview

Observation

Questionnaire

The primary data are those which are collected afresh and for the first time, and thus happen to be original in character. Secondary data on the other hand, are those which have already been collected by someone else and which have already been passed through the statistical process.

(4). Primary Methods: (a) Interview : Interview is verbal questioning. In research, Lindzey Gardner has defined interview as “a t w o - p e r s o n c o n v e r s a ti t i o n , i n i t i a t ed e d b y t h e i n t e rv rv i e w e r f o r t h e s p e c i f i c p u r p o s e o f o b t a i n in i n g r es e s e ar a r c h -r - r e le l e v an an t i n f o r m a ti ti o n a n d f o c u s e d b y h i m o n t h e c o n t e n t s p e c i f i ed e d b y t h e r e s ea e a rc r c h o b j e c t i v es es o f d e s c r i p t i o n a n d ”. explanation 

Functions of interview Two Two major functions of the interview techniques are i. Description ii. Exploration Description The information received from the respondent provides insight into the nature of social reality. Since the interviewer spends some time with the respondents, he can understand their feelings & attitudes more clearly, and seek additional information wherever necessary and make information meaningful for him. Exploration Interview provides insight into unexplored dimensions of the problem.

Types of Interviews There are many types of interviews, each of which differs from the others in structure, purpose, role of the interviewer, number of respondents involved in each interview, and form and frequency of administration. Structured Interview  A structured interview is sometimes called as standardized interview i nterview.. Same questions are asked for all respondents. Corbetta (2003) states structured interviews are” i n t e r v i e w s i n w h i c h a l l r es e s p o n d e n t s a r e a s k ed e d t h e s am a m e q u e s t io io n s w i t h t h e s a m e w o r d i n g a n d i n t h e s a m e q u e s t io io n s w i t h t h e s a m e w o r d i n g a n d i n t h e s a m e s e q u e n c e . ”

The aim is for all interviewees to be given exactly the same context of questioning. The strengths of structured interviews are that the researcher has control over the topics and the format of the interview. interview.

On the contrary, drawbacks of structured interviews are they adhere too closely to the interview guide and may be the cause of not probing for relevant information.

Semi-structured Interviews In this Semi-structured interviewer the researcher has a list of key themes, issues, and questions to be covered. Here the order of the questions can be changed depending on the t he direction of the interview. interview. Corbetta (2003) explains semi-structured interviews as follows: The order in which the various topics are dealt with and the wording of the questions are left to the interviewer‟s  interviewer‟s  discretion. Within each topic, the interviewer is free to conduct the conversation as he thinks fit, Additional questions can be asked and some may be questions that have not been anticipated in the beginning of the interview. interview. The strengths of semi-structured interviews are that the researcher can prompt and probe deeper into the given situation. For example, the interviewer inquires about using computers in library. Some respondents are more computer literate than others are. The drawbacks are inexperienced interviewers may not be able to ask prompt questions. If this is the case, some relevant data may not be gathered.

Unstructured Interviews This type of interview is non-directed and is a flexible method. It is more casual than the aforementioned interviews. There is no need to follow a detailed interview guide. Interviewees are encouraged to speak openly, frankly and give as much detail as possible. The strengths of unstructured interviews are no restrictions are placed on questions. It is useful when little or no knowledge exists about a topic. So, background data can be collected. Unstructured interviews are flexible. The drawbacks of unstructured interviews are that they can be inappropriate for inexperienced interviewers. The interviewers may be bias and ask inappropriate questions.

Non-directive Interviews Questions are usually not pre-planned. pre-planned. The interviewer listens and does not take the lead. The interviewer follows what the interviewee has to say. say. The interviewee leads the conversation. The interviewer has the objectives of the research in mind and what issues to cover during the interview. The interviewee is allowed to talk freely about the subject. The interviewer‟s role interviewer‟s role is to check on unclear points and to rephrase the answer to check for accuracy and understanding (Gray, (Gray, 2004). The strengths of non-directive interviews are to find the deep-seated problem and the subconscious feelings. On the other hand, the drawbacks are that there are no directions or issues to explore which can cause some problems in coding and analyzing the data.

Analytical interviews These types of interviews are based on theoretical foundation and serve to analyze concepts, theories, social relationships and events. Biographical interviews  A biographical biographical interview is an interview form form employed to study the life history of a respondent. It is often carried out in conjunction with document analysis, Focused interviews This was developed by R K Merton in the 1940 ‟s  ‟s  in the context of propaganda research, and analysis of mass communication. it focuses on a specific topic, which respondents are asked to discuss, thereby providing their views and opinions on the research question. Soft interview Here the interviewer guides the respondents without putting any pressure on them.

Hard interview The interviewer questions the validity and completeness of the answers obtained, often warning the respondents not to lie and forcing them to give an answer when they hesitate. hesitate . In-depth Interview  An in-depth interview is a dialogue between a skilled interviewer and an interviewee. Its goal is to elicit rich, detailed material that can be used in analysis (Lofland and Lofland, 1995). It is much less formal than the semi-structured interview. While you have structured some basic questions on paper, the discussion on the issue is largely free- ranging. When you intend to collect complex information, containing a high proportion of opinions, attitudes and personal experiences of the respondents, you go in for in-depth interview. For an in-depth interview, the sample is kept small. Only a few purposively selected people are subjected to a detailed interview. interview.

Focus Groups Focus groups combine elements of both interviewing and participant observation. Use of the group interaction to generate data. The technique inherently allows observation of group dynamics, discussion, and firsthand insights into the respondents‟  behaviors, attitudes, language, etc. Focus groups are a gathering of 8 to 12 people who share some characteristics relevant to the problem. Focus groups conducted by experts take place in a focus group facility that includes recording apparatus (audio and/or visual). Telephone interviews Telephone interviewing demonstrates the same structural characteristics as standard interviewing techniques, except that it is conducted by telephone. These are employed when the interviews are simple and brief, when quick and inexpensive results are sought, when it is not required to approach the respondent face to face and when sampling inaccuracies (e.g. non subscribers and unlisted numbers) are not considered important.

Interviewing in the computer age The development of computers has affected many aspects of life of every Individual and consequently the researcher, the interviewer and the interviewee. The following are some examples of computer packages that are relevant to interviewing i nterviewing.. Computer-aided personal interview (C A P I )  This program allows interviews to be carried out through the assistance of computers, whereby to a certain extent the computer takes the place of the interviewer. Questioning and control of the responses is done through the computer. Computer-driven self  – completion interview ( CODSCI  ) The interview is carried out in a computer session in which the respondent reads the questions from the computer screen in direct communication with the t he computer.  After completion of the interview, interview, the responses are saved automatically in the memory and further added to previous interview data.

Computer-aided telephone interview ( CATI  ) Here the computer is used by the interviewer, who reads the questions to the interviewee through the telephone as it appears on the screen and records the response in the computer c omputer.. It can draw the sample, choose the telephone number, dial the respondent through a self-dial system and connect the interviewer with the interviewee. Advantages of interviewing Flexibility & High response rate behavior

Easy administration

&

Opportunity  to observe non-verbal

Control over the environment and order of the questions Capacity for correcting misunderstandings by respondents : Such an option is very valuable and not available in other forms of data collection.

Opportunity to Opportunity to record spontaneous answers Control over Control over the time, date, & place of the interview More complex  questions can be used, because the presence of the interviewer can assist in answering the questions. Limitations Despite the above advantages, interviewing is limited by some factors that cannot be overlooked Interviews are Interviews are more costly and time consuming c onsuming than other methods. Interviews  Interviews  are affected by the factor, interviewer & the possible bias associated with. Interviewing is Interviewing is more inconvenient. It is less effective than other methods, when sensitive issues are discussed.

(b) Observation Observation involves may take place in natural settings and involve the researcher taking lengthy and descriptive notes of what is happening. It is argued that there are limits to the situations that can be observed in their 'natural' settings and that the presence of the research may lead to problems with validity.

Techniques for collecting collecting data through observation: (1) Written descriptions I. The resear researche cherr makes makes writ written ten desc descrip ription tions s of the the peop people, le, situ situati ations ons or environment II. II. Lim Limitat itatio ions ns incl inclu ude Researcher might miss out on an observation as they are taking notes The researcher may be focussed on a particular event or situation There is room for subjective interpretation of what is happening

2) Video recording I. Allow Allows s the the rese resear arch cher er to also also reco record rd note notes s II. Limitations Limitations may include include peopl people e acting acting unnatural unnaturally ly toward towards s the camera camera or others avoiding the camera III. The camera camera may may not not alw always ays see see every everythin thing g (3) Photographs and arte facts I. Useful Useful when when ther there e is is a need need to collec collectt obser observab vable le info informa rmatio tion n or phenomena such as buildings, neighbourhoods, neighbourhoods, dress and appearance II. Artefact Artefacts s includ include e objects objects of of signific significance ance - memorab memorabilia, ilia, instrume instruments, nts, tools etc. Limitations with observation include: I. II. III. III. IV.

Change Change in peo people ple's 's beha behavio viour ur when when they they know know they they are are bein being g obser observed ved A 'sna 'snap p shot shot'' view view of of a who whole le situ situat atio ion n Thin Think k Big Big Brot Brothe herr... The researche researcherr may miss somethi something ng while they they are watching watching and and taking taking notes V. The researche researcherr may make judgemen judgements ts of make value statements statements or misunderstand what has been observed

Strengths of observation : I. II. III. IV.

Can Can off offer er a flavo flavour ur for for what what is happ happen enin ing g Can give give an an insi insight ght into into the the bigger bigger pictur picture e Can demons demonstra trate te sub-gr sub-grou oups ps Can be used to assist in in the design design of the the rest rest of the resear research ch

Sometimes, the researcher becomes or needs to become a participant observer, where they are taking part in the situation in order to be accepted and further understand the workings of the social phenomenon. phenomenon. Observation can sometimes obtain more reliable information about certain things - for example, how people actually behave (although it may not find out the reasons for why they behave in a particular way). Observation can also serve as a technique for verifying of nullifying information provided in face to face encounters.„ encounters. „ People or environment can be observed. When environment is researched, it can provide valuable background information that may inform other aspects of the research.

 A questionnaire questionnaire consists of a number of questions printed or typed in a definite order on a form or set of forms. The questionnaire questionnaire is mailed to respondents who are expected to read and understand the questions and write down the reply in the space meant for the purpose in in the questionnaire itself. The respondents have to answer the questions on their own. The method of collecting data by mailing the questionnaires to respondents is most extensively employed in various economic and business surveys.

Main aspects of a questionnaire: Quite often questionnaire is considered as the heart of a survey operation. operation . Hence it should be very carefully constructed. If it is not properly set up, then the survey is bound to fail. (a) General form (b) Question sequence (c) Question formulation and wording

(a) Genera Generall form: form: The general form of a questionnaire is concerned, it can either be structured or unstructured questionnaire . Structured questionnaires are those questionnaires in which there are definite, concrete and pre-determined questions. The questions are presented with exactly the same wording and in the same order to all respondents. The form of the question may be either closed (i.e., of the type „yes‟ or „no‟)  „no‟)  or open (i.e., inviting free response) but should be stated in advance and not constructed during questioning.

Structured questionnaires may also have fixed alternative questions in which responses of the informants are limited to the stated alternatives. Thus a highly structured questionnaire is one in which all questions and answers are specified and comments in the respondent‟s  respondent‟s   own words are held to the minimum. When these characteristics are not present in a questionnaire, it can be termed as unstructured or non-structured questionnaire.

(b) Question sequence: In order to make the questionnaire effective and to ensure quality to the replies received, a researcher should pay attention to the questionsequence in preparing the questionnaire. questionnaire. A proper sequence of questions questions reduces considerably the chances of individual individual questions being misunderstood. misunderstood. The question-sequence must be clear and smoothly-moving, meaning there by that the relation of one question to another should be readily apparent to the respondent, with questions that are easiest to answer being put in the beginning. The first few questions are particularly important because they are likely to influence the attitude of the respondent and in seeking his desired cooperation. The opening questions should be such as to arouse human interest. The following type of questions should generally be avoided as opening questions in a questionnaire:

I.

ques questi tion ons s tha thatt put put too too gre great at a stra strain in on the the mem memor ory y or or inte intellllec ectt of the respondent; II. II. ques questi tion ons s of a pers person onal al char charac acte ter; r; III. III. ques questi tion ons s rela relate ted d to per perso sona nall weal wealth th,, etc. etc. (C) Question formulation and wording : wording  : With regard to this aspect of questionnaire, the researcher should note that each question must be very clear for any sort of misunderstanding can do irreparable harm to a survey. Question should also be impartial in order not to give a biased picture of the true state of affairs. Questions should be constructed with a view to their forming a logical l ogical part of a well thought t hought out tabulation plan. In general, all questions should meet the following standards: s tandards:— — (a) should be easily understood; (b) should be simple i.e., should convey only one thought at a time; (c) should be concrete and should conform as much as possible to the respondent‟s  way of thinking.

Strengths of Questionnaire : I.

II. III. IV. V.

Low Low rate rate of ret retur urn n of of the the dul duly y fill filled ed in ques questio tionn nnai aire res; s; bia bias s due due to no no response is often indeterminate. It can be used used only only when when resp respond ondent ents s are are educ educate ated d and and coop coopera eratin ting. g. The contro controll over over questio questionna nnaire ire may be lost lost once once itit is sent. sent. It is diffi difficult cult to know know whether whether willin willing g respond respondents ents are truly representa representative. tive. This This meth method od is like likely ly to to be be the the slow slowes estt of all all..

Limitations with Questionnaire include: I. II.

III. IV. V.

There There is low low cost cost even even whe when n the univer universe se is large large and and is wide widely ly spread spread geographically. It is free from the bias of the interviewer; answers are in respondents‟ own words. Responde Respondents nts have have adequate adequate time time to give well well thought thought out answe answers. rs. Responden Respondents, ts, who are not not easily approa approachabl chable, e, can also be be reached reached conveniently. Large Large samples samples can be made made use use of and thus the results results can be be made made more more dependable dependable and reliable.

Essentials of a good questionnaire :

I.

To be be succe successful ssful,, quest questionna ionnaire ire should should be be compa comparati ratively vely short short and and simple simple i.e., the size of the t he questionnaire should be kept to the minimum.

II. Questio Questions ns shoul should d procee proceed d in logica logicall sequenc sequence e moving moving from from easy easy to more more difficult questions. III. The latter latter type type of questions questions are are often often difficult difficult to analyse analyse and and hence should be avoided in a questionnaire to the extent possible. IV. The physical physical appeara appearance nce of the questionna questionnaire ire affects affects the cooperati cooperation on the researcher receives from the recipients and as such an attractive looking questionnaire, questionnaire, particularly in mail surveys, is a plus point point for enlisting cooperation. V. The quality quality of the paper paper, along along with its colour colour,, must be be good good so that that it may attract the attention of recipients.

Essentials of a good questionnaire :

I.

To be be succe successful ssful,, quest questionna ionnaire ire should should be be compa comparati ratively vely short short and and simple simple i.e., the size of the t he questionnaire should be kept to the minimum.

II. Questio Questions ns shoul should d procee proceed d in logica logicall sequenc sequence e moving moving from from easy easy to more more difficult questions. III. The latter latter type type of questions questions are are often often difficult difficult to analyse analyse and and hence should be avoided in a questionnaire to the extent possible. IV. The physical physical appeara appearance nce of the questionna questionnaire ire affects affects the cooperati cooperation on the researcher receives from the recipients and as such an attractive looking questionnaire, questionnaire, particularly in mail surveys, is a plus point point for enlisting cooperation. V. The quality quality of the paper paper, along along with its colour colour,, must be be good good so that that it may attract the attention of recipients.

(5) Secondary Method : Secondary data means data that are already available i.e., they refer to the data which have already been collected and analysed by someone

else. Secondary data may either be published data or unpublished data. Usually published data are available in: I. variou various s publi publicat cation ions s of the the cent central ral,, state state are local local gove governm rnment ents; s; II. various various publica publications tions of foreig foreign n governm governments ents or of intern internationa ationall bodies bodies and their subsidiary organisations; III. techni technical cal and trade trade journ journals als;; IV. books, books, magaz magazines ines and newspap newspapers; ers; V. reports reports and and publi publication cations s of variou various s associatio associations ns connecte connected d with with business business and industry, industry, banks, stock exchanges, etc.; VI. reports reports prepared prepared by resear research ch scholars, scholars, universitie universities, s, economists, economists, etc. in different fields; and VII. public records records and statistics, historical documents, and and other sources of published information.

The sources of unpublished data are many; they may be found in diaries, letters, unpublished biographies and autobiographies and also may be available with scholars and research workers, trade associations, labour bureaus and other public/private individuals and organisations.

Case Study : Case study research, through reports of past studies, allows the exploration and understanding of complex issues. It can be considered a robust research method particularly when a holistic, in-depth investigation is required. Case studies, in their true essence, explore and investigate contemporary real-life phenomenon through detailed contextual analysis of a limited number of events or conditions, and their relationships.  An in-depth longitudinal examination of a single case or event is used. The longitudinal examination provides a systematic way of observing the events, collecting data, analysing information, and reporting the results over a long period of time.

Category of case study :

There are several categories of case study.  Yin (1984) notes three categories, namely: I. Exp Explor loratory tory case case stud study y, II. II. Desc Descri ript ptiv ive e cas case e stu study dy,, III. III. expla explana nator tory y case case studie studies. s. First, exploratory case studies set to explore any phenomenon in the data which serves as a point of interest to the researcher.

Second, descriptive case studies set to describe the natural phenomena which occur within the data in question, for instance, what different strategies are used by a reader and how the reader use them. Third, explanatory case studies examine the data closely both at a surface and deep level in order to explain the phenomena in the data. Other researchers also mention about other categories of case study.

In defining case studies, Stake (1995) distinguishes three types, I. the intrinsic, II. II. the the inst instru rume men ntal, tal, III. III. the the coll collec ecti tive ve.. In an intrinsic case study, a researcher examines the case for its own sake. In an instrumental case study, the researcher selects a small group of subjects in order to examine a certain pattern of behaviour. In a collective case study, study, the researcher coordinates data from several different sources, such as schools or individuals.

Design of case study : Careful design of a case study is therefore very important. This is because case study method, through interviews or journal entries, must be able to prove that: i.

it is is the the only only viable viable method method to elic elicit it impl implicit icit and and expli explicit cit data data from from the the subjects.

ii. it is appropriate to the research question. iii. it follows the set of procedures with proper application. iv. iv. the scientific conventions used in social sciences are strictly st rictly followed. v. a „chain of evidence‟, either quantitatively or qualitatively , are systematically recorded and archived particularly when interviews and direct observation by the researcher are the main sources of data. vi. the case study is linked to a theoretical framework (Tellis, 1997) .

Limitations :

I.

It cons consume umes s more more time time and and requi require res s lot of of expen expendit diture ure.. More More time time is needed under case study method since one studies the natural history cycles of social s ocial units and that too minutely. minutely.

II. Case Case study study metho method d is based based on on severa severall assump assumptio tions ns which which may may not not be very realistic at times, and as such the usefulness of case data is always subject to doubt. III. Case study study method method can can be used used only only in a limited limited sphere., sphere., it is is not possible to use it in case of a big society. Sampling is also not possible under a case study method. IV. Response Response of the investig investigator ator is an importa important nt limitation limitation of the case case study study method. He often thinks that he has full knowledge of the unit and can himself answer about it. In case the same is not true, then consequences follow. In fact, this is more the fault of the researcher rather than that of the case method.

Advantages : I.

Being Being an exhaus exhaustiv tive e study study of a social social unit, unit, the the case case stud study y meth method od enables us to understand fully the behaviour pattern of the concerned unit.

II. This method method enables enables the resear researcher cher to trace trace out out the the natural natural history history of the social unit and its relationship with the social factors and the forces involved in its surrounding environment. III. The researc researcher her can use one one or more more of the several several research research method methods s under the case study method depending upon the prevalent circumstances. In other words, the use of different methods such as depth interviews, questionnaires, documents, study reports of individuals, letters, and the like is possible under case study method. IV. Case study study method method enhances enhances the exper experience ience of of the researche researcherr and this this in turn increases his analysing ability and skill.

Conclusion Despite the above stated limitations, we find that case studies are being undertaken in several disciplines, particularly in sociology, as a tool of scientific research in view of the several advantages indicated earlier. Most of the limitations can be removed if researchers are always conscious of these and are well trained in the modern methods of collecting case data and in the scientific techniques of assembling, classifying and processing the same. Besides, case studies, in modern times, can be conducted in such a manner that the data are amenable to quantification and statistical treatment. Possibly, this is also the reason why case studies are becoming popular day by day.

Bibliography 1

Black, T. R. Doing R. Doing Quantitative Quantitative Research in the Social Social Sciences. London: SAGE Publications. 1999

2

Bryman, A. Social Research Methods. Oxford: Oxford University Press. Corbetta, P. Social Research Theory, Methods and Techniques. London: SAGE Publications. 2003 4 David, M. & Sutton C.D. Social Research the Basics. London: SAGE Publications. 2004 5 Foddy, Foddy, William. Constructing Questions for Interviews, Cambridge University Press, 1993 6 Gillham, B. The Research Interview. New York: Continuum. 2000 2000 Interview.  New York: 7 Gray, D. E. Doing E. Doing Research Research in the Real World. World. London: SAGE Publications. 2004 8 Kothari, C R., Research Methodology. New Age International P Ltd. 2004 9 Kvale, Steinar. Interviews Interviews An Introduction to Qualitative Research Interviewing, Interviewing, Sage Publications, 1996 3

10

L V Redman and A. V H Mory, The Romance of Research, 1923, p.10 Lofland, J., and Lofland, L.H.  Analyzing Social Settings: A Guide to Qualitative Observation and Analysis,  Analysis,   3rd Ed. Belmont, CA: Wadsworth. 1995 12 McNamara, Carter, Carter, PhD. General Guidelines for Conducting Interviews, Interviews, Minnesota, 1999 13 Patton, M. Q. Qualitative Research and Evaluation Method. London: SAGE Publications. 2000 11

14

Sotirios, S. Social Research. Research. Macmillan Press Ltd. 1993 Hollowitz, J. & Wilson, C.E. “Structured  Interviewing in Volunteer Selection”.Journal of Applied Communication Research, 21, 41-52, 1993 16 Michelle Byrne "Interviewing as a data collection method". AORN Journal. FindArticles.com. FindArticles.com. 04 Mar, 2012. 15

17

Pawlas, G.E. “The Structured Interview: Three Dozen Questions to Ask Prospective Teachers”,NASSP Bulletin, 79, 62-65, 1995 18 Kajornboon, A. B. Creating Useful Knowledge: A Case Study of Policy Development in E-learning at Chulalongkorn Australia.2004 University Language Institute. Dissertation. University of Melbourne: Australia.2004 19

(http://cerg.csse.monash.edu.au). (http://cerg.csse.monash.edu.au). The Evaluation Resource Centre: Monash University Defining University  Defining Data Collection Methods. (access 9/03/2012)). 20 (http://www.who.int). World Health Organization.  Interviews.  Interviews. (access 9/03/2012) 21 http://cemca.org/books/chap10.htm http://cemca.or g/books/chap10.htm (access 06-03- 20 2012) 12) 22 http://cerg.csse.mongas http://cerg.cs se.mongash.edu.au h.edu.au (access 06-03-2012) 23 http://mass-communication-tutorials.blogspot.in/2010/11/interview-method-of-data-collection.html. http:/ /mass-communication-tutorials.blogspot.in/2010/11/interview-method-of-data-collection.html. (access 09-032012)