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How to become a community researcher

We gather feedback on a particular health policy or suggestions for a coastal resource management implementation from the people most likely affected by the changes. We go to the community and get local backgrounds, whether for a research paper for class or for publications. And the information gathered becomes extremely relevant, if done right.

So how do we go about doing it right?

There are actually six factors to consider before going on a community-based research:

  1. Task definition - We have to define the problem by reading up on the topic and specifying what we want to know. Then we figure out where to get the information we need. How many acceptable resources are needed, and are they current? List down things to do and schedule when each task should be done.
  2. Strategies for information-gathering - Compile a list of possible sources with the help of Information Communication Technology (ICT) and other people. Then trim the list down to which community background you want to focus on, and prioritize those who can give the most insightful answers to answer your question.
  3. Access and location - Find out where to encounter community subjects in their most natural environments. If we want to research about provincial health care, for example, we can contact and interview doctors in provincial hospitals, and the patients being treated there. Or go to the barangays with no health care, and inquire about the hospital needs they are not getting.
  4. Information use - Identify key words that would help categorize information. This is particularly important in note-taking, and can be a reliable tool for comparison later on.
  5. Synthesis - Put all note cards in logical order and develop an outline for the paper. If it is going to be presented in the barangay hall, it might be best to write down results on colorful visual aids, instead of Powerpoint presentations. Tailor the output presentation to what will work best for the audience.
  6. Evaluation – And finally, find out if after all the data gathering, has the question been answered, has the problem been given solution.

To make the research more relevant, we have to be prepared with quality data collection tools (like interviews and questionnaires). With community-based research, it is even more important to put more thought in the questions asked to subjects, and how many are needed to make the result relevant.

The sample of the community to be interviewed can be asked with open-ended and/or closed questions, with the former allowing free responses to be recorded in their own words and the latter having limited number of options to respond. Community-based research usually entails a combination of these two, especially if we are researching something unfamiliar or sensitive, or if we want to get their opinions and suggestions. For demography-recording purposes, however, closed questions like yes or no questions come in handy.

To become good community researchers, we have to be adequately prepared before going into the community, and we have to be skilled enough to probe deeply into the issues raised by the topic we choose and the questions we want answered.

Here are a few more pointers to make sure we achieve our objectives.

  • The format of questionnaires matter, as do the order of questions asked.
  • One question should answer one thing at a time. Split up questions with three topics for easier analyses and answering.
  • Avoid asking leading questions (questions that already assume certain factors).
  • Ask simple, concise and neutral questions. Words with double or vague meanings or are emotionally laden will not give the answers we are looking for.
  • If researching a sensitive issue, ask questions about it in a non-judgmental and non-embarrassing manner.

Exerting enough effort to gather proper responses from the community from which a research is based will be worth it. These pointers and factors should be considered before embarking on a research, if we want it to be of significant use and help to the community.

Sources:

“Information Problem Solving.” Retrieved September 10, 2008 from
http://www.jlhs.nhusd.k12.ca.us/Classes/Science/Research.html
“Module 10B: Design of research instruments, interview guides and interview skills.” Retrieved September 10, 2008 from
http://www.idrc.ca/en/ev-56614-201-1-DO_TOPIC.html

(Published 22 September 2008, Smart Communications, Inc.)