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WinS for Girls: Advocacy and Capacity Building for MHM in WinS

Learn strategies for recording, transcribing, and translating data. Understand key tips for managing data effectively. Join the course to enhance your skills in data collection.

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WinS for Girls: Advocacy and Capacity Building for MHM in WinS

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  1. WinS for Girls: Advocacy and Capacity Building for MHM in WinS Module 8: Recording, Managing and Collecting Data Photo credit: Gauthami Penakalapati

  2. WinS for Girls Module 8: Data Management Queues to Participate Throughout the course you will see: Questions in Red When there are questions in red, we pause from the course lecture so all can participate and add responses or ideas in the chat window Questions in Green When there are questions in green, we will not pause from the course lecture, but all are still welcome to add responses or ideas in the chat window WinS for Girls

  3. WinS for Girls Module 8: Data Management Module 7 Review In Module 7, we reviewed the following points: We recommend you include: • IDIs with girls • FGDs with girls • KIIs with teachers and administrators • Schools facility observations Triangulation is used in research to gain different perspectives of the same topic With our current tools, • KIIs with administrators on facilities are mainly closed questions • KIIs with teachers can be more open • School observations are a more quantitative method (making this mixed methods) FGDs with Mothers, Boys, and Fathers can be developed and included. • It is advised that these are created after some initial data collection with girls and teachers to help direct the inquiry. WinS for Girls

  4. WinS for Girls Module 8: Data Management Learning Objectives At the end of the session participants should be able to: • Understand types of demographic information to collect from participants. • Understand strategies for recording, transcribing and translating data • Understand key tips for managing data. WinS for Girls

  5. WinS for Girls Module 8: Data Management Module Source Material Material for this module adapted from: • McLellan, E., MacQueen, K. M., & Neidig, J. L. (2003). Beyond the qualitative interview: Data preparation and transcription. Field Methods, 15(1), 63-84. • Hennink, M. M., Hutter, I., & Bailey, A. (2011). Qualitative Research Methods. Thousand Oaks, CA: SAGE Publications. Resources can be found on Blackboard (website information at end of presentation) WinS for Girls

  6. Figure 1. UNICEF country offices engaged in assessment of menstrual hygiene management in schools For more information on the assessment findings, see the individual country reports at www.unicef.org/wash/schools. WinS for Girls Module 8: Data Management Demographic Information We want to collect information about all participants so that we can report on who we talked with. You can fill out a demographic information sheet for each person involved in the IDIs, KIIs, FGDs. We will share a version with you. WinS for Girls

  7. Figure 1. UNICEF country offices engaged in assessment of menstrual hygiene management in schools For more information on the assessment findings, see the individual country reports at www.unicef.org/wash/schools. WinS for Girls Module 8: Data Management Demographic Information Key Information to Collect In the 4 country study, we obtained information on the following (if students): • Age • Grade • Language spoken at home • Age at menstruation • Number of siblings • Number of sisters at home In some areas we collected information on participants’ • Religion • Access to media/cell phone What might be other important information to collect from participants? How may this information change for KIIs? FGDs with Mothers? Boys? WinS for Girls

  8. WinS for Girls Module 8: Data Management Recording Obtaining an accurate record of an interview or FGDs is critical. Interviews and Focus Group Discussions are usually recorded in two ways: • Tape/ digital recorder • Notes from a note-taker Today we will discuss both methods and their importance to your work… Photo credit: Gauthami Penakalapati WinS for Girls

  9. WinS for Girls Module 8: Data Management Recording • When conducting qualitative research, ideally each interview or focus group discussion will be digitally recorded.  Recording is the ‘Gold Standard’ Photo credit:DiRado-Owens, TCi http://blogs.cornell.edu/agricultureandnutrition/category/data-collection-training/ WinS for Girls

  10. WinS for Girls Module 8: Data Management Recording • When conducting qualitative research, ideally each interview or focus group discussion will be digitally recorded. • This provides a verbatim record of the topics discussed and increases data quality. • However, before recording the interview or focus group discussion, The intent to record should be clearly stated in the introduction and in the assent or consent form. The participant must understand the intention to record and must agree to allow it. Photo credit:DiRado-Owens, TCi http://blogs.cornell.edu/agricultureandnutrition/category/data-collection-training/ WinS for Girls

  11. WinS for Girls Module 8: Data Management Recording and Permission Permission • Ensure consent from all participants before recording • Explain why you are recording the discussion or interview • Stress the importance of accurate information • Explain that confidentiality will be protected • Invite questions Photo credit: https://www.flickr.com/photos/ictph_india/4926565168/ WinS for Girls

  12. WinS for Girls Module 8: Data Management Recording and Permission Permission • If consent is not given for recording, you will have to decide what to do:  Find a different person to interview If a person does not agree, you may want to simply find a new person to interview.  Take rigorous notes instead of recording If the person will participate, but refuses to be recorded, you may elect to take notes instead. However, note taking requires rigorous work and training. If you are will not record and will only be note taking, you should have one team member interview and the other just take notes. Photo credit: DiRado-Owens, TCi http://blogs.cornell.edu/agricultureandnutrition/category/data-collection-training/ WinS for Girls

  13. WinS for Girls Module 8: Data Management Recording To record or not to record… During the pilot phase, you should see how participants react to recording in general. It may be easier to stick with one method (recording vs. no recording) if possible as you will need to report how you captured data for each data collection activity. If most participants are accepting of recording, you may want to record all participants and thus only seek out participants who are willing to be recorded. If most participants seem to refuse recording, -you may want to elect to not record from outset. -you may want to record those who are willing. Photo credit: DiRado-Owens, TCi http://blogs.cornell.edu/agricultureandnutrition/category/data-collection-training/ WinS for Girls

  14. WinS for Girls Module 8: Data Management Recording Logistics • Check batteries and power before the interview • Ideally, you should record the activity with two recording devices, in case of malfunction • Put the recording device in a central location • Make sure to leave the recoding device on even after the formal part of the interview is over-the best information may come at the end! • When the interview is over, upload the recording onto a hard drive or computer and erase the file from the recording device. WinS for Girls

  15. WinS for Girls Module 8: Data Management Recording Recording Devices: • Cassette tape • Digital • Recording Device • Smart phone • IPod with microphone • Computer • Considerations • Memory • Ease of use • Access to consistent • Microphones WinS for Girls

  16. WinS for Girls Module 8: Data Management Note-taking Note-Taking • Notes are data. • They are taken even when a recorder is being used! http://www.acaps.org/en/deployments/yemen WinS for Girls

  17. WinS for Girls Module 8: Data Management Note-taking Key aim of Note-taking is to: • Record the main issues raised Useful for reviewing main points at the end of the day with research team.  Hard to do with just a recorder. http://www.acaps.org/en/deployments/yemen WinS for Girls

  18. WinS for Girls Module 8: Data Management Note-taking Key aim of Note-taking is to: • Record the main issues raised • Reconstruct the main flow of discussion Even when there is a recording, will want to take notes about who is speaking in an FGD.  Can later match with the recording and transcript.  Allows you to see who is saying what, if there are consistent ideas raised by one person, if one person is dominating conversation, if some people do not speak at all. http://www.acaps.org/en/deployments/yemen WinS for Girls

  19. WinS for Girls Module 8: Data Management Note-taking Key aim of Note-taking is to: • Record the main issues raised • Reconstruct the main flow of discussion • Capture key quotes verbatim as possible, especially if no recording used Especially if no recording is captured, the note-taker should aim to capture some key ideas verbatim.  Can be then cited as actual statements from the participant when reporting. http://www.acaps.org/en/deployments/yemen WinS for Girls

  20. WinS for Girls Module 8: Data Management Note-taking Key aim of Note-taking is to: • Record the main issues raised • Reconstruct the main flow of discussion • Capture key quotes verbatim as possible, especially if no recording used Note-takers must develop an objective record of the discussion  Training imperative to teach best methods.  Need people who can write fast, listen to new ideas while writing thoughts already said. http://www.acaps.org/en/deployments/yemen WinS for Girls

  21. WinS for Girls Module 8: Data Management Note-taking Key aim of Note-taking is to: • Record the main issues raised • Reconstruct the main flow of discussion • Capture key quotes verbatim as possible, especially if no recording used Note-takers must develop an objective record of the discussion If no recording, note-takers may bias the data.  Note-takers are selecting what information to capture in the notes, they need to be sure to capture all ideas. http://www.acaps.org/en/deployments/yemen WinS for Girls

  22. WinS for Girls Module 8: Data Management Note-takers Note-takers need to be trained to capture all information: • Retain colloquial language • Record body language and non verbal signals (sighs, extended silences) • Record group interactions as appropriate (giggling, etc.) • Clearly label notes (who is speaking) • Include notes on interruptions (if someone comes into room) Note-takers should remind the facilitator of any issues overlooked during the discussion http://www.acaps.org/en/deployments/yemen WinS for Girls

  23. WinS for Girls Module 8: Data Management Note-takers Research Team Composition by Activity IDI • If recording: Interviewer • If NOT recording: Interviewer PLUS note-taker If no additional note-taker,note-taking by interviewer may distract participant, interrupt flow of interview, and make the interview take more time. FGD • If recording: Interviewer PLUS note-taker Even when recording, note-taker is vital. Note taker records who is speaking to add detail to transcript. • If NOT recording: Interviewer PLUS 2 note-takers FGDs are harder to capture with notes. Two note takers should be involved to help capture notes. http://www.acaps.org/en/deployments/yemen WinS for Girls

  24. WinS for Girls Module 8: Data Management Transcription • What is a transcript? • A written record of the interview or focus group discussion • Verbatim Transcription (Gold standard) • Exact, word-for-word replica of the interview • Captures true speech • Include slang terms, incomplete sentences, fragments • Aspects of speech that convey meaning and understanding • “uhmm,”“aha,”“ahh,” laughter, pauses, groans, sighs • Speakers should be identified • Moderator, participant WinS for Girls Sources for Slides: Qualitative Research Methods (2011) Hennink, Hutter, Bailey

  25. WinS for Girls Module 8: Data Management Transcription • Also contains record of the interview from the note-taker/observer • What might be included from the note taker’s perspective? WinS for Girls Sources for Slides: Qualitative Research Methods (2011) Hennink, Hutter, Bailey

  26. WinS for Girls Module 8: Data Management Transcription • Also contains record of the interview from the note-taker/observer • Includes participant interactions • Body language, gestures and facial expressions • If possible, should identify who said what within a Focus Group Discussion • Can be linked with demographic information to provide age, religion etc., which may in turn allow for deeper analysis WinS for Girls Sources for Slides: Qualitative Research Methods (2011) Hennink, Hutter, Bailey

  27. WinS for Girls Module 8: Data Management Transcription Timing of Data Transcription During Data Collection After Data Collection WinS for Girls

  28. WinS for Girls Module 8: Data Management Transcription • Logistics • Time Consuming • 1 IDI can take a full day to transcribe • 1 FGD may take several days to transcribe • Requires spot-checking and review • Can be LONG • 1 transcript may be 30 or more pages • FGDs over 100 pages • If analyzing in language of transcription, should type transcript • If translating after transcribing, can transcribe free-hand •  Need to have file to analyze in word document format WinS for Girls

  29. WinS for Girls Module 8: Data Management Transcription • Logistics • De-Identification • Remove any identifying information mentioned by the participant • Names of individuals, companies, employers, etc. • Should not be able to pinpoint an individual by reading data • Example: I always walk to school down Colquitt Ave with my friend Gloria and then we go to Ms. Anderson’s 5th grade class. • What information should be removed? WinS for Girls

  30. WinS for Girls Module 8: Data Management Transcription • Logistics • De-Identification • Remove any identifying information mentioned by the participant • Names of individuals, companies, employers, etc. • Should not be able to pinpoint an individual by reading data • Example: I always walk to school down [street] with my friend [name] and then we go to [teacher’s name] 5th grade class. •  Put placeholders in place of information removed in bracket format [XXXX]. WinS for Girls

  31. WinS for Girls Module 8: Data Management Transcription • Logistics • De-Identification • Remove any identifying information mentioned by the participant • Names of individuals, companies, employers, etc. • Should not be able to pinpoint an individual by reading data • Protect privacy and confidentiality of: • Participants • Other individuals mentioned by participants WinS for Girls

  32. WinS for Girls Module 8: Data Management Transcription • Logistics • Cleaning • Label the data appropriately • Study population_method of collection_# • Example: Girls_FGD_6 WinS for Girls

  33. WinS for Girls Module 8: Data Management Transcription • Transcription Label • At the top of every transcript: • Topic: MHM in WinS in Schools • Identifier code: Girls_FGD_3 (Participant_Method_Schoolnumber) • Interviewer: Bethany Caruso • Note-taker: Anna Ellis • Date conducted: March 5th 2015 • Location: School 3 • Language: Spanish • Number or participants: 6 • Time of activity: 96:35 (minutes: seconds) • Additional related data: Before/after activity sheet, photos of the activity sheet, ideal latrines • Date transcription completed: March 8th • Transcription completed by: Anna Ellis • Date transcription reviewed: March 9th • Transcription reviewed by: Bethany Caruso • Date translation completed: March 12th • Translation completed by: Candace Girod • Date translation reviewed by: Anna Ellis • Date Recording destroyed: March 20th?? WinS for Girls

  34. WinS for Girls Module 8: Data Management Transcription Transcription Key The following symbols can be used as notation: Ellipses: Short pause … Two ellipses: Long pause … … Double parenthesis: transcriber’s comments ((something fell to the floor)) Some talk was inaudible or unintelligible ((inaudible: 00:35-01:22)) For the noted recording time, silence ((extended silence: 00:35-01:22)) For the noted recording time, laughter ((laughter: 00:35-01:22)) For the noted recording time, phone ringing ((phone ringing: 00:35-01:22)) Dash: indicates an unfinished word - Underlined word: emphasis on word word Time stamps Add the time of the recording every 3 minutes or when there is a silence, interruption, something inaudible. If there are issues with the translation, this helps us return to the recording and find the place where it was recorded easily. You can just put the time in parenthesis (minute: seconds). WinS for Girls

  35. WinS for Girls Module 8: Data Management Transcription • Transcription Key • The following symbols can be used as notation: • Ellipses: Short pause … • Two ellipses: Long pause … … • Double parenthesis: transcriber’s comments ((something fell to the floor)) • Some talk was inaudible or unintelligible ((inaudible: 00:35-01:22)) • For the noted recording time, silence ((extended silence: 00:35-01:22)) • For the noted recording time, laughter ((laughter: 00:35-01:22)) • For the noted recording time, phone ringing ((phone ringing: 00:35-01:22)) • Dash: indicates an unfinished word - • Underlined word: emphasis on word word • Example: • Interviewer: What words do you use to describe menstruation? • … … • P1: We say ‘over the moon’. • ALL: ((laughter: 00:35-01:22)) WinS for Girls

  36. WinS for Girls Module 8: Data Management Transcription Software We will talk about software you can download for a free 14 day trial called ExpressScribe (http://www.nch.com.au/scribe/). There is a big download button, but that gets you only a short trial for a pro version. In a small paragraph next to it, you can see how to get the free version. This is great and easy to use. Get Express Scribe FreeThe free version supports common audio formats, including wav, mp3, wma and dct. Download the free version of Express Scribe here. You can always upgrade to the professional version for proprietary format support, including ds2 and mvf. Using this software, you can change the speed of the recordings so you can listen to them at a slower pace. This way, you will not need to stop and start the recordings as frequently. WinS for Girls

  37. WinS for Girls Module 8: Data Management Transcription Software Directions Using this software, you can change the speed of the recordings so you can listen to them at a slower pace. This way, you will not need to stop and start the recordings as frequently. Directions for uploading a file: Open ExpressScribe. Select FileLoad Dictation FilesSelect fileload Directions for reducing background noise Highlight selected file Select File Special Audio ProcessesBackground Noise Reduction Directions for playing and adjusting speed Select file to listen to. Click Play. Above play button, there is a dial. Move dial to indicate speed. Directions for playing with intermittent pauses Select file to listen to. Select Control Play (with pases) Directions for playing at a specific time Select file to listen to. Select Control Jump to time WinS for Girls

  38. WinS for Girls Module 8: Data Management Transcription • Transcription Review • Transcripts should be reviewed for quality • Someone on the research team should listen to the recording while reading the transcript to note any errors • If the person who did the interview did not transcribe, this person should do the review WinS for Girls

  39. WinS for Girls Module 8: Data Management Translation WinS for Girls Image: http://www.firsttranslation.net/images/img/translation.jpg

  40. WinS for Girls Module 8: Data Management Translation • Translation • Translation should be completed if the research team conducted the activities in a different language than that which will be used for analysis WinS for Girls

  41. WinS for Girls Module 8: Data Management Translation • Sequential Translation • Step 1: Full transcription in the language of the interview • - De-identified, reviewed • Step 2: Translate the full transcript into English • - Should be reviewed WinS for Girls

  42. WinS for Girls Module 8: Data Management Translation • Example • Transcript from Kenya. • Original language and English translation on same page. • You can see where students were speaking partly in English and partly in Luo. WinS for Girls

  43. WinS for Girls Module 8: Data Management Translation • Tips for Translation • Important to have someone fluent in language used • Translate the conversation as is (verbatim) • Translate for meaning, not literal translation • Maintain words in the vernacular when appropriate and create ‘dictionary’ of terms • Example: • P6: In Hindu culture you can’t light the puja lamp at home until 7 days. You can’t go to the temple, or to God’s place. You can’t perform any rituals. You can’t touch anything or participate in any puja or festivities at home or elsewhere during that time. • (54:32) • Puja- Religious blessing, ritual • We keep this word as is since it explains/ describes something very specific to the culture.

  44. WinS for Girls Module 8: Data Management Data Management WinS for Girls Image: http://www.library.gatech.edu/research-data/sites/library.gatech.edu.research-data/files/images/whatisdigitalpreservation_hvaderdigitalbevaring_digitalpreservation.png

  45. WinS for Girls Module 8: Data Management Data Management • Protected storage of recordings • It is important when developing your research protocol, to identify how you will protect the storage of recordings. • In the 4 country study, we kept recordings on an external hard drive. • The external hard drive was kept in a locked file cabinet when not in use to protect privacy • We suggest having a double back-up (2 hard drives, locked computer, etc.) WinS for Girls

  46. WinS for Girls Module 8: Data Management Data Management • Protected storage of personal information/consent forms • Demographic information and consent forms should be collected from each participant • This information should be kept in a protected space (when on school grounds with head researcher; otherwise, in a locked file cabinet or container) • Demographic information should be entered into excel database as soon as possible. WinS for Girls

  47. WinS for Girls Module 8: Data Management Data Management • Protected storage of transcripts • During transcription process, files may be kept on a computer • Ideally this computer should only be used by members of the research team. • All files should be password protected WinS for Girls

  48. WinS for Girls Module 8: Data Management Data Management • Password Protection 1. In a Word file, select the File option in the top left hand corner WinS for Girls

  49. WinS for Girls Module 8: Data Management Data Management • Password Protection • Select the Protect Document option in the left-hand corner • A dropdown menu will follow; select encrypt document WinS for Girls

  50. WinS for Girls Module 8: Data Management Data Management • Password Protection 4. An Encrypt Document Box will pop up; enter your password into the box. Make sure you have already recorded your password in a safe place. WinS for Girls

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