Transcript Document

Focus Groups
A Key to Improving Student Success
Presented by: Charles Welch
Academic Coordinator- Developmental Math
Aiken Technical College
What is a Focus Group?
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A Focus Group is a representative sample
of people brought together to share their
knowledge, experiences or opinions
about a particular topic.
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Focus Groups often are able to get at the
reasons behind issues exposed by hard
(Quantitative) data.
Focus Group Uses
Expose barriers to success in a particular
course or program.
 Expose barriers to retention of new or
returning students.
 Expose barriers to student graduation.
 Brainstorm potential solutions for all of
the above.
 Gain broad based understanding and
input about a topic.
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The Focus Group Process
Planning Considerations
 Start with Quantitative Data that identifies problem areas.
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Call together a Focus Group Facilitators Team to fashion
questions to get at reasons for the problems.
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Consider who you want input from. Input from audience
who has successfully overcome barriers is best.
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Plan for 3-6 focus groups of 6-12 people from your target
audiences in each Focus Group.
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Schedule appropriate rooms- Space for semicircle of
chairs facing a clear wall.
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Materials include “Staples Stickies”, Markers, Sign-In Sheets,
Index Cards, Pens, a Recording Device and Treats.
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Send out invitations to your Focus Groups.
Recruiting for Focus Groups
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Using “Captive” Audiences is the best way to ensure
participation.
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Incentives:
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Food can help- Pizza and soda
Starbucks $5 gift card
Chance to win a $100 gift card
Opportunity to let your voice be heard
Opportunity to help future students
Extra Credit in a class.
Other components of recruitment effort:
◦ Students recruiting other students
◦ Follow-up invitations with reminders two weeks before, one
week before, three days before, two days before, the day before,
and the day of the focus group
Facilitator Considerations
Set up the room early.
 Welcome participants with treats as they arrive and
create a relaxed conversational atmosphere.
 Make Introductions and explain the purpose/importance
of the group.
 Draw everyone into the conversation.
 Use language that tugs at the heart.
 Specify broad barrier statements by asking, “What
about……”
 Stay with the Question referring back to the Blue Box.
 Control your recorder- Read behind what is written.
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Recorder Considerations
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Generally stay out of the conversation.
Wait on your Facilitator’s cue to write.
The Facilitator will help the group find the right
language for the Recorder to capture.
Label wall posters by date, time and facilitator.
Be sure Barrier Statements are numbered.
Help keep up with time and pacing.
Give feedback to facilitator afterward.
Help with set-up, clean up and materials.
The Blue Box Concept
Degree,
diploma,
certificate,
transfer
Students
No degree
Slightly altered from the article, “Developing local
Models of minority student success. Padilla, Trevino,
Gonzalez, and Trevino (1997).
Barriers Pop Up as Students
Navigate Their Way Toward Success
Degree,
diploma,
certificate,
transfer
Students
No degree
Slightly altered from the article, “Developing local
Models of minority student success. Padilla, Trevino,
Gonzalez, and Trevino (1997).
Focus Group Participants are viewed as the
Experts in terms of knowing barriers and
how to overcome them.
Degree,
diploma,
certificate,
transfer
Students
No degree
Slightly altered from the article, “Developing local
Models of minority student success. Padilla, Trevino,
Gonzalez, and Trevino (1997).
Applying the Framework to Different Contexts:
The First Semester
What barriers do students experience during their first semester? What Strategies and
attitudes do they employ to successfully persist?
Successful
persistence
Students
Drop-out/stop-out
Applying the Framework to Different Contexts:
The Course Context
What barriers do students experience as they attempt to complete a specific course?
What knowledge, actions, and attitudes do they employ to successfully complete the
course?
Students
Non-completer/unsuccessful completer
Successful
course
completion
Applying the Framework to Different Contexts:
The Advisement Perspective
What challenges do Advisors experience in advising students? What
knowledge and methods do they employ to successfully advise students?
Successful
Advisement
Advisor
Ineffective AdvisementStudents Confused
The Unfolding Matrix as a Tool for
Conducting Focus Groups
Barriers
(Challenges)
(Struggles)
Freq
#
Action Strategies
Changes
Effective Support
“What Works”
Slightly altered from the article, “Developing local
Models of minority student success. Padilla, Trevino,
Gonzalez, and Trevino (1997).
The Unfolding Matrix
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Barriers
What would you tell your best friend coming into this ________
are the most significant barriers to success?
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Frequency
How many of you have experienced this barrier?
(Record as 8 of 11 or % the Group believes the Barrier is
experienced by others)
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Strategies
What did you need to know or do to overcome this barrier?
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Changes
If you were in charge and could change anything you wanted, what
would you change that would help with overcoming this barrier?
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What Works
In terms of thinking about this barrier- what are we doing now at
this college that has helped you?
Solution Focused Variation
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Ask each participant to rank their top 3
barriers by giving the greatest barrier a 3,
the next greatest barrier a 2 and their
third greatest barrier a 1.
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Tally the votes.
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Do a solution list for the group’s top 3
barriers.
Data Analysis for Barriers
1.
2.
3.
4.
Gather all the barrier comments from
all the focus groups.
Look for common themes and begin to
group the comments by these themes.
Rank the themes by the number of
comments in each theme and the
number of focus groups that made
comments relevant to that theme.
Dominant themes will emerge.
Using the Data
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Dominant barrier themes can be addressed
in strategic and annual plans.
Solutions listed by the group can be shared.
Barrier information can be shared with
various stakeholders (students, faculty, staff
and community).
Changes shared by groups may be
implemented.
“What works” can be bolstered and
expanded.
Data may be used in grant applications.
Sample Finding: A Broad Theme
Balancing Multiple Obligations/Time Management
Cited in all five focus group subject areas.
 As a sub category, “conflicts with work” it was cited in
3/3 community groups.
 The college wide groups and gatekeeper math groups
cited this broad category in 3 different ways.
 5/6 gatekeeper English groups cited this as a barrier
 Cited by 5/6 college wide groups.
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This data became part of the basis for adding a lab to our
math 031 classes to build in study time for students.
Sources
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Kenneth Gonzalez, PH.D.
Achieving the Dream Data Coach
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The Unfolding Matrix: A Dialogical
Technique for Data Acquisition and
Analysis.
Padilla, Trevino, Gonzalez and Trevino
Questions?