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Develop your interview questions and save them in a Word document.
Post in your unique thread a brief explanation of how you developed your questions. Start with the research question and then describe the concepts that you wanted to explore. Attach your interview guide to your Workshop post. Be sure to cite the sources of your ideas for the questions.
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Reflect on how well your research problem meets the “Litmus Test.” At this point, you recognize that this is a work in progress, so identify what could be done to reveal a research gap better.
The existing research problem is to know who your friends are and friends are determined through Knowing of those who love doing the quizzes.  The best way to come up with the friends that are going to help a person especially when it comes to matters of academic is through the use of a litmus paper test.  Litmus paper is very vital in researching this problem that is existing in many of the schools.  The operation of the litmus paper is just simple, and it occurs when a person is asked whether he likes academic work in general.  Those that will say yes then they should automatically become the friends since they will help a person to grow academically. Those that are going to say no means that they will have failed the test, and through this, a person is not supposed to have such friends.  If a person wants to excel in any field, he must work with people who have the same interest.  Therefore when a person is choosing friends, they must be cautious since they will have impacts on the person.
Impacts can either be positive and negative because of the traits that these friends have. Litmus paper test is critical in carrying out this research and in most cases it is beneficial when it comes to such circumstances, (Said, et al, 2020).

     Summarize the skills and subject matter areas you will need to master to expertly respond to the qualitative checklist for Chapters 1 through 3.

Description of the overall problem that is in any research there is a massive problem that in most cases it is not known, it is also to be chosen from the area that a person is interested in. The project addresses the problem that should be urgent, and each and every one should be aware that you are researching that direction. The researcher must be ready to summarizing the key questions. Many questions are always crossing the mind of the researcher when it comes to research questions. A person must be in a position of knowing how to identify the description of the problem.
The local problem that prompted the study should be localized, and through this, a person is always in a position to make sure that those that are near the research is happening should be aware since through  this one is in a  position to get first-hand information in which most of the cases happens to  have some indigenous knowledge that may not be written
Criteria for selecting participants is critical that a person should be having so that the intended population will be the one that will be targeted and it will be the one that is useful in research.
 There should always be a Justification for the problem. There are so many problems that happen in the world, and people must be in a position of causing justification of the problem.  These are the reasons that made you choose that very particular research project. Any project and research that it has been taken, there are always Implications of the project. The research project should not be in a position whereby it is having many negative implications than negative ones, (Monaghan, et al, 2020).

·        Propose a research question to be developed throughout the rest of this course.

Throughout the research course, I had come up with some research questions.  These research questions may include; what is the relationship between the students attending classes and their general performance?, (Wolfe, et al, 2019).















Monaghan, M. T., Brogan, K., Lockington, D., Rotchford, A. P., & Ramaesh, K. (2020). Variability in measuring pH using litmus paper and the relevance in ocular chemical injury. Eye, 34(11), 2133-2134.
Wolfe, M. G., Ali, M. M., & Brennan, J. D. (2019). Enzymatic Litmus Test for Selective Colorimetric Detection of C–C Single Nucleotide Polymorphisms. Analytical chemistry, 91(7), 4735-4740.
Said, D. G., & Dua, H. S. (2020). Chemical burns acid or alkali, what’s the difference?.

Interview Guide Worksheet

1. Restate the RQ, and define the phenomenon of interest.

2. Review your literature on the phenomena of interest.

• Identify recurring patterns, conflicting ideas, or unique findings

• Choose 3 to 5 of these as potential topics for developing questions

• Identify keywords and phrases that will form the basis of your


3. Review your theoretical/conceptual framework

• Identify 3 to 5 concepts or assumptions that are fundamental

to the framework

• Identify keywords and phrases that will form the basis of your


4. Review methodological sources of your approach.

• What are the structural or key points that need to be included

in the interview guide so that it is consistent with the


5. Arrange the literature topics, framework concepts and methodological
points into beginning, middle and end of interview.

6. Modify each concept so that it becomes an open-ended question. Use
these guidelines as well as Patton’s examples (Chapter 7) to make sure the
phenomenon of interest is thoroughly investigated.

• Make every question open-ended.

• Make every question neutral. Avoid leading questions, and avoid using

words that direct how the participant should answer.

• Ask only one question at a time.

• Make sure that the content of the question is consistent with

the participant’s level of education and culture.

7. For each question you ask, follow up with one or more of the following
probes (probing questions encourage the participant to describe specific
events and examples of the phenomena).

• Can you give me a specific example of …?

• Tell me about a typical day when [the phenomenon] happens to you?

• What did that experience mean to you?

8. Formulate an introduction to the interview. Start with an accessible, answer-
able question.

• Begin the interview with a “warm-up” question—something that the

respondent can answer easily and at some length (though not too

long). Make sure the question pertains to the phenomenon of interest,

and will put you and the participant more at ease with one another to

make the rest of the interview flow more smoothly.

9. Review the concepts questions, and consider which concepts will be hard to
talk about? Embarrassing? Move these concepts towards the middle of the

10. Consider how you want to close the interview (“Is there anything else you’d
like to share with me before we finish this interview?”). What can you say that
will let the participant know they were “heard” and respected?

11. What do you need to communicate to the participant to “debrief”? This
typically includes (1) how you will get in touch in order to have the participant
verify the accuracy of the interview; and (2) what you will share with the
participant once the study is completed.


Bad Examples Good Examples

1. What did it feel like to have a heart attack 1. Let’s begin with what you can tell me about your illness – when you
Too direct and obvious knew you that you were not feeling well.

2. What happened when you had your heart attack and were you scared? 2. What were the circumstances surrounding your heart attack? Can you

Two questions in one tell me what happened?

3. Why did you want to stay in the hospital? 3. Tell me more about your hospital experience.

Avoid why questions. They encourage rationalization, rather than experience

4. Are you following the doctor’s orders to take care of yourself? 4. Since then, you’ve been in recovery. Tell me about a typical day – what

This is a yes/no question do you do to take care of yourself?

5. What are the factors of your recovery? 5. What part of your recovery is going well?

Asking about factors encourages participants to make lists, and the items do not have a depth of response

6. What factors are getting in the way of your recovery? 6. What is the most difficult part about managing your disease?

Asking about factors encourages participants to make lists, and the items do not have a depth of response

7. How do you manage to remember to take your pills? 7. Tell me about how you are managing the medical prescriptions?

Too specific. Ask broad open-ended questions.

8. What are you doing to help yourself recover? 8. What’s the most important thing you are doing to help you recover?

This encourages your participant to think of whatever comes to mind first.

9. Do you feel you are in charge of your recovery? 9. What is your experience of being in charge of your recovery?

Yes/no question

10. How helpful or unhelpful is your family in your recovery 10. Tell me about the role of your family in your recovery.

Two questions in one – confusing

11. How do you like your doctor? 11. Tell me about your relationship with your doctor.

Too broad

12. What do you need to make your recovery go more smoothly? 12. What support or resource do you think would make your recovery go

Too broad

13. Is there anything else you’d like to tell me about your condition or your

more smoothly?

13. Is there anything else you’d like to tell me?

recovery? Two questions in one


Interview Guide – Bad and Good Examples

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