Focus Group Discussions (FGDs) are defined as semi structured group discussions, used to obtain in-depth information (qualitative data - insight) from a group of people about a particular topic. The focus group discussion yields information about people’s opinions, beliefs, attitudes, and perceptions towards a product, service, concept, advertisement, idea, or packaging.

1. Compiled by,
Rupa Gupta
Research Scholar, Regional Institute of Education, (NCERT),
Bhubaneswar
Under the Guidance of,
Prof. Gowramma I.P.
HOD & Professor, Regional Institute of Education, (NCERT),
Bhubaneswar
Dr. Elizabeth Gangmei
Associate Professor, Regional Institute of Education, (NCERT),
Bhubaneswar

2. Content:
❑ Focus Group Discussion:
⮚ Definition
⮚ Origin
⮚ Use
⮚ Characteristics
⮚ Types
❑ FGDs Design
❑ Steps in planning a focus group discussion
❑ Practical and ethical guidelines for FGDs
❑ Analyzing and reporting the information
❑ Exemplar Format of of FGD
❑ An Example of conducting FGDs
❑ An Example of analysis of FGSs
❑ Studies on Focus Group Discussion in Qualitative Research
❑ References

3. Definition:
• Focus Group Discussions (FGDs) are defined as
semi structured group discussions, used to obtain
in-depth information (qualitative data - insight)
from a group of people about a particular topic.
• The focus group discussion yields information
about people’s opinions, beliefs, attitudes, and
perceptions towards a product, service, concept,
advertisement, idea, or packaging.

4. Origin:
• The origin of the Focus Group was in sociology.
• Now, FG is used intensely in the marketing field,
• Also, it has been growing in popularity in another
areas.
• In social science, Robert Merton published the
first work using Focus Group. Paul Lazarsfeld
and others later introduced this technique in
marketing (Morgan, 1988).

5. Why use focus groups?
• To deepen understanding of quantitative data
•To investigate group attitudes and beliefs
•When there is believed to be a difference in power
between the researcher and participants
•To generate ideas at the exploratory stage
•To explore differences and commonalities
•To investigate complex ideas and behaviours
•To find solutions to problem

6. Characteristics of Focus Groups
• Agreement is not necessary or even desired in the focus
group
• Homogeneity, not heterogeneity, is most often sought
• Used as a research/evaluation tool
• Issues discussed are limited
• Groups are small (8-12)
• Multiple groups are conducted
• Neutral Facilitator
• Duration: 1 ½ to 2 hours
• Responses are recorded in detail
• Questions are pre-formulated

7. Types Focus Groups
1. Single focus group – This is the classical type of focus
group where all respondents are placed in one group to
interactively discuss the topic.
2. Two-way focus groups – This format involves using two
groups. One group actively discusses the topic and the
other group observes the first group and then discusses
their interactions.
3. Dual moderator focus groups – The moderators work
together with one moderator asking the questions and
leading the session and the other moderator ensuring that
all questions are asked and any new evolutions are
discussed further.

8. 4. Dueling moderator focus groups – The two moderators
purposefully take opposing sides on an issues or topic
to fuel discussion.
5. Respondent moderator focus group – One of the
respondents will temporarily act as the moderator
which changes the dynamics of the group.
6. Mini Focus Groups – This format uses smaller groups
of only 4-5 participants.
7. Teleconference or online focus groups – These formats
use conference calling, chat rooms or other online
means to conduct the focus group to allow for better
outreach to participants.

9. FGDs Design:
• Specific objectives of FGDs
✔ Which themes to be covered and for which purpose
• Location, number & timing of FGDs
✔ Where will be the venue?, How many times?, How
long will it be conducted?
• Composition of FGDs
✔ Participants selection (who will be covered?)
• Type of FGD
✔ Categorization according to (Age, Gender and
Diversity criteria)

10. Steps in planning a focus group discussion
Phase 1: Planning focus group
study
Phase 2: Conducting
focus group discussion
Phase 3: Analyzing
and reporting results
1. Define overall purpose of
research
2. List detailed information
objectives
3. Decide who should participate
4. Specify number and structure
of groups
5. Decide qualifications
participants
6. Prepare detailed discussion
guide
7. Organize sessions
and carry out
research
8. Analyze
discussions
9. Write report
10. Plan or recommend
any necessary
follow up

12. Ethical considerations:
• Facilitators must treat all participants with courtesy and
respect.
• Facilitators must explain the nature of the research, why it is
occurring and what will happen with the results.
• FGD members must be allowed to ask questions before and
during the research.
• All participants must give consent.
• Ideally this should be written consent.
• Caretakers should sign consent for minors.
• Participants are volunteers, and must have the option to stop
their participation at any point in the discussion.

13. • Participants should be encouraged to speak freely.
• Participant information must be kept confidential.
• When citing them in your report, describe them as
opposed to writing their name. For example, “a 25 years
old person said...” If they agree in the consent process,
it’s ok to cite their first names.
• There must be no consequences for participants,
whatever their views - for example, teaching
methodologies, on their jobs, or access to health
services.
• Be aware of and respect cultural norms - e.g. women
and men might not mix in one group, or need to sit on
separate sides of the room.

14. Practical considerations:
• Two researchers should be present – one to interact with the
group, ask questions and make notes and one to thoroughly record
answers by hand, and on a recording device for accuracy.
• The researchers should be trained and fully versed on the contents
of the questionnaire.
• Researchers should be good listeners, and remain neutral on
issues.
• Researchers should speak the local language, or have a trusted
translator present.
• Have materials ready for the duration of field work-sufficient
copies of the questionnaire, communication materials for pre-
testing, pens, pencils, the recording device and batteries.

15. • The group should be representative of one target audience–caretakers,
teachers, health workers, or a sampling of “the community” that can include
a mix of community representation.
• Take care, however, to select community members who are equal in status to
one another, so they can speak freely.
• The focus group should be small–6-12 people.
• Schedule the FGD at a time that is convenient for the group.
• More people will attend, and they will be more focussed on the discussion if
they don’t have conflicting appointments.
• Schedule several FGDs for a representation of views if the geographic scope
of the research is wide.
• The discussion should take about an hour – if longer, people may lose energy
and interest.

16. • Provide some refreshments and if culturally expected, a
small incentive - for example, a small payment or token,
such as a t-shirt, refreshments, etc for participation.
• Know the participants - in your notes, record the
community, the number of people present, their role in the
community, their occupations, family information and any
other relevant information.
• Ask open-ended questions as much as possible, which give
people a chance to speak.
• They include openings such as “What do you think of”,
“Why do you believe that”, “What are people saying” as
opposed to “Yes or No” questions such as “Do you think...”

17. • Probe with follow-up questions if more information is needed.
• Ask a closing question such as “do you have more to add”, which allows
group members to give additional views.
• Let people speak–if the group begins discussing amongst members, allow
them some time to do this before bringing them to the next question.
• Ensure everyone has a chance to speak-sometimes one person may want to
dominate the conversation.
• Watch for visual cues from people-hands up, appearing frustrated with a
dominant speaker, trying to get your attention through eye contact –and
give them a chance to speak.
• Follow up and schedule FGDs after the communication activities have
been implemented, as a way to measure whether the intervention has had
an impact.

18. Analyzing and reporting the information:
• Clearly transcribe all of the interviews and use the
same coding tools for all.
• Keep clear, logical folders and records.
• Remove any identifying data from transcripts that
will be shared outside the research group (names,
specific titles).
• FGDs provide qualitative data, so look for and
compile general patterns in the responses from
within, and across groups.“Most people agreed
that...” or “Most people felt that...”

19. • Select quotes for the report from individuals that
represent the group.
• Triangulate the information with other data
sources–such as the key informant interviews, to
draw a clear picture of the issues and potential
solutions.
• Use the group’s suggestions to shape the
communication plan.
• Report the findings, by critically analyzing it.

20. Applying Focus Group Discussion Technique in
Classroom Activity:
 In the experimental class, fifteen students could be engaged in five
times focus group discussion during the teaching-learning process in
a half of semester. Lecturer could gave thirty to forty-five minutes of
material explanation in the beginning of the class. Then, the students
could be divided into three groups to conduct focus group discussion
around thirty minutes. Below are the steps of the focus group
discussion;
1. Opening: Moderator could open the discussion by introducing
himself/herself and the assistant. Then, the moderator could ask the
rest of group member to introduce themselves. Thereafter, the
moderator could introduce the topic of discussion.

21. 2. Opening question: The moderator could give opening
question related to the topic to the group. To stimulate the
participants’ response, the moderator used open-ended
question.
3. Discussion: During the discussion, the moderator could keep
on asking some questions and reacting the participants’
response. It aimed to keep the discussion going on.
4. Ending question: The ending question could be delivered by
the moderator to direct the participants in giving final
opinion.
5. Reading summary and conclusion: The assistant moderator
could read the summary and conclusion at the end of
discussion.

22. Exemplar Format of FGD:
Phase Action
1. Opening Ice-breaker; explain purpose; ground rules; introductions
2. Warm-up Relate experience; stimulate group interaction; start with
least threatening and simplest questions
3. Main body Move to more threatening or sensitive and complex
questions; elicit deep responses; connect emergent data to
complex, broad participation
4. Closure End with closure-type questions; summarize and refine;
etc; invite final comments or insights; thank participants

23. An Example
Questions for a Focus Group on Virtual Learning Environment
Engagement Questions:
1) How much you are comfortable in using computers or mobile phones for
online classes?
2) How you express your views comfortably in online classes?
Exploration Questions:
3) Who assist you for taking online classes?
4) Do you find online exams and assessment more easy and convenient?
5) Do online classes motivate you, to learn well?
6) Does virtual learning is eco-friendly mode of learning?
7) Do virtual learning has made you more technologically friendly?
Exist Question:
8) Is there anything else you would like to say about virtual learning
environment?

24. Example of Analysis

26. • FGD is frequently used tool for qualitative approach to gain in depth
understanding of social issues. In a study of Mishra (2016) it is found that there
are many method of collection of data in the qualitative research method amongst
them FGD is one. Focus Group is a type of in-depth interview accomplished in a
group, whose meetings present characteristics defined with respect to the
proposal, size, composition, and interview procedures. Likewise, Kalyanpur and
Gowramma (2007) studied ‘Cultural Barriers to South Indian Families’ Access to
Services and Educational Goals for Their Children with Disabilities’. Using semi-
structured interviews and focus groups, a study of twelve parents of preschoolers
and young adults with disabilities in India revealed the cultural and social barriers
to families’ access to services and their educational goals for their child.
Concerns common to both groups included difficulty of accessing information on
services in a culture that continues to hold traditional negative perceptions of
disability and lacks the infrastructure for dissemination of information. Specific
concerns were related to setting educational and work-related goals for their
child, as the parents of the preschool children identified “learning to speak” and
the parents of the young adults “an appropriate job” as primary goals, within the
constraints of a multilingual, caste-based society.

27. • In the same way, FGD in Educational studies by Gizir (2007) emphasized
on the potential use of focus groups discussion within educational studies
and its importance for enriching educational research by reviewing the
main concepts and main processes of this data collection method. Whereas
in a Quasi-experimental design of research Nurmasitah et al., (2018)
conducted a study on ‘the efficacy of Focus Group Discussion in teaching
ESP speaking skill for prospective vocational school teacher’. The
objectives of the study were to implement the focus group discussion in
teaching English for Specific Purposes (ESP) speaking skill for prospective
Vocational School teacher and also to find out its effectiveness in
improving their English speaking skill in ESP course.The result showed
that the implementation of focus group discussion method in the
experimental class effectively increased the students’ speaking skill
compared to the control class.
• Thus, FGD allows to explore topics and to generate hypotheses and this
research method can be used separately or in conjunction with other
methods, to strengthen a research design.

28. References
Gizir, S. (2007). Focus Groups in Educational Studies. Mersin University Journal of the Faculty of
Education, 3(1). Retrieved from:
https://www.researchgate.net/publication/265106271_Focus_Groups_in_Educational_Studies
Mishra, L. (2016). Focus Group Discussion in Qualitative Research. TechnoLEARN, 6(1). Retrieved
from https://ndpublisher.in/admin/issues/tlV6N1a.pdf
Nurmasitah, S., Abdurrachman, F., Utomo , A. B., Astuti, P. (2018). The Efficacy of Focus Group
Discussion in Teaching ESP Speaking Skill for Prospective Vocational School Teacher. AIP
Conference Proceedings. Retrieved from
https://www.researchgate.net/publication/324073911_The_efficacy_of_focus_group_discussion_in_
teaching_ESP_speaking_skill_for_prospective_vocational_school_teacher
https://s3.amazonaws.com/gpei-tk/reference_links/en/Focus_Group_Discussion_Guidelines.pdf
https://www.herd.org.np/uploads/frontend/Publications/PublicationsAttachments1/1485497050-
Focus%20Group%20Discussion_0.pdf