F. Richard Rohs
Agricultural Leadership, Education & Communication
University of Georgia
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What are Focus Groups
Characteristics of Focus Groups
The Process of Conducting Focus Group Interviews
Sample Questioning Routes
Standard Introduction and Overview for Focus Group Interviews

      Focus groups have become increasingly popular in Georgia Cooperative Extension as a technique in which people are directly involved in gathering information for planning educational programs. Although focus groups have been used since the 1930s, they have only recently become the most frequently used means of gathering qualitative marketing information. Unfortunately, the term “focus group” is frequently misused to mean any discussion group.

What are Focus Groups

      Focus groups are structured groups of seven to ten people who do not know each other, but who have similar characteristics that relate to the topic of the group. They are brought together to discuss matters of interest raised by the group moderator. The discussion focuses on a series of questions carefully developed prior to the group meeting. The group’s discussion is recorded in writing, on audio and/or video tapes. Information gathered from the group is then analyzed to identify any patterns or trends that surfaced during the discussion. Focus groups produce qualitative data that provide insights into people’s attitudes, perceptions and opinions on specific topics.

Characteristics of Focus Groups

      Participant recruitment. Traditionally, seven to ten people are recruited for each focus group. They have similarities, usually in terms of occupation, educational level, age, social class or family characteristics. The participants usually do not know each other.

      Meeting environment. The meeting environment is critical for focus groups, and should be neutral and non-threatening. Avoid locations that can influence participants’ responses. The meeting place should have chairs that can be arranged so the participants face each other.

      Skilled moderator. Focus group moderators must be mentally alert and have good interaction skills. The moderator’s job is to direct the discussion and keep the conversation flowing while maintaining a non-threatening atmosphere.

      Result analysis. Analyzing results from focus groups is done by reading transcripts and listening to tapes. The researcher is required to concentrate on what was said, what the findings mean and what value the findings have for the researchers.

The Process of Conducting Focus Group Interviews

      Consider your purpose. What do you want to know? Who should you interview to learn this information?

      Consider the information users. Know who they are, what they want and why they want the information.

      Develop a plan. The plan should include a time line and fiscal resources needed.

      Identify questions. Questions are the heart of the focus group. Identify potential and key questions beforehand. Arrange the questions in logical sequence, beginning with unstructured questions and moving to semi-structured questions and then to more specific questions.

      Select focus group participants. Who you select depends on the purpose of the group identified while considering your purpose. Existing Extension groups may have ways of relating to each other that will influence response and potentially bias results. Group participants may be selected from existing lists or groups, or random telephone screening may be used. Select enough people to form three or four focus groups concerning a specific issue or topic.

      Moderate the focus group. Moderators can put participants at ease and create a warm, friendly atmosphere by engaging the group in small talk prior to the focus group interview. The moderator directs the discussion and keeps the discussion flowing. Group members who talk a lot and dominate the discussion should be seated to the moderator’s side, allowing shy or quiet participants to sit directly across from the moderator (Figure 1). Two essential techniques for the moderator are the five-second pause and the probe. A short pause often prompts additional points of view or agreement with a previously mentioned position. The probe is a request for additional information, such as “Would you give me an example of what you mean?” and “Would you say more about that?”

      Conduct the group interview. The recommended pattern for beginning the group interview is welcoming the participants, giving an overview and introducing the topic, establishing ground rules, and asking the first question. The rule of thumb is to go from general to specific topics and from larger, more global issues to specific issues of concern. Continue the discussion until little new information is provided.

      Analyze results. When analyzing written transcripts and tape recordings of focus groups, researchers must consider the words, context, consistency, specificity and big ideas. What were the actual words used and their meaning? Were the responses triggered by a question asked by the moderator or another participant? Have participants maintained or reversed their positions on an issue? Why or why not? Are they specific and based on real experiences or vague, impersonal responses? What ideas emerge from the words used, body language observed and intensity of comments?

      Report results. Report key findings in both written and oral form if possible. Oral reports allow for questions, clarification and the use of taped highlights or quotations, but written reports are useful when the information users are difficult to get together because of time or location. When oral and written reports are used together, the advantages to the information users are the greatest.

Sample Questioning Routes

      For cotton farmers’ perceptions regarding county Cooperative Extension programs. Some cotton producers have expressed frustration with the speed and quality of agricultural information provided by county extension agents. Focus groups were conducted to discover ways to improve the delivery of information to local producers. The following questions were developed:

 ●    Let’s talk about the sources of information available in the county. Where do you go for information about farming?

●    What were your impressions of these sources of information? Probe: Is the information timely? Is it biased or accurate? Is it useful and practical?

●    How does the county Cooperative Extension office compare to other sources of information about agricultural production?

●    Think back to the last time you received information from the county Cooperative Extension office. How did you feel about the information you received?

●    What can or should county Cooperative Extension do to provide better quality information?

●    What can or should county Cooperative Extension do to provide information to more producers?

      For working women’s perception regarding county Cooperative Extension programs. Family and Consumer Sciences agents were concerned about how working mothers obtained needed information about home economics and family living topics. Typically, these women had not participated in any Family and Consumer Sciences programs. The following questions were developed:

 ●    How do you divide up responsibilities in the home? Briefly tell us about your role and that of other family members.

●    When you need information about something to do with the family, where do you go? Probe: What if you need information about nutrition? Family relations or family living? Family finances?

●    How do you determine if the information you receive is useful?

●    Some of you mentioned that you have received information from classes or workshops. Do you prefer getting information in organized group sessions or by individual contacts? Probe: What are the benefits of group sessions? Of individual contacts?

●    Someone mentioned opportunities available from county Cooperative Extension. How do they compare with others in the community? Probe: What are the strengths of Extension educational programs? What are the weaknesses of Extension educational programs?

Standard Introduction and Overview for Focus Group Interviews

      Good evening and welcome to our session tonight. Thank you for taking the time to join our discussion of __________________________. My name is __________________________. Assisting me tonight is __________________________ (the name of an assistant moderator). We have invited people with similar experiences to share their perceptions and ideas on this topic.

      You were randomly selected because you have certain things in common that are of particular interest to us. You are all __________________________. We are particularly interested in your views because you are representatives of others in __________________________(the county, community).

      Tonight we will be discussing __________________________. This includes __________________________. There are no right or wrong answers, but rather differing points of view. Please feel free to share your point of view even if it differs from what others have said.

      Before we begin, let me remind you of some ground rules. This is a research project and there are no sales involved. You will not be requested to volunteer or attend any future events or programs. Please speak up, but with only one person talking at a time. We are tape recording the session because we do not want to miss any of your comments. If more than one person is talking at the same time, the tape will be garbled and we will miss your comments. We will be on a first-name basis tonight, but in our later reports there will not be any names attached to comments. You are assured of complete confidentiality. Keep in mind that we are just as interested in negative comments as positive comments, and at times the negative comments are the most helpful.

      Our session will last about an hour and a half, and we will not be taking a formal break. The restrooms are just down the hall and refreshments are over near the wall. Feel free to leave the table for either of these or if you wish to stretch, but please do so quietly.

      Well, let’s begin. We have placed name cards on the table in front of you to help us remember each other’s names. Let’s find out more about each other by going around the room one at a time. Tell us your name and also about __________________________ (introductory question).

Further reading. Focus Groups - A Practical Guide for Applied Research (3rd Edition).
Kruegar, Richard A. and Mary A Casey. Sage Publications, Beverly Hills, CA, 1988.

MP418 / Revised August 2007

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