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Multiple methods in qualitative research with children: more insight or just more?

University of South Australia, & Flinders University, philip.darbyshire{at}adelaide.edu.au

Colin MacDougall

Flinders University, colin.macdougall{at}flinders.edu.au

Wendy Schiller

University of South Australia, wendy.schiller{at}unisa.edu.au

This article explores the research implications of using multi-methods within a broad qualitative approach by drawing on the experience of conducting two childhood obesity-focused qualitative studies of Australian children’s perceptions and experiences of place, space and physical activity. Children described and depicted their physical activities and experiences: in focus group interviews, by mapping their local, social and recreational spaces and by photographing their meaningful places, spaces and activities using a Photovoice approach. The authors describe, reflect on and critique their chosen research approach, discussing the value, utility and pitfalls associated with using multiple methods with children. The article concludes that using multiple methods in researching children’s experiences is a valuable approach that does not merely duplicate data but also offers complementary insights and understandings that may be difficult to access through reliance on a single method of data collection.

Key Words: children • focus group • mapping • multi-method • obesity • participatory • Photovoice • physical activity • qualitative

Qualitative Research, Vol. 5, No. 4, 417-436 (2005)
DOI: 10.1177/1468794105056921


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