1. INTRODUCTION 

Focus Group Discussion (FGD) is a qualitative data collection method involving guided group discussions to understand participants’ perceptions, experiences, and insights on a specific issue.
This module trains learners to plan, facilitate, record, and analyse FGD data professionally.

2. CBET LEARNING OUTCOMES (LO)

At the end of this module, learners will be able to:

LO1 – Plan and Design an Effective FGD Session

LO2 – Develop and Use FGD Protocols and Question Guides

LO3 – Facilitate FGD Sessions Professionally

LO4 – Record and Document FGD Data Accurately

LO5 – Analyse FGD Data to Generate Meaningful Insights

3. STRUCTURE OF THE MODULE (40 JAM SLT)

4. DETAILED MODULE NOTES (By Learning Outcome)

LO1 – Plan and Design an Effective FGD Session

(10 hours: 4 guided + 3 independent + 3 fieldwork)

1.1 Understanding the Purpose of FGD

  • Why FGD?

  • Strengths: depth, interaction, idea generation

  • Limitations: group bias, facilitation challenges

1.2 Determining Objectives

  • Narrow topic

  • Identify key issues to explore

  • Link objectives to research questions

1.3 Selecting Participants

  • Homogeneous vs heterogeneous groups

  • Ideal size: 6–10 participants

  • Sampling methods: purposive, criterion-based

1.4 Planning Logistics

  • Venue arrangement (quiet, circular seating)

  • Duration (60–90 minutes)

  • Materials: name cards, markers, audio recorder

  • Ethical requirements: consent form, confidentiality

1.5 Designing FGD Flow

  • Introduction

  • Ground rules

  • Warm-up questions

  • Key thematic questions

  • Closing summary

LO2 – Develop and Use FGD Protocols and Question Guides

(7 hours: 2 guided + 3 independent + 2 practice)

2.1 Components of an FGD Protocol

  • Session overview

  • Roles (moderator, note-taker, observer)

  • Discussion structure

  • Time allocation

2.2 Question Guide Development

  • Funnel sequence:

    • Opening

    • Introductory

    • Transition

    • Key questions

    • Closing

  • Characteristics of good questions:

    • Open-ended

    • Neutral

    • Clear and simple

    • Non-leading

2.3 Testing and Refining the Guide

  • Pilot testing

  • Adjusting confusing or repetitive questions

2.4 Tools for Protocol Development

  • Interview guide templates

  • Checklists

  • Moderator scripts

LO3 – Facilitate FGD Sessions Professionally

(8 hours: 2 guided + 3 workshop + 3 field simulation)

3.1 Role of the Moderator

  • Neutral facilitator

  • Encourages participation

  • Controls time

  • Manages conflict

  • Ensures respect

3.2 Managing Group Dynamics

  • Handling dominant participants

  • Encouraging quiet participants

  • Preventing side conversations

  • Maintaining focus on topic

3.3 Communication Skills

  • Active listening

  • Paraphrasing

  • Probing and follow-ups

  • Non-verbal techniques

3.4 Ethical and Professional Conduct

  • Confidentiality

  • Voluntary participation

  • Respectful engagement

  • Avoiding personal bias

3.5 Practical Facilitation Simulation

  • Students practice FGD rounds in groups

  • Peer evaluation using rubric

LO4 – Record and Document FGD Data Accurately

(7 hours: 2 guided + 2 independent + 3 field recording practice)

4.1 Types of FGD Data

  • Verbatim transcript

  • Observer notes

  • Non-verbal cues

  • Summary sheets

4.2 Recording Methods

  • Audio recorder

  • 2-person note-taking

  • Digital note-taking (Google Docs, OneNote)

4.3 Transcription Skills

  • Formatting transcripts

  • Identifying speakers

  • Capturing pauses, emotions, emphasis

4.4 Ensuring Accuracy and Trustworthiness

  • Cross-checking notes

  • Triangulation

  • Member checking

LO5 – Analyse FGD Data to Generate Meaningful Insights

(8 hours: 2 guided + 4 independent analysis + 2 report writing)

5.1 Preparing for Analysis

  • Cleaning data

  • Organising transcripts

  • Reading multiple times

5.2 Qualitative Analysis Techniques

  • Thematic analysis

  • Content analysis

  • Coding (open, axial, selective)

5.3 Tools for Analysis

  • Manual coding

  • Software: NVivo, ATLAS.ti, MAXQDA

5.4 Synthesising Themes

  • Grouping codes

  • Developing categories

  • Extracting meaning

5.5 Writing the FGD Analytical Report

  • Introduction

  • Methodology

  • Findings (with themes)

  • Evidence (quotes)

  • Conclusion & implications

5. ASSESSMENT PLAN (CBET)

Assessment is Competency-Based (C / NYC).

A. Quiz – 20 MCQ (BI)

  • Tests understanding of FGD concepts

  • 100% required for competency

B. Performance Task – Conduct a Mini FGD

Students must:

  1. Plan an FGD

  2. Prepare protocol & question guide

  3. Run a 20-minute simulated FGD

  4. Record & transcribe

  5. Submit analysis summary

C. Rubrik (C / NYC)

  • Planning competency

  • Protocol completeness

  • Facilitation skill

  • Accuracy of recording

  • Quality of analysis

6. LEARNING MATERIALS / RESOURCES

  • Sample FGD Protocol

  • Sample Question Guide

  • Ethics Form Template

  • FGD Moderator Script

  • Field Notes Template

  • Audio Recording Checklist

7. SUMMARY

This 1-credit module equips learners with real hands-on competencies to:
✔ plan an effective FGD session
✔ develop FGD protocols and question guides
✔ facilitate discussions professionally
✔ record data accurately
✔ analyse data thematically
— fully aligned with professional qualitative research practices.

📊 MATRIX COMPARISON: CBET LEARNING OUTCOMES vs CLO (40 HOURS SLT)

(FGD – 1 Kredit)

1. CLO for the Module (3 CLO Standard)

CLO1: Demonstrate the ability to plan and design a Focus Group Discussion session according to qualitative research standards.
CLO2: Conduct and document FGD sessions professionally using appropriate tools, ethics, and communication techniques.
CLO3: Analyse and synthesise FGD data to produce meaningful qualitative findings.

2. CBET Learning Outcomes (5 LO)

LO1 – Plan and Design FGD
LO2 – Develop Protocols & Guides
LO3 – Facilitate FGD
LO4 – Record & Document Data
LO5 – Analyse FGD Data

3. CBET–CLO Mapping Matrix (With SLT Distribution, 40 Hours)

4. Total SLT Summary (40 Hours)

5. Structured SLT Breakdown (By Activity Type)

A Focus Group Discussion (FGD) is important because:

1. Provides deep insights

FGDs help researchers understand the reasons behind behaviours, opinions, and experiences.

2. Group interaction generates richer data

Participants trigger each other's ideas, producing insights that may not appear in one-on-one interviews.

3. Cost- and time-efficient

Multiple perspectives can be collected simultaneously in one session.

4. Useful for exploring complex issues

FGDs help researchers uncover motivations, thought processes, and hidden meanings.

5. Essential for needs assessment

They help identify needs, gaps, challenges, and expectations.

6. Useful for testing ideas, modules, or products

Researchers can get immediate feedback for improvement.

7. Produces natural and spontaneous data

Participants speak freely, creating authentic and realistic data.

A Focus Group Discussion (FGD) supports qualitative researchers in several important ways:

1. Generates rich and detailed data

Group interaction creates deeper insights, real-life examples, and nuanced perspectives.

2. Provides multiple views at once

Researchers gain diverse experiences and viewpoints within a single session.

3. Enables data triangulation

FGD strengthens credibility when combined with interviews and observations.

4. Reveals hidden meanings

Emotions, reactions, and social dynamics emerge naturally during discussion.

5. Helps identify preliminary themes

FGDs provide early clues about patterns, categories, and key issues.

6. Validates the researcher’s initial understanding

Researchers can confirm or adjust early assumptions.

7. Supports development of research questions

FGDs refine interview guides, constructs, and research focus.

8. Provides feedback for interventions or program design

Useful in education, instructional design, curriculum development, and user experience research.