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4.1: INTRODUCTION TO METHODS FOR PROBLEM IDENTIFICATION

Qualitative research does not seek to establish absolute values for the things it
investigates; its aim is to build up an accurate interpretation of what is being
researched through triangulation of many descriptive sources. Quantitative research
seeks to place reasonably firm, absolute levels or values on the things it
investigates." (DFID, 2001)


Why is problem identification important?
In developing a problem statement for road safety, it is necessary to find an appropriate
entry point into the development of a community road safety education programme. It is
important to take a holistic approach throughout this process, taking into account the
safety concerns of different demographic and stakeholder groups, whilst addressing both
the potential education (and engineering) strategies to be used in any effective
intervention, and the existing institutional and policy environment. All will have an impact on
how effectively a CRSE programme is designed, and executed, and how the causes of road
traffic accidents and associated injuries and fatalities can be addressed. To understand
the behaviour and characteristics of different actors that are vulnerable to road traffic
accidents and their role in accident prevention, a variety of qualitative and quantitative
techniques can be used, as demonstrated in Figure 4.1.

Figure 4.1: Adopting appropriate survey techniques for problem identification
What information is required to establish the road safety problem?

















Very often road safety interventions are undertaken without a full understanding of a
communities travel behaviour (driver and pedestrian journeys) and how this is influenced
by social behaviour, and the consequences of implementing road safety interventions or
adopting the do nothing scenario. There is also little appreciation of the many problems
faced by the various organisations trying to deliver improved road safety programmes.

Collection of appropriate data from different stakeholders at the micro, meso and
macro levels can help to identify where existing road safety programmes are failing, and
how communities can contribute to the design and operation and execution of their own
road safety education programmes. Once a problem statement has been produced it is
ACCIDENT
STATISTICS
BASELINE
DATA
CAUSE &
EFFECTS OF
ACCOUNTS OF RTA
CHARACTERISTICS
MICRO MESO LEVEL
Secondary
sources
Police/hospital
records
Quantitative
surveys
Qualitative
surveys
Statistics
bureau
Census
data
Roadside Household Transport
operator
Accident
recording
Participatory
appraisal
Observation Triangulation Semi-
structured
interviews
Focus group
discussions
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R
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MACRO LEVEL
Accident
data
Problem Identification 4.1 Introduction to Methods


58
possible to design more appropriate and effective interventions.

Quantitative survey methods that can be employed in the collection of accident data are
not exhaustive, but include:
Roadside, household and transport operator questionnaire surveys
Police accident records
Hospital records

The dangers of depending on formal sample surveys are well documented. Ellis (2000)
has criticised them for relying on one-visit questionnaires for data collection which yield
dubious results and can make significant errors when misrepresenting household income
and expenditure and failing to enquire about absent household members. They are also
critically dependent on the questions asked. Yet, Ellis acknowledges that neither
conventional questionnaire surveys nor more community-focussed participatory methods
provide, as separate packages, a complete approach to investigating livelihood diversity,
and that a combination of the two approaches is required, each serving different but
complementary roles within an overall research design. Sections 4.5 and 4.6 will describe
how to undertake accident recording and conduct roadside surveys.

Qualitative techniques are used to undertake an intensive, systematic but semi-
structured learning experience carried out in communities for the extraction of
qualitative data, by providing the opportunity for real interaction (and learning) by both
parties. This entails local people analysing their own conditions and choosing their own
means of improving them. Such participatory approaches use visual tools to represent
different livelihood issues of community groups, with the support of a trained
facilitator. The key principles of participatory appraisal (PA) include participation,
teamwork, flexibility and triangulation, where information is derived from more than one
tool to ensure the qualitative data are valid and reliable.

Section 4.2 on Participatory Techniques will introduce the concepts and principles of PA
in more detail, along with a sample of typical tools that can be adapted for research to
identify road safety problems, in order for a suitable CRSE programme to be developed
for addressing the problems in question. Section 4.3 considers the use of focus group
discussions.

Participation is not a methodological panacea, and is best employed alongside
conventional quantitative surveys, which will glean data that can be measured with some
accuracy, and then corroborated by consultations with community members in a
participatory manner. Neither questionnaire surveys, nor participatory techniques are
mutually exclusive, and participatory research can produce quantitative estimates
through aggregating qualitative information. Each method has its strengths and
weaknesses, and a combination of qualitative and quantitative research methods is
required to avoid biases, misinterpretation of results and incorrect responses.

References

DFID (2001). Sustainable livelihoods guidance sheets. London: Department for
International Development

Ellis, F. (2000). Rural livelihoods and diversity in developing countries. Oxford University
Press