Scribd
Upload
13 views11 pages

Data Analysis

The document outlines various data analysis procedures, including coding, recursive abstraction, content analysis, and the use of computer-assisted qualitative data analysis software. It details the coding process, which involves labeling data segments to inform research objectives, and the generic steps for data analysis as suggested by Cresswell. Additionally, it emphasizes the importance of interpreting data and generating themes for qualitative research findings.

Uploaded by

raphabillones
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
13 views11 pages

Data Analysis

The document outlines various data analysis procedures, including coding, recursive abstraction, content analysis, and the use of computer-assisted qualitative data analysis software. It details the coding process, which involves labeling data segments to inform research objectives, and the generic steps for data analysis as suggested by Cresswell. Additionally, it emphasizes the importance of interpreting data and generating themes for qualitative research findings.

Uploaded by

raphabillones
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 11

DATA ANALYSIS

DATA ANALYSIS PROCEDURE

■ Coding
■ Recursive Abstraction
■ Content or Discourse Analysis
■ Computer-Assisted Qualitative Data Analysis Software
1. CODING
■ In this procedure, the research analyst reads the data, and marks
segments within the data; this may be done at different times
throughout the process.
■ Each segment is labelled with a “code”- usually a word or short phrase
that suggests how the associated data segments inform the research
objectives.
■ When coding is complete, the analyst prepares reports via a mix of
summarizing the prevalence of codes, discussing similarities and
differences in related codes across distinct original sources/context,
or comparing the relationship between one or more codes.
Examples of line-by-line coding
Codes Actual responses of the respondent
Shifting symptoms, having inconsistent days If you have lupus, I mean one day it’s my liver; one day it’s
my joints; one day it’s my head and . . . .
Interpreting images of self given by others It’s like people really think you’re a hypochondriac if you
keep complaining about different ailments. . . .
Avoiding disclosure It’s like you don’t want to say anything because people are
going to start thinking you know, God, don’t go near her. .. ..
Predicting rejection

Keeping others unaware And I think that’s why I never say anything because I feel like
everything I have is related one way or another to the lupus .
Seeing symptoms as connected ...

Anticipating disbelief But most of the people don’t know I have lupus, and even
those that do are not going to believe that ten different
Controlling others’ views ailments are the same thing. And I don’t want anybody
saying, you know (that) they don’t want to come around me
Avoiding stigma because I complain.

Assessing potential losses and risks of disclosing


Recursive Abstraction
■ Some qualitative data sets are analyzed without coding; instead,
recursive abstractions are used.
■ In this kind of analysis, data sets are summarized. Then further
summarized, and so on.
■ The end result is a more compact summary that would have been
difficult to accurately discern without the preceding steps of
distillation.
■ ex.
Content or Discourse Analysis
■ In this kind of data analysis, the most basic technique is counting of
words, phrases, or coincidences of tokens within the data.
■ Other similar techniques are the analyses of phrases and exchanges
in conversational analyses.
■ Content analyses is frequently used in Sociology to explore
relationships, such as change in perceptions of race over time
(Morning, 2008) or the lifestyle of temporal contractors (Evans, et al.
2004).
■ Ex.
Computer-Assisted Qualitative Data
Analysis Software
■ This has replaced the detailed hand coding and labelling of the past decades.
■ These programs enhance the analyst’s efficiency at data storage/retrieval and at
applying the codes to the data.
■ Many programs offer efficiencies in editing, revising and coding which allow for work
sharing, peer review and recursive examination of data.
■ Common qualitative data analysis software includes: MAXQDA, QDA MINER,
ATLAS.ti, Dedoose (mixed methods) and NVivo.
Generic Steps in Data Analysis
Cresswell (1998) also suggests generic steps to follow in data analysis.
The generic steps summarized by Cresswell (1998) involve the following:
■ Organize and prepare the data for analysis. This involves transcribing interviews,
optically scanning material, typing up field notes, or sorting or arranging the data
into different types, depending on the sources of information.
■ Read through all the data. Obtain a general sense of the information and reflect on
its over-all meaning: What general ideas are participants saying? What is the tone of
the ideas? At times, the qualitative researcher writes marginal notes or starts
recording general thoughts about the data at this stage.
■ Begin detailed analysis with coding process. Rossman and Rollis (1998) define
coding as the process of organizing material into “chunks” before bringing meaning
to those “chunks”. It involves taking text data or pictures, segmenting sentences (or
paragraphs) or images into categories, and labelling those categories with a term,
often a term based on the actual language of the participant (called an invivo term).
■ Use the coding process to generate a description of the setting or people as well as
categories or themes for analysis. Description involves a detailed rendering of
information about people, places or events in a setting. This analysis is useful in
designing detailed descriptions for case studies, ethnographies, and narrative
research projects. Then, use the coding to generate a small number of themes or
categories-about five to seven categories. These themes are the ones that appear as
major findings in qualitative studies and are stated under separate headings in the
findings section of the study.
■ Decide how the description and themes will be represented. One approach is to use
a narrative passage to convey the finding of the analysis and detailed discussions of
themes and sub-themes or interconnecting themes. The following are used by
qualitative researchers as adjuncts to the discussion: visuals, figures or tables. They
present a process model (as in grounded theory) a drawing of the specific research
site (as in ethnography) or they convey descriptive information about each
participant in a table (as in case studies and ethnographies).
■ A final step in data analysis involves making an interpretation of data, that is, what
Lincoln and Guba (1985) call “lessons learned”.
These lessons could be:
■ the researcher’s personal interpretations, expressed in the individual understanding
that the researcher brings to the study from his/her own culture, history and
experiences.
■ a meaning derived from a comparison of the findings with information gleaned from
the literature or extant theories.
■ suggestions for new questions that need to be asked- questions the researcher had
not foreseen earlier in the study.
REFERENCES:
■ Cristobal, A., Jr., & Cristobal, M.C. (2016). Practical research 1 for Senior High
School. Quezon City : C & E Publishing, Inc.
■ Francisco, P.M.S., Francisco, V., & Arlos, A.P. (2016). Practical research 1 :
Qualitative research. Manila : Mindshapers Co, Inc.
■ Marquez-Fong, S.E.R., & Tigno, C.R. (2016). Practical research 1. Quezon City :
Vibal Group, Inc.
■ Prieto, N.G., Naval, V.C., & Carey, T.G. (2017). Practical research for Senior High
School 1 : Qualitative. Manila : Lorimar Publishing, Inc.

You might also like