DATA CODING AND

SCREENING
Jessica True

Mike Cendejas

Krystal Appiah
Amy Guy

Rachel Pacas

WHAT IS DATA CODING?

1.

2.

A systematic way in which to condense extensive data

sets into smaller analyzable units through the creation of
categories and concepts derived from the data. 1
The process by which verbal data are converted into
variables and categories of variables using numbers, so
that the data can be entered into computers for analysis. 2

Lockyer, Sharon. "Coding Qualitative Data." In The Sage Encyclopedia of Social Science Research
Methods, Edited by Michael S. Lewis-Beck, Alan Bryman, and Timothy Futing Liao, v. 1, 137-138.
Thousand Oaks, Calif.: Sage, 2004.
Bourque, Linda B. "Coding." In The Sage Encyclopedia of Social Science Research Methods, Edited by
Michael S. Lewis-Beck, Alan Bryman, and Timothy Futing Liao, v. 1, 132-136. Thousand Oaks, Calif.:
Sage, 2004.

Categories and Variables

Variables:

Categories:

Gender

Male

Female

Age

18-25 26-33 34-41

Do you like
ice cream?

yes

no

WHEN TO CODE

When testing a hypothesis (deductive), categories and

codes can be developed before data is collected.
When generating a theory (inductive), categories and
codes are generated after examining the collected data.
Content analysis
How will the data be used?

Adopted from Bourque (2004) and Lockyer (2004).

LEVELS OF CODING

(FOR QUALITATIVE DATA)

Open

Axial

Break down, compare, and categorize data

Make connections between categories after open coding

Selective

Select the core category, relate it to other categories

and confirm and explain those relationships

Strauss, A. and J. Corbin. Basics of qualitative research: Grounded theory procedures and techniques.
Newbury Park, CA: Sage, 1990 as cited in Lockyer, S., 2004.

WHY DO DATA CODING?

It lets you make sense of and analyze your data.

For qualitative studies, it can help you generate a
general theory.
The type of statistical analysis you can use depends on
the type of data you collect, how you collect it, and how
its coded.
Coding facilitates the organization, retrieval, and
interpretation of data and leads to conclusions on the
basis of that interpretation.1

1.

Lockyer, Sharon. "Coding Qualitative Data." In The Sage Encyclopedia of Social Science
Research Methods, Edited by Michael S. Lewis-Beck, Alan Bryman, and Timothy Futing Liao, v. 1,
137-138. Thousand Oaks, Calif.: Sage, 2004

DATA SCREENING

Used to identify miscoded, missing, or messy data

Find possible outliers, non-normal distributions,
other anomalies in the data
Can improve performance of statistical methods
Screening should be done with particular analysis
methods in mind

From Data Screening: Essential Techniques for Data Review and Preparation by Leslie R. Odom and Robin
K. Henson. A paper presented at the annual meeting of the Southwest Educational Research Association,
Feb. 15, 2002, Austin, Texas.

DETERMINING CODES
(BOURQUE, 2004)

For surveys or questionnaires, codes are finalized as

the questionnaire is completed
For interviews, focus groups, observations, etc. , codes
are developed inductively after data collection and
during data analysis

IMPORTANCE OF CODEBOOK
(SHENTON, 2004)
Allows

study to be repeated and validated.

Makes methods transparent by recording
analytical thinking used to devise codes.
Allows comparison with other studies.

DETERMINING CODES, CONT.

Exhaustive a unique code number has been created

for each category
ex. if religions are the
category, also include agnostic and atheist
Mutually Exclusive information being coded can
only be assigned to one category
Residual other allows for the participant to provide
information that was not anticipated, i.e. Other
_______________

DETERMINING CODES, CONT.

Missing Data - includes conditions such as refused,
not applicable, missing, dont know
Heaping is the condition when too much data falls
into same category, ex. college undergraduates in 1821 range (variable becomes useless because it has no
variance)

CREATING CODE FRAME

PRIOR TO DATA COLLECTION

(BOURQUE, 2004; EPSTEIN & MARTIN,

2005)
Use this when know number of variables and range of
probable data in advance of data collection, e.g. when
using a survey or questionnaire
Use more variables rather than fewer
Do a pre-test of questions to help limit other
responses

TABLE OF CODE VALUES

(EPSTEIN & MARTIN, 2005)

TRANSCRIPT (SHENTON, 2004)

Appropriate for open-ended answers as in focus

groups, observation, individual interviews, etc.
Strengthens audit trail since reviewers can see
actual data
Use identifiers that anonymize participant but still
reveal information to researcher
ex. Y10/B-3/II/83 or Mary

THREE PARTS TO
TRANSCRIPT
(SHENTON, 2004)
1.

2.
3.

Background information, ex. time, date,

organizations involved, participants.
Verbatim transcription (if possible,
participants should verify for accuracy)
Observations made by researcher after session,
ex. diagram showing seating, intonation of
speakers, description of room

POSTCODING (SHENTON, 2004)

1.
2.

3.

Post-meeting observations
Post-transcript review
a. Compilation of insightful quotations
b. Preliminary theme tracking
c. Identification of links to previous work
Create categories and definitions of codes

DATA DICTIONARY
(SHENTON, 2004)

REFERENCES
Bourque, Linda B. "Coding." In The Sage Encyclopedia of
Social Science Research Methods. Eds. Michael S.
Lewis-Beck, Alan Bryman, and Timothy Futing Liao, v.
1, 132-136. Thousand Oaks, Calif.: Sage, 2004.
Lee, Epstein and Andrew Martin. "Coding Variables." In
The Encyclopedia of Social Measurement. Ed. Kimberly
Kempf-Leonard, v.1, 321-327. New York: Elsevier
Academic Press, 2005.
Shenton, Andrew K. The analysis of qualitative data in
LIS research projects: A possible approach. Education
for Information 22 (2004): 143-162.

Levels of Measurement
Scale/Levels

Basic Operations

Permissible

Nominal

Determination of
Equality

Statistics
Number of cases
Mode

Ordinal

Determination of greater
or less (rank)

Median
Percentiles

Interval

Determination of equality Mean

of intervals
Standard Deviation

Ratio

Determination of equality Coefficient of

of ratios
variation

Coding Mixed Methods:

Advantages and Disadvantages

Position 1 v. Position 2

When compared to quantitative research, qualitative

research is perceived as being less rigorous, primarily because
it may not include statistics and all the mumbo jumbo that
goes with extensive statistical analysis. Qualitative and
quantitative research methods in librarianship and
information science are not simply different ways of doing the
same thing.
Source: Riggs, D.E. (1998). Let us stop apologizing for qualitative
research. College & Research Libraries, 59(5).
Retrieved from:
http://www.ala.org/ala/acrl/acrlpubs/crljournal/backissues1998b/septembe
r98/ALA_print_layout_1_179518_179518.cfm

Move Toward P1 and P2 Cooperation

Cooperation last 25 years

Limitations of only using one method:

Quantitative

lack of thick description

Qualitative lacks visual presentation of numbers

Source: Grbich, Carol. Incorporating Data from Multiple Sources. In

Qualitative Data Analysis. (Thousand Oaks, Calif.: Sage Publications, 2007):
195-204.

Advantages of Mixed Methods:

Improves validity of findings

More in-depth data
Increases your capacity to cross-check one data set
against another
Provides detail of individual experiences behind the
statistics
More focused questionnaire
Further in-depth interviews can be used to tease out
problems and seek solutions

Disadvantages of Mixed Methods

Inequality in data sets

Data sets must be properly designed, collected, and
analyzed
Numerical data set treated less theoretically, mere
proving of hypothesis
Presenting both data sets can overwhelm the reader
Synthesized findings might be dumbed-down to make
results more readable
Source: Grbich, Carol. Incorporating Data from Multiple Sources. In Qualitative
Data Analysis. (Thousand Oaks, Calif.: Sage Publications, 2007): 195-204.

Key Point in Coding

Mixed Methods Data

The issue to be most concerned about in mixed

methods is ensuring that your qualitative data
have not been poorly designed, badly collected,
and shallowly analyzed.

Source: Grbich, Carol. Incorporating Data from Multiple Sources. In

Qualitative Data Analysis. (Thousand Oaks, Calif.: Sage Publications, 2007):
195-204.

Examining a Mixed Methods Research Study

Makani, S. & Wooshue, K. (2006). Information seeking

behaviors of business students and the development of
academic digital libraries. Evidence Based Library and
Information Practice, 1(4), 30-45.

Study Details

Population: Purposive population, 10 undergraduates

(2 groups) / 5 graduate students
Undergraduate business students at Dalhousie
University in Canada
Objectives: To explore the information-seeking
behaviors of business students at Dalhousie University
in Canada to determine if these behaviors should direct
the design and development of digital academic
libraries.

Methods

Data: Used both qualitative and qualitative

data collected through a survey, in-depth
semi-structured interviews, observation,
and document analysis.
Qualitative case study data was coded using
QSR N6 qualitative data analysis software.

Study Observations

Followed 3 groups of business students working

on group project assignments. The assignments
involved formulating a topic, searching for
information and writing and submitting a group
project report.

Coding Methods

Used pre-selected codes from literature review:

Time

Efficiency
Cost

Actors

Objects

of use

(research sources)

Coding: Ordinal Measures

Opinion Survey
What sources do you use to get started on your
research?

Examples of Ratio-Interval Coding and Level of

Measurement

The age of the survey participants (survey and

group study) ranged from 18 45 years.
Most of the undergraduates were between 18
and 25 years of age (95%)
While 56% of graduate students fell within the
same age range.

Study Conclusions

This study reveals that in order to create an

effective business digital library, an
understanding of how the targeted users do their
work, how they use information, and how they
create knowledge is essential factors in creating
a digital library for business students.

Study Weaknesses: Use of Mixed Methods Data

No discussion of how the survey was delivered

electronically
Survey questions were not included in the
published article
Created for a long results section

Study Advantages: Use of Mixed Methods Data

Numeric data helped create a clearer picture of

the participants
Numeric data from the survey questions nicely
compliments the excerpts from the semistructured interviews

OUTLIERS IN DATA ANALYSIS

WHAT IS AN OUTLIER?
Miller

(1981): '... An outlier is a single

observation or single mean which does not
conform with the rest of the data... .
Barnett & Lewis (1984): '... An outlier
in a set of data is an observation
which appears to be inconsistent
with the remainder of that set of
data....'

WHY ARE OUTLIERS IMPORTANT IN

DATA ANALYSIS?

Outliers can influence the analysis of a set of

data
Objective

analysis should be done in order to

determine the cause of an outlier appearing in a data
set

ISSUES CONCERNING OUTLIERS

Rejection
From

of Outliers

the earliest efforts to harness and

employ the information implicit in collected
data there has been concern for
unrepresentative, rogue, spurious,
maverick, or outlying observations in a
data set. What should we do about the
outliers in a sample: Should we
automatically reject them, as alien
contaminants, thus restoring the integrity of
the data set or take no notice of them unless
we have overt practical evidence that they are
unrepresentative?

What do we do with outliers?

There are four basic ways in which outliers can

be handled:
The

outlier can be accommodated into the data set

through sophisticated statistical refinements
An outlier can be incorporated by replacing it with
another model
The outlier can be used identify another important
feature of the population being analyzed, which can
lead to new experimentation
If other options are of no alternative, the outlier will
be rejected and regarded as a contaminant of the
data set

A CLASSIC EXAMPLE ON THE USE

OF OUTLIERS

Hadlum vs. Hadlum (1949)

Sources
Barnett, Vic. 1978. The study of outliers: purpose
and models. Applied Statistics 27: 242-250.
Munoz-Garcia, J., J.L. Moreno-Rebollo, and A.
Pascual-Acosta. 1990. Outliers: a formal
approach. International Statistical Review
58:
215-226.