Book source: Research Methods in Education (sixth edition) by Louis Cohen, Lawrence Manion and Keith Morrison (2007)

1. Qualitative Data
Analysis
Presented by:
1. Eka Fanti S. (0203518058)
2. Perwari Melati Akmilia (0203518062)

2. 2
Qualitative Data
Analysis
Approaches to
Qualitative Data
Analysis
Content Analysis
and Grounded
Theory

3. Introduction
Five ways of organizing and
presenting data analysis
Systematic approaches to data
analysis
Methodological tools for analyzing
qualitative data
3
Approaches to Qualitative Data Analysis

4. Content Analysis and Grounded Theory
4
Content Analysis
Definition
Process of
content analysis
A worked
example of
content analysis
Computer usage
in content
analysis
Grounded
Theory
Definition
Theoretical
sampling
Coding
Constant
comparison
The core
variables and
saturation
Developing
grounded
theory

5. Approaches to Qualitative Data Analysis
5
Introduction
› There is no one single or correct way to analyze and
present qualitative data (abide by fitness for
purpose).
› Qualitative data analysis is often heavy on
interpretation, with multiple interpretations possible.
› Results of the analysis also constitute data for
further analysis.
› Transcriptions can provide important detail and an
accurate verbatim record of the interview.
› Transcriptions may omit non-verbal aspects, and
contextual features of the interview.

6. 6
Five Ways of Organizing
and Presenting Data Analysis
1. By groups
2. By individuals
3. By issue
4. By research question
5. By instrument

7. Systematic Approaches to Data Analysis
• Comparing different groups simultaneously
and over time
• Matching the responses given in interviews to
observed behavior
• Analyzing deviant and negative cases
• Calculating frequencies of occurrences and
responses
• Assembling and providing sufficient data that
keeps separate raw data from analysis
Becker and Geer (1960)
7

8. Methodological Tools
for Analyzing Qualitative Data
8
Analytic
induction
Constant
comparison
Typological
analysis
Enumeration

9. Content
Analysis
What is that?
9

10. The process
of summarizing
and reporting
written data –
the main contents of
data and their message
10

11. Process of Content Analysis
Step 5: Define the units of analysis
Step 4: Define the context of the generation of
the document
Step 3: Define the sample to be included
Step 2: Define the population from which units of
text are to be sampled
Step 1: Define the research questions to be
addressed by the content analysis
11

12. Cont.
Step 11: Making speculative inferences
Step 10: Summarizing
Step 9: Conduct the data analysis
Step 8: Conduct the coding and categorizing of
the data
Step 7: Construct the categories for analysis
Step 6: Decide the codes to be used in the
analysis
12

13. A worked Example of Content Analysis
13
Stage 1: Extract the interpretive comments that have
been written on the data
Stage 2: Sort data into key headings/areas
Stage 3: List the topics within each key area/heading and
put frequencies in which items are mentioned
Stage 4: Go through the list generated in stage 3 and put
the issues into groups (avoiding category overlap)
Stage 5: Comment on the groups or results in stage 4 and
review their messages

14. Computer Usage in Content Analysis
 To store and check data
 To enable memoing, with details of the circumstances in which
the memos were written
 To attach identification labels to units of text
 To code memos and bring them into the same schema of
classification
 To cross-check data to see if they can be coded into more than
one category, enabling linkages between categories and data to
be found
 To search for pieces of data which appear in a certain criteria
 To display relationships of categories
 To draw and verify conclusions and hypotheses
 To communicate with other researchers or participants 14

15. Grounded
Theory
15

16. “A general methodology
for developing theory
that is grounded in data
systematically gathered
and analyzed”
16Strauss and Corbin (1994, p. 273)

17. Theoretical Sampling
The process of data collection for
generating theory whereby the analyst
jointly collects, codes, and analyses his
data and decides what data to collect
next and where to find them, in order to
develop his theory as it emerges. This
process of data collection is controlled
by the emerging theory.
17(Glaser and Strauss 1967, p. 45)

18. Coding is
the process
of disassembling
and reasembling
the data
18
Coding

19. Types of Coding
19
Axial
Coding
Open
Coding
Selective
Coding

20. Open Coding
•It involves
exploring the data
and identifying
units of analysis
to code for
meanings,
feelings, actions,
events and so on.
Axial Coding
•It seeks to make
links between
categories and
codes, ‘to
integrate codes
around the axes
of central
categories’ (Ezzy
2002, p.91).
Selective coding
•It involves
identifying a core
code; the
relationship
between that core
code and other
codes is made
clear (Ezzy, 2002,
p. 93), and the
coding scheme is
compared with
pre-existing
theory.
20

21. 21
Constant Comparison
The process ‘by which the properties and categories
across the data are compared continously until no
more variation occurs’ (Glasser, 1996)
The constant comparison method involves four stages:
1. comparing incidents and data that are applicable to
each category;
2. integrating these categories and their properties;
3. bounding theory;
4. setting out the theory.

22. 22
As Flick et al. (2004, p.19) suggest: ‘the successive
integration of concepts leads to one or more key categories
and thereby to the core of the emerging theory’.
“saturation is achieved when the coding that
has already been completed adequately supports and fills out
the emerging theory”.
(Ezzy, 2002, 93)
The Core Variables and Saturation

23. Developing Grounded Theory
1. Fit
2. Understandable
3. General
4. Control
Glaser and Strauss (1967, p.237)