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Qualitative data analysis. jalucero
The document outlines methods of qualitative data analysis, emphasizing iterative and circular processes that involve data familiarization, coding, and thematic framework identification. It discusses various analysis methods, including content analysis and narrative analysis, highlighting the importance of context and interpretation of qualitative data. Strategies for ensuring validity and reliability of findings, such as triangulation and member-checking, are also mentioned.
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Qualitative data analysis. jalucero
- 1. Jeffrey A. Lucero,LHD(hc), MPMG, MAEd, MAN, RN, LPT, CSE, SHNC, FRIN, FRIEdr, FIIER City Schools Division of Dasmariñas
- 2. Identify the differentmethods of data analysis in qualitative research. Analyze a set of qualitative research data. Construct a valid interpretation of findings and conclusion based from the given set of qualitative data. © JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT
- 3. © JALucero, DrHum,MPMG, MAEd, MAN, RN, LPT
- 4. © JALucero, DrHum,MPMG, MAEd, MAN, RN, LPT
- 5. Data that arenot easily reduced to numbers Data that are related to concepts, opinions, values and behaviors of people in social context Transcripts of individual interviews and focus groups, field notes from observation of certain activities, copies of documents, audio/video recordings.© JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT
- 6. © JALucero, DrHum,MPMG, MAEd, MAN, RN, LPT
- 7. © JALucero, DrHum,MPMG, MAEd, MAN, RN, LPT
- 9. Analysis is circularand non- linear Iterative and progressive Close interaction with the data Data collection and analysis is simultaneous Level of analysis varies © JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT
- 10. Structured Texts Unstructured Texts Audio Recordings Video Recordings © JALucero, DrHum,MPMG, MAEd, MAN, RN, LPT
- 11. Qualitative Data Qualitative Data AnalysisMethods Framework Analysis Narrative Analysis Content and Discourse Analysis © JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT
- 12. Content analysis isthe procedure for the categorization of verbal or behavioral data for the purpose of classification, summarization and tabulation The content can be analyzed on two levels: Descriptive: What is the data? Interpretative: what was meant by the data? © JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT
- 13. Narratives are transcribedexperiences Every interview/observation has narrative aspect-the researcher has to sort-out and reflect up on them, enhance them, and present them in a revised shape to the reader The core activity in narrative analysis is to reformulate stories presented by people in different contexts and based on their different experiences © JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT
- 14. A method ofanalyzing a naturally occurring talk (spoken interaction) and all types of written texts Focus on ordinary people method of producing and making sense of everyday social life: How language is used in everyday situations? Sometimes people express themselves in a simple and straightforward way Sometimes people express themselves vaguely and indirectly Analyst must refer to the context when interpreting the message as the same phenomenon can be described in a number of different ways depending on context © JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT
- 15. Familiarization: Transcribing& reading the data Identifying a thematic framework: Initial coding framework which is developed both from a priori issues and from emergent issues Coding: Using numerical or textual codes to identify specific piece of data which correspond to different themes Charting: Charts created using headings from thematic framework (can be thematic or by case) Mapping and interpretation: Searching for patterns, associations, concepts and explanations in the data© JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT
- 16. Analytic induction Starts with an examination of a single case from a ‘pre-defined’ population in order to formulate a general statement about a population, a concept or a hypothesis Then the analyst examines another case to see whether it fits the statement If it does, a further case is selected If it doesn’t fit there are two options Either the statement is changed to fit both cases or the definition of the population is changed in such a way that the case is no longer a member of the newly defined population Then another case is selected and the process continues In such a way one should be able to arrive at a statement that fits all cases of a population-as- defined This method is only for limited set of analytic problems: those that can be solved with some general overall statement © JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT
- 17. The Process ofQualitative Data Analysis Step 1: Organize the data (Familiarization) Step 2: Identify the framework Step 3: Sort data into framework (Coding) Step 4: Use the framework for descriptive analysis (Charting) Step 5: Second order analysis © JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT
- 18. LUCERO, J. A.(2017). Raising children with autism spectrum disorder: a study on parenting styles and techniques. Available at International Journal of Management and Applied Science (IJMAS), pp. 49- 53, Volume-3,Issue-8 © JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT
- 19. Step 1: Organizethe data (Familiarization) Key Activity: TRANSCRIPTION I always wanted to get my doctorate but I never felt I had the time; then I reached a point in my career where I saw that without the credentials, I would never advance to the types of positions I aspired to..but I doubted I could do the work. I wasn’t sure I could go back to school after so much time. And did I have the time, with working and a family? These were the things I struggled with as I looked for the right program. Um, ..finally starting the program with others like me, it felt surreal. Once you switch gears from being an established administrator at a college to being a doc student, you realize you lose control over your life. You are not in charge in that classroom, like you are in your office. But also, once you say you are a doc student, people look at you differently. And people at work began to take me more seriously, ask for my opinion as if I now possessed special knowledge because I was going for the doctorate. It was the same information I had shared previously but somehow it had a special quality? Its like magic! I can’t think of a particular answer right now… Question: What is your view about obtaining a doctoral degree? Purple: Unusable Answer© JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT
- 20. Step 2: Identifythe framework. Read thoroughly. Identify a Framework: Explanatory –Guided by the research question Exploratory-Guided by the data Framework will structure, label and define data Framework=Coding plan © JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT
- 21. Step 3: SortData into Framework (1) Key Activity: Coding (Chunking or Clustering) Question: What is your view about obtaining a doctoral degree? Red: Credentials Blue: Personal Struggles Green: Shift in Identity I always wanted to get my doctorate but I never felt I had the time; then I reached a point in my career where I saw that without the credentials, I would never advance to the types of positions I aspired to..but I doubted I could do the work. I wasn’t sure I could go back to school after so much time. And did I have the time, with working and a family? These were the things I struggled with as I looked for the right program. -finally starting the program with others like me, it felt surreal. Once you switch gears from being an established administrator at a college to being a doc student, you realize you lose control over your life. You are not in charge in that classroom, like you are in your office. But also, once you say you are a doc student, people look at you differently. And people at work began to take me more seriously, ask for my opinion as if I now possessed special knowledge because I was going for the doctorate. It was the same information I had shared previously but somehow it had a special quality? Its like magic!© JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT
- 22. Descriptive to Interpretativeto Pattern Coding Moves from summary to meaning to explanation OR Open to Axial to Selective Coding Moves from initial theory to developing relationships between codes for emerging theory OR First cycle to second cycle coding Moving from describing the data units to inferring meaning© JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT
- 23. Step 3: SortData into Framework (2) Key Activity: Coding Red for credentials – codes include career goals (CG), career advancement (CA) Blue for personal struggles- codes include self-doubt SD, time management (TM) Green for shift in identity – codes include student role SR, identity at work IW, shift in control SC I always wanted to get my doctorate but I never felt I had the time; then I reached a point in my career where I saw that without the credentials, I would never advance to the types of positions I aspired to..but I doubted I could do the work. I wasn’t sure I could go back to school after so much time. And did I have the time, with working and a family? These were the things I struggled with as I looked for the right program. -finally starting the program with others like me, it felt surreal. Once you switch gears from being an established administrator at a college to being a doc student, you realize you lose control over your life. You are not in charge in that classroom, like you are in your office. But also, once you say you are a doc student, people look at you differently. And people at work began to take me more seriously, ask for my opinion as if I now possessed special knowledge because I was going for the doctorate. It was the same information I had shared previously but somehow it had a special quality? Its like magic! © JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT
- 24. Descriptive to Interpretativeto Pattern Coding Moves from summary to meaning to explanation OR Open to Axial to Selective Coding Moves from initial theory to developing relationships between codes for emerging theory OR First cycle to second cycle coding Moving from describing the data units to inferring meaning© JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT
- 25. Step 4: Usethe framework for descriptive analysis Key Activity: THEME IDENTIFICATION Career Goals Career Advancement Self-doubt Time Management Student Role Identity at Work Shift in control Question: What is your view about obtaining a doctoral degree? Personal Achievement Winning a Challenge Becoming a Better Person© JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT
- 26. Validity relevance of thequestions to the study being done Reliability consistency of responses Generalizability © JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT
- 27. Strategies to ensure thevalidity of findings: Triangulation Member-checking Peer debriefing External audit © JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT
- 28. Jeffrey A. Lucero,LHD(hc), MPMG, MAEd, MAN, RN, LPT, CSE, SHNC, FRIN, FRIEdr, FIIER City Schools Division of Dasmariñas
- 30. Must come closeto the point of maturation Be aware of resource constraints and sponsors’ interests Organize your materials List of codes Summary device: Tables, thematic structure Writing a chronicle (“writing it out of your head”) © JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT
- 31. Problem-solving approach Narrative approach Policy approach Analytic approach© JALucero,DrHum, MPMG, MAEd, MAN, RN, LPT
- 32. Themes that answerthe SOP Sample transcripts Related literature to support the claims LUCERO, J. A. (2017). Raising children with autism spectrum disorder: a study on parenting styles and techniques. Available at International Journal of Management and Applied Science (IJMAS), pp. 49-53, Volume-3,Issue-8 © JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT
- 33. © JALucero, DrHum,MPMG, MAEd, MAN, RN, LPT
- 34. ((© JALucero, DrHum,MPMG, MAEd, MAN, RN, LPT