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hello! I am Dwita Oktaria Departement of Medical Education Faculty of Medicine Universitas Lampung
1
Analysing, Interpretating & Presenting the Data of Qualitative Research
Outline ✘ Handling Qualitative Research Data ✘ Analysing Qualitative Data ✘ Presenting the Result
3
1. Handling Qualitative Research Data 4
Handling Qualitative Research Data
5
John W. Creswell. Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research. 2012
Handling Qualitative Research Data • •
Data: words, sentences Tape recorder transcribing
6
Transcribing • The procedure for producing a written version of the
interview • Full "script" of the interview. • Time consuming • Estimated ratio of time required for transcribing interviews is about 5:1 30 mins interview: 2,5 hrs to transcribe
Hancock. 2002. Introduction to Qualitative Research
7
Transcribing Verbatim transcript:
“Everything a person says is faithfully copied, which means any grammatical errors, repetition, or false starts are delivered without being tidied up, made more concise, or finished.” Hancock. 2002. Introduction to Qualitative Research
8
Transcribing • Not simply transferring words from the tape to the page
verbatim transcript • Pay attention: the way people speak!
Tone, inflection shows feeling & meaning
• When transcribing Punctuation marks Upper case lettering Underlining Emboldening
Hancock. 2002. Introduction to Qualitative Research
9
Transcribing ✘ "He was ALRIGHT"
(He was alright, I liked him)
✘ "HE was alright"
(He was alright but I wasn't so keen on the others)
✘ "He WAS alright"
(He used to be but he isn't now)
✘ "He was alright?"
(Well you might think so but I don't)
Hancock. 2002. Introduction to Qualitative Research
10
Transcribing ✘ Positive/negative continuum: Whether something was seen as good or bad.
✘ Certainty/uncertainty: How sure the interviewee was about what he said.
✘ Enthusiasm/reluctance: How happy or supportive the interviewee was about the topic being discussed. 11
12
13
14
15
2. Analysing Qualitative Data 16
17
John W. Creswell. Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research. 2012
Analysing Qualitative Data • Hand analysis • Computer analysis: • Software: ATLAS/ti Nvivo NUD*IST F4 MAXQDA John W. Creswell. Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research. 2012 Patton, 2002. A Guide to Using Qualitative Research Methodology
18
Analysing Qualitative Data • Hand analysis • Are analyzing a small database (e.g., fewer than 500 pages of •
• •
transcripts or fi eldnotes) and can easily keep track of files and locate text passages Are not comfortable using computers or have not learned a qualitative computer software program Want to be close to the data and have a hands-on feel for it without the intrusion of a machine Have time to commit to a hand analysis, since it is a labor-intensive activity to manually sort, organize, and locate words in a text database 19
John W. Creswell. Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research. 2012
Analysing Qualitative Data • Computer analysis • Are analyzing a large database (e.g., more than 500 pages of transcripts or fieldnotes) and need to organize and keep track of extensive information • Are adequately trained in using the program and are comfortable using computers • Have resources to purchase a program or can locate one to use • Need a close inspection of every word and sentence to capture specific quotes or meanings of passages
20
John W. Creswell. Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research. 2012
Analysing Qualitative Data ✘ Thematic analysis most common ✘ Descriptive approach ✘ In-depth method
Patton, 2002. A Guide to Using Qualitative Research Methodology
21
Thematic Analysis “Looks across all the data to identify the common issues that recur, and identify the main themes that summarise all the views you have collected.”
Patton, 2002. A Guide to Using Qualitative Research Methodology
22
Thematic Analysis Steps 1. 2. 3. 4. 5. 6.
Read & annotate transcripts Develop coding scheme Identify themes Data reduction Data display Conclusion drawing/verification Patton, 2002. A Guide to Using Qualitative Research Methodology
23
Coding “Any researcher who wishes to become proficient at doing qualitative analysis, must learn to code well and easily. The excellence of the research rests in large part on the excellence of the coding.”
Strauss, AL. 1987, Qualitative Analysis for Social Scientist, Cambridge: Cambrigde University Press
24
Coding “A code in qualitative inquiry is most often a word or short phrase that
symbolically assigns a summative, salient, essence-capturing, and/or evocative attribute for a portion of language-based or visual data.”
Saldana, J. 2009, The Coding Manual for Qualitative Researchers, London: Sage Publications.
25
Coding
26
John W. Creswell. Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research. 2012
Coding 1. 2. 3. 4. 5. 6.
Get a sense of the whole Pick one document Begin the process of coding document Make a list of all code words Take the list code and go back to the data Reduce the list of codes to get five to seven themes or categories
27
John W. Creswell. Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research. 2012
Coding
Charmaz K. 2006, Constructing Grounded Theory, London: Sage Publications. 28
Coding Open coding
Axial coding
Selective coding
Basically, you read through your data several times and then start to create tentative labels for chunks of data that summarize what you see happening (not based on existing theory – just based on the meaning that emerges from the data). Record examples of participants’ words and establish properties of each code.
Axial coding consists of identifying relationships among the open codes. What are the connections among the codes?
Figure out the core variable that includes all of the data. Then reread the transcripts and selectively code any data that relates to the core variable you identified.
29
Coding
30
Coding
Saldana, J. 2009, The Coding Manual for Qualitative Researchers, London: Sage Publications.
31
Coding
32
Coding
33
Coding
34
3. Presenting the Result
35
Representing Findings 1. 2. 3. 4. 5.
Create a comparison table Develop a hierarchical tree diagram Present figures Draw a map Develop a demographic table
36
37
38
39
40
41
42
43
“
44
thanks! Any questions? You can find me at: Email: [email protected]
Phone/WA: 085279421210 IG: @weetha 45
1
Analysing, Interpretating & Presenting the Data of Qualitative Research
Outline ✘ Handling Qualitative Research Data ✘ Analysing Qualitative Data ✘ Presenting the Result
3
1. Handling Qualitative Research Data 4
Handling Qualitative Research Data
5
John W. Creswell. Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research. 2012
Handling Qualitative Research Data • •
Data: words, sentences Tape recorder transcribing
6
Transcribing • The procedure for producing a written version of the
interview • Full "script" of the interview. • Time consuming • Estimated ratio of time required for transcribing interviews is about 5:1 30 mins interview: 2,5 hrs to transcribe
Hancock. 2002. Introduction to Qualitative Research
7
Transcribing Verbatim transcript:
“Everything a person says is faithfully copied, which means any grammatical errors, repetition, or false starts are delivered without being tidied up, made more concise, or finished.” Hancock. 2002. Introduction to Qualitative Research
8
Transcribing • Not simply transferring words from the tape to the page
verbatim transcript • Pay attention: the way people speak!
Tone, inflection shows feeling & meaning
• When transcribing Punctuation marks Upper case lettering Underlining Emboldening
Hancock. 2002. Introduction to Qualitative Research
9
Transcribing ✘ "He was ALRIGHT"
(He was alright, I liked him)
✘ "HE was alright"
(He was alright but I wasn't so keen on the others)
✘ "He WAS alright"
(He used to be but he isn't now)
✘ "He was alright?"
(Well you might think so but I don't)
Hancock. 2002. Introduction to Qualitative Research
10
Transcribing ✘ Positive/negative continuum: Whether something was seen as good or bad.
✘ Certainty/uncertainty: How sure the interviewee was about what he said.
✘ Enthusiasm/reluctance: How happy or supportive the interviewee was about the topic being discussed. 11
12
13
14
15
2. Analysing Qualitative Data 16
17
John W. Creswell. Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research. 2012
Analysing Qualitative Data • Hand analysis • Computer analysis: • Software: ATLAS/ti Nvivo NUD*IST F4 MAXQDA John W. Creswell. Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research. 2012 Patton, 2002. A Guide to Using Qualitative Research Methodology
18
Analysing Qualitative Data • Hand analysis • Are analyzing a small database (e.g., fewer than 500 pages of •
• •
transcripts or fi eldnotes) and can easily keep track of files and locate text passages Are not comfortable using computers or have not learned a qualitative computer software program Want to be close to the data and have a hands-on feel for it without the intrusion of a machine Have time to commit to a hand analysis, since it is a labor-intensive activity to manually sort, organize, and locate words in a text database 19
John W. Creswell. Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research. 2012
Analysing Qualitative Data • Computer analysis • Are analyzing a large database (e.g., more than 500 pages of transcripts or fieldnotes) and need to organize and keep track of extensive information • Are adequately trained in using the program and are comfortable using computers • Have resources to purchase a program or can locate one to use • Need a close inspection of every word and sentence to capture specific quotes or meanings of passages
20
John W. Creswell. Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research. 2012
Analysing Qualitative Data ✘ Thematic analysis most common ✘ Descriptive approach ✘ In-depth method
Patton, 2002. A Guide to Using Qualitative Research Methodology
21
Thematic Analysis “Looks across all the data to identify the common issues that recur, and identify the main themes that summarise all the views you have collected.”
Patton, 2002. A Guide to Using Qualitative Research Methodology
22
Thematic Analysis Steps 1. 2. 3. 4. 5. 6.
Read & annotate transcripts Develop coding scheme Identify themes Data reduction Data display Conclusion drawing/verification Patton, 2002. A Guide to Using Qualitative Research Methodology
23
Coding “Any researcher who wishes to become proficient at doing qualitative analysis, must learn to code well and easily. The excellence of the research rests in large part on the excellence of the coding.”
Strauss, AL. 1987, Qualitative Analysis for Social Scientist, Cambridge: Cambrigde University Press
24
Coding “A code in qualitative inquiry is most often a word or short phrase that
symbolically assigns a summative, salient, essence-capturing, and/or evocative attribute for a portion of language-based or visual data.”
Saldana, J. 2009, The Coding Manual for Qualitative Researchers, London: Sage Publications.
25
Coding
26
John W. Creswell. Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research. 2012
Coding 1. 2. 3. 4. 5. 6.
Get a sense of the whole Pick one document Begin the process of coding document Make a list of all code words Take the list code and go back to the data Reduce the list of codes to get five to seven themes or categories
27
John W. Creswell. Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research. 2012
Coding
Charmaz K. 2006, Constructing Grounded Theory, London: Sage Publications. 28
Coding Open coding
Axial coding
Selective coding
Basically, you read through your data several times and then start to create tentative labels for chunks of data that summarize what you see happening (not based on existing theory – just based on the meaning that emerges from the data). Record examples of participants’ words and establish properties of each code.
Axial coding consists of identifying relationships among the open codes. What are the connections among the codes?
Figure out the core variable that includes all of the data. Then reread the transcripts and selectively code any data that relates to the core variable you identified.
29
Coding
30
Coding
Saldana, J. 2009, The Coding Manual for Qualitative Researchers, London: Sage Publications.
31
Coding
32
Coding
33
Coding
34
3. Presenting the Result
35
Representing Findings 1. 2. 3. 4. 5.
Create a comparison table Develop a hierarchical tree diagram Present figures Draw a map Develop a demographic table
36
37
38
39
40
41
42
43
“
44
thanks! Any questions? You can find me at: Email: [email protected]
Phone/WA: 085279421210 IG: @weetha 45
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