qual data analysis

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Qualitative Data AnalysisQualitative Data Analysis

for Language Teachersfor Language Teachers

Empowering teachersto help students

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Dr. Andrew Finch


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Much of the material in this presentation can be

found in:

Miles, M. B. & Huberman, A. M. (1984). Qualitative Data Analysis:

A Sourcebook of New Methods. California; SAGE publications Inc.

This seminar will take the format of a Workshop.

If you have brought your own data and research

questions, you can examine them in the light of

considerations mentioned in these slides and in the

handout.

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IntroductionIntroduction


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In this seminar, we will investigate:

Qualitative research: The problem

Focusing the Collection of Data

Analysis During Data Collection

Drawing and Verifying Conclusions

Data Analysis Workshop

Qualitative Data Analysis Software

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IntroductionIntroduction


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Two basic types of research:Two basic types of research:Descriptive and MeasurementDescriptive and Measurement--basedbased

Qualitative research: Quantitative research:

1. concerned with understanding

human behavior from the

researchers frame of reference;

2. naturalistic and uncontrolled

observation;

3. subjective;

4. close to the data;

5. discovery-oriented, exploratory,

descriptive;

6. inductive;

7. process oriented

8. valid: real, rich, deep data;

9. ungeneralizable case studies;

10. dynamic reality.

1. concerned with facts or causes of

behavior without regard to the

subjective state of the individual;

2. obtrusive and controlled measurement;

3. objective;

4. removed from the data;

5. verification-oriented, reductionist,

inferential, hypothetical;

6. deductive;7. outcome oriented

8. reliable: hard, replicable data;

9. generalizable multiple case studies;

10. stable reality.

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Questionnaires

Self- and peer-assessment forms

Checklists/inventories

Interviews

Teacher-diary

Learner-diary Observation

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Qualitative dataQualitative data--collectioncollectioninstrumentsinstruments


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Transparency

Trustworthiness Aesthetic merit

Reflexivity

Accountability

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Qualitative dataQualitative data--analysisanalysiscriteriacriteria


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Cognitive (positivist)

Socio-culturalist

Social-constructionist (relativist)

Marxist

Feminist

Essentialist

Behaviourist

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Qualitative dataQualitative data--analysisanalysisinterpretationinterpretation


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Why Qualitative Data?Why Qualitative Data?

Miles & Huberman, P. 15 (Handout)

Qualitative data are attractive.

They are a source of well-grounded, rich

descriptions and explanations of processes occurringin local contexts.

With qualitative data one can preserve thechronological flow, assess local causality, and derivefruitful explanations.

They help researchers go beyond initialpreconceptions and frameworks.

The findings from qualitative studies have a qualityof undeniability, (Smith, 1978.

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Components of Data AnalysisComponents of Data Analysis

p. 21 Data Reduction: (Handout)

the process of selecting, focusing, simplifying,abstracting, and transforming the raw datathat appear in written-up field notes. Datareduction occurs continuously throughout the

life of any qualitatively oriented project. This is part of analysis.

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Data Display: (Handout)

The second major flow of analysis activity isdata display.

A display is an organized assembly ofinformation that permits conclusion drawing

and action taking.

The most frequent form of display forqualitative data has been narrative text.

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Conclusion Drawing/Verification: (Handout)

The third stream of analysis activity is

conclusion drawing and verification. From the beginning of data collection, the

qualitative analyst beginning to decide whatthings mean, is noting regularities, patterns,

explanations, possible configurations, causalflows, and propositions.

Final conclusions may not appear untildata collection is over.

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Components of Data Analysis: Flow Model (Handout)

Data collection period

= AnalysisAnticipatory Data reduction

Data displays

Conclusion drawing/verifying


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Components of Data Analysis:Interactive Model (Handout)

Data Display

Data Reduction Conclusions:

drawing/verifying

Data collection


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Conceptual frameworkConceptual framework

p. 28 Building a Conceptual Framework(Handout)

Theory-building relies on a few generalconstructs that subsume a mountain ofparticulars.

We have to decide which dimensions are moreimportant, which relationships are likely to bemost meaningful, and what information shouldbe collected and analyzed.

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Conceptual FrameworkConceptual Framework

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PRINCIPLES

Awareness

Autonomy

Authenticity

Achievement

Assessment

Accountability

STRATEGIES

Contingent interaction

Scaffolding

Critical thinking

Learner training

ACTION

Tasks

Field work

Portfolios

Conversation

Negotiation

Stories

Genre variation

Team work

CURRICULUM DESIGN (VAN LIER 1996:189) (Handout).


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Research QuestionsResearch Questions

p. 35 Formulating Research Questions(Handout)

The formulation of research questions canprecede or follow the development of aconceptual framework.

Research questions can be general or particular,descriptive or explanatory.

They can be formulated at the outset orlater on, and can be refined orreformulated in the course of fieldwork.

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Data CollectionData Collection

p. 36 Sampling: Bounding the Collection ofData (Handout)

Choices must be made. Unless you arewilling to devote most of your professional

life to a single study, you have to settle forless.

Settings have subsettings (schools haveclassrooms, groups have cliques, cultureshave subcultures, families have coalitions),so that fixing the boundaries of the setting ina non-arbitrary way is tricky.

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SamplingSampling (Handout)

p. 37 Qualitative research is essentially an investigativeprocess, not unlike detective work. One makes gradual senseof a social phenomenon, and does it in large part by:

contrasting,

comparing,

replicating,

cataloguing, and

classifying the object of ones study.

These are all sampling activities

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SamplingSampling (Handout)

Sampling involves not only decisions about whichpeople to observe or interview, but also about

settings,

events,

actors,

social processes.

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Analysis During Data CollectionAnalysis During Data Collection

p. 49 Methods(Handout)

Contact SummarySheet

DocumentSummary Form

Codes and Coding

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MOT

CONF

IP

EC

IC

AP

ORG/PRA

C

CLASS

PROBS

EXT

RULE

PATT

QU-!

QU-Q

T

S

Motivation

Confidence

Innovation Properties

External Context

Internal Context

Adoption Process

Effects on Organizational

Practice

Effects on Classroom

Practice

Implementation Problems

External Interventions

Rules

Recurrent Patterns

Surprises

Puzzles

Teacher

Student


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Analysis During Data CollectionAnalysis During Data Collection

Methods (Handout)

Reflective Remarks Marginal Remarks

Storing and Retrieving Text

Pattern Coding

Memoing

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Drawing and Verifying ConclusionsDrawing and Verifying Conclusions

pp. 215-229 Tactics for Generating Meaning

Counting

Noting patterns, themes

Seeing plausibility

Clustering (Classifying)

Making metaphors

Splitting variables

Subsuming particulars into the general

Factoring Noting relationships between variables

Finding intervening variables

Building a logical chain of evidence

Making conceptual/theoretical coherence

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Drawing and Verifying ConclusionsDrawing and Verifying Conclusions

Tactics for Testing or Confirming Findings

Checking for representativeness

Checking for researcher effects

Triangulating

Weighting the evidence

Making contrasts/comparisons

Checking the meaning of outliers

Using extreme cases

Ruling our spurious relations Replicating a finding

Checking out rival explanations

Looking for negative evidence

Getting feedback from informants

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Workshop 1 (In Groups, 15 minutes)Workshop 1 (In Groups, 15 minutes)

Please look at your handouts.

Look at the Freshman Syllabus Design Issues and

the Sample Issues for Action Research.

Choose an issue (or make your own issue).Make a research plan.

What do you want to find out?

Make some research questions.

What data will you collect? How will you collect it (research instruments)?

When will you collect it?

How will you analyse the data?

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Workshop 2 (Groups, 15 minutes)Workshop 2 (Groups, 15 minutes)

Please look at your handouts.

If you have brought some data, look at it nowwith members of your group.

Try doing some data analysis. Make some analysis codes.

Go through the data and write in the codesin appropriate places.

Make some reflective comments.

Make some marginal comments

Find patterns.

Draw some conclusions.

How would you verify them?

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Workshop 3 (Pairs, 15 minutes)Workshop 3 (Pairs, 15 minutes)

A): Ask your partner to talk about his/her Language

Learning History.

Make notes as you listen.

Ask questions.

What things do you think are significant?

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B): Talk about your LLH.

L

ook at the questions on the next slide. What events do you think were significant in

your LLH?


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Workshop 3 (LLH Questions)Workshop 3 (LLH Questions)

How did you learn English before you started in Higher Education?

What positive and negative experiences did you have and what did you learn

from them?

In terms of learning English, what were you expecting before you started in

Higher Education?

When you started in Higher Education, what were you surprised about in your

classes or in the surrounding environment?

Have you changed your ways of language learning since starting in Higher

Education?

What are the things that you found especially helpful, either in classes or

outside them? What are the areas that you still want to improve in?

How do you think this year will be (has been)?

What are your language learning plans and goals after graduation?

What advice would you give to future students?

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NVivoNVivo

This is Qualitative Research Software.

Lets take a look at it.

NVIVOhttp://www.qsrinternational.com/products_nvivo.aspx

Tutorialhttp://download.qsrinternational.com/Document/NVivo8/NVivo8-

Introducing-NVivo.htm

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ReferencesReferences

Action Research paper: http://www.finchpark.com/arts

Questionnaires:

http://www.finchpark.com/books/lj

Contact: [email protected]

Miles, M. B. & Huberman, A. M. (1984).

Qualitative Data Analysis: A Sourcebook of

New Methods. California; SAGE

publications Inc.

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