Lesson 10

 At the end of the session, the learners

are able to
1.Differentiate the three major styles of
qualitative data analysis.
2.Describe the major activities and tasks in a
qualitative data analysis.
3.Summarize the specific data analysis in
different qualitative research traditions.
 Loosely structured narrative materials (diaries,
verbatim dialogues) and field notes.

 Qualitative Data Analysis

 Involves coding and collating
 Requires creativity, hardwork, and sensitivity
 Labor-intensive and time-consuming
 More complex and challenging
 No Universal Rules for thematic or theoretical organization of
data

(Polit and Beck, 2012)

 Involves a more systematic and standardized
to a more intuitive, subjective and interpretive
analysis.

 Three Major Styles:

 Template analysis style
 Editing analysis style
 Immersion/Crystallization style
 Template Analysis Style
 The researchers creates a template or
analysis guide to which the narrative data
are applied.

 Ethnography, Ethnology, Discourse Analysis,

and Ethnoscience
 Editing Analysis Style
 The researcher interprets what is read
through the data searching for meaningful
segments and units.
 Results to creation of codes and drawing
out of thematic categories

 Grounded Theory, Phenomenology,

Ethnomethodology
 Immersion / Crystallization Style
 Researchers immerse in and reflect on the
text materials to develop an intuitive
crystallization of the data.
 Highly interpretive and subjective

 Hermeneutic or Critical Inquiries

1. Comprehending
 making sense
2. Synthesizing
 sifting and putting ideas together
3. Theorizing
 developing alternative explanations
4. Recontextualizing
 further developing a theory
Tasks:

1. Transcribing Qualitative Data

2. Developing a Categorization Scheme
3. Coding Qualitative Data
4. Manually Organizing Qualitative Data
5. Managing Qualitative Data through Computers
-Accurate verbatim description of
audiotaped interviews

- Existing transcription conventions

- I – interviewer
- P – participant
- Overlaps in speaking turns
- Time elapsed between utterances where there are
gaps, nonlinguistic utterances
- Classifying and indexing of data
- Data is converted into themes (categories,
smaller units or segments)
- Segments are compared and distinguished
with other segments
- Emerging concepts are given labels
Example
A. Use of Food Services Program C. Strategies to Avoid Hunger
1. Food stamps 1. Bargain shopping
2. Food pantries 2. Borrowing money
3. Soup kitchen 3. Getting food from friends, relatives
4. Free school lunch programs 4. Eating old and unsafe food
5. Doubling up to share food costs
6. Stretching food, smaller portions
7. Smoking in lieu of eating
8. Illegal activities, fraud

B. Food Inadequacy experience D. Special Cases

1. Problems feeding family, having 1. Mothers sacrificing for children
enough food 2. Effects of welfare reform on hunger
2. Having to eat undesirable food 3. Stigma
3. Hunger
Sorted and categorized data are given codes.

WHAT IS CODING?

CODING - an act of using symbols, like letters or

words to represent arbitrary or subjective data
(emotions, opinions, attitudes) to ensure secrecy or
privacy of the data.
Researchers highlight by coloring or using post-it
notes to collate the content of the narrative materials.

WHAT IS COLLATING?

COLLATING – a way of bringing together the coded

data. Giving the data an orderly appearance is putting
them in a graph, specifically a table of responses (data
matrix).
Researchers encode all the files to a computer and
allows a specific program to code the words, phrases,
ideas or concepts .

All coded data are retrieved and printed for analysis.

The programs do the indexing, retrieval, actual analysis and

integration of data.

Examples: The Ethnograph, MARTIN, QUALPRO, NUDIST,

HyperQual2 and ATLASTi
1. Grounded Theory
- there is comparison of elements present in one
data source to another data source
- categories, properties or hypotheses are
generated rather than testing them
- produces a conceptual or theoretical model
2. Phenomenological
a. read the entire set of protocols to get the sense
of the whole
b. discriminate units from participants’ description
of phenomenon being studied
3. articulate the psychological insight in each of
the meaning units
4. synthesize all the transformed meaning units
into a consistent statement regarding participants’
experiences; can be expressed on a specific
general level
3. Ethnographic
a. Locate an informant
b. Interview an informant
c. Make an ethnographic record
d. Ask descriptive questions
e. Analyze ethnographic interviews
f. Make a domain analysis
g. Ask structural questions
h. Make taxonomic analysis
i. Ask contrast questions
j. Make a componential analysis
k. Discovering cultural themes
l. Write the ethnography
- Involves making sense out of the data
- Occurs simultaneously with data analysis
(categorizing of data, developing themes, integrating
of themes)
- May undergo self-scrutiny, peer review or external
review
- Considers alternative explanations