APPLIED SUBJECT

PRACTICAL RESEARCH 1
_____ Semester, SY _____________
QUARTER 2, MODULE 6
INFER AND EXPLAIN
PATTERNS AND THEMES
FROM DATA
Practical Research 1
Grade 12 Self-Learning Modules
____Semester, SY _____ Quarter 2 – Module 6: Infer and Explain
Patterns and Themes from Data First Edition, 2021

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 Infer and Explain Patterns and
LESSON
Themes from Data

Hello Senior High! In this lesson you will learn to:

1. infer and explain patterns and themes from data; and
2. relate findings with pertinent literature
Before we proceed, do you know that the process of analyzing qualitative data entails
identifying, examining, and interpreting patterns and themes in newly collected data? These
patterns and themes will aid in the discovery of answers to the research questions asked at
the beginning of the project. They are contingent on how well the themes and patterns are
aligned or classified (Prieto, et al, 2017).
Remember how you learned to build an observation checklist and an interview
procedure as research instruments for observation and interview in quarter 4 of module 5.
Those research instruments can come in handy when gathering data for your research. After
you've finished collecting data, this module will show you how to organize and analyze it to
find answers to your research questions.
Best of luck!

Discussion of the Lesson

Transcript
(from Interview, Observation, FGD)

Coding Data
(Codes from Transcript)

Finding Patterns

Labelling Themes

Interpretation
(Drawing Conclusions)

3
Inferencing and Explaining Patterns and Themes from Data

“Qualitative research deals with human experiences and qualitative researchers,

particularly those working on phenomenological studies, interview informants regarding
their lived experiences. The interviews are transcribed and the researchers make
inferences after examining the transcripts (which contain research data). Finally, they
formulate the conclusions based on the drawn patterns and themes (Menoy, et al, 2018).”

What is inference? What is a pattern? What is a theme? In a slide presentation by

Krista Goden (2016) titled “Strategies on How to Infer and Explain Patterns and Themes
from Data Plus Examples”, the three terms were defined. Inference is “using observation
and background (knowledge) to reach to a conclusion”. A pattern is “something that
happens in a regular and repeated way”. A theme is “generated when similar issues and
ideas expressed by particular participants within qualitative data are brought together by
the researcher into a single category or cluster” (cited in Menoy, et al, 2018).

Thematic Analysis

The detection of meaningful patterns and themes is the foundation of qualitative data
analysis. Thematic analysis is one of the ways of doing qualitative analysis. This is a form
of data pattern recognition. It offers a simple interpretation and concise description of the
data set's themes and patterns. The general procedure includes a thorough examination of
the raw data. You define the themes after coding and categorizing the data (Prieto, et al,
2017).

Steps in Doing Thematic Analysis

1. Transcribing Data
This process involves converting the responses (spoken words) of the
participants from the interview into written verbatim (exactly word-for-word). Transcripts
are the written verbatim of responses of the informants. Nowadays, modern
researchers use audio or video recording with permission from the informants to
capture every detail of their spoken words. Sometimes transcribing visual information
that aids data processing, such as room layout, body orientation, facial expression,
motion, and the use of equipment in consultation, is often considered (IRC, 2007).

4
 Below is partial sample of interview transcript about TB active case.

TRANSCRIPT
This is a sample interview transcript for you to use as practice, either for
yourself or in a training workshop. So, get out your colored highlighters and mark the
key words. Then, cluster them to find the themes. Remember, although most of us
will select similar concepts and themes, we all see things slightly differently. This is
why we often ask more than one person to analyze the research data.
I = Interviewer
P = Participant
(Turn on tape recorder)

I  So, we are sitting in the participant’s kitchen, in his home; the time is just
after 8 o’clock in the evening.
I  Good evening. How are you?
P  Fine thank you.
I  Last time I spoke to you, you weren’t feeling so good.
P  It’s better now.
I  Oh good, I’m glad. Do you mind if we get started right away?
P  No, that’s fine.
I  As you may remember, the purpose of this research is to try to find a better
way of treating and eventually preventing tuberculosis. We are speaking
with people like you, throughout the province, to learn more about your
experiences with TB.

P  Yes, I remember you told me when we talked on the phone before.

I  Good. Do you have any questions about the research?
P  No.
I  Do you understand that your participation is completely voluntary, that you
don’t have to speak with me if you don’t want to?
P  Yes, I understand that.
I  And also that you can change your mind at any point during our discussion?
P  I can?
I  Yes. If you do not feel comfortable with a particular question or with what we
are talking about, or if you would like to postpone our talk until later.
P  OK.
I  You can also refuse to answer any of the questions.
P  OK.
I  Now, like we agreed before we started, I am going to be tape-recording our
discussion so that I can be clear — later on — on what we talked about.
Nobody will be able to recognize your voice, and your words will be written
onto paper without your name on it. Is that all right with you?
P  Yes.
I  All the information that you share with me today will be kept confidential.
 Nobody will know that it was you who said these things.
P  OK.

Source: O'Connor, H. & Gibson, N. (2003). A Step-By-Step Guide to Qualitative

Data Analysis. Retrieved from https://www.researchgate.net/publication/292432218

5
I  Here is a copy of an information sheet that explains the reasons for the study. We can go through it right now if you like.
P  Yes, thank you (reads over information sheet).
I  Do you have any questions about it?
P  No.
I  In that case, when we do a research project like this one, we always ask the participant to sign a release form so that
the information from the interview can be used in the study. Here is a copy. (Participant reads and signs it)
I  Thank you. This form will be filed in the Research Office within the University of Alberta. Any questions before we begin?
(shakes his head to say no)

 Now, for the record, my name is xxxx. We are sitting in the participant’s kitchen, on today October 12, 1999 and the time
is 7:40 PM. The first thing I would like to talk to you about today is your background. For how long have you lived here in
Edmonton?
P  I’ve lived in Edmonton for as long as I’ve been to Canada, and that’s um . . . about 15 years now. Ya 15 years.
I  So, why did you choose to live here?
P  Where in Canada, or in Edmonton?
I  OK, let’s say both.
P  Well, we — my wife and I — came to Canada because we wanted a better life than the one we had back in Zimbabwe
and we got the opportunity because my uncle sponsored us as refugees. We came to Edmonton because this is where
my uncle lived.
(Phone call . . . turned tape recorder off. The participant answered the phone and told the person he would return their
call later).
P  Sorry for the interruption.
I  That’s OK. So, How do you feel about living here?
P  It’s good.
I  How do you find it compared to Zimbabwe?
P  It’s a lot different. It took some time for us to get used to it here, but it’s better now. Still . . .
I  What is it?
P  Oh . . . sometimes I think that things were better when my wife was still with me.
I  What happened?
P  She died in a car accident 4 years ago.
I  I’m sorry.
P  It’s OK. Things just seem harder without her, that’s all.
(Pause: the participant has tears in his eyes as he thinks about his wife. I offer him a tissue and turn off the tape
recorder. I wait a few minutes before continuing).
I  So, what other places have you lived in?
P  Do you mean here in Canada?
I  I mean any place other than Edmonton.
P  Only back in my village in Cambodia. Do you mind if we stop for a minute, so that I can go make a phone call? It’s very
important and I don’t want to forget.
I  No problem.
(Turn off tape recorder and resume about 5 minutes later)
I  That was a good time for a break.
P  Yes (some laughter).
I  Let’s talk about your TB.
P  OK.
I  For how long have you had TB?
P  Um, well I went to the TB clinic for the first time about six months ago
 — that is when they told me.
I  So, how did you find out? Who told you?
P  The people over at the TB clinic.
I  Mhmm. And how did you feel when you first knew you had TB?
P  I felt a bit scared and I was upset. I was concerned that my family would also have it.
I  What were you scared of?
P  I was scared of what was going to happen to me — most people I knew who had it died. I was also scared of what
others — my family — would think and how they would react.
I  Is there anything else?
P  Also, I was scared because I don’t want to make anyone else sick, so I try not to go places where I might give it to other
people.
I  So, where would you not go?
P  Oh, like to a big mall I guess. Um, I was usually too tired to do a lot of walking, but I still thought it would be a good idea
because I wanted to avoid giving it to anyone else.
I  Can you tell me more about how TB has affected your life?
P  Well, in my country, we have an expression.
(pause)
We say when the sun rises the lion is full, when it sets he is hungry again and ready to feast.
I  That’s an interesting saying.
P  Thank you.
I  Can you tell me a little bit more about it. How this meaning is important to you?

6
2. Organizing the Data

The data should be organized in a way that makes it easy for the researcher to
pick out concepts and patterns as they move through each subject or research
question. Making a table of all of the data from your transcript (see transcript at bottom)
is one way to do this. It might look something like this (O'Connor & Gibson, 2003).

Examples using Active Case Interview Guidelines

Topics Interview A Interview B Notes
History of Illness
Treatment But sometimes I don’t like to have to take so many Note: Write Note:
tablets. They are big and hard to swallow. Also they (verbatim) make a list
Personal experience with sometimes make me feel like vomiting — sometimes I the various of
the medicine and do. I have to go to the clinic every month. [To get to the answers/ recurring
treatment clinic] I sometimes when I am feeling OK I can take the responses words,
bus, but other times my son or my wife, they drive me. It ideas,
Transportation/Nutrition is inconvenient sometimes — for them. They are very concepts,
and others busy. No, my family is helping me a lot. No themes
 Problems getting [suggestions] because the medicines work, so it is worth
care needed? it even though there are some problems.
 Suggestions to make
it better?

Topics Interview A Interview B Notes

Effects of TB
(Perceptions of TB in the Just my family. Oh, and I had to tell my boss because I Note: Write Note:
family and community) was missing days at work so much. My family were (verbatim) make a list
concerned. Because they were worried about me and the various of
 who they told also they were worried that they didn’t get sick too. answers/ recurring
 how they acted responses words,
 how TB has affected They were worried about getting sick. And they were ideas,
their family worried about my health. concepts,
themes
They had to get tested and even though they aren’t sick
they have to take the medicines. . . .

My boss — he didn’t like it. He was worried about the

other employees getting sick so he made me take time
off until I am better, so that is too bad because I really
need the money. I need to help out my kids, it’s hard for
us.
How did you feel I was scared of what was going to happen to me… most
when you first know people I knew who had TB died. I was also scared of
you had TB? what others would think and what their reaction would be
— especially my family.

Also, I am scared — I don’t want to make anyone else

sick, so I try not to go places where I might give it to
other people.
How has having TB My body has been feeling weak. I do not want to eat
affected your life? much and I have lost a lot of weight.

I had to miss some work, and when my boss found out I

had TB, he made me go on leave for a while.

Also, it is difficult because my family — they have to be

careful and avoid touching anything that I touch so that
they don’t get sick.

It worries me that maybe I won’t get better…

Source: O'Connor, H. & Gibson, N. (2003). A Step-By-Step Guide to Qualitative Data Analysis.
Retrieved from https://www.researchgate.net/publication/292432218

This method of data organization and display enables the researcher to

examine responses to each topic and particular research question separately, making
it easier to identify concepts and themes. After organizing the data, the researcher may
move on to the next step: identifying ideas and concepts and categorizing them
(O'Connor & Gibson, 2003).

7
3. Coding

“Coding involves assigning a word, phrase, number, or symbol to describe the essence
of each segmented text of data from the interview transcript. A code can be a word or short
phrase or symbol and is used to easily see the patterns among data collected (Buensuceso,
et al, 2016).” Colored highlighters are sometimes used together with code for easy scanning
and categorizing of data. After you've coded all of the text, you can group all the data that has
the same code (Rosala, 2019).
Codes can be pre-set or emergent. You should have both.

Pre-set: The researcher creates a list of codes in advance based on the

research question, learning outcomes, or conceptual framework.
 Emergent: Not in the pre-set codes, ideas, concepts, behavior, and meanings
emerge from reading and analyzing the data. (San Gabriel, Buensuceso,
Dacanay, Manalo) (2016).
Below is a partial example of transcripts with codes presented in table form.
For TB Active Cases
Question/Topic Responses Categories
History of illness
(emotional reaction)
How did you feel
when you first Text Data Code
know I was scared of what was going to Concern about
you had TB? happen to me… most people I knew not making healthy recovery
who had TB died. I was also
concern over
scared of what others would think and other people’s
what their reaction would be — reactions
especially my family.

Also, I am scared — I don’t want to

make anyone else sick, so I try not to go
places where I might give it to other
people.

How has having

TB affected Code
your life? My body has been feeling weak. I do not Physical effects
want to eat much and I have lost a lot of
weight.
Code
I had to miss some work, and when my
boss found out I had TB, he made me Work/financial effects
go on leave for a while.
Code
Also, it is difficult because my family — Feeling of being “infectious”
they have to be careful and avoid
touching anything that I touch so that
they don’t get sick.

It worries me that maybe I won’t get

better…

Source: O'Connor, H. & Gibson, N. (2003). A Step-By-Step Guide to Qualitative Data Analysis. Retrieved from
https://www.researchgate.net/publication/292432218

8
 Coding will act as a system for organizing your data. After you've coded all of the text
details, you can group them into families of codes or categories. These categories are used
to filter the data and classify similar phrases, patterns, and relationships. Look for
interrelationships among categories as you code and categorize the data. The sorted data is
analyzed to find meaningful patterns. Themes are created using patterns that have been
identified (Buensuceso, et al, 2016).

4. Identify Themes or Patterns

This stage entails looking through the codes and data to see whether there are any
major wider patterns of meaning or possible themes (Slideshare.com, 2016).
Tips: “Look at the codes and start grouping them together to see the common,
important and relevant themes. Start clustering the data into themes. Observe patterns and
structures which will include differences between the types of respondents if analyzed
together. Label the clusters of codes with an interpretative and basic theme (Buensuceso,
et al, 2016).”
Techniques to identify themes: Word repetitions; indigenous categories; Key-words-
in-context (KWIC); compare and contrast; social science queries; searching for missing
information; metaphors and analogies; transitions; connectors; unmarked items; pawing;
and cutting and sorting (Gery W. Ryan and H. Russell Bernard cited in Menoy, et al, 2017).
Below is example of transcripts with codes and themes
For TB Active Cases
Question/Topic Responses Categories Basic Main
themes Theme
History of illness
(emotional
reaction)
How did you feel I was scared of what was going to (Codes)
when you first happen to me… most people I Theme (derived
know you had knew who had TB died. I was also Concern about
TB? scared of what others would think not making from inference)
and what their reaction would be — healthy Perception
especially my family. recovery of TB
Also, I am scared — I don’t want to resulting
make anyone else sick, so I try not Concern over to feeling
to go places where I might give it to other people’s of
other people. reactions isolation Isolation

How has having My body has been feeling weak. I Physical

TB affected your do not want to eat much and I have effects
life? lost a lot of weight.
I had to miss some work, and when Being
my boss found out I had TB, he Infectious
made me go on leave for a while. Work/financial resulting
Also, it is difficult because my effects to feeling
family — they have to be careful of
and avoid touching anything that I isolation
touch so that they don’t get sick. Feeling of Theme
It worries me that maybe I won’t get being
better… “infectious”
Source: O'Connor, H. & Gibson, N. (2003). A Step-By-Step Guide to Qualitative Data Analysis.
Retrieved from https://www.researchgate.net/publication/292432218

9
 Each of the response categories has one or more related themes that help to make
the data more meaningful. Various categories may be grouped under a single overarching
theme.
From the example of TB data above, one of the themes that emerge is that a participant
associated feelings of isolation with TB. The theme of isolation is revealed from the responses
and categories from each of the questions/topics (O'Connor & Gibson, 2003).

Isolation Because of How TB is Perceived

o He sees how other people with TB have been treated.
o He fears how others will react, so he limits the number of
people told in order to avoid further isolation.

Isolation as a Result of Being Infectious

o He was forced to take a leave from work in order not to infect
any of his colleagues (isolation by others).
o Family has to take precautions (limit contact and sharing) in
order not to get sick.
o He avoids going to places where he might infect others
(where there are many people) — isolation of himself for

Those themes and patterns that you have identified are the answers to your research
questions (Buensuceso, et al, 2016).

5. Ensuring Reliability and Validity in the Data Analysis and in the Findings.

 Validity: The accuracy with which a method measures what it is intended to measure
(Schopper et al., 1993) and yields data that represents “reality” (Goodwin et al., 1987).
 Reliability: The consistency of the research findings (Kvale, 1996). Ensuring reliability
requires diligent efforts and commitment to consistency throughout interviewing,
transcribing, and analyzing the findings.
 Checking for researcher effects
 Validating or confirming findings through Triangulation: When findings can be
checked by several different sources, they become more valid. When more than one
“instrument” measuring the same thing confirms them, their validity is increased.
 Obtaining feedback from participants. The best way to check the validity of the
research results and the researcher's interpretation of them is for the researcher to ask
anyone who participated in the study or who may comment on their behalf.
 Acknowledging factors (beyond the interviewer’s control at the time) that may
have influenced the participant’s response. Example: Time of day the interview was
conducted; were there other (family members, friends, co-workers) present within
earshot while the interview was being conducted? These factors, and others like them,
can be taken into consideration when going over possible explanations for the findings.
They can and often should be included in the section on Limitations of the Study in the
Final Report (O'Connor & Gibson, 2003).

10
RELATE THE FINDINGS WITH PERTINENT LITERATURE

Finding Possible and Plausible Explanations of the Findings

(O'Connor & Gibson, 2003)

 Begin by making a summary of your findings and your themes.

o Pose a few questions to yourself.
o Are these findings what you were expecting based on the literature?
o Were there any major surprises in the findings?
o How are they different/similar to what is stated in the literature from other
similar studies?
o Revisit the literature and compare your findings. This can also assist you in
determining probable explanations for them.
o It's important to place the findings in the light of each community's cultural
experience. This is necessary not only for finding explanations for the results
but also for the implications of the findings for that community. The final report
includes a section on the implications of the findings.

Illustrative Script When Presenting Findings with Pertinent Literature:

(Prieto, et al, 2017)

 Reference to Pertinent Literature

1. There is an existing considerable body of research literature which revealed
that .
2. Hilario (2010) who conducted a similar research study found that .
3. Most of the researchers in the field agree that .
4. Similar studies have shown that .
5. Most of the recent works about found that .

 When Indicating Few or Limited Literature

1. Not much research about has been published.
2. Related literature on are rare and needs to be explored.
3. The limitation of all these interpretations is that .
4. There is a need to research more about .
5. The aspect of has not been given much attention in research.

11
Below is a partial sample of findings and themes explained with pertinent literature.

Chapter IV
Presentation, Analysis, and Interpretation of Data

Findings
The result of thematic analysis on the interviews conducted with a participant with
active TB case reveals one of the themes that emerges from the TB data is that participant
associated feelings of isolation with TB. The theme of isolation emerges from the
responses, and the categories from each of the questions/topics discussed.

Table 1: How has having TB affected your life?

Main Theme:
Feeling of Isolation
Basic Theme Key Words
Isolation I was scared of what was going to happen to me… most people I
Because of knew who had TB died. I was also scared of what others would think
How TB is and what their reaction would be — especially my family.
Perceived Also, I am scared — I don’t want to make anyone else sick, so I try
not to go places where I might give it to other people.
My body has been feeling weak. I do not want to eat much and I
have lost a lot of weight.
Isolation as a I had to miss some work, and when my boss found out I had TB, he
Result of made me go on leave for a while.
Being Also, it is difficult because my family — they have to be careful and
Infectious avoid touching anything that I touch so that they don’t get sick.
It worries me that maybe I won’t get better…

Isolation Because of How TB is Perceived

o He sees how other people with TB have been treated.
o He fears how others will react, so he limits the number of people told in order to
avoid further isolation.

Isolation as a Result of Being Infectious

o He was forced to take a leave from work in order not to infect any of his
colleagues (isolation by others).
o Family has to take precautions (limit contact and sharing) in order not to get sick.
o He avoids going to places where he might infect others (where there are many
people) — isolation of himself for others.

In the study conducted by Kibrisli, et al (2015), Self-discrimination, isolation, and

stigmatization have been a subject of concern in TB patients in recent years.
Patients with tuberculosis (TB) have long felt isolated from the general population,
owing to fears of disease transmission (Baral, et al, 2007; Dhingra, et al., 2010).
Many studies have shown that stigma is not just a subjective feeling experienced
by the patients, but that the people around them do act in a way that isolates them
(Ascuntar, et al., 2007; Christodoulou, 2011). In some previous studies, feelings of
guilt, humiliation, or social isolation have been identified among TB patients (Dodor
& Kelly, 2009). (Dodor & Kelly, 2009). These relevant studies add to and affirm the
findings of this report, allowing researchers to better understand and confirm how
TB patients' feelings of isolation influence their lives.

12
Exercise 1: Infer patterns and themes
Directions: Make inferences from the responses in the interview transcript below to generate
codes, see patterns, and identify themes. Select the appropriate codes and themes from the
IDEA BANK below.
IDEA BANK
 Emotional uneasiness
 Care from family
 Worried about financial matters
 Concerns on medication intake
 Concerns about regular checkups
 Determination to get better
 Worried and cautious

Topics Interview Responses Codes/Categories Themes

History of Illness
But sometimes I don’t like to have to take
What is the personal so many tablets. They are big and hard to
experience with the swallow. Also they sometimes make me
medicine and feel like vomiting — sometimes I do.
treatment of TB?
I have to go to the clinic every month. [To
get to the clinic] I sometimes when I am
feeling OK I can take the bus, but other
times my son or my wife, they drive me. It
is inconvenient sometimes — for them.
They are very busy.

No, my family is helping me a lot. No

[suggestions] because the medicines work,
so it is worth it even though there are some
problems.

Just my family. Oh, and I had to tell my boss

How TB has affected because I was missing days at work so
their family and work? much.

My family were concerned. Because they

were worried about me and also, they were
worried that they didn’t get sick too.
They were worried about getting sick. And
they were worried about my health.
They had to get tested and even though
they aren’t sick they have to take the
medicines. . . .

My boss — he didn’t like it. He was worried

about the other employees getting sick so
he made me take time off until I am better,
so that is too bad because I really need the
money. I need to help out my kids, it’s hard
for us.

13
Exercise 3: Explain Patterns and Themes and Relate the Findings with Pertinent
Literature

Directions: Discuss your findings and themes that address each research question based on
the results of Exercise 2. Explain how the findings similar or different from pertinent
literature.

You can use the LITERATURE BANK given here to find suitable related literature, or you
can cite other sources independently.

Research Topic: Active TB Cases

Research Questions:
1. What is the personal experience with the medicine and treatment of TB?

2. How TB has affected patient’s family and work?

3. Pertinent Literatures

Thank you for answering the practice exercises. If you answered the practice exercises
correctly, you are now ready to proceed to do the written works. If not, please try until you
arrived on the correct answer.

14
 LITERATURE BANK
 This study has demonstrated that patients with TB, who received treatment according to DOTS, faced a range of
challenges in completing the treatment. These include attitudes and beliefs about the treatment of TB, protecting
patients’ privacy, the role of health care professionals and system, social factors and the financial cost of treatment.
The role of individual factors on individual behavior therapy is effective. These involve patients’ understanding of their
illness, beliefs, attitudes toward treatment, as such factors affect the individual treatment. When people with low
incomes are faced with the costs of TB, they suffer from distress and are aware that therapies are expensive. It is
essential to ensure the preservation of their jobs, because in the absence of disease, the patient will have more
confidence to continue his treatment, whereas neglecting these issues makes the patients not willing to treat
themselves.

Source: Behzadifar, M., Mirzaei, M., Behzadifar, M., Keshavarzi, A., Behzadifar, M., & Saran, M. (2015). Patients'
Experience of Tuberculosis Treatment Using Directly Observed Treatment, Short-Course (DOTS): A Qualitative Study.
Iranian Red Crescent medical journal, 17(4), e20277. https://doi.org/10.5812/ircmj.17(4)2015.20277

 Lived experience and the meaning a person ascribes to it are important if the perception of the patient on treatment is
to be understood. The findings from the study revealed that though tuberculosis is such a prevalent disease, the
participants did not expect a diagnosis of tuberculosis. The manifestation of tuberculosis made the participants sought
diagnosis and treatment. Most of the participants started seeking treatment as soon as they started having serious
symptoms such as fatigue, apathy, loss of appetite, persistent coughing with shortness of breath, and haemoptysis.
However, some participants who experienced symptoms such as night sweat and weight loss, delayed presenting at
the health facilities for diagnosis and treatment until a family member intervened. The findings of this study are similar
to those conducted in Brazil by Hino, Takahashi, Bertolozzi, and Yoshikawa (2011, p. 1659) who explored the health
needs and vulnerabilities of tuberculosis patients according to the accessibility, attachment and adherence dimensions.
Evidence was found that the signs and symptoms of tuberculosis forced the participants to seek diagnosis and
treatment. Social support was found to be crucial to patients' treatment. All the family support appeared to be a strong
influence on patient adherence. The negative attitude of the community and friends coupled with health professionals'
attitude may also have an effect on a patient's adherence to treatment. Most of the participants in this study reported
that the support that they had from family members, friends and the friendly attitude of the health professionals helped
them to adhere to the treatment and they perceived the support to be necessary in their treatment-taking experience.
Previous researchers have found evidence to suggest that negative attitudes of health professionals and lack of social
support contributes to patients defaulting on treatment (Gebremariam et al., 2010, p. 5; Njozing, Edin, Sebastian, &
Hurtig, 2011, p. 7, Naidoo et al., 2009, p. 62; Tadesse, Demissie, Berhane, Kebede, & Abebe, 2013, p. 4). There is
need for disclosure, therefore disclosure should be encouraged. Disclosure usually precipitates support which is
essential for adherence, as revealed by the participants in the study. The participants who did not disclose their
tuberculosis diagnosis and treatment to their families and friends could not get any form of support from them. The
participants in this study attested to the fact that social support is essential if the therapeutic regimen is to be adhered
to and non-disclosure means no support from these quarters. A study conducted in India by Jaiswal et al. (2003, p.
630), revealed that issues such as poor communication and lack of attention and support from the family as well as
health provider to the patient sometimes precipitated default. Health professionals should therefore support patients
on treatment by encouraging them to disclose their tuberculosis diagnosis and treatment to their family members and
friends, so that they can get some help and support during their treatment period.

Source: Oluwafunmilayo Olabisi Akeju, Susanna C.D. Wright, Todd M. Maja, (2017). Lived experience of patients on
tuberculosis treatment in Tshwane, Gauteng province,
Health SA Gesondheid, Volume 22, Pages 259-267, https://doi.org/10.1016/j.hsag.2017.03.001. Retrieved from
(https://www.sciencedirect.com/science/article/pii/S1025984817300315)

 Tuberculosis (TB) is a potentially serious infectious disease which enters the body by inhalation and usually affects
the lungs. TB is ranked amongst the leading infectious diseases worldwide, and in South Africa (SA) it has become an
epidemic, because of its high prevalence. There are multiple factors that were found to attribute to the existence and
spread of this disease. The purpose of this study was to explore and describe experiences of family members caring
for TB patients at home, in the Vhembe District of the Limpopo Province. The study was qualitative, explorative,
descriptive, phenomenological and contextual in nature. The population group selected for the study all comprised of
family members caring for tuberculosis patients at home in Tshifulanani village. A purposive sampling method was
applied in the study. Data were collected through semi-structured interviews guided by three questions. Tech’s eight
steps of data analysis were followed. Measures to ensure trustworthiness and ethical issues were observed. The
results of the study revealed that family members experienced difficulties when they care for TB patients at home.
These difficulties included providing food, attending to hygiene needs, the lack of equipment, financial constraints as
well as physical and psychological exhaustion. Recommendations were made concerning the provision food, attending
to hygiene needs, assisting in the administration of medication, nursing practice and policy making.

Source: Sukumani, J.T., Lebese, RT., Khoza, L.B. & Risenga, P.R., 2012, ‘Experiences of family members caring for
tuberculosis patients at home at Vhembe district of the Limpopo Province’, Curationis 35(1), Art. #54, 8 pages.
http://dx.doi.org/10.4102/
curationis.v35i1.54 Retrieved from https://curationis.org.za/index.php/curationis/article/view/54/47

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Instruction: Please write your learning from the above discussion. Write your learning in
your notebook/answer sheet.
Upon reading the lesson above, I learned that…

and realized that…

Exercise 1: Matching Type

Directions: Match Column A with Column B. Write the correct letter on the space provided
before each number.
Column A Column B
1. “Generated when similar issues and ideas expressed by
particular participants within qualitative data are brought A. Data
together by the researcher into a single category or Transcription
cluster.” B. Inference
2. “Something that happens in a regular and repeated C. Patterns
way.” D. Thematic
3. “Using observation and background (knowledge) to Analysis
reach a conclusion.” E. Statistical
4. Qualitative data analysis provides a simple Analysis
interpretation and concise description of themes and F. Themes
patterns in the data set. G. Coding
5. This process involves converting the responses (spoken H. Literature
words) of the participants from the interview into written I. Reliability
verbatim (exactly word-for-word). J. Validity
K. Text Data
6. Segmented with similar patterns or codes are
grouped to see the common, important, and relevant
themes.
7. The accuracy with which a method measures what it is
intended to measure and yields data that represents
“reality”.
8. The consistency of the research findings.
9. The summary of research findings and themes must be
compared to as a support explanation.
10. This process involves assigning a word, phrase,
number, or symbol to describe the essence of each
segmented text of data from the interview transcript.

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Continuation of Performance Task mentioned in Quarter 4 Module 5
Note: This performance task is intended to be accomplished within Week 5-6 only. The
DEADLINE OF SUBMISSION will be on

Simulation: Collecting Data Through Interview

Infer Patterns and Themes from Data Collected

Instructions:

1. Once you are done collecting data through the interview as instructed from Q4 Module
5, you may begin to transcribe the collected data.

2. Organize the responses (interview data) into a table.

3. Read each segmented data and assign it with code.

4. Look for patterns and themes to answer each research question.

5. Discuss your findings with pertinent literature.

6. Use the sample of the Chapter IV research study attached here for your guide.

Note: The instructions above can be enhanced or modified by the research teacher for their
appropriateness to the context of their respective school and their learners.

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KEY TO PRACTICE EXERCISES
Written Exercise 1 : Answer Key
1. Themes 6. Text data
2. Pattern 7. Validity
3. Inference 8. Reliability
4. Thematic analysis 9. Literature
5. Data Transcription 10. Coding

Exercise 1:
Topics Interview Responses Codes/Categories Themes
History of Illness
But sometimes I don’t like to have Concerns
What are the personal to take so many tablets. They are (experience) with Determination to get
experience with the big and hard to swallow. Also they medication intake better
medicine and treatment of sometimes make me feel like
TB? vomiting — sometimes I do.

I have to go to the clinic every

month. [To get to the clinic] I Concerns
sometimes when I am feeling OK I (experience) in
can take the bus, but other times Keeping regular
my son or my wife, they drive me. checkups
It is inconvenient sometimes — for
them. They are very busy.

No, my family is helping me a lot. Care from the family

No [suggestions] because the
medicines work, so it is worth it
even though there are some
problems.

Just my family. Oh, and I had to tell Emotional uneasiness

How TB has affected their my boss because I was missing
family and work? days at work so much.

My family were concerned. Because

they were worried about me and Worried and being
also, they were worried that they cautious
didn’t get sick too. (hoping that
They were worried about getting everyone would not
sick. And they were worried about be infected)
my health.
They had to get tested and even
though they aren’t sick they have to
take the medicines. . . .

My boss — he didn’t like it. He was

worried about the other employees
getting sick so he made me take
time off until I am better, so that is
too bad because I really need the
money. I need to help out my kids, Worried Financially
it’s hard for us.

Exercise2
1. Answers may vary
2. Answers may vary

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