Review Time: Management of Learning (MOL)

Talkie Time: Research worth Sharing

Lesson 12, Competency : The learner

The learner:

1. Plans data collection and analysis CS_RS11-IVa-c-3

procedures
LEARNING OBJECTIVES:

At the end of the learning session, the Grade 11 students

will be able to:
• describe ways of analyzing qualitative data;
• demonstrate data analyze procedure;
• practice critical thinking in developing the steps in
analyzing data; and
• display social responsibility on handling the data
gathered.
WARM UP ACTIVITY:

Shout It Out!
Direction:

Read each research questions. You are to shout “Go!” if

the question is qualitative and move a step forward and
shout “Stop” if not.
WARM UP ACTIVITY:

1. Why are some SHS parents unwilling

to enroll in public high schools?
WARM UP ACTIVITY:

2. When did K to 12 program

start?
WARM UP ACTIVITY:

3. What are the perceptions of SHS students

of k to 12 program?
WARM UP ACTIVITY:

4. Who are the proponent of K to

12 program?
WARM UP ACTIVITY:

5. How does the additional two years

ensures the improvement of skills for
job placement?
WARM UP ACTIVITY:

1. What have you observed in the manner of

questioning from the given examples?
2. Look at questions, 1, 3, and 5. What kind of
qualitative data collection methods could be used
to investigate this topic?
3. What did you do in order to make sense of these
types of data collection?
THINK THROUGH!
Directions:
• You will be given a transcript of a blog about
the life of a senior high school student.
• Identify words or phrases that interesting in
the context of the life of a senior high
student.
• Create a mind map that will attempt to make
sense of all the data you have gathered.
 PRESENT YOUR WORK AND EXPLAIN HOW YOU
CAME UP WITH IT.
.
 DATA ANALYSIS IN QUALITATIVE
RESEARCH
• Qualitative analysis is making sense of the data by
data reduction.
• Codes can then be used to create themes but other
codes can be located in other sources of data.
• Data analysis in qualitative analysis is trying to make
sense of data in the field and creating abstractions or
generalization base on the data gathered.

Mass Training of Teacher for Practical

13 Research 1: Qualitative Research
 14

According to Yin (1994, p. 102) “data

analysis consists of examining,
categorizing, tabulating, or otherwise
recombining the evidence to address
the initial prepositions of a study”.
DATA ANALYSIS IN QUALITATIVE
RESEARCH

Mass Training of Teacher for Practical

15 Research 1: Qualitative Research
 16

SOME OF THE MOST COMMON APPROACHES:

1. Content analysis – used to analyze and

interpret verbal data, or behavioral data.
Content can be analyzed descriptively or
interpretatively.
 17

2. Narrative analysis – used to analyze text that

may come from variety of sources including
transcripts from interviews, diaries, field notes,
surveys and other written forms. Narrative
analysis often involves reformulating stories
presented by people in different context and
based on their different experiences.
 18

3. Discourse analysis – a method of analyzing

naturally occurring spoken interactions and
written text and is concerned with the social
context in which the communication occurred.
It focuses on how language is used in
everyday life and looks at how people express
themselves.
 19

4. Grounded theory – also called analytic

induction. This is a method that attempts to
develop causal explanations of a phenomenon
from one or more cases being studied.
Explanations are altered as additional cases
are studied until the researcher arrives at a
statement that fits all cases.
 20

5. Conversational analysis – examines the use

of language by people as a type of action or
skilled accomplishment. A key concept in this
analysis is the principle of people taking turns
in conversation. Meanings are usually shaped
in the context of the exchange itself.
CODING
- a way of data reduction without compromising
and changing the meaning of the data.
 Mass Training of Teacher for Practical
23 Research 1: Qualitative Research
 Sources Methods

Hierarchy of Coding
CODES
 Pre-set: a list of codes created in advance
by the researcher based on the research
question, learning outcomes, or conceptual
framework. Also called as “a priori” codes.
 Emergent: ideas, concepts, actions and
meanings that come up from reading and
analyzing the data that are not in the pre-set
codes.
EXAMPLE
 In qualitative research, there is no fixed rule on how
many codes a researcher should aim for
 If you have more than 100-120 codes, it is
recommended that you begin to merge some of them
 All materials must have been coded before starting the
abstraction of the themes from the codes
 CODES BASIC THEMES
Lack of uniform
Children lack school
material
No school textbooks
 Codes Basic Themes Sub-Themes
Lack of uniform Children lack school
No school textbooks material Working street
children cannot
Lack of money for afford to go to
school fees Children unable to school
pay school fees
School charges
Struggles of
Street Children
Worry
Children worry about
their family
Mind is elsewhere Working street
children are
Tired in school stressed
Children who are
Headaches exhausted
 APPLICATION ACTIVITY
 Look at the codes of the first activity and start grouping them
together to see the common, important and relevant
themes.
 Write the code headings on pieces of paper and place them
on a table.
 Move around and start clustering the data into themes.
 Observe patterns and structures and post them on the
board.