![]() Please note that counting should not be a stand-alone qualitative data analysis process to use when writing up the results, because it cannot convey the richness of the data that has been collected. There are a variety of ways to present the data in the write-up, including: 1) telling a story 2) using a metaphor 3) comparing and contrasting 4) examining relations among concepts/variables and 5) counting. As part of this process, the researcher will describe the themes created in the axial coding process (the second step). ![]() The first step in the analysis process is to discuss the various categories and describe the associated concepts. Not only is Table 10.4 an effective way to organize the analysis, it is also a good approach for assisting with the data analysis write-up. Our principal encourages different teaching methods.Īdd concepts that relate to supportive environment.Ĭontinue on until you have undertaken an exhaustive analysis of the data. Associated concepts: Tutoring group projects.Major category or concept: Adaptive teaching.Table 10.4 Major categories and associated concept Step 1 While this appears to be a quick process, it requires a lot of time to do it well. This is a very effective way to organize results and/or discussion in a research paper. Table 10.4 illustrates how to transfer the final concepts and categories into a data table. This discusses the context of the concept and/or categories and suggests that the researcher may need a new category labeled “supportive environment.” Axial coding is merely a more directed approach to looking at the data, to help make sure that the researcher has identified all important aspects. Consequently, an axial code might be a phrase like our principal encourages different teaching methods. The researcher would then ask: What conditions caused or influenced tutoring and group projects to occur? From the interview transcripts, it is apparent that participants linked this condition (being able to offer tutoring and group projects) with being enabled by a supportive principle. To examine the latter, you might ask: What conditions caused or influenced concepts and categories? What is/was the social/political context? What are the associated effects or consequences? For example, let us suppose that one of the concepts is Adaptive Teaching, and two of the categories are tutoring and group projects. In axial coding, the researcher explores how the concepts and categories are related. This step is undertaken to confirm that the concepts and categories accurately represent interview responses. In axial coding, the researcher is using the concepts and categories developed in the open coding process, while re-reading the text from the interviews. In open coding, the researcher is focused primarily on the text from the interviews to define concepts and categories. ![]() The next step is to transfer these into a brief outline, with main headings for concepts and subheadings for categories. At the end of this stage, the transcripts contain many different colours of highlighted text. It is valuable to use different coloured highlights to distinguish each broad concept and category. Teaching methods would become a concept, and other things related (types, etc.) would become categories – all highlighted in the same colour. ![]() ![]() For example, if interviewees consistently talk about teaching methods, each time an interviewee mentions teaching methods, or something related to a teaching method, the researcher uses the same colour highlight. Researchers often use highlighters to distinguish concepts and categories. In other words, the researcher is breaking down the data into first level concepts, or master headings, and second-level categories, or subheadings. Step1: Open codingĪt this first level of coding, the researcher is looking for distinct concepts and categories in the data, which will form the basic units of the analysis. The following material is adapted from Research Rundowns, retrieved from. This section provides an abbreviated set of steps and directions for coding, analyzing, and writing up qualitative data, taking an inductive approach. Chapter 10: Qualitative Data Collection & Analysis Methodsġ0.6 Qualitative Coding, Analysis, and Write-up: The How to Guide ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |