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Week 4: Qualitative Data Analysis Methods

Name

Affiliation

Course

Instructor

Date
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Week 4: Qualitative Data Analysis Methods

My research will adopt a holistic analysis approach that will enable analysis of the entire

case. Case and theme description will be used in data analysis as well as cross-case themes.

Thematic analysis is a method used in detecting, analyzing, and reporting themes in a data set.

This method of data analysis takes large bodies of data and arranges them into groups according

to their similarities. The themes are then used to create a sense of the data, thus creating

meaning. The analysis begins with reviewing the research question, creating interview

summaries, and chronologically writing critical events. The next step is the coding process,

where vignettes are created. At this stage, data patterns are identified and meaning derived from

statements. The derived meanings are then organized into clusters called themes based on their

patterns and relating elements. The data is ordered and reordered based on importance and

frequency. The next process involves data interpretation, where the researcher extracts

significant statements relating to the phenomenon under study. The researcher looks for

plausibility and focuses on a logical chain of evidence. The confirmation stage follows where the

researcher adopts numbers to document, test, and verify the interpretations earlier made (Javadi

& Zarea, 2016).

The advantage of using this technique is its high level of flexibility and tangibility. This

method helps to a great extend in the reflection and clarification of reality. This analysis method

establishes a more explicit and systematic form without interfering with the analysis depth. It is

most helpful when the research aims at understanding the participant's view of a phenomenon.

The method presents as simpler as compared to the other qualitative analysis techniques. While

this is the most commonly used qualitative research data analysis tool, it is somewhat time-

consuming. This is because data has to be reviewed each time a research question is adjusted.
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This method may also lead to biasness. A simplistic or unprofessional view may alter the validity

of the thematic analysis such that the results become inclined to the positive side leading to

serious damage. This method could also lead to a weak or unconvincing analysis. This happens

when the researcher fails to consider all the aspects of the data in his analysis. This can also

happen when the researcher fails to provide exhaustive examples of the data in his analysis. This

method could also result in a mismatch between the theory and the analytical speech. A

deficiency of crucial information is experienced where the analysis fails to highlight the

theoretical presumptions or purpose of the research. However, the results derived from this

method are most suitable for the general public (Braun & Clarke, 2012).

Data coding refers to a process of giving labels and organizing qualitative data to identify

various themes and denote the relationship between them. Phrases representing recurring themes

are assigned labels in the form of numbers or words. Since I am using a case study research

methodology, I will adopt the deductive coding system. In this system, I will use a set of pre-

defined codes and then assign them to the qualitative data. The following is a mock coding

system based on my research topic ‘Perception of the school staff and educationists towards the

Response to the Intervention implementation process.

a) Understand the Model

 Support Response to Intervention

 Available overview of Response to Intervention

 Understand the Model

 Clearly defined model tiers

 Read about the model

b) Select the Right Intervention

 Library

 The root cause of student difficulty

 Teacher-friendly

 Follow up meetings

c) Monitor Student progress

 Structured classrooms

 Assessment

 Scores

 Use of benchmarks

 Customized rating forms

d) Graph Response to intervention data for visual analysis

 Visual display

 Graphs

 Display

 Convert progress data

While manual coding requires the researchers to read through the data to assign codes,

software coding utilizes automated data analysis tools to determine themes and create codes.

Both the coding systems work towards the accomplishment of a similar task of assigning codes

and themes. No advance setup or pre-planning is required in software coding since the

algorithms are continuously learning. The software coding comes along with several benefits,

including eliminating bias by the researcher, processing large volumes of data at any single time,

and its ability to significantly save the researcher's time. While software coding presents a more

convenient coding method, the researcher has first to spend time and resources learning, training,
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and understanding the software's usage. Failure to understand the software usage may result in

errors in coding leading to the whole process being faulty. Manual coding is favored because of

its perceived higher accuracy (Basit, 2003).

I will use manual coding in assigning codes and creating themes. This is because the

analysis of qualitative research is more of part of the whole research process, and as such, it is

seen as part of a continuous process. Right from the data collection process, data analysis is

initiated as soon as some data is made available. This allows the researcher a humble time to

assign codes and themes with precision and accuracy. Even though eventually the manual

process of coding becomes tedious and time-consuming, the accuracy of the research finding is

guaranteed, and this is what creates meaning to the entire research process (Auerbach &

Silverstein, 2003)
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References

Auerbach, C., & Silverstein, L. B. (2003). Qualitative data: An introduction to coding and

analysis (Vol. 21). NYU Press.

Basit, T. (2003). Manual or electronic? The role of coding in qualitative data

analysis. Educational Research, 45(2), 143-154.

Braun, V., & Clarke, V. (2012). Thematic analysis.

Javadi, M., & Zarea, K. (2016). Understanding thematic analysis and its pitfall. Demo, 1(1), 33-

39.