Los materiales son distintos elementos que pueden agruparse en un conjunto, reunidos de acuerdo a su utilización en algún fin específico Los elementos del
1.2.2 Análisis de la persona
1.2.2.1 Formación profesional.
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1.0 INTRODUCTION
This Unit focuses on Qualitative Analysis of Data with a summary overview of qualitative research techniques and types. Qualitative data come in various forms and so have various approaches to analyze such data. This Unit also considered the two best known techniques used in qualitative analysis of data and presents the format for reporting the results or findings.
2.1 OBJECTIVES
At the end of this unit you should be able to do the following:
1. Do an overview of qualitative research techniques or types;
2. Identify focus group discussion, ethnography, cultural studies, reception studies, in-depth interview, and textual analysis as common qualitative types;
3. Discuss how to prepare qualitative data for analysis;
4. Discuss the techniques of qualitative analysis;
5. Evaluate issues of reliability and validity in qualitative techniques;
6. Discuss elements of qualitative data analysis; and how to write the qualitative research report.
3.0 MAIN CONTENT
3.1 OVERVIEW OF QUALITATIVE RESEARCH AND TYPES
Scholars have disagreed on a common definition of the term qualitative. However, Wimmer & Dominick (2011) conclude that the term refers to:
1. A broad philosophy and approach to research.
2. A research methodology.
3. A specific set of research techniques.
Before we discuss specific types of qualitative research techniques, we will first discuss qualitative data and techniques in general.
Qualitative data are gathered or generated in various forms. These include:
1. Notes made while observing in the field.
2. Interview transcripts 3. Documents
4. Dairies 5. Journals.
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Unlike the quantitative technique which waits until all the numbers are in before analysis begins, data analysis in qualitative researches is done early in the data collection process and continues throughout the project (Wimmer & Dominick, 2011).
Furthermore, qualitative researchers use an inductive approach or method by which data relevant to the topic(s) are collected and grouped into appropriate and meaningful categories. Explanations consequently emerge from the data themselves (Wimmer & Dominick, 2011). Examples of qualitative research methods include Focus Group Discussion, Ethnography, Cultural Studies, Reception, In-depth Interview, and Textual Analysis.
3.2 PREPARING DATA FOR ANALYSIS
To enhance working with the large amounts of data generated by qualitative technique, Wimmer & Dominick (2011:119-120) recommend that the following preparations should be carried out:
1.The data should be arranged in chronological order according to the sequence of events that occurred during the study.
2.Furthermore, each piece of information should be coded to identify the source.
3. Multiple photocopies of notes, transcripts and other documents generated during the investigation should be made to avoid loss (when they are in single copies).
4.Organize the data into a preliminary category system. These categories might arise from the data themselves, or they might be suggested by prior research or theory. E.g. a qualitative study of teenage radio listening might produce many pages of interview transcript. The researcher could read through and might categorize factors that influence teenage radio listening as “Peer Pressure”, “Escape”, and “Timing” etc. These categories, although, temporary comes from the research itself.
5.Other researchers might prefer to have a room to themselves where they could easily display data visually on bulletin boards etc. This “analytical wallpaper” method is particularly helpful when there are several members of the research team working on the project because it is an efficient way to display the data to several people at once.
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6.Finally, the researcher, who is the main instrument in qualitative data collection and analysis, must do some preparation on himself before beginning the investigation. Maykut and Morehouse (1994) as cited in Wimmer & Dominick (2011) call this preparation Epoche.
Epoche is the process by which the researcher tries to remove or at least become aware of prejudices, viewpoints, or assumptions that might interfere with the analysis. It helps the researcher put away personal viewpoints or prejudices so that the phenomenon under study may be seen the way it is.
SELF ASSESSMENT EXERCISE
1. From the perspective of Wimmer & Dominick (2011) identify and discuss six preliminary steps a qualitative researcher could undertake to ensure a valid data analysis in any of the qualitative type studies.
3.3 TECHNIQUES OF QUALITATIVE DATA ANALYSIS
Many techniques are available to analyze qualitative data. We shall, however, discuss only two of the best know techniques as presented by Wimmer & Dominick (2011:
120-121) thus:
1.
The Constant Comparative Technique (CCT):
A) This technique according to Wimmer & Dominick (2011), was first formulated by Glaser and Strauss (1967) and was modified by Lincoln and Cuba (1985). At a general level, the process consists of four steps:
a) Comparative assignment of incidents to categories.
b) Elaboration and refinement of categories.
c) Searching for relationships and themes among categories.
d) Simplifying and integrating data into a coherent theoretical structure.
B)
Comparative Assignments of Incidents:
To categorize here entails putting each unit of analysis into a set of provisional categories. It is possible that some initial categories may have only one or two incidents assigned to them while others may have many. Also, if some incidents do not fit into existing categories, more are created. Till the end of the analysis, the categories are subject to continuous refinement until the exhaustive, valid and mutually exclusive categories are identified (Wimmer & Dominick, 2011).90 | P a g e
C)
Elaboration And Refinement Of Categories
: entails modification to accommodate complex incidents. At this stage, the researcher establishes rules that will guide what should or should not be in a particular category. These rules help to focus the study as well as allow the researcher to start the exploration of theoretical dimensions of the emerging category system. These rules ultimately help to reveal what you are learning about your chosen topic and also help you to determine your research outcome (Wimmer & Dominick, 2011).D)
At the Stage of Searching for Relationships and Themes among Categories,
the researcher examines the propositional statement and looks for any meaningful connections. Some propositions are probably strong enough to stand alone; others might be related in several basic ways. Whatever the situation, the goal of this stage is to generate assertions that can explain and further clarify the phenomenon under study (Wimmer & Dominick, 2011).E)
At This Stage, All The Results Of The Foregoing Analysis Are Integrated Into Some Coherent Explanation Of The Phenomenon.
The goal of this stage of the study is to arrive at an understanding of the people and events being studied (Wimmer & Dominick, 2011).2. THE ANALYTIC INDUCTION STRATEGY (AIS):
This technique blends hypothesis construction and data analysis. According to Wimmer and Dominick (2003) citing Stainback and Stainback (1988), this technique consists of the following steps:
A.
Define a topic of interest and develop a hypothesis.
This is usually the first step in the analysis process. The hypothesis will help to focus the research.B.
Study a case to see whether the hypothesis works.
If it does not work, reformulate the hypothesis. You need to try out the hypothesis on a case to determine its validity. This trial will help you to determine if you could go on with the current hypothesis or if you need a new or amended version.C. Study other cases until the hypothesis is in refined form. One
case study may not be enough to decide if the hypothesis is in
order. So, you need to study more cases to again determine that the
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hypothesis is in order. The result here may also lead to more refinement of the reformulated hypothesis.
D. Look for “negative cases” that might refute the hypothesis and then reformulate again. It is also important to consciously look for negative cases that may disprove the hypothesis. The attempt to get to this stage will see you further refine the hypothesis to solid state.
E. Continue until the hypothesis is adequately tested. You continue the refinement and reformulation process until you think the hypothesis has been ADEQUATELY tested.
Note very carefully that in this method, an explanation for the phenomenon, in the form of a hypothesis, is generated at the beginning of the study. This contrasts with the constant comparative technique, in which an explanation is derived as the result of the research.
3.4 RELIABILITY AND VALIDITY IN QUALITATIVE TECHNIQUES
A study is reliable when repeated measurement of the same material results in similar decisions or conclusions. Validity, on the other hand, is usually defined as the degree in which an instrument actually measures what it sets out to measure.These two concepts both help readers determine how much confidence can be placed on outcomes of qualitative studies and how credible the results are truly are (Wimmer & Dominick, 2011).