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3.7.1 Quantitative data analysis

The data collected through the questionnaire was analysed using the 23.0 version of the Statistical Package for the Social Sciences (SPSS). The data was entered, coded and recoded in SPSS. The data provides an important quantitative dimension to the study. Descriptive statistical procedures are required for this study as they could provide general information about the group investigated, regardless of whether or not inferences about a population are to be made (Black, 1993, p. 97). The procedures included describing frequency distribution, measuring central tendency and deriving indicators of variability.

3.7.2 Qualitative data analysis

The qualitative data generated from the focus group sessions and narrative interviews was analysed using NVivo. Coding procedures and techniques (see Figure 3.2) proposed by Strauss and Corbin (1998) were adopted for this study.

Figure 3.2 Qualitative data analysis

Open coding is the first stage of data analysis. It is the analytic process through which ‘concepts are identified and their properties and dimensions are discovered in the data’ (Strauss and Corbin, 1998, p. 101). First of all, line-by-line analysis was used for the close examination of the data (Strauss and Corbin, 1998, p.119). Basic operations, such as asking questions and making comparisons, are utilised to open up the line of inquiry and direct theoretical sampling (p. 73). When using open coding, Charmaz suggests researchers ask themselves the following questions about the data: What is going on? What are the people doing? What is the person saying? What do these actions and statements take for granted? How do structure and context serve to support, maintain, impede or change these actions and statements? (Charmaz, 2003, pp. 94-5). Making comparisons can stimulate thinking about properties and dimensions of categories (Strauss and Corbin, 1998, p. 73). Moreover, analytic tools such as analysis of a word, phrase, or sentence; the flip-flop technique; and waving the red flag were all used to bring out certain dimensions of the data. Throughout the entire data analysis process, reflections and thoughts were kept in memos. Memo writing is an important element of analysis, as it provides a mechanism to elaborate the processes, assumptions and actions that are subsumed under the code (Strauss and Corbin, 1998; Charmaz, 2003). This step was conducted using NVivo, where memos were linked to the relevant content and instant comments on emerging themes were established.

An example of line-by-line analysis is provided below in Table 3.1, relating to a participant sharing her experience of taking the CEE exam. As Table 3.1 demonstrates, I developed categories based on the descriptive codes generated from the data. I also recorded my thoughts and interpretations of the underlined data in memos.

Diagrams/thematic networks and writing up Axial coding

(Connecting the dots: linking concepts/properties/dimensions, identifying their relations)

Open coding and reflecting

(discovering concepts/properties/dimensions by various analytic tools i.e. asking questions/comparison/red flags, etc.)

Table 3.1—Coding process

The second stage of the qualitative data analysis process is axial coding. This involves reassembling data and relating categories to their subcategories. It generates ‘mini- frameworks’ that helps ‘the researcher to understand the relationship between concepts’ (Strauss and Corbin, 1998, p. 141). Diagrams or thematic networks (Attride-Stirling, 2001) were used to visualise the relationships between categories and discover breaks in logic (Strauss and Corbin, 1998, p. 238). An example of the diagram is provided below in Figure 3.3. Subcategories such as “parental expectations”, “previous schooling experience” and “ceiling effect from the job market” make up the “disciplinary power”, which is a main category. “Disciplinary power” leads to “self-blaming” and generates “pre-CEE efforts and pressure”. The diagrams helped me visually analyse how different (sub-)categories are related to each other.

Excerpt from a transcript of a focus group session Descriptive codes Categories 1 Unfortunately, I didn’t manage to test well on CEE. Didn’t test well

2 Perhaps, I was overly stressed because I had been working non-stop from 6am to 11pm for a year, with tons of school work as well as extra exam prep courses my parents arranged for me.

Pre-CEE efforts Disciplinary power

3 Just before the exam, I just felt awfully stressed and I did sort of play for a while because I was so tired.

Pressure

4 My mom was so pissed, and she scolded me every day. Parental expectation 5 I guess that’s why I didn’t test well, I indulged myself when

I shouldn’t.

Self-indulging Self- blaming 6 When I think about that, I realise that there is a saying: “One

always becomes the victim of one’s own evil deeds” [I have myself to blame].

Victim of her evil deeds

7 I think I am the kind of person that just gets stage fright so easily. I may always be well-prepared, but I always fail at key moments.

Stage fright

8 I may never amount to anything [not get anywhere] Achieve nothing Memos

1) The mother’s behaviours and attitudes (arranged prep courses for her; scolded her when she was playing) demonstrated her high expectations of her daughter’s academic achievement. This enacted and reinforced the disciplinary power, which pressurised the student to perform well academically.

2) The belief in the meritocracy of the system (more effort equals better exam outcomes, and good grades also indicate the efforts a student makes). But they failed to see that the “good” or “bad” of their grades is always in comparison with others. There is always a certain percentage of students that will be channelled to vocational college. It’s irrelevant how hard individual pupil worked. For them, it’s always down to the individual, because of the “fairness of the meritocratic system”.

3) For a student, having their achievements recognised by parents/society is only possible through an exam. Students who “didn’t test well/had bad test skills” may be automatically shut out of future opportunities to “get anywhere”.

Figure 3.3 Axial coding

During the writing-up process, vignettes were used to present the qualitative data in Chapter 7. Vignettes are ‘short descriptions of a person or a social situation which contain precise references to what are thought to be the most important factors in the decision-making processes of respondents’ (Lee, 1993, p. 79). They are useful for providing information regarding participants’ experiences, perceptions, beliefs and attitudes (Hughes, 1998, p. 381).