INSTITUCIONES DESCENTRALIZADAS BANCO CENTRAL DE COSTA RICA
UNIVERSIDAD DE COSTA RICA
Large amounts of data were gathered from the surveys, focus group interviews and the observations in Phase 1 and Phase 2 of the process. The rich data which included transcriptions from all focus group interviews, the individual survey questionnaires information that was tabulated (see chapter five and six), as well as the opinions from the open-ended questions provided huge amounts of texts to work through.
4.11.1. Focus group Interviews and Individual questionnaires.
An inductive analysis process of moving from all the ‘raw data’ obtained to arrive at
general themes and sub-themes was used and is discussed in Chapter five and six. The process of analysis was informed by the guidelines as highlighted by Creswell (2008, p.244). The process of analysis of Phase 1 and phase 2 is structured as outlined below:
1. Step 1: Organising and preparing the data.
All the data were collected, the surveys were tabulated according to their ratings provided and the interviews were transcribed. I was responsible for the
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transcriptions in Phase 1 and enlisted the services of a professional transcriber for Phase 2. I organised the data in files for each focus group, SMT, Deaf educators and Deaf class assistants.
2. Step 2: Reading through all the data.
To gain a general understanding of each interview set, I studied the discussions of each focus group and made notes along the side as reminders of the aspects covered in each question. With the questionnaires, I studied the ratings (see table 5, p. 96) and (table 6, p.97) in Chapter 5 and highlighted ratings where either a 1 ‘never’ or a 5 ‘always’ rating was provided.
3. Step 3: Beginning the coding process.
A preliminary analysis was devised where I started coding the data by using
colour-coding49 for the similar aspects covered across the focus groups. The
initial codes list was extensive, and I had to combine the codes to start creating categories. Also, I looked at a comparison of the data from the questionnaires and did a cross-section of their ratings (see table 7, p.98) in Chapter 5
4. Step 4: Using codes and generating themes.
Coded groupings of data were set aside into categories. Through analysis of these broad categories and over-lapping of codes within the categories through a process of comparison and contrasting, themes were generated. Admittedly, initially the categories were very similar to the final themes and sub-themes found Phase 2(Table 8, p. 107) and table 9 (p. 125) and in reducing the over- lap of information within the categories, I was able to generate themes.
5. Step 5: Correlating the themes and interpreting the findings.
The broad themes included: SASL curriculum (SC), quality education for Deaf learners (QE), rights of Deaf learners (RD) and leadership and change (LC). Within each theme, sub-themes were formed based on the interrelated codes.
49 Colour-Coding System – Analysis of information where colours are used to highlight different sections of information that becomes codes and categories.
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In phase 2, Chapter six, again a further set of interviews and questionnaires were obtained. Once again I followed steps 1-5, but this time, only the themes of leadership and (LC) and SASL curriculum (SC) came through with related sub-themes. During this phase I also compared the outcomes of Phase 1 with the outcomes of Phase 2 with an aim to interpret the findings.
A schematic representation of the analysis process is presented below:
Codes the text for Codes the text
the description to be used for themes to be
used In the research report in the research
report
The Researcher codes the data (i.e. locates text segments and
Assigns a code label to them
Researcher reads through the data (Obtains a general sense of material)
Researcher prepares data for analysis (i.e. transcribes field-notes)
The Researcher collects data
88 | P a g e 4.12. Conclusion
In this chapter I have highlighted the theoretical framework for the methodology which I have chosen for this research. The exploratory case study method was discussed as an in-depth case study located over a specific timeframe.
Purposeful sampling was discussed and motivation for the selection of participants were provided. A description of the participants and their roles within this research site was discussed.
This chapter also described the duality of roles as researcher, insider, participant as well as principal of the research site and the challenges that were faced. Hence additional measures were explained within all the ethical measures taken.
The research tools discussed included participant focus groups, individual questionnaire surveys and observation were described and the process of data collection through the above was presented.
All ethical documentation was discussed with regards to participants, the university ethics committee and GDE approval as well as interpreter and transcriber documentation. Examples of each appendix can be found at the end of this dissertation.
Inductive data analysis process for the focus groups and survey questionnaires was discussed using steps 1 – 5 as highlighted by Creswell, 2008 with a schematic representation.
The next chapters, five and six, present the outcomes, interpretation and analysis of all the data obtained through an in-depth analysis of the themes generated. Chapter five is discussed as ‘Phase 1’, the start of the research period (see table 2, p. 90) Chapter six is discussed as ‘Phase 2’ of this research and presents the outcomes, interpretations, interventions of strategies applied, as well as analysis of themes generated at the end of the research period.
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