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Unit 16 Analysis of Qualitative Data

1. State briefly the nature of qualitative data.

Qualitative data is the detailed description of situations, events, people, interactions, and observed behaviours. Qualitative data is comprised of words, that is, language in the form of extended text. They are at times direct quotations from people, excerpts, or entire passages from records and documents.

2. Give three examples of qualitative data . 

Follwing are three exan1ples of qualitative data: i) Quotations, ii) Narration of experiences by an individual, iii) Responses to an open-ended question. 

3. State any two characteristics of qualitative data. 

Qualitative data are words, that is language in the form of extended text. They are at times direct quotations from people, excerpts or entire passages from records and documents. 

4. What are the points to be kept in mind before deciding about data analysis strategies?

The points to be kept in mind before deciding about data analysis strategies are the conceptual framework of the study, the attendant research questions, and the strategy for research and design adopted.

5. What does a researcher do at the:

• Ongoing analysis stage: The ongoing analyst formally reflects about data, asks analytic questions, and writes analytical notes.
• Analysis at the end stage: Those who analyse at the end, wait until all (or most) of the data are gathered and then begin the task of asking and answering analytic questions.

6. What is the main difference between structured analysis and open-ended analysis?

The main difference between structured analysis and open-ended analysis is that structured analysis employs predetermined codes or categories, while open-ended analysis allows themes and categories to emerge from the data itself.

In structured analysis the analytic categories are identified at the conceptualisation and design phase whereas in the open - ended analysis, the analytic direction emerges as the study progresses. 

7. Give an example to show how analysis is shaped by the genre framing the study.

Phenomenological studies are open-ended, searching for themes of meaning in participants’ lives. A feminist phenomenological study would search for the deep meaning of women's experiences - what are women's experiences of patriarchy, what role does oppression play in their lives, specific instances of discrimination and so on.

8. State the meaning of data reduction

Data reduction refers to the process of selecting, focusing, simplifying, abstracting, and transforming the data that appear in the field notes.

9. State the meaning of data display

Data display is an organised, compressed assembly of information that permits conclusion drawing and action.

10. State the meaning of conclusion

Conclusion drawing and verification stems from display which is cross-checked while the researcher is in the field.

11. Analysis of qualitative data or qualitative analysis of data - Are they the same or are they different? Discuss.

Analysis of qualitative data and qualitative analysis of data are essentially the same thing. Both terms refer to the process of examining and interpreting non-numerical data, such as text, interviews, and observations, to identify patterns, themes, and meanings. The key is that this analysis deals with the nature or essence of phenomena, not with numbers or statistics. The terms are often used interchangeably, highlighting that the focus is on the qualitative aspects of the data, rather than the quantitative.

12. Why is it necessary for the beginner to try doing some analysis as the study unfolds? 

It is beneficial for beginners to attempt some analysis as a study unfolds because it makes the final analysis easier and less daunting. By doing some analysis during the data collection process, researchers can begin to identify patterns and themes early on. This early analysis also allows the researcher to refine their data collection techniques and focus on gathering more relevant information. Additionally, analysing data as it comes in can prevent the researcher from feeling overwhelmed by a massive amount of data at the end of the study.

13. Can there be any other. way to decide about qualitative data analysis strategies? 

Yes, there are other ways to decide about qualitative data analysis strategies, in addition to the alternatives of (i) ongoing analysis versus analysis at the end, (ii) structured or open-ended analysis, and (iii) analysis related to qualitative genre:

• The conceptual framework of the study significantly influences how data is analysed. A researcher's existing understanding of the subject matter will shape the questions they ask and the interpretations they draw.
• The research questions themselves guide the analytical process. The specific questions that a researcher is trying to answer will dictate what aspects of the data are considered most important and how they are analysed.
• The research design adopted also has implications for data analysis. Different research designs like ethnography, case study, or phenomenology, each have their own methods of approaching the data and analysis.
• The researchers philosophical assumptions about knowledge and truth also shape the analysis, which impacts the type of data they consider credible, and how they interpret it.
• The specific qualitative genre framing the study, such as a biography, ethnography, phenomenology, grounded theory, or case study, will also shape the analysis. Each of these approaches has a specific focus that determines what will be analysed and how.

14. Observe a single child who does not have any sibling and prepare a display record of the child. 

A display record of a single child who does not have any siblings is a way to organize and present data collected about them. Data display within qualitative analysis is a structured way of assembling information to permit conclusion drawing and action. Here's a sample of a display record (let's call her "Lily"):

Display Record: Lily (Only Child)

| Category | Description | 

| Demographics | Age: 6 years old, Gender: Female, Ethnicity: Caucasian. |

| Home Environment| Lives with: Both parents, Location: Suburban home with a garden, Parental relationship: Parents are very attentive and supportive. |

| Daily Routine | 7:00 AM: Wakes up, has breakfast with family, 8:00 AM: Goes to school, 3:00 PM: Returns home, engages in playtime, 6:00 PM: Dinner with family, 8:00 PM: Bedtime. |

| Social Interactions | Interacts with: School classmates, neighbours, cousins during weekend visits. Prefers playing with 1-2 close friends at a time, shows leadership skills during play. | 

| Observed Behaviour | During playtime, Lily often talks to herself while she plays with toys, often enacts family relationships with toys; she is confident and self-directed when problem-solving. | 

| Emotional Expression | Shows happiness, excitement; expresses frustration or anger by sometimes withdrawing or using non-verbal cues. | 

| Communication Style| Very articulate for her age; expresses her opinions and asks questions frequently; she uses both verbal and nonverbal communication effectively. | 

| Parental Interactions| Parents involve Lily in family decisions; engage her in conversations; often ask for her views on things; provide a stimulating home environment, often encourage her to pursue activities she is interested in. | 

| Interests | Enjoys drawing, storytelling, playing with dolls and outdoor activities, often seeks new challenges and puzzles. | 

| Challenges | Sometimes struggles with sharing her toys when with friends; occasional difficulty managing frustration; may become bored quickly if activity doesn't engage her. | 

| Tentative Conclusions | Lily appears to be a confident, articulate child who thrives in a supportive family environment, has strong communication and self-direction. Lily might benefit from specific guidance on managing frustration. |

This display is based on field notes and observations of the child and the environment, and is a first step for analysis. The display makes it easier to draw tentative conclusions, as the next step in a qualitative analysis.