Chapter 4 for Qualitative Research  carries different titles such as 'Analysis of Data', 'Results

of Study', 'Analysis and Results' and so forth. The key words are 'analysis' and 'results'
which implies that you have 'analysed' the raw data and presenting the 'results' or
what you discovered in this Chapter. The following are some possible 'mess ups'
which is not an exaggeration and does happen:
 You have spent so much time collecting and analysing data but do a poor
job of reporting the results. You may under-report despite having collected
large amounts of data. Do not sell yourself short!
 Alternatively, after collecting all the data, your presentation of the
results lack organisation and clarity. Your reader struggles trying to figure
out what the heck you have written in this Chapter.
 You may have done a good job writing Chapter 1, Chapter 2 and Chapter 3
with such clarity and make a mess of Chapter 4. Gee, what a waste! 
It has been suggested that Chapter 4 should 'stand alone' meaning that you could ask
a friend to read it and she would what you discovered in you study without have to
read Chapters 1 to 3. How about that! Can you do that? To be able to 'stand alone',
Chapter 4 should be aligned to the purpose of the study, the research questions,
why the study was important, how it connects to the underlying theories, literature
review and reflective of the conceptual framework. Chapter 4 is the culmination of
your study and represents you best thinking and how you answered the research
question you had posed.
Chapter 4 Qualitative Research is less structured compared to Chapter 4
Quantitative Research. In contrast. There is no  one style for reporting the findings
for Qualitative Research and you may choose from an assortment of styles to tell
your 'story' in an organised and interesting manner. According to Wolcott
(1990), "writing well is neither a luxury nor an option .....it is absolutely essential"  (p.13) for
qualitative research. Qualitative research generates rich information and deciding
where to focus is very challenging. This is what Ronald Chenail had to say:
"I believe that the data, which have been painfully collected, should "be the
star" in the relationship. By this I mean, the main focus in qualitative
research is the data itself, in all its richness, breadth, and depth. When all is
said and done, the "quality" in a qualitative research project is based upon how
well you have done at collecting quality data. So, it only seems natural that
when it comes time to present "the fruits of your labor," you should make
every effort to feature the data in your presentations"  (Presenting Qualitative
Data. The Qualitative Report, 2(3). Dec. 1995).

Presenting Qualitative Data by Ronald Chenail.

The Qualitative Report. 2(3). Dec. 1995.
Read this article on the different approaches in presenting qualitative data.
INTRODUCTION

a. Briefly re-state the problem statement, the purpose of the study and research
questions
b. Tell the reader on the purpose of Chapter 4 and how you organised the
'story'.
c. Briefly describe the research design - whether you used ethnographic
method, case study method and so forth
d. Briefly tell about the sample you studied and data collection techniques -
whether you used observations, interviews and so forth
e. Brief explanation of how data were processed and coded, as well as how
data exemplars were chosen for presentation. 
f. Explain how you established trustworthiness of data collected
Someone may ask why is there need to 'repeat' the above as it has been explained
in detail in the earlier chapters. You are not repeating but rather you are 're-stating'
the key ideas (provided an executive summary) on what you had written earlier .
But WHY? The reasons is twofold: First is to provide a context that will lead the
reader towards the findings reported in Chapter 4. Second is the fact that not all
people who read you final thesis will begin with Chapter 1. Rather they may 'skip'
to Chapter 4 to read about the findings of the study. Hence, the brief summary on
the purpose, research questions, sampling, research design and data collection
techniques provides a background for the reader to better understand and
appreciate the findings reported in the 'body' of Chapter 4.
BODY

Note that 'body' is not a sub-heading but rather it is main part of Chapter 4.
It is suggested that you begin with the demographics of your subjects,
informants or participants explaining the age, gender or relevant
information about the sample. You could also present it in the form of
tables. 
Then you begin telling about your findings which you can organise
according to the research questions or you may approach the chapter
according to the significance of the themes or categories that emerged from
analysis of the data. There is no single way to present the findings because
it depend on your research design.
Verbatim quotes are used to support your arguments. Verbatim quotations (spoken
word) or extracts  are often used interchangeably and are passages taken from
interviews (one-to-one) or focus group.  Quotes are generally short while extracts
are longer passages.
 Quotes demonstrate how the findings of your interpretations have
arisen from the data.
 Quotes and extracts are used to support your
interpretations and explanations - as a general rule of thumb, try to use at
least two different quotations from two different people to support each
argument.
 No set rules on how long quotes or extracts should, nor how many
quotes you should use.
 Should quotes and extracts be ‘cleaned’? Some researchers would argue
that every hesitation, every ‘um’ and ‘er’ of a respondent should be
reported, since it has meaning. Others argue that breaks in the text may
make it difficult for the reader to follow the flow of the conversation. As a
general rule quotations and extracts should be presented in a manner that
reflects as accurately as possible the conversation that occurred, whilst
omitting unnecessary breaks and pauses in the conversation.
 Is it acceptable to shorten extracts (longer passages of text)?  It is generally
acceptable to shorten passages of text as long as you make it clear what
you have done. For example text followed by a number of dots
(………………) generally denotes where text has been removed or left out.
 Identifiers are included in (brackets) at the end of a quote or extract.
You may give details without revealing the identity of the participant. For "I
do not like football because ................."(Male aged 43). Gender and age is
identified because your study intends to compare gender and age
preferences for football. Details about the identifier depends on the purpose
of the research. 
[source: The Council's Corporate Research and Consultation Team
(CRAC). Analysing and reporting qualitative data. United Kingdom]

Anne Croden and Roy Sainsbury (2006) in study involving several

qualitative researchers identified the following reasons for using
verbatim quotations in reporting qualitative data:
 just like statistical data, verbatim quotations provide
evidence for interpretation made by the researcher - i.e. shows how the
findings emerged from the data which is an 'audit trail' that
strengthens credibility (one of the components of trustworthiness).
Qualitative researchers have to work hard at justifying their findings
so that is does not appear to be unscientific or subjective.
 verbatim quotations are used to explain how something happened  -
understand why people had particular views or perspectives; behaved in
a certain way, how they constructed something.
 verbatim quotations to illustrate a particular theme
 verbatim quotations used to deepen understanding, i.e. the strength
of their views or depth of feelings; or their passivity and lack of
engagement
 verbatim quotations used to provide a voice for informants; i.e.
empower people to give their own views or express their feelings or
beliefs
 verbatim quotations to enhance readability; i.e. to provide colour,
vividness and even humour to keep the reader focused.
Ronald Chenail (1995) has an interesting way of describing how to write-up
qualitative data. He suggests maintaining a 'rhythm' when talking
about your data. By rhythm, he means creating a template for 're-
presenting' your data so that there is a recognisable pattern throughout
Chapter 4 which is identified by the reader.  The following is a common way
in which your findings can be displayed:
Category / Theme
Financial Reasons for Working Abroad
Display the First Data Exemplar (quote from the transcript) as follows:
"I ended up leaving my own home, country, my family and working far away from loved
ones to make ends meet" [40 year old single mother with two dependents]
Comment Further on the First Data Exemplar (verbatim quote) as
follows:
Massive unemployment and low wages in the home country has led
participants to find new jobs.
Make Transition to Second Data Exemplar (verbatim quote) as follows:
".....there was no future for my children and jobs overseas paid better"  [a carpenter
with three children]
Comment Further on the Second Data Exemplar as follows:
Highly attractive packages offered in other countries was a core reason
given by skilled people leaving their home country. Awareness of the
disparity in salaries has hastened emigration of workers.
Make Transition to the Next Data Exemplar Until the Closing of this Section
 
The ‘Tarzan Process’

 
 

Chenail (1995) akins writing-up qualitative data to  "the Tarzan Process,

because I think of the quotes as vines in the jungle. As I maneuver myself from one quote to
the next, I imagine myself as Tarzan swinging from one vine to another. It's a great way
to travel and a fun way to conceptualize the data re-presentation process".
Presentation of Data

EXAMPLE # 1: Children's Ability to Discriminate Among Food Types

The Verbatim Quotation:
'My mother says drink juice because it's healthy and she says if you don't drink it you
won't get healthy and you won't have any sweets and you'll end up having to go to
hospital if you don't eat anything like vegetables because you'll get weak' . (Girl, age 11
years).
Explanation by the Researcher:
The interviews demonstrated that children are able to differentiate
and discriminate between different types of food effortlessly. Also
their ability to discriminate types of food and drinks was both
sophisticated and complex, incorporating positive and negative notions
relating to food and its health and social consequences.
EXAMPLE # 2: Adults Learners Opinions on Doing a Bachelors Degree
The Verbatim Quotation:
I feel better and more confident among my colleagues who are degree holders (Robbie,
age 32)
My self-esteem got better . I am now able to talk with all kinds of people more bravely .
(Zalina, age 40 years).
I am proud of myself that I can do this and has given me courage to talk with others in my
office (Swee Leong age 32')
Explanation by the Researcher:
Various statements by informants highlight the significance of self-
confidence when interacting with people attributed to pursuing a
degree. Self-confidence is interpreted as being able to do new things
or doing things better than before. Self-confidence is mostly
exemplified by the ability to communicate.
 
Analysing and Presenting Qualitative Data by P. Burnard, P. Gill,
K. Stewart. E. Treasure and B. Chadwick (2008). British Dental
Journal. 204(8). 429-432.