Senior High School

Practical Research 1
Quarter 4 – Module 23.3

Panning of Qualitative Data

Analysis Procedures
Practical Research 1 – Grade 11
Quarter 4 – Module 23.3: Panning of Qualitative Data Analysis Procedures
First Edition, 2020

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Practical Research 1
Quarter 4 – Module 23.3

Panning of Qualitative Data

Analysis Procedures
Introductory Message
For the facilitator:
As a facilitator, you are expected to orient the learners on how to
use this module. You also need to keep track of the learners' progress
while allowing them to manage their own learning at home.
Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.

For the learner:

As a learner, you must learn to become responsible of your own
learning. Take time to read, understand, and perform the different
activities in the module.
As you go through the different activities of this module be
reminded of the following:
1. Use the module with care. Do not put unnecessary mark/s on
any part of the module. Use a separate sheet of paper in
answering the exercises.
2. Don’t forget to answer Let’s Try This before moving on to the
other activities.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking
your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are
done.
If you encounter any difficulty in answering the tasks in this
module, do not hesitate to consult your teacher or facilitator. Always
bear in mind that you are not alone. We hope that through this
material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!

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 Panning of Qualitative Data Collection
Information about this ADM learner’s material

I. Objectives: The learner demonstrates

Ia. Content Standard
Ib. Performance Standard
understanding of data collection and
analysis procedures such as survey,
interview, and observation.
The learner is able to describe
qualitative research designs, sample,
and data collection and analysis
procedures.

. Ic. Learning Competency/ plans data analysis procedures

Objective (MELCs)
II. Content / Topic Panning of Qualitative Data Analysis
Procedures

Good morning, everyone! How are you today? I

wish you are feeling great! Today you will learn
about planning a qualitative data analysis. I
assume that you already have your plan what data
to collect and how to collect the data.

You do not need to worry because this is just easy.

All you need to do is a careful understanding of
what to collect and how to collect a qualitative
data. All the needed information is provided in this
module in complete details.

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 Our lesson for today aims to deliver the
following objective:
a. draft a plan for a qualitative data
analysis.

Are you ready? Let us proceed!

Introduction
Planning of Qualitative Data Analysis
Everyday we make decisions. These may be small or big.
Regardless of its size, our decision affects us in one way or the other.
What should we do to come up with a wise and sound decision? The
answer is simple. We need to decide based on facts, not on emotions.
Why? Emotions are temporary but the effects of our decisions may be
long term. Thus, we should anchor our decisions to things and
situations we touch and see; not on things we just feel at the moment.
How will we make decisions based on facts? Let us consider the
pieces of evidence. An evidence may come in a form of documents or
common comments and suggestions from people whom we consider
knowledgeable in the problem or situation.
What if you will not consider pieces of evidence in making your
decisions? Your decisions might be faulty and sorry may not be
enough. Better consider facts than sorry. This sounds a routine activity
in our daily lives, but this is already a scientific process before jumping
into a conclusion. This goes similar in scientific research where all
conclusions are based on the analysis of facts and pieces of evidence
presented.

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 Got it? Let us continue and start the first
activity.

Activity 1
Recall an experience where somebody told you something you
never imagine could happen, like a betrayal from people so dear to you.
Narrate it here below.
_____________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
__________________________________________.

Finish? Congratulations! Now, let us

proceed to the next activity. Get ready to
answer and remember how you completed the
items above.

Activity 2
Guide Questions
1. What would be your reaction given your situation?
_____________________________________________________
_____________________________________________________

2. How will you make sure that the information that somebody told
you about someone is legitimate?
_____________________________________________________
_____________________________________________________
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 3. Is it appropriate to make a conclusion out of emotions or baseless
opinions? Why did you say so?
_____________________________________________________
_____________________________________________________

Congratulations! What you just did is a

thinking process of how it is to ensure making a
wise and sound decision. I wish you understand
by now the importance of planning an analytic
procedure before making conclusions.
Read on and learn a qualitative analytic
procedure using Colaizzi’s data reduction
technique.

Qualitative Data Analysis Procedure

Following data collection is data analysis. Analysis is the process
of breaking complex concept into its understandable parts. Qualitative
data analysis goes the same way. From various data sources of
interview transcripts, focus group transcripts, field notes or observation
notes, narratives and similar documents depending on the mixture of
methods you use in your research, the burden is on the researcher how
to make sense in all of these.
To make life easier for qualitative researcher, Bloomberg and
Volpe (2018) suggested that after the data collection, the researcher has
to organize right away the data and start the transcription. Transcription
is the process of putting into writing word by word the audio or video
recorded interview.
In qualitative research, the researcher has to analyze the soonest
possible time the transcribed interviews after the data collection because
the other method to use can be used to fill in the gap or limitations of the

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first method. For example, when you initially use in-depth interview, the
focus group as your secondary method can be used to fill missing points
of the first method or reinforce the established information. This is the
challenge of qualitative researcher to make sense of the collected data
immediately.
There are many techniques to analyze a qualitative data;
however, Colaizzi’s (1978) data reduction technique in Shosha (2012)
and Morrow, Rodriguez, and King (2015) is adapted in this presentation.
In a nutshell, Colaizzi’s data reduction technique involves a closer
examination of the raw data—the transcript, and a description of
common ideas across participants. The final output is a rich analysis and
description of the problem under investigation validated by the
participants of the study. Below is the illustration of the stages of
Colaizzi’s (1978) data reduction technique from Shosha (2012) and
Morrow, Rodriguez, and King (2015).

Step Description
1. Familiarization of The researcher immerses him/herself to the
Raw Data
data by reading and re-reading the transcripts to
familiarize and understand the phenomenon as
experienced by the participants of the study.
2. Identification of After or while reading and re-reading the data
Significant
transcription, the researcher must look for
Statement
statements that directly relate to the research
questions of the study. These statements can be
highlighted using a paper highlighter or
transferred to another sheet of paper. If
transferred to another sheet of paper, the
transcript label, page and line numbers must be

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 included to allow easy access on the original
transcript.
3. Formulation of Given the significant statements identified from
Meaning of the
the transcripts, a code or a meaning will be
Significant
Statements assigned to them individually considering the
context of which the study is conducted. In this
process, the researcher must suspend his/her
own judgement and biases and only formulate
meaning of the significant statements based on
the data.
4. Formulation of Theme refers to the big idea common across the
Themes
formulated significant statements. To identify the
theme, the researcher must group together
common or similar formulated meaning. An idea
will be assigned to a group of common or similar
formulated meaning constituting a theme.
Further analysis can be made, and basic
themes can be grouped together for another
level of organizing themes. Like formulation of
meaning of significant statements, personal
biases of the researcher must be withheld in this
phase of analysis.
5. Formulation of This phase of analysis concerns on writing a
Complete
comprehensive description of the phenomenon
Description of
the Phenomenon under study by incorporating all the themes and
ideas formulated from Step 4. This section must
be written as clear as possible so the reader can
achieve understanding of the problem and of the

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 results of the study. This section may be
submitted to your teacher to check whether or
not it captures the details of the phenomenon of
your study.
6. Development of This step simply clarifies and cleans your
Most Essential
descriptions of the phenomenon from the
Descriptions of
the Phenomenon corrections or evaluations made by your
teacher. Possible comments from your teacher
that need to be applied in your study is the
elimination of repeated, wrongly used, or
exaggerated descriptions which can strongly
confuse or weaken the overall descriptions of
the phenomenon. As a result, you will have a
shortened narrative showing only the
fundamental and meaningful descriptions of the
phenomenon.
7. Verification of the The final step seeks verification from the
Most Essential
participants of the study about the developed
Descriptions of
the Phenomenon most essential structure of the phenomenon.
by Research
This can be done by returning the narrative to
Participants
the participants of the study and let them check
whether the formulated most essential
descriptions capture their experiences. Given
the feedback from the participants, the
researcher may go back to prior analysis of the
study and check on possible inconsistencies as
may be pointed out by the participants.

Data analysis is an exciting process for as long as you know what

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to do and how to do it. As to how long is the data analysis, nobody can
tell. Only you can tell depending on your pacing, the complexity of the
project, and the collected data. What we need to understand by now is
that data analysis is an iterative process. Meaning, it is cyclical. It does
not stop somewhere in the paper although there is a section devoted for
data analysis. Analysis starts in data transcription and never ends
until the paper is submitted and graded. For as long as there are
inconsistencies between the analyzed data and the actual lived
experiences of the participants, the researcher has to check and recheck
or may repeat the analytical process. This sounds intimidating!
How can we avoid possible inconsistencies between the analyzed
data and actual experiences of the participants? Simple! You need to
know your data. Immerse in your data. Live in your data. You need to
become intimate with your data so you will know and understand the
meaning of every statement and meaning of every pause in a statement.
These all account the reality of the participants. Thus, data analysis is
challenging, yet exciting. Just be patient and open minded. Do not make
premature judgment about your data. Read your data and understand
what it says. Make an inference from what it says not from what and how
you feel, like or know it.

Wooah! It seems a long read. Isn’t it?

However, it was what you need to know and
understand about qualitative data analysis
procedures. Now, let us test your
understanding. Perform the activity below.

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Activity 3
The following are ideas from the techniques to analyze a qualitative
data. Arrange them in sequence by putting a number on the space
before the items.
Order Steps of Qualitative Data Analysis
The researcher completely and meaningfully describes the
phenomenon using the all the formulated themes.
The researcher reads and re-reads the data to familiarize the
phenomenon under study.
The researcher looks for statements from the interview
transcripts that directly relate to the research questions of the
study by highlighting them using a paper highlighter.
The researcher goes back to the participants and asks for
verification and confirmation of qualitative findings.
The researcher formulates an overarching idea across all the
formulated codes of significant statements.
The researcher labels or codes the highlighted significant
statements by considering the context of where and when the
study is conducted.
The researcher finalizes his/her output by editing the results on
obvious over description and under description of phenomenon
under study.
The researcher transcribes the audio or video tape recordings.

You have gone so much already,

and I wish you enjoy! At this juncture, let
us enumerate the key concepts of this
lesson. Bring these with you as you will
learn more on your next lessons.

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 1. Qualitative data collection is way different from quantitative data
collection. While proxy may be allowed in quantitative data
collection, the presence of the researcher is a requirement in
qualitative data collection.

2. Qualitative data collection can be done through a combination of

either a participant observation, in-depth interview, and focus
group discussion.

3. Careful planning of qualitative data collection must be done if

quality data and findings are desired.

Let us see if you have mastered the

lesson. Perform the activity below.

ACTIVITY 4
Go back to the problem you identified for your qualitative study. Recall
your research purpose and data collection strategy. Imagine you are
done collecting your data then map out below the steps you need in the
analysis of your data. Then, explain each step in detail.

STEP 1:
_________________________________________________________
_________________________________________________________
_________________________________________________________

STEP 2:
_________________________________________________________
_________________________________________________________
_________________________________________________________

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STEP 3:
_________________________________________________________
_________________________________________________________
_________________________________________________________

STEP 4:
_________________________________________________________
_________________________________________________________
_________________________________________________________

STEP 5:
_________________________________________________________
_________________________________________________________
_________________________________________________________

STEP 6:
_________________________________________________________
_________________________________________________________
_________________________________________________________

STEP 7:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________

You have done great so far!

Congratulations! I wish you will not forget
whatever you have learned in this lesson and
you may be motivated to carry on. Good luck!

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Answer Key:
Answers of Activity 1 and Activity 2 may vary. However, the answers
must be pointed towards appreciation of an appropriate data analytic
procedures before making any decision or conclusion.

Activity 3
Order Steps of Qualitative Data Analysis
6 The researcher completely and meaningfully describes the
phenomenon using the all the formulated themes.

2 The researcher reads and re-reads the data to familiarize the

phenomenon under study.

3 The researcher looks for statements from the interview

transcripts that directly relate to the research questions of the
study by highlighting them using a paper highlighter.

8 The researcher goes back to the participants and asks for

verification and confirmation of qualitative findings.

5 The researcher formulates an overarching idea across all the

formulated codes of significant statements.

4 The researcher labels or codes the highlighted significant

statements by considering the context of where and when the
study is conducted.

7 The researcher finalizes his/her output by editing the results on

obvious over description and under description of phenomenon
under study.
1 The researcher transcribes the audio or video tape recordings.

Activity 4
Answers may vary.

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References

Bloomberg, L. D., & Volpe, M. (2018). Completing your qualitative

dissertation: A road map from beginning to end. Sage Publications.

Morrow, R., Rodriguez, A., & King, N. (2015). Colaizzi’s descriptive

phenomenological method. The psychologist, 28(8), 643-644.

Shosha, G. A. (2012). Employment of Colaizzi's strategy in descriptive

phenomenology: A reflection of a researcher. European Scientific
Journal, 8(27).

For inquiries or feedback, please write or call:

Department of Education – Davao City Division

E. Quirino Avenue, Davao City

Telephone: (082) 227 4762

Email Address: lrms.davaocity@deped.gov.ph

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