✩ PRACTICAL RESEARCH → WEEK 1 : colaizzi data analysis !

────── ❛ notes ni rai ‧₊˚✧ || STEM 11 – A ──────

i. colaizzi’s method of data analysis (1978) !
⤻ rigorous and robust, and therefore a qualitative method
that ensures the credibility and reliability of its results.
⤻ used by researchers to find, understand, describe and
depict the experiences of satellite nurse academics as
they experience them, as well as reveal emergent
themes and their interwoven relationships.
⤻ the steps include the following:
→ familiarization
→ identifying significant statements
→ formulate meanings
→ clustering themes
→ developing an exhaustive description
→ producing the fundamental structure
→ seeking verification of the
fundamental structure
⤻ researcher must reflexively “bracket” his or her
presuppositions to stick closely to the phenomenon as
experienced.
⤻ Colaizzi (1978) recommends that the researcher
attempts to formulate more general restatements or
meanings for each significant statement from the text.
⤻ pertinent quotes are broadly categorized, themes are
generalized based on multiple statements.
⤻ identify meanings relevant to the phenomenon and
code them.
Formulated
Significant Statements
Meanings
“I stay with my aunt (sister of my Student
mother)when my mother and father died due indicated the
to illness. They both died almost at the same reason of
time. My father died January 5 due to cancer; the start of
and five days later, my mother died because living with
of “Lupus” (Transcript 1, page 1, lines 38-40) relative

⌗ step 1 : familiarization
⌗ step 4 : clustering themes
⤻ the researcher familiarizes himself or herself with the
data, by reading through all the participant accounts ⤻ after obtaining formulated meanings, the researcher
several times. arrange them into clusters of themes.
⤻ read, reread, and analyze all the transcribed interviews ⤻ themes are internally convergent and externally
in order to make sense of them. divergent; which implies that each “formulated
meaning” was coming only from one theme cluster.
⌗ step 2 : identifying significant statements ⤻ clusters of themes and the final themes were then given
to the peer group member as well as to the expert
⤻ researcher identifies all statements in the accounts that
researcher for checking its accuracy.
are of direct relevance to the phenomenon under
⤻ organize the codes and summarize them into common
investigation.
concepts, forming clusters.
⤻ these statements were written in separate sheets and
coded based on their “transcript, page, and line
Examples of Formulated Theme Emergent
numbers”. Meanings Clusters Theme
⤻ identify and extract key and significant statements that
respond to the research objectives. →student indicated the
reason of the start of living
with relative. awareness of
Transcript Page Line
a. sickness that leads reasons for
Significant Statements to death of both living with kin life
No. No. No.
parent circumstances
b. car accident where
“They are supportive in my studies, both parents died
like they are doing their very best
awareness of
to provide everything that I need in
my studies, then . . . if ever I asked 113-115 → student enables to adjust adjustments
for something like financial 1 3 , 120 to new environment and challenges
(money) for my school they always → student feels comfortable faced
gave but not all were granted. Like staying with kin
if I wanted to go somewhere, and if
I asked for big amount of money.”
⤻ thematic map → maps which depict information on a
particular topic or theme.
⌗ step 3 : formulate meanings
first theme : life circumstances
⤻ researcher identifies meanings relevant to the
phenomenon that arise from a careful consideration of awareness of the reasons for living with kin :
the significant statements. - students indicated the reason of the start of living
with relative.

1
second theme : forms of support
ii. why use colaizzi’s method ?
awareness of the support received
- student acknowledges the various support received ⤻ it allows researchers to reveal emergent themes and
from kin. their interwoven relationships.
- student received financial support (school fees, etc.)
⤻ researchers using a descriptive phenomenological
to education.
approach should consider using this method as a clear
awareness of the concern for education and logical process through which the fundamental
- student is aware of how kin gives importance to structure of an experience can be explored.
education
- student is aware about kin’s concern for education
⤻ includes understanding the data and identifying
significant statements which in turn were converted
into formulated meanings.
⌗ step 5 : developing exhaustive description

⤻ researcher writes a full and inclusive description of the

phenomenon, incorporating all the themes produced at
⌗ end of week 1 ⌗
step 4.
⤻ describe the phenomenon across all categories
⤻ compile an exhaustive description of everything
generated in steps 1-4.

⌗ step 6 : producing fundamental structure

⤻ researcher condenses the exhaustive description down

to a short, dense statement that captures just those
aspects deemed to be essential to the structure of the
phenomenon.
⤻ summarize the exhaustive description so that there is
an identification of the fundamental structure of the
phenomenon.

⌗ step 7 : seeking verification of the

fundamental structure

⤻ researcher returns the fundamental structure statement

to all participants (or sometimes a subsample in larger
studies) to ask whether it captures their experience.
⤻ he or she may go back and modify earlier steps in the
analysis in the light of this feedback.
⤻ credibility of the data is measured through discussion
with experts and independent reviewers.