Practical Research 1

Quarter 4 – Module 5:
Data Patterns and Themes
Practical Research 1 – Grade 11
Alternative Delivery Mode
Quarter 4 – Module 5: Data Patterns and Themes
First Edition, 2020

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Practical Research 1
Quarter 4 – Module 5:
Data Patterns and Themes
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-check
your learning. Answer keys are provided for each activity and test. We trust that you
will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they can
best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.
 What I Need to Know

This module is designed and written to help you in inferring and explaining the
patterns and themes from qualitative data.
At the end of the module, you are expected to:
1.generate themes from qualitative data; and
2. explain the themes from qualitative data

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 What I Know

A. Identify what is asked from the given statements below. Choose the letter of the
correct answer. Write your answers on your notebook.

a. Codes d. Theme
b. Familiarization e. Transcription
c. Pattern f. Transitions

1. This refers to the conduct of individual or group interviews and generally

written verbatim or exactly word-for-word.
2. This is generated when similar issues and ideas expressed by participants
within qualitative data are brought together by the researcher into a single
category or cluster.
3. These are the shorthand labels to describe the content in the highlighted
sections of the text – usually phrases or sentences.
4. This refers to something that happens in a regular and repeated way.
5. This is the first step to get to know the data.

B. Match the codes in column A with the correct themes in column B. Choose the
letter of the correct answer. Write your answers on your notebook.

Column A Column B
1. Student feels valued a. Self-love
Student feels her opinion matters b. Study habit
Student feels involved in her own learning c. Study problems
d. Social influence
2. Life goals
Money issues e. Student empowerment
Identifying past improvements f. Perception of the future

3. Care about the opinion of others

Majority prefer imported products
Celebrities endorse such product

4. Taking care of oneself

Prioritizing own needs
Doing things that bring happiness

5. Studying notes
Doing project ahead of time
Doing homework immediately

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 Lesson

1 Data Patterns and Themes

At the moment, you are equipped with the fundamental knowledge about qualitative
research design. But as a researcher, you must have an engagement with the words,
as you try to focus on a particular research question. The description and
interpretation of participants’ perceptions are features of all qualitative research
approaches.

A main concern in the analysis of qualitative data is that the research participants’
individual meanings and social reality are suitably conveyed in the research findings.
Data are not merely containers of meaning. A text may include multiple meanings
and their identification entails researcher’s efforts in the process of analysis. For
these reasons, this module will teach you to infer and explain the patterns and
themes in qualitative data which will help you to make a qualitative type of research.

What’s In

Tell whether the following words in the word cloud belong to quantitative data or
qualitative data collection. Copy the table and write your answers on your notebook.

Quantitative Data Collection Qualitative Data Collection

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 Notes to the Teacher
This module prepares the students for their qualitative research
data analysis. Here, they will learn how to generate themes from
codes and explain them. Techniques to identify themes and steps
of thematic analysis are all presented and explained.

What’s New

Read the following transcriptions and answer the questions that follow. Write your
answers on your notebook.

Ken: What’s the most important lesson you’ve learned since launching AppRRL?

Joshua: I would tell the most important thing is strategy is more important than
methods.
Ken: What bit of suggestion or piece of information do you wish you would have
known before launching AppRRL?
Joshua: I’d like to… I mean it would have been better to know the exact strategy
to succeed… ahead of time. And, so, what I am trying to say is that we had our
objective. We’ve always had similar objective, which is assisting great clients
discover great companies, and we’ve devoted time, we established a reward level,
we established a directory, we attempted bundles, we’ve tried all these various
methods. It would have been better to know that the model that discovered now,
you know, a year ago. I would have saved a year of time. But it does help us that
we have that kind of institutional knowledge now that anybody else attempts to
do it is going to take a year or more.

1. Name the people in the interview transcription. Who is the interviewee? Who is
the interviewer?
______________________________________________________________________________
______________________________________________________________________________

2. What does the transcription all about?

______________________________________________________________________________
______________________________________________________________________________

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3. Write down all the important words/phrases that talk about the topic of the
transcription.
______________________________________________________________________________
______________________________________________________________________________

4. What have you observed? Do all the words jotted down have the same essence or
implied meaning?
______________________________________________________________________________
______________________________________________________________________________

What is It

You now have an idea of what transcription is all about. Transcription is the act of
providing a written account of spoken words. In qualitative research, transcription
is steered by individual or group interviews and commonly written verbatim or
precisely word-for-word. Transcription is mostly the source of qualitative analysis
through identification and explanation of themes, which this module is basically all
about.

Patterns and Themes

The heart of qualitative data analysis is the mission of uncovering the themes and
themes are acquired through patterns.

Pattern. It is a repeated arrangement or design particularly used to decorate or write

something - something that occurs in a frequent and repeated way.

Theme. It is the major product of data analysis that generates helpful results in the
field of study. A theme is created when the same issues and ideas conveyed by
participants within qualitative data are carried together by the researcher into a
particular category or cluster. It may be categorized by a word or expression taken
precisely from the data or by one formed by the researcher because it appears to best
illustrate the essence of what is being stated.

Techniques to Identify Themes in Qualitative Data

1. Word Repetitions. We start with word-based methods. Word repetitions, key-
indigenous terms, and key-words-in-contexts (KWIC) all illustrate on a simple
observation—if you want to comprehend what individuals are talking about, look
at the words they use. Word repetitions can be examined formally and informally.
In the informal manner, investigators simply read the text and note words or
synonyms that individuals use a lot. A further formal analysis of word

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 occurrences can be done by creating a list of all the extraordinary words in a text
and counting the number of times each occurs.

2. Indigenous categories .Alternative way to look for themes is to look for local words
that may sound unfamiliar or are utilized in unfamiliar ways.

3. Key-words-in-context (KWIC). It is thoroughly associated with indigenous

categories. KWIC is based on a plain observation: if you want to comprehend a
concept, then look on manner it is used. In this technique, researchers pinpoint
keywords and then analytically search the corpus of words to find all instances
of the word or phrase. Each moment they find a word, they make a copy of it and
its immediate context. Themes get identified by physically categorizing the
examples into piles of similar meaning.

4. Compare and Contrast. The compare and contrast approach is established on the
concept that themes signify the ways in which words are either similar or different
from each other.

5. Social Science Queries. Besides identifying indigenous themes — themes that

describe the experience of informants — researchers are concerned in
understanding how textual data explain questions of importance to social
science. Searching interviews for evidence of social struggle, cultural
inconsistencies, informal methods of social regulation, things that individuals do
in handling objective social relations, methods by which people obtain and
maintain achieved and ascribed status, and information about how individuals
resolve problems.

6. Searching for missing information. The ultimate scrutiny-based approach we

define works in reverse from normal theme identification techniques. As an
alternative of identifying themes that arise from the word, researchers search for
themes that are lacking in the text.

7. Metaphors and analogies. It is seeking through text for metaphors, similes, and
analogies and the examination that individuals often embody their ideas,
behaviors, and experiences with analogies. The purpose is to look for metaphors
in rhetoric and determine the schemas or underlying principles, that might
generate patterns in those metaphors.

8. Transitions. Seek for naturally appearing changes in thematic content. Linguistic

forms of transition differ between oral and written words. In written texts, new
paragraphs are often used by writers to signal either subtle or abrupt changes in
topics. In oral speech, pauses, shift in tone, or specific phrases may indicate
thematic transitions. An example is the reappearance of elements like "Now,"
"Then," "Now then," and "Now again." These often indicate the separation of verses
and "once such patterning has been uncovered in cases with such markers, it
can be understood in cases without them.

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9. Connectors. Look thoroughly at words and phrases that imply relationships
among things. For example, causal relationships are often signaled by such words
and phrases such as “since,” “because,” and “as a result.” Words such as “if” or
“then,” “instead of” and “rather than,” often indicate conditional relationships.
The phrase is frequently linked with taxonomic categories.

10. Unmarked texts. One method to identify new themes is to analyze any text that is
not already related with a theme. This technique entails multiple readings of a
text. On the initial reading, significant themes are clearly noticeable and can be
quickly and readily marked with various colored pencils or highlighters. In the
next step, the search is for themes that stay unmarked. This tactic–marking
obvious themes early and quickly—forces the search for new, and less major
themes.

11. Pawing. Pawing through texts and marking them up with various colored
highlighter pens. Examination of words starts with proofreading the documents
and simply underlining major phrases “because they make some as yet
undeveloped sense.” In this way, you get a feel for the word by processing your
data several times.

12. Cutting and sorting. Cutting and sorting is a more proper way of pawing and a
technique we both utilize quite a bit. It is especially beneficial for identifying
subthemes. The approach is centered on a powerful trick most of us learned in
kindergarten and involves paper and scissors. We first read through the text and
identify quotes that seem somehow essential. We cut out each quote (making sure
to maintain some of the contexts in which it appeared) and paste the material on
small index cards.

The 6 Steps of Thematic Analysis

Thematic analysis is a technique of analyzing qualitative data. It is generally utilized
to a set of texts, such as interview transcripts. The researcher thoroughly explores
the data to find common themes.

Step 1: Familiarization

The initial step is to get to know our data. It is essential to get a comprehensive
overview of all the data we gathered before we begin analyzing separate items. This
might include transcribing audio, reading through the text and taking initial notes,
and commonly looking through the data to get acquainted with it.

Step 2: Coding

Next step, we need to code the data. Coding means highlighting sections of our text
– normally phrases or sentences – and coming up with shorthand labels or “codes”
to illustrate their content. Let us take a short example word. Say we are investigating

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opinions of climate change among traditional voters aged 50 and up, and we have
gathered data through a series of interviews. An extract from one interview looks like
this:

Coding Qualitative Data

In this extract, we have highlighted different phrases in different colors relating to

various codes. Each code defines the idea or feeling conveyed in that section of the
text.

At this phase, we want to be comprehensive: we go through the transcript of every

interview and highlight the whole thing that jumps out as significant or possibly
interesting. As well as highlighting all the phrases and sentences that fit these codes.
We can continue adding new codes as we go through the text.

After we scrutinize the text, we collect together all the data into groups identified by
code. These codes permit us to achieve a condensed overview of the key points and
familiar meanings that reappear throughout the data.

Step 3: Generating themes

Next, we look over the codes we have produced, identify patterns among them, and
begin coming up with themes. Themes are normally broader than codes. Most of the
time, you will bring together several codes into a single theme. In our example, we
might begin combining codes into themes like this:

Turning codes into themes

Codes Themes
Uncertainty
Uncertainty

Leave it to the experts

Alternative explanations

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 Distrust of scientists Distrust of experts

Resentment toward experts

Fear of government control

Misinformation
Misunderstanding of science

Biased media sources

Incorrect facts

At this point, we might conclude that some of our codes are too vague or not
significant enough (for example, because they do not occur frequently in the data),
so they can be removed.

Other codes might become themes in their own right. In our example, we opted that
the code “uncertainty” made impression as a theme, with some other codes
integrated into it.

Once more, what we choose will differ according to what we are attempting to find
out. We want to generate possible themes that tell us something useful about the
data for our intentions.

Step 4: Reviewing themes

Now we have to make sure that our themes are helpful and precise representations
of the data. Here, we go back to the data set and relate our themes against it. Are we
lacking anything? Are these themes really appear in the data? What can we adjust
to make our themes work better? If we face challenges with our themes, we might
divide them, combine them, remove them or generate new ones: whatever makes
them more valuable and precise.

Step 5: Defining and naming themes

Now that you have a definitive list of themes, it is time to label and describe each of
them. Defining themes includes devising precisely what we mean by each theme and
figuring out how it supports us comprehend the data.

Step 6: Writing up

Lastly, we will write up our analysis of the data. Like all scholarly texts, writing up a
thematic analysis necessitates an introduction to determine our research question,
purpose, and approach.

Example:

Another theme that emerges in this study as narrated by the participants is

uncertainty. Being uncertain is not having enough and certain knowledge about a
thing or an event. In this case, the participants are uncertain about the concept and
truth about climate change.

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 What’s More

A. Identify the appropriate codes of the following coded data. Write the letter
of your answers on your notebook.

1. Jenny: Glad to see things are going well and business is starting to pick up.
Rea told me about your outstanding performance yesterday. Keep up the
good work.
a. Job not done well c. Poor working relationship
b. Satisfactory performance d. Failed to meet expectation

2. Mr. Kim: I am sad that many students failed my exam. I know something
went wrong. I guess they did not study well.
a. Happy on students’ c. Excited about students’
performance performance
b. Surprise on students’ d. Disappointed with
performance students’ performance

3. Jim: My grandfather is so strong. He could build a house all by himself. He

could carry two sacks of rice at once. He could work 10 hours on the farm
a day.
a. Being workaholic c. Enormous strength
b. Being industrious d. Display of weakness

4. Anna: I can’t control my feelings for him. I want to see him every day. I am
very happy every time we talk. I think I’m in love.
a. Being lonely c. Being in love
b. Being happy d. Being obedient

5. Shiela: I have been so busy with my new job that I don’t have time to do much
else. I even failed to attend my cousin’s birthday. You know. It is hard to be
absent when you are new in the company. I need to learn everything as
much as possible.
a. Feeling of laziness c. Diligence in the new job
b. Absence of self-love d. Not happy with the new job

B. Choose the correct themes of the following codes. Write the letter of your
answers on your notebook.
1. Smile at the patient
Talk with the patient
Approach patient immediately
a. Healthcare loyalty c. Healthcare loneliness
b. Healthcare affection d. Healthcare responsiveness

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2. Conducting seminars
Informing the parents
Collaborate with barangay officials
a. Job satisfaction c. Stakeholders participation
b. Interaction with parents d. Communication
and collaboration

3. Work from home

Social distancing
Wearing of facemask and face shield
a. Job diligence c. Safety and welfare
b. Home security d. New work arrangement

4. Pass all the exams

Reading and note taking
Concentration during class hours
a. Study habits c. Study negligence
b. Student talent d. Student irresponsibility

5. Talk with the adviser

Attend parenting seminar
Ask children about school matters
a. Parent Involvement c. Teacher involvement
b. Student involvement d. Student empowerment

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 What I Have Learned

Assess your learning progress by completing the following statements. Write your
answers on your notebook.

I have learned that

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

I have realized that I learn best when

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

I have deepened my understanding of the topic by

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Rubrics for grading your answers

Point Value 5 points 4 points 3 points 2 points

Word Choice The author uses The author uses The author uses The writer uses
vivid vivid words a
words and words and that limited
phrases. The phrases. The communicate vocabulary.
choice and choice and clearly, but the Jargon or
placement placement writing clichés may
of words seems of words is lacks variety be present and
accurate, inaccurate detract
natural, and at times and/or from the
not forced. seems meaning.
overdone.
Mechanics Consistent Some errors, but A few errors in Distracting
standard none major, in usage, spelling, errors in usage,
English usage, usage, spelling, or punctuation spelling, or
spelling, and or punctuation. (3-4) punctuation
punctuation. No (1-2)
errors.

12
 What I Can Do

Using a marker, code the following data, then identify the codes and themes. Write
a short explanation about the theme generated. Copy and answer the activity on your
notebook.

Short
Interview Transcription Codes Themes explanation of
the theme

Peter: Village people have less

distractions than city kids.
We hardly have phones and
Facebook. Village life is good
just as city life. In a village life,
we can focus and study more
even though we don’t have
internet. We are at a
disadvantage and for city kids,
they have the internet and can
research more but they have
more distractions, but I think
they should use it wisely.

Anne: I am not really sure but

I think village people study
better. Why? Because city
people don’t like school. So, I
am from a village and I like
Math because I use it in
everything I do, even in sports,
but everyone has different
opinion.

Marie: I believe students who

live in the village are more
industrious in studying
because we do not have a lot
of destructions unlike in the
city.

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Rubrics for grading your answers

Criteria Rubrics

5 4 3 2
The output The output The output The output
Required goes over and includes all of misses one to misses four or
Elements above all the the required three of the more required
required elements as required elements.
elements stated stated in the elements as
in the directions/ stated in the
directions & instructions. directions/
instructions. instructions.
The author The author The author The writer
Word Choice uses vivid uses vivid uses words uses a
words and words and that limited
phrases. The phrases. The communicate vocabulary.
choice and choice and clearly, but Jargon or
placement placement the writing clichés may
of words seems of words is lacks variety be present
accurate, inaccurate and detract
natural, and at times from the
not forced. and/or seems meaning.
overdone.
Consistent Some errors, A few errors Distracting
Mechanics standard but none in usage, errors in
English usage, major, in spelling, or usage,
spelling, and usage, punctuation spelling, or
punctuation. spelling, or (3-4) punctuation
No errors. punctuation.
(1-2)

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 Assessment

Match the codes in column A with the correct themes in column B. Choose the letter
of the correct answer. Write your answers on your notebook.
Column A Column B
1. Cutting classes a. Poverty
Cigarette smoking b. Mental health
Teenage pregnancy c. Being respectful
d. Effects of pandemic
2. Malnourishment
e. Student empowerment
Many are homeless
f. Heroism and volunteerism
Plenty are unemployed g. Parents’ active cooperation
h. Online business enthusiast
3. Extreme loneliness
i. Influence of Korean culture
Experiencing anxiety
j. Lack of dedication in studying
Overcoming depression
k. Students’ problems and issues
4. Fan of KPop singers
Listen to KPop music
Watch Korean dramas

5. Many people died

Many lost their job
Many companies became bankrupt

6. Know one’s privacy

Listen to other’s opinion
Ask for majority’s approval

7. Always absent
Do not jot down notes
Feel bored during class

8. Donating to the needy

Participating in clean-up drive
Volunteering in charitable activities

9. Buy products online

Participate in live online selling
Have Shopee and Lazada applications

10. Student has study habit

Student is active in student organization
Student participates in leadership training

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 Additional Activities

Interview one of your family members using the following questions:

What are the problems that you encountered in this time of pandemic and how did you
overcome them?

Make a transcription of your interview. Using a marker, code the data, then identify
the codes and themes. Write a short explanation about the theme generated. Copy
the table and answer the activity on your notebook.

Short
Interview Transcription
Codes Themes explanation of
the theme

16
Rubrics for grading your answers

Point Value 5 points 4 points 3 points 2 points

Required The output goes The output The output The output
Elements over and above includes all of misses one to misses four or
all the required the required three of the more required
elements stated elements as required elements.
in the directions stated in the elements as
& instructions. directions/ stated in the
instructions. directions/
instructions.
Word Choice The author uses The author uses The author uses The writer uses
vivid vivid words a
words and words and that limited
phrases. The phrases. The communicate vocabulary.
choice and choice and clearly, but the Jargon or
placement placement writing clichés may
of words seems of words is lacks variety be present and
accurate, inaccurate detract
natural, and at times and/or from the
not forced. seems meaning.
overdone.
Mechanics Consistent Some errors, but A few errors in Distracting
standard none major, in usage, spelling, errors in usage,
English usage, usage, spelling, or punctuation spelling, or
spelling, and or punctuation. (3-4) punctuation
punctuation. No (1-2)
errors.

17
References
CoBraun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative
Research in Psychology, 3(2), 77–101.
https://doi.org/10.1191/1478088706qp063oa

Crabtree, B., Miller, W. (1999). Using codes and code manuals: A template for
organizing style of interpretation. In Crabtree, B., Miller, W. (Eds.), Doing
qualitative research (2nd ed., pp. 163–178). Newbury Park, CA: Sage.

King, N. (2004). Using templates in the thematic analysis of text. In Cassell, C.,
Symon, G. (Eds.), Essential guide to qualitative methods in organizational
research (pp. 257–270). London, UK: Sage.

Nowell LS, Norris JM, White DE, Moules NJ. (2017). Thematic Analysis: Striving to
Meet the Trustworthiness Criteria. International Journal of Qualitative
Methods.

Ryan, G. W., & Bernard, H. R. (2003). Techniques to Identify Themes. Field Methods,
15(1), 85-109. https://doi.org/10.1177/1525822X02239569

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Department of Education – Region III,

Schools Division of Bataan- Curriculum Implementation Division
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Email Address: bataan@deped.gov.ph