OPENING

PRAYER
 Paulinian Affirmation
As a Christ-centered Paulinian,
I am a credible, responsive
communicator and team player, building
harmonious community through active
collaboration.
 Learning Outcome
Explain the factors that generally affect
their decisions and actions and, assess
the consequences they produce by
analyzing and drawing out patterns and
themes with intellectual honesty
Most Essential Learning Competencies
•infers and explain patterns and themes
from data
•relates the findings with pertinent
literature
When was the last
time you drew
conclusion from
something you have
read or seen?
Why did you come
up with that
conclusion?
Was your conclusion
correct or not?
What caused the
accuracy or
inaccuracy of your
conclusion?
Activity
Processing

•Why did you come up with that

choice?
•What did you follow in the
series in order to arrive at the
last figure?
Processing

•What are the common themes

generated from the survey and
transcripts of interview?
Analyzing the Meaning of the Data and Drawing Conclusions
Patterns and Themes
• Conclusions in qualitative research are
based on patterns and themes.
• Patterns and themes are words or phrases
that collectively describe the experience
or thoughts of every participant.
• These words and phrases become themes
because they appear on several occasions
and are mentioned by many participants.
• They represent broad categories of
information.
Patterns and Themes
• In order to identify themes, qualitative
researchers use codes.
• These codes are simply labels that help
qualitative researchers identify similar
experiences or thoughts.
• Codes that are grouped together are
themes.
• These words or phrases that will
manifest in the interview transcript and
researchers during analysis.
• Qualitative researchers should be able to
identify and locate them.
Patterns and Themes
• Hence, these words or phrases
that describe participants‘
experience and thoughts should
be coded accordingly for easy
reference and classification when
interpreting the results.
 Coding
• The process of analyzing the data and
searching for essential information that
answers the research questions.
• Essential if they occur of have been
mentioned several times by the
informants.
• It is a process of filtering the data
(Farber, 2006).
• These essential words are marked or
labeled (coded).
• Codes are words that represent themes or
patterns.
 Coding
• There are two types of codes in
qualitative research: emergent and
preset (Taylor-Powell and Renner,
2003).
• Emergent codes are those that show up
during analysis
• Preset are codes that have been
identified prior to analysis
 Coding
• Qualitative researchers use
codes to easily identify
meanings and group similar
patterns or themes that
occur or transpire in the
interview transcript of each
participant.
• By using codes, the
researcher can easily make
an inference.
How to Code?
• Coding is a laborious task; it
entails deep and sharp
understanding of the
transcript and the topic being
studied.
• The coding that will be
presented in this module is a
modification of the coding
system being followed by
adept researchers.
How to Code?
Example of Preset Codes/Categories*
Questions Codes/Themes/Categories
Responses to the question were
sorted into

What makes a quality student Facilitators (F), Relevance (R), Attendance

activities program? (A), Variety (V)

What are the benefits of a student Students (S), Mentors (M), School (S)
activities program?
How can we improve a student Time (T), Resources (Re), Feedback (F),
activities program? Mentors (M)

* These are preset codes/categories because they have been identified

prior to analysis. Adapted from:Taylor-Powell and Renner, Analyzing
Qualitative Data.
How to Code?
Example of Emergent Codes/Categories*
Questions: What makes a quality student activities program?
V Participant 1: Different activities.

R,V Participant 2: More choices.

F Participant 3: Better mentors.

F Participant 4: The facilitators will assess me and tell me if

I am improving or not.
A Participant 5: More students attend and participate in
their chosen clubs.
*These are emergent codes because they are being identified as the analysis or coding
progresses. Adapted from: Taylor-Powell and Renner, Analyzing Qualitative Data.

As can be seen from the example, all participants‘ responses per

question are transcribed and arranged accordingly. Written before
the responses are codes represented by letters (V, R, F, A). These
letters refer to Variety (V), Relevance (R), Facilitators (F), and
Attendance (A). As a researcher, it is your responsibility to generate
possible and relevant codes as dictated by the responses. ―Yes ‖
or―No‖ responses are not usable data in this case.
 How to Analyze Data
and
Use Codes or Categories
1. Get to know your data.
Read your data very well and have a good
grasp of the meaning that each statement
tries to convey. Open-coding, the initial
coding, is the process of examining data
and finding themes that are apparent.
2. Focus the analysis.
Your participants might be giving pieces
of information that are not related or
significant to your present study. Be sure
to identify and disregard them.
3. Review the purpose and go back to
the research question.
Always go back to the purpose of your
study and your research questions. They
will guide and help you identify what is
important and they are your main guide in
analyzing your data.
4. Identify themes or patterns.
Use codes or labels, such as the one in the
example given, during this process.
Basically, we use labels or highlighter to
identify themes or patterns. Your thorough
understanding of your data will facilitate
this process.
5. Ask teammates to analyze.
You can ask another person (your
teammates) to reanalyse the data to make
sure nothing is missed during the open-
coding.
6. Organize themes into categories:
preset or emergent.
Once codes have been
identified, you can now
organize them in tabular form.
7. Identify patterns within and among
categories.
This is when you categorize patterns and themes
that you have identified in your data. This is the
final step. You can further streamline your
categories by looking at those that you think
could be combined to form just one category.
Go back to your research questions. Those
themes and patterns that your have identified are
the answers to your research questions.