CHAPTER 6

FINDING ANSWERS THROUGH

DATA COLLECTION AND
ANALYZING THE MEANING OF
QUALITATIVE DATA
 OBJECTIVE:
• Demonstrate knowledge of collecting data in qualitative research using
observation, interview, document review and audio-visual data and material
• Demonstrate how to prepare and conduct observations and interviews
• Manifest ability in conducting document reviews and using audio-visual data in
qualitive research
• Demonstrate knowledge in organizing qualitative for analysis
• Differentiate content analysis and thematic analysis of qualitative data
• Relate finding to relevant literature
 LESSON 1
COLLECTING DATA THROUGH OBSERVATION,
INTERVIEW AND OTHER METHODS

The basic and most common methods of data collection used in qualitative research are
observations, interviews, document reviews and audio and visual materials. The choice of the
method is dependent on the needs of the research. The researcher may adopt a variety of research
techniques, or a combination of the methods. This chapter will introduce you to techniques and
methods commonly used in qualitative research. Examples are provided to better understand the
application of each technique or method.
 METHODS OF DATA COLLECTION IN
QUALITATIVE RESEARCH

Observation in Research
Observation is a preferred tool for collecting data where the use of interviews and
questionnaires are not possible, such as when the study participants are very young children, and
those with disabilities.
When using the observation method, you use your senses to observe and study people in their
natural setting. It involves observing behavior and recording the results of your observations using
the following systematic guidelines:
 OBSERVATION SYSTEMATIC GUIDELINES

1. Observation should be certain and carefully planned. Pre-planned research questions serves as
guide throughout the process.
2. An observation checklist should be prepared prior to the observation process. This shall be
used for recording observations. A video recording may also be used when observing
behavioral data that you want to measure or collect.
3. Both qualitative and quantitative research methods may be used for data analysis.
 TEAMWORK OBSERVATION
GROUP 1 Names of Members
Positive Behaviors Paolo Leslie Marlon Ruby
1. Cooperates with
group members in
performing assigned
tasks
2. Motivates other
group members
3. Shows respect for
group members
4.Uses kind words
and shows caring
actions
Exhibits good
manners
 INTERVIEW

An interview is a personal conversation between two or more people which constitute the target population for the
purpose of collecting information for a research project. Interviews are used to explore the opinions, beliefs, view points,
thoughts, experiences and judgements about something. The interview method is preferred by researchers on qualitative
research projects due to its high response rate, longer time and opportunity to view behaviors and listen to personal views
and perceptions about a research topic interest.

FORMS OF INTERVIEW
Interviews may take the following forms:
1. Structured interview
2. Semi-structured interview
3.Unstructed interview
 INTERVIEWING INDIVIDUALS FOR A
QUALITATIVE RESEARCH
When interviewing an individual to obtain detailed information or perceptions about a program or issue, it is
usually referred to as in-depth interview. In-depth interview are used if respondents are not comfortable discussing
in a group.
The following is a simple checklist or guide in conducting in-depth interviews.
1. Planning stage
• Identify the participants in the study groups. You may have purposive sampling. Then, you may identify the
individuals within the formed group.
• Have a listening of the respondents to be interviewed.
2. Development of Instrument
• Develop the interview guide
• List the questions to be ask during the interview
• An ideal number of not more than 15 questions may guide you in the interview. However, further questions
may be asked for in-depth probing of issues which may pop out during the interview process.
 INTERVIEWING GROUPS OF PEOPLE FOR
RESEARCH
Focus groups are used when you research interest is on the cultural norms of a group of people. You will be
able to generate views, perceptions, and beliefs on issues unique to the cultural groups or subgroups represented.
When interviewing groups of people called focus group, you may use the following guide:
1. Employ purposive sampling in choosing the group of respondents.
2. Invite the group of respondents in advance.
3. Send the information sheet and consent form to the respondents.
4. Set the time and venue for the interview.
5. Set up the technical support like video recording, camera, projector; etc.
6. Provide refreshments for the participants and offer them traveling expenses; if needed.
7. Provide the proper orientation about the interview to the participants.
9. Explain the objective or purpose of the research study and the interview process.
10. In focus group interviews, you may ask further questions, clarify issues or unclear responses.
 SAMPLE INTERVIEW QUESTIONS
A. Interviewing Individuals
1. Questions may be open-minded
“Please describe your thoughts about Alternative Learning System (ALS)”
As an ALS student,
• What activities do you perform inside the classroom?
• What activities do you perform outside the classroom?
• How will you describe your activities inside the classroom?
• How will you describe you activities outside the classroom?
• Describe you quality of the modules and other materials you are using.
• Describe the strategies being used by your teachers to help you succeeded in you studies.
2. You may use probing questions for further clarification.
Here are some examples probing questions.
• Please describe the issue on low quality modules.
• Please explain further your thoughts.
• Please give examples.
• What else can you say about the program?
• What other health services are available in your municipal hospital?
 DOCUMENTS REVIEW

This method of data collection includes deriving relevant information from existing documents
such as annual reports, proceedings of seminars, statistical data, bulletins, newspapers,
manuscripts, brochures, pamphlets, proposals, data files, and various public records. The document
review process gives you the systematic procedure for obtaining useful and relevant information
from the documents you will review. Currently in the advent of ICT, electronic (computer-based
and internet transmitted) materials can be used as documents for qualitative research.
 DOCUMENTS REVIEW AS A QUALITATIVE
RESEARCH METHOD
The rationale for document analysis lies in the role to supplement other methods of collecting data in qualitative research methods. Research
studies that use mixed research methods, combining quantitative and qualitative research techniques, sometimes include document analysis.
Some examples of research studies that utilize document analysis in combination with other methods are the following:

1.Evaluation of Public and Private Partnerships in Education

This could be done using surveys, interviews and review of documents like memoranda, circulars on government-assisted projects in schools like
fire drills, earthquake drills, community libraries, etc.

2. Impact of Leadership Training on Leadership Development of SHS Student Leader

Questionnaire combined with interviews and document analysis could be used for this study.

3. Support Roles of Teachers and Students in the School Improvement Plan

The document Reviews can be designed to identify the important support roles of both teachers and students in the school improvement program,
based on programs held, annual reports, newsletters and proceedings of programs and activities.
4. Ethnographic Study of Beliefs, Culture and Practices of Indigenous People of Mindoro
The Mangyan Heritage Center welcomes researcher to its library/archive which contains a comprehensive collection of documents of the
Mangyans. Document review is the best method of data collection for this type of research.
5. Historic Study of the Town of Cainta, Rizal
Document analysis of existing data files, coffee table books, and interviews with key informants can be utilized for this type of research.
 AUDIO-VISUAL AND MATERIALS
These are sounds and images such as videotapes and films that researchers collect to assist in understanding the
research problem at hand.
Visuals are very popular with the new generation, brought about by the use of mobile phones with camera and
engagement in social networking.
The benefits of using audio-visual materials are the following:
1. It’s a chapter and quicker way to gather data
2. Actual situations recorded are novel and authentic.
3. The images could be transferred and stored in many ways.
4. The tool is easier to use .
5. Research findings could be presented easily through a visual presentation.
6. With the advent of ICT and social networking, recording is becoming a popular tool in collecting data in
research.
ANALYZING THE MEANING OF QUALITATIVE
DATA
Once you have carefully planned and conducted your research you need to consider how to
analyze and present your collected data to a variety of audiences.
Here are the steps and guidelines for you to follow throughout the qualitative analysis procedure:
1. Process and record the raw data immediately, while doing the data collection process.
2. Start analyzing as the data is being collected.
3. Data reduction
4. Identify Relevant Themes and Patterns
5. Reporting the Data
6. Interpreting Findings and Drawing Conclusions
 LESSON 2
INFERRING AND EXPLAINING PATTERNS AND
THEMES FROM DATA
The analysis of qualitative data involves identifying, examining and interpreting patterns and
themes in the new data gathered by the researcher. These patterns and themes will help you
answers to the research questions posed at the start of the research project. There are no prescribed
rules to follow.
Identifying Meaningful Patterns and Themes
The identification of meaningful patterns and themes is the core of qualitative data analysis
There are two primary ways of doing analysis, namely,
• Content analysis
• Thematic analysis
 CONTENT ANALYSIS

This technique could be used when qualitative data had been collected through interviews, focus groups,
observations and documentary analyses.
This procedure is used to categorize oral or spoken words, or a person’s conduct or behavior, sorting grouping,
codification and tabulation.
Content analysis may be done on two levels:
• Basic level
• Higher level
Content analysis also involves coding and classifying of the data, also referred to as categorizing and coding or
indexing. The aim of content analysis is to make sense of data and to make inferences about the messages or findings.
 STEPS OF CONTENT ANALYSIS

Content analysis does not measure or qualify data. It is a research method for subjective interpretation of the
content of text data through the systematic classification process of coding and identifying themes and patterns.
1. Prepare your data
2. Determine the unit of analysis
3. Develop the categories and coding system
4. Pre-test the coding system
5. Code all the textual data
6. Check the validity and reliability
7. Draw inferences
8. Present the results
 THEMATIC ANALYSIS

This is a form of pattern recognition within the data. It provides a

simple interpretation and concise description of themes and patterns in
the data set. The general procedure involves a careful review of the
raw data. You identify the themes after coding and categorizing the
data.
 STEPS OF THEMATIC ANALYSIS
The most widely-used steps for conducting thematic analysis was provide by Braun and Clarke (2006): a six-step process of conducting thematic analysis.

These steps as follows:

1. Familiarize yourself with your data

2. Generate initial codes

3. Search for themes

4. Review the themes

5. Define and name the themes

6.Prepare the Report.

Differences Between Content Analysis and Thematic Analysis

Reviewing through the steps discussed in conducting content analysis and thematic analysis would reveal what they both involve going through data
codification and identification of themes and patterns.

The following are the main differences:

1. Content analysis focuses more on how frequently various categories appear or occur while thematic analysis is involved in identifying themes and analyzing
each theme to build up the whole picture of the data.

2. Thematic analysis can be more in-depth and broader in analysis and understanding.

3. Content analysis can be used for both qualitative and quantitative data while thematic analysis is mainly used for qualitative research

4. Content analysis is focused on codes while thematic analysis is more focused on themes.
 LESSON 3
READING THE RESEARCH FINDINGS WITH
PERTINENT LITERATURE
One important feature of doing research is placing or relating the findings of research not only in relation to your research questions but
also in the context of existing knowledge. You have all the opportunities to discuss comprehensively what exactly you know about your
research topic by discussing the meaningful results of you study.
Discussion of the research findings should be well-organized and broad in scope as you relate these findings to pertinent literature.
This discussion should give you the following opportunities:
1. The opportunity to highlight and discuss how the findings of your study have reinforced what has already been done by other student
researchers in the same area.
2. The opportunity to study carefully how your study reflects or differs from existing knowledge of the area where you have chosen to
conduct your research.
3. The opportunity to discuss the contribution of the findings of your study to the body of existing literature and knowledge.
4. The opportunity to explain why you thought it necessary to embark on the research you have done. You have to identify the gaps in
current of other researchers about the topic of interest which will justify the need of your research.
 RELATING THE RESEARCH FINDINGS TO
PERTINENT LITERATURE
Some reminders in writing the section on relating the research findings to pertinent literature are listed below:
• Does your school provide a particular research format to follow?
• Is there a separate chapter or section for this?
• Are there specific guidelines to follow in writing this section?
• Should you link directly each of your findings to existing literature or put them together in a chapter or section?

Illustrative Examples
• Reference to pertinent literature
1. There is an existing considerable body of research literature which revealed that _______.
2. Hilario (2010) who conducted a similar research study found that ____________.
3. Most of the researcher in the field agree that ______.
4. Similar studies have shown that ______________.
5. Most of the recent works about _______________ found that ____________________.

• When Indicating Few or Limited Literature

1. Not much research about ___________ has been published.
2. Related literature on _______________ are rare and needs to be explored.
3. The limitation of all these interpretations is that __________________.
4. There is a need to research more about _________________.
5. The aspect of _______________ has not been given much attention in research.
Finally,
No matter how insignificant your work is and no matter how your project seems similar to other
works, you first discuss and explain fully the results of you findings and how they will contribute
to the knowledge base.