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Qualitative Data AnalysisQualitative Data Analysis
for Language Teachersfor Language Teachers
Empowering teachersto help students
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Dr. Andrew Finch
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Much of the material in this presentation can be
found in:
Miles, M. B. & Huberman, A. M. (1984). Qualitative Data Analysis:
A Sourcebook of New Methods. California; SAGE publications Inc.
This seminar will take the format of a Workshop.
If you have brought your own data and research
questions, you can examine them in the light of
considerations mentioned in these slides and in the
handout.
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IntroductionIntroduction
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In this seminar, we will investigate:
Qualitative research: The problem
Focusing the Collection of Data
Analysis During Data Collection
Drawing and Verifying Conclusions
Data Analysis Workshop
Qualitative Data Analysis Software
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IntroductionIntroduction
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Two basic types of research:Two basic types of research:Descriptive and MeasurementDescriptive and Measurement--basedbased
Qualitative research: Quantitative research:
1. concerned with understanding
human behavior from the
researchers frame of reference;
2. naturalistic and uncontrolled
observation;
3. subjective;
4. close to the data;
5. discovery-oriented, exploratory,
descriptive;
6. inductive;
7. process oriented
8. valid: real, rich, deep data;
9. ungeneralizable case studies;
10. dynamic reality.
1. concerned with facts or causes of
behavior without regard to the
subjective state of the individual;
2. obtrusive and controlled measurement;
3. objective;
4. removed from the data;
5. verification-oriented, reductionist,
inferential, hypothetical;
6. deductive;7. outcome oriented
8. reliable: hard, replicable data;
9. generalizable multiple case studies;
10. stable reality.
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Questionnaires
Self- and peer-assessment forms
Checklists/inventories
Interviews
Teacher-diary
Learner-diary Observation
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Qualitative dataQualitative data--collectioncollectioninstrumentsinstruments
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Transparency
Trustworthiness Aesthetic merit
Reflexivity
Accountability
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Qualitative dataQualitative data--analysisanalysiscriteriacriteria
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Cognitive (positivist)
Socio-culturalist
Social-constructionist (relativist)
Marxist
Feminist
Essentialist
Behaviourist
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Qualitative dataQualitative data--analysisanalysisinterpretationinterpretation
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Why Qualitative Data?Why Qualitative Data?
Miles & Huberman, P. 15 (Handout)
Qualitative data are attractive.
They are a source of well-grounded, rich
descriptions and explanations of processes occurringin local contexts.
With qualitative data one can preserve thechronological flow, assess local causality, and derivefruitful explanations.
They help researchers go beyond initialpreconceptions and frameworks.
The findings from qualitative studies have a qualityof undeniability, (Smith, 1978.
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Components of Data AnalysisComponents of Data Analysis
p. 21 Data Reduction: (Handout)
the process of selecting, focusing, simplifying,abstracting, and transforming the raw datathat appear in written-up field notes. Datareduction occurs continuously throughout the
life of any qualitatively oriented project. This is part of analysis.
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Components of Data AnalysisComponents of Data Analysis
Data Display: (Handout)
The second major flow of analysis activity isdata display.
A display is an organized assembly ofinformation that permits conclusion drawing
and action taking.
The most frequent form of display forqualitative data has been narrative text.
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Components of Data AnalysisComponents of Data Analysis
Conclusion Drawing/Verification: (Handout)
The third stream of analysis activity is
conclusion drawing and verification. From the beginning of data collection, the
qualitative analyst beginning to decide whatthings mean, is noting regularities, patterns,
explanations, possible configurations, causalflows, and propositions.
Final conclusions may not appear untildata collection is over.
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Components of Data AnalysisComponents of Data Analysis
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Components of Data Analysis: Flow Model (Handout)
Data collection period
= AnalysisAnticipatory Data reduction
Data displays
Conclusion drawing/verifying
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Components of Data AnalysisComponents of Data Analysis
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Components of Data Analysis:Interactive Model (Handout)
Data Display
Data Reduction Conclusions:
drawing/verifying
Data collection
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Conceptual frameworkConceptual framework
p. 28 Building a Conceptual Framework(Handout)
Theory-building relies on a few generalconstructs that subsume a mountain ofparticulars.
We have to decide which dimensions are moreimportant, which relationships are likely to bemost meaningful, and what information shouldbe collected and analyzed.
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Conceptual FrameworkConceptual Framework
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PRINCIPLES
Awareness
Autonomy
Authenticity
Achievement
Assessment
Accountability
STRATEGIES
Contingent interaction
Scaffolding
Critical thinking
Learner training
ACTION
Tasks
Field work
Portfolios
Conversation
Negotiation
Stories
Genre variation
Team work
CURRICULUM DESIGN (VAN LIER 1996:189) (Handout).
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Research QuestionsResearch Questions
p. 35 Formulating Research Questions(Handout)
The formulation of research questions canprecede or follow the development of aconceptual framework.
Research questions can be general or particular,descriptive or explanatory.
They can be formulated at the outset orlater on, and can be refined orreformulated in the course of fieldwork.
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Data CollectionData Collection
p. 36 Sampling: Bounding the Collection ofData (Handout)
Choices must be made. Unless you arewilling to devote most of your professional
life to a single study, you have to settle forless.
Settings have subsettings (schools haveclassrooms, groups have cliques, cultureshave subcultures, families have coalitions),so that fixing the boundaries of the setting ina non-arbitrary way is tricky.
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SamplingSampling (Handout)
p. 37 Qualitative research is essentially an investigativeprocess, not unlike detective work. One makes gradual senseof a social phenomenon, and does it in large part by:
contrasting,
comparing,
replicating,
cataloguing, and
classifying the object of ones study.
These are all sampling activities
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SamplingSampling (Handout)
Sampling involves not only decisions about whichpeople to observe or interview, but also about
settings,
events,
actors,
social processes.
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Analysis During Data CollectionAnalysis During Data Collection
p. 49 Methods(Handout)
Contact SummarySheet
DocumentSummary Form
Codes and Coding
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MOT
CONF
IP
EC
IC
AP
ORG/PRA
C
CLASS
PROBS
EXT
RULE
PATT
QU-!
QU-Q
T
S
Motivation
Confidence
Innovation Properties
External Context
Internal Context
Adoption Process
Effects on Organizational
Practice
Effects on Classroom
Practice
Implementation Problems
External Interventions
Rules
Recurrent Patterns
Surprises
Puzzles
Teacher
Student
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Analysis During Data CollectionAnalysis During Data Collection
Methods (Handout)
Reflective Remarks Marginal Remarks
Storing and Retrieving Text
Pattern Coding
Memoing
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Drawing and Verifying ConclusionsDrawing and Verifying Conclusions
pp. 215-229 Tactics for Generating Meaning
Counting
Noting patterns, themes
Seeing plausibility
Clustering (Classifying)
Making metaphors
Splitting variables
Subsuming particulars into the general
Factoring Noting relationships between variables
Finding intervening variables
Building a logical chain of evidence
Making conceptual/theoretical coherence
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Drawing and Verifying ConclusionsDrawing and Verifying Conclusions
Tactics for Testing or Confirming Findings
Checking for representativeness
Checking for researcher effects
Triangulating
Weighting the evidence
Making contrasts/comparisons
Checking the meaning of outliers
Using extreme cases
Ruling our spurious relations Replicating a finding
Checking out rival explanations
Looking for negative evidence
Getting feedback from informants
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Workshop 1 (In Groups, 15 minutes)Workshop 1 (In Groups, 15 minutes)
Please look at your handouts.
Look at the Freshman Syllabus Design Issues and
the Sample Issues for Action Research.
Choose an issue (or make your own issue).Make a research plan.
What do you want to find out?
Make some research questions.
What data will you collect? How will you collect it (research instruments)?
When will you collect it?
How will you analyse the data?
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Workshop 2 (Groups, 15 minutes)Workshop 2 (Groups, 15 minutes)
Please look at your handouts.
If you have brought some data, look at it nowwith members of your group.
Try doing some data analysis. Make some analysis codes.
Go through the data and write in the codesin appropriate places.
Make some reflective comments.
Make some marginal comments
Find patterns.
Draw some conclusions.
How would you verify them?
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Workshop 3 (Pairs, 15 minutes)Workshop 3 (Pairs, 15 minutes)
A): Ask your partner to talk about his/her Language
Learning History.
Make notes as you listen.
Ask questions.
What things do you think are significant?
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B): Talk about your LLH.
L
ook at the questions on the next slide. What events do you think were significant in
your LLH?
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Workshop 3 (LLH Questions)Workshop 3 (LLH Questions)
How did you learn English before you started in Higher Education?
What positive and negative experiences did you have and what did you learn
from them?
In terms of learning English, what were you expecting before you started in
Higher Education?
When you started in Higher Education, what were you surprised about in your
classes or in the surrounding environment?
Have you changed your ways of language learning since starting in Higher
Education?
What are the things that you found especially helpful, either in classes or
outside them? What are the areas that you still want to improve in?
How do you think this year will be (has been)?
What are your language learning plans and goals after graduation?
What advice would you give to future students?
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NVivoNVivo
This is Qualitative Research Software.
Lets take a look at it.
NVIVOhttp://www.qsrinternational.com/products_nvivo.aspx
Tutorialhttp://download.qsrinternational.com/Document/NVivo8/NVivo8-
Introducing-NVivo.htm
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ReferencesReferences
Action Research paper: http://www.finchpark.com/arts
Questionnaires:
http://www.finchpark.com/books/lj
Contact: [email protected]
Miles, M. B. & Huberman, A. M. (1984).
Qualitative Data Analysis: A Sourcebook of
New Methods. California; SAGE
publications Inc.
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