1. Data Collection & analysisData Collection & analysis
Grounded TheoryGrounded Theory
Dolly Ramos Gallego
Claudia Cárdenas

2. Find the following information in the
assigned thesis
Samples of
data
Interpretation
of data
Codes
Triangulation
Process
Description
of data
Data analysis

3. What is qualitative research?
“Development of concepts which help us to
understand social phenomena in natural (rather than
experimental) settings, giving due emphasis to the
meanings, experiences and views of the participants.”
Pope & Mays
BMJ 1995;311:42-45
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4. What is qualitative data?
- Data that are not easily reduced to numbers
- Data that are related to concepts, opinions, values and
behaviours of people in social context
Transcripts of individual interviews and focus groups, field notes
from observation of certain activities, copies of documents,
audio/video recordings...
www.socialresearchmethods.net/kb/qualdata.php
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6. Tools for helping the Analytical
Process
Summaries: Should contain the key points that
emerge from undertaking the specific activity
Self Memos: Allow you to make a record of the
ideas which occur to you about any aspect of your
research, as you think of them
Researcher Diary
Analytical notes

7. SAMPLING

8. Data analysis &Data analysis &
gatheringgathering
Methods – instruments
◦ Interviews-Questionnaires-surveys
◦ Observations - Audio/video tapes
◦ Journals-diaries-logs
When to begin
◦ D A- systematic and begins as soon as
data is available.

9. Data Collection&Data Collection&
AnalysisAnalysis
Definition
It is the process of systematically arranging your
methods to increase your understanding of them
and allows you to present what you have learn or
discovered.
Disassembling & Reassembling
- to separate something into its different parts
- to make something again by joining its separate
parts together

10. Features of Qualitative data analysis
•Analysis is circular and non-linear
•Iterative and progressive
•Close interaction with the data
•Data collection and analysis is simultaneous
•Level of analysis varies
•Can be sorted in many ways
•Qualitative data by itself has meaning, i.e. “apple”
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11. STAGES FOR DATA ANALYSIS

12. FOURFOUR
ELEMENTSELEMENTS
That are the phenomena
found in the data
Each line, sentence, or
paragraph is read in search
of the answer

13. Grounded
Theory

14. Grounded Theory
Is the constant Analysis of the Data.
Consist of 4 stages
• Compare incidents (tentive catg)
• Comparing Changes (integrating)
• DelImitation of the theory (reducing similar)
• Forming Systematic substative theory (reasonable accurate
statement

15. Triangulation
The basic idea of the grounded theory approach is to
read (and re-read) the data and "discover" or label
codes and their interrelationships
Meaning :
To include multiple sources of
information.
The act of bringing more than
one source to a bear point

16. TYPES OF
TRIANGULATION (DENZIN 1978)
•Data
•Investigator
•Methodology
• In time and location
•Theoretical
Support Existent

17. TriangulatingTriangulating
your Datayour Data
The Data
Disassembling and
Reassembling
Or
Desintegrating and
reintegrating
““making familiarmaking familiar
appear strange”appear strange”

18. WHITE= LOGSWHITE= LOGS
YELLOW =YELLOW =
INTERVIEWSINTERVIEWS
BLUE = VIDEOBLUE = VIDEO
TEACHERS’ LOGSTEACHERS’ LOGS
 CLARIFICATION OF CONCEPTS AND
FAMILIARIZATION WITH THE
METALANGUAGE
 Enrike Q5=Did the sessions provide you with tools
to solve challenges in the classroom?
 A=Uhm yes, I might say yes, because when I was in
the calss I tried to apply some of that knowledge
acquiered at the workshops and yeah I saw the
changes in my teaching abilities. they are very much
applicable to my practice and I think they are very
rewarding for me as apersonal I have got a lot of
knowledge in those workshops.
 Diego=The assessment and evaluation and according
to the type of group, the group profile we can
custimaze it , according to the type of students so
you really made me like think about it and improve
some little problems I had and know the difference
between assessment and evaluation.
 Migule A= it offeres the possibility to learn about
theory but also to exchange with other teacher
experience and anectode and everything that
help us about teaching butalso about have to a
good professional in different ways.
Awaren
ess/
growth
Collaborative
learning
Applica
bility
Academic/
familiarizing

19. CODING AND CATEGORIES in the diagnostic stageCODING AND CATEGORIES in the diagnostic stage
CODING CATEGORIES
Lack of listening SKILLS
Oral production reading & writing SKILLS
Ss attendance ATTITUDE
Relationship ATTITUDE
Improve my teaching STRATEGIES
Learning strategies & writing STRATEGIES
Mistakes GRAMMAR
Lack of grammar GRAMMAR
verb agreement GRAMMAR
Use of the language COMPETENCES
Use of the language COMPETENCES

20. Categories and codes for the implementation stage sub categories
Teachers’ perceptions about how students view of English class
ss feelings with each other and the teacher Rapport
lack of motivation
Negative Reaction about the
language
ss negative reactions to the language
lack of commitment led to bad performance commitment
ss' commitment caused good results
Teachers' desire for improvement
teachers' desire for self-improvement improvement
teachers' desire to improve their classes
reflect on becoming updated Reflect
Teachers reflecting about ss' needs
reflect on ss' profile
teachers' development of autonomy in ss development
Teachers 'strategies to improve ss weaknesses strategies
Teachers' perspectives about course orientations
teachers focused on specific skill (s) Skills
teacher had communicative focus communication
teachers' perspectives about the course
Teachers´ objectives do not match course objectives

21. Categories and codes Sub-categories
Teachers’ perceptions about how students view of
English class
ss feelings with each other and the teacher Rapport
lack of motivation
Negative Reaction about
the language
ss negative reactions to the language
lack of commitment led to bad performance Commitment
ss' commitment caused good results
Teachers' desire for improvement
teachers' desire for self-improvement Improvement
teachers' desire to improve their classes
reflect on becoming updated Reflect
Teachers reflecting about ss' needs
reflect on ss' profile
teachers' development of autonomy in ss Development
Teachers 'strategies to improve ss weaknesses Strategies
Teachers' perspectives about course orientations
teachers focused on specific skill (s) Skills
teacher had communicative focus communication
teachers' perspectives about the course
Teachers´ objectives do not match course
objectives

22. INTERPRETATION
GRAMMAR
It refers to the order of the words within a sentence.
Teachers mentioned that students needed to improve in accuracy
SAMPLE
K EQ2
Students had some mistakes during the activities in written exercises
C EQ3
Ss present problems when working with Passive/clauses/P. perfect
C EQ2
They had terrible bases. No grammar, nothing
INTERTREPATION
The data suggest that teachers are still focusing on grammar and the
importance of accuracy when teaching or using a skill.
Teachers never mentioned that due to the fact that learners showed problems
with grammar that they were not able to convey feeling or thoughts.
However, this comes to show us that teachers are still not aware that the
Institution implements the communicative approach.

23. INTERPRETATION
SKILL
This term refers to the four element used in a language such as listening, speaking ,
Reading
and writing. (Subcategory of competence).
SAMPLE
J EQ2
The listening skill is difficult to obtain
M EQ2
We didn't have time to practice listening because it is time consuming and it demands
a lot of effort for ss and teacher
INTERPRETATION
These teachers mentioned that listening was one of the most difficult skills to help
learners improve. Besides, teachers seem to find it challenging to integrate the skills.
In this case we can detect that teachers have lack of creativity or do not know or have
the appropriate tools to design these type of activities.
On the other hand, teachers tend to separate the skills according to the aim of the
class instead of designing an activity in which they can integrate the four language skills
for one lesson.

24. InterpretationInterpretation
 Attitude: Ss motivation to attend and participate in English class is very
low
 SAMPLE
 J EQ2: Ss usually arrive late to class they really do not care about it
 CB IQ1: Sss have expressed that they are there because they need to
graduate
 CO IQ1: Ss are only interested in the grade they don’t want to learn
 INTERPRETATION
The sample above show the lac of interest and commitment from learners to
talk part of the class, perhaps this can be due to teachers lack of control of
the class or their lack of sufficient knowledge to develop class that activate
or engage or foster learners interest

25. Some ReferencesSome References
www.groundedtheory.com
http://gtm.vlsm.org/
Aguide to research for Educators
and Trainers of Adults. Merriam &
Simpson (1995)
Forming an Inquiry from questions
to Planning the Project. Potillo
(2000)
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27. Data analysis
•Identify recurrent themes
•Notice patterns in the data
•Identify respondent clusters
- Search for causality
- Identify related themes
•Build sequence of events
•Search data to answer research questions
•Develop hypothesis
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28. Interpretation
•Interpretation is the act of identifying and explaining the core
meaning of the data
•Organizing and connecting emerging themes, sub-themes and
contradictions to get the bigger picture-what it all means. Think
how best to integrate data from multiple sources and methods
•Make generalization-providing answers to questions of social and
theoretical significance.
•Ensuring credible or trustworthy interpretations.
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