A primer on analyzing qualitative research data through the use of various methods with emphasis on framework analysis.

1. Jeffrey A. Lucero, LHD(hc), MPMG, MAEd, MAN, RN, LPT, CSE, SHNC, FRIN, FRIEdr, FIIER
City Schools Division of Dasmariñas

2. Identify the different methods of data
analysis in qualitative research.
Analyze a set of qualitative research data.
Construct a valid interpretation of findings
and conclusion based from the given set of
qualitative data.
© JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT

3. © JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT

4. © JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT

5. Data that are not easily reduced to
numbers
Data that are related to concepts,
opinions, values and behaviors 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.© JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT

6. © JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT

7. © JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT

9. Analysis is circular and non-
linear
Iterative and progressive
Close interaction with the data
Data collection and analysis is
simultaneous
Level of analysis varies
© JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT

10. Structured
Texts
Unstructured
Texts
Audio
Recordings
Video
Recordings
© JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT

11. Qualitative Data
Qualitative Data
Analysis Methods
Framework
Analysis
Narrative
Analysis
Content
and
Discourse
Analysis
© JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT

12. Content analysis is the procedure for the
categorization of verbal or behavioral data for the
purpose of classification, summarization and
tabulation
The content can be analyzed on two levels:
Descriptive: What is the data?
Interpretative: what was meant by the data?
© JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT

13. Narratives are transcribed experiences
Every interview/observation has narrative aspect-the
researcher has to sort-out and reflect up on them, enhance
them, and present them in a revised shape to the reader
The core activity in narrative analysis is to reformulate stories
presented by people in different contexts and based on their
different experiences
© JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT

14. A method of analyzing a naturally occurring talk (spoken
interaction) and all types of written texts
Focus on ordinary people method of producing and making
sense of everyday social life: How language is used in everyday
situations?
Sometimes people express themselves in a simple and straightforward
way
Sometimes people express themselves vaguely and indirectly
Analyst must refer to the context when interpreting the message as the
same phenomenon can be described in a number of different ways
depending on context
© JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT

15.  Familiarization: Transcribing & reading the data
 Identifying a thematic framework: Initial coding framework which is
developed both from a priori issues and from emergent issues
 Coding: Using numerical or textual codes to identify specific piece of data
which correspond to different themes
 Charting: Charts created using headings from thematic framework (can
be thematic or by case)
 Mapping and interpretation: Searching for patterns, associations, concepts
and explanations in the data© JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT

16.  Analytic induction
 Starts with an examination of a single case from a ‘pre-defined’ population in order to formulate
a general statement about a population, a concept or a hypothesis
 Then the analyst examines another case to see whether it fits the statement
 If it does, a further case is selected
 If it doesn’t fit there are two options
 Either the statement is changed to fit both cases or the definition of the population is changed in such a
way that the case is no longer a member of the newly defined population
 Then another case is selected and the process continues
 In such a way one should be able to arrive at a statement that fits all cases of a population-as-
defined
 This method is only for limited set of analytic problems: those that can be solved with some
general overall statement
© JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT

17. The Process of Qualitative Data Analysis
Step 1: Organize the data (Familiarization)
Step 2: Identify the framework
Step 3: Sort data into framework (Coding)
Step 4: Use the framework for descriptive analysis (Charting)
Step 5: Second order analysis
© JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT

18. LUCERO, J. A. (2017). Raising children with autism
spectrum disorder: a study on parenting styles and
techniques. Available at International Journal of
Management and Applied Science (IJMAS), pp. 49-
53, Volume-3,Issue-8
© JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT

19. Step 1: Organize the data (Familiarization)
 Key Activity:
TRANSCRIPTION
 I always wanted to get my doctorate but I never felt I had the
time; then I reached a point in my career where I saw that
without the credentials, I would never advance to the types of
positions I aspired to..but I doubted I could do the work. I wasn’t
sure I could go back to school after so much time. And did I
have the time, with working and a family? These were the things
I struggled with as I looked for the right program.
 Um, ..finally starting the program with others like me, it felt
surreal. Once you switch gears from being an established
administrator at a college to being a doc student, you realize
you lose control over your life. You are not in charge in that
classroom, like you are in your office. But also, once you say you
are a doc student, people look at you differently. And people at
work began to take me more seriously, ask for my opinion as if I
now possessed special knowledge because I was going for the
doctorate. It was the same information I had shared previously
but somehow it had a special quality? Its like magic!
 I can’t think of a particular answer right now…
Question:
What is your view about
obtaining a doctoral
degree?
Purple:
Unusable Answer© JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT

20. Step 2: Identify the framework.
Read thoroughly.
Identify a Framework:
Explanatory –Guided by the research question
Exploratory-Guided by the data
Framework will structure, label and define data
Framework=Coding plan
© JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT

21. Step 3: Sort Data into Framework (1)
 Key Activity: Coding
(Chunking or Clustering)
Question:
What is your view about
obtaining a doctoral
degree?
Red: Credentials
Blue: Personal Struggles
Green: Shift in Identity
 I always wanted to get my doctorate but I never felt I had the
time; then I reached a point in my career where I saw that
without the credentials, I would never advance to the types of
positions I aspired to..but I doubted I could do the work. I wasn’t
sure I could go back to school after so much time. And did I
have the time, with working and a family? These were the things
I struggled with as I looked for the right program.
 -finally starting the program with others like me, it felt surreal.
Once you switch gears from being an established administrator
at a college to being a doc student, you realize you lose control
over your life. You are not in charge in that classroom, like you
are in your office. But also, once you say you are a doc student,
people look at you differently. And people at work began to
take me more seriously, ask for my opinion as if I now possessed
special knowledge because I was going for the doctorate. It
was the same information I had shared previously but somehow
it had a special quality? Its like magic!© JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT

22. Descriptive to Interpretative to Pattern Coding
Moves from summary to meaning to explanation
OR
Open to Axial to Selective Coding
Moves from initial theory to developing relationships between codes for
emerging theory
OR
First cycle to second cycle coding
Moving from describing the data units to inferring meaning© JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT

23. Step 3: Sort Data into Framework (2)
 Key Activity: Coding
 Red for credentials – codes
include career goals (CG),
career advancement (CA)
 Blue for personal struggles-
codes include self-doubt SD,
time management (TM)
 Green for shift in identity –
codes include student role SR,
identity at work IW, shift in
control SC
 I always wanted to get my doctorate but I never felt I had the
time; then I reached a point in my career where I saw that
without the credentials, I would never advance to the types of
positions I aspired to..but I doubted I could do the work. I wasn’t
sure I could go back to school after so much time. And did I
have the time, with working and a family? These were the things
I struggled with as I looked for the right program.
 -finally starting the program with others like me, it felt surreal.
Once you switch gears from being an established administrator
at a college to being a doc student, you realize you lose control
over your life. You are not in charge in that classroom, like you
are in your office. But also, once you say you are a doc student,
people look at you differently. And people at work began to
take me more seriously, ask for my opinion as if I now possessed
special knowledge because I was going for the doctorate. It
was the same information I had shared previously but somehow
it had a special quality? Its like magic!
© JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT

24. Descriptive to Interpretative to Pattern Coding
Moves from summary to meaning to explanation
OR
Open to Axial to Selective Coding
Moves from initial theory to developing relationships between codes for
emerging theory
OR
First cycle to second cycle coding
Moving from describing the data units to inferring meaning© JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT

25. Step 4: Use the framework for descriptive
analysis
 Key Activity: THEME
IDENTIFICATION
Career Goals
Career Advancement
Self-doubt
Time Management
Student Role
Identity at Work
Shift in control
Question:
What is your view about
obtaining a doctoral
degree?
Personal
Achievement
Winning a
Challenge
Becoming a Better
Person© JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT

26. Validity
relevance of the questions to the study being
done
Reliability
consistency of responses
Generalizability
© JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT

27. Strategies to
ensure the validity
of findings:
Triangulation
Member-checking
Peer debriefing
External audit
© JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT

28. Jeffrey A. Lucero, LHD(hc), MPMG, MAEd, MAN, RN, LPT, CSE, SHNC, FRIN, FRIEdr, FIIER
City Schools Division of Dasmariñas

30. Must come close to the point of maturation
Be aware of resource constraints and sponsors’ interests
Organize your materials
List of codes
Summary device: Tables, thematic structure
Writing a chronicle (“writing it out of your head”)
© JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT

31. Problem-solving
approach
Narrative
approach
Policy approach
Analytic
approach© JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT

32. Themes that answer the SOP
Sample transcripts
Related literature to support
the claims
LUCERO, J. A. (2017). Raising children with autism spectrum
disorder: a study on parenting styles and techniques. Available
at International Journal of Management and Applied Science
(IJMAS), pp. 49-53, Volume-3,Issue-8
© JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT

33. © JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT

34. ((© JALucero, DrHum, MPMG, MAEd, MAN, RN, LPT