Content AnalysisContent Analysis

Content AnalysisContent AnalysisChapter TwentyChapter Twenty

What is Content Analysis?What is Content Analysis? Content AnalysisContent Analysis is a technique that enables is a technique that enables

researchers to study human behavior in an researchers to study human behavior in an indirect way, through an analysis of our indirect way, through an analysis of our communications.communications.

Types of communications are:Types of communications are: TextbooksTextbooks EssaysEssays PicturesPictures SongsSongs

A person or group’s conscious and unconscious A person or group’s conscious and unconscious beliefs, attitudes, or values are often revealed in beliefs, attitudes, or values are often revealed in their communication.their communication.

Example of Content Analysis Example of Content Analysis (Figure 20.1)(Figure 20.1)

Applications of Content Analysis in Applications of Content Analysis in Educational ResearchEducational Research

Describe trends in Describe trends in schooling over timeschooling over time

Understand Understand organizational organizational patternspatterns

Show how different Show how different schools handle the schools handle the same phenomena same phenomena differentlydifferently

Infer attitudes, values, Infer attitudes, values, and cultural patterns and cultural patterns in different countriesin different countries

Compare the myths Compare the myths that people hold about that people hold about schoolsschools

Gain a sense of how Gain a sense of how teachers feel about teachers feel about their worktheir work

Gain some idea of how Gain some idea of how schools are perceivedschools are perceived

Also, can be used to Also, can be used to supplement more supplement more direct methods of direct methods of researchresearch

Categorization in Content AnalysisCategorization in Content Analysis

All procedures at some point convert All procedures at some point convert the descriptive information into the descriptive information into categoriescategories..

There are two ways this might be doneThere are two ways this might be done The researcher determines the categories before The researcher determines the categories before

any analysis begins. These categories are based any analysis begins. These categories are based on previous knowledge, theory, and experience.on previous knowledge, theory, and experience.

The researcher becomes very familiar with the The researcher becomes very familiar with the descriptive information collected and allows the descriptive information collected and allows the categories to emerge as the analysis continues.categories to emerge as the analysis continues.

See p. 488 for an example of this

What Categories Should I Use? What Categories Should I Use? (Figure 20.2)(Figure 20.2)

Steps Involved in Content AnalysisSteps Involved in Content Analysis

Determine objectivesDetermine objectives by obtaining by obtaining information on the following:information on the following:

Formulate themes for organizationFormulate themes for organization Check other research findings for validationCheck other research findings for validation Obtain information useful in dealing with educational Obtain information useful in dealing with educational

problemsproblems Investigate possible relationships to test hypothesisInvestigate possible relationships to test hypothesis

Define TermsDefine Terms Clearly define terms before or during the studyClearly define terms before or during the study

Specify the Unit of AnalysisSpecify the Unit of Analysis

Steps Involved in Content AnalysisSteps Involved in Content Analysis(cont.)(cont.)

Locate Relevant DataLocate Relevant Data Develop a RationaleDevelop a Rationale

Conceptual link needed to relate data to the Conceptual link needed to relate data to the objectivesobjectives

Develop a Sampling PlanDevelop a Sampling Plan Techniques could involve:Techniques could involve:

Random sampleRandom sample Stratified samplingStratified sampling Cluster samplingCluster sampling

Formulate Coding Categories (Table 20.1)Formulate Coding Categories (Table 20.1)

(Table 20.1)(Table 20.1)

Steps Involved in Content AnalysisSteps Involved in Content Analysis(cont.)(cont.)

Checking Reliability and ValidityChecking Reliability and Validity Test-retest methodTest-retest method Check manifest against latent contentCheck manifest against latent content

Analyze DataAnalyze Data CountingCounting Record the baseRecord the base Use descriptive statistical procedures such as Use descriptive statistical procedures such as

frequencies and/or percentagesfrequencies and/or percentages

Sample Tally Sheet Sample Tally Sheet (Table 20.2)(Table 20.2)

Number Number NumberNewspaper of Editorials Subjective of Pro-Abortion of Anti-AbortionID Number Location Circulation Coded Evaluationa Editorials Editorials

101 A 3,000,000 29 3 0 1102 B 675,000 21 3 1 1103 C 425,000 33 4 2 0104 D 1,000,000 40 1 0 8105 E 550,000 34 5 7 0

aCategories within the subjective evaluation: 1 = very conservative; 2 = somewhat conservative; 3 = middle-of-the-road; 4 = moderately liberal; 5 = very liberal.

Advantages of Content AnalysisAdvantages of Content Analysis

The following are considered The following are considered advantages of Content Analysis:advantages of Content Analysis: Useful means of analyzing interview and Useful means of analyzing interview and

observational dataobservational data Not limited by time and space to the study Not limited by time and space to the study

of present eventsof present events Relatively simple and economical with Relatively simple and economical with

regard to both time and resources, regard to both time and resources, compared to other forms of research compared to other forms of research methodsmethods

Disadvantages of Content AnalysisDisadvantages of Content Analysis

The following are considered The following are considered disadvantages of Content Analysis:disadvantages of Content Analysis: Usually limited to recorded informationUsually limited to recorded information Establishing validityEstablishing validity

Question remains as to the true meaning of the Question remains as to the true meaning of the categories themselvescategories themselves

Historical research findings might not be Historical research findings might not be considered important todayconsidered important today

Temptation to attribute a Temptation to attribute a causecause of a of a phenomenon vs. a reflection of itphenomenon vs. a reflection of it

Analysis of the StudyAnalysis of the Study

PurposePurpose DefinitionsDefinitions Prior ResearchPrior Research HypothesisHypothesis

SampleSample Instrumentation Instrumentation

and Data Analysisand Data Analysis Internal ValidityInternal Validity Results and Results and

DiscussionDiscussion