Qualitative Analysis PDF

8/10/2019 Qualitative Analysis PDF

1/23

MATRIX OF DATAINTERPRETATION IN

QUALITATIVE FINDINGS

SITI SALINA MUSTAKIMDip. in Secretarial Science (UiTM, Malaysia), Bachelor of Education

TESL Hons (UiTM, Malaysia), Master of Education TESL (UPM,Malaysia), Visiting Fellow (Nagoya University, Japan), [PhD in

Program Evaluation, (UPSI, Malaysia)]


2/23

COURSE CONTENT 1. Introduction - qualitativeanalysis2.Instruments - interview

protocole and observation

3.

Instrument development -validation, pilot, result.1. interview - transcription2.observation -

transcription4.

Existing theme - analysis -emerging theme (sub-theme:during the analysis)

5.

Coding6.

Framework - the existingtheme and emerging theme -

the relation betweenconceptual framework and thenew framework of analysis.

7.

Assignment:

1.

Interview protocole2.

Observational checklist3.

Field note


3/23

INTRODUCTIONQualitative Analysis: DefinitionThe analysis of a substance in order to

ascertain the identity of its constituents.The act of decomposing a substance into its

constituent elements.An investigation of the component parts of awhole and their relations in making up the whole.


4/23

Content Analysis: Definition

A systematic analysis of the content rather than

the structure of a communication, such as awritten work, speech, or film, including the studyof thematic and symbolic elements to determine

the objective or meaning of the communication.


5/23

DATA ANALYSIS

An attempt by the researcher to summarisecollected data.

DATA INTERPRETATIONAttempt to find meaning.

NOTE:

How am I going to make sense of thesedata?

Is this new information?

What else do I want to know?

What new ideas have emerged?


6/23

INSTRUMENTATIONSInterviewStructuredSemi-Structured

Open-ended

Focus Group

Observation

Field noteObservationalChecklist

DocumentAnalysis


7/23

TRIANGULATION


8/23

INSTRUMENT DEVELOPMENTDesigning an instrument

Micheal Quinn

PattonRobert Stake

YinCreswell

Validation

Design new instrument

Expert validationPilot

Adapted & Adopted

Original author -consent

Pilot


9/23

THEMESExisting themesTheme

Sub-theme

Sub-sub

theme

Emerging themes:the sub-theme &

the sub-sub-theme


10/23

CODING

Atlas.tiNvivo

Manual


11/23

EXAMPLES


12/23

Existing themeFrom the conceptual framework

PROGRAM PERFORMANCE

Teaching Observation Schedule

Books / Portfolio Monitoring

variable

indicator

indicator


13/23

Emerging themeFrom the content analysis: the sub-theme

Teaching Observation Schedule

Books / Portfolio Monitoring

Program Monitoring Schedule

Teacher Observation Schedule

Portfolio Monitoring Schedule

Books Monitoring Schedule

indicator

theme

theme

theme

themeindicator


14/23

From the content analysis: the sub-theme

Program Monitoring Schedule

Teacher Observation Schedule

Portfolio Monitoring Schedule

Books Monitoring Schedule

theme

theme

theme

theme

- no monitoring- no schedule for observation- no specific allocation of monitoring in the yearly plan

sub-theme

- no observation- no schedule for observation

-no specific allocation for CCL observation

- observation only for ESL

- no monitoring- no schedule- development of portfolio occurred at the end of the

year

- short story books is arranged in shelves- monitoring schedule only for short story books- no monitoring for exercise books submission- activities after literature learning is done in the ESL

exercise book


15/23

From the content analysis: the sub-sub theme

- no monitoring- no schedule for observation- no specific allocation of monitoring in the yearly plan

- no observation- no schedule for observation- no specific allocation for CCL observation- observation only for ESL- no monitoring- no schedule- development of portfolio occurred at the end of the

year

- short story books is arranged in shelves- monitoring schedule only for short story books- no monitoring for exercise books submission- activities after literature learning is done in the ESL

exercise book

sub-theme sub-sub-themexxx

xxx

xxx

xxx

xxx

xxx

xxx

xxx


16/23

REPORTING ANALYSISEXAMPLE 1: InterviewsFurther questions were addressed about the her feedback towards CCL

implementation in the school. In this findings, the Senior Assistant of AcademicDepartment was uncertain of CCL importance as it is implemented in the school.Questions related to the existence of module by CDC, the portfolio assessment andprogram performance and monitoring was not clearly answered as she was not

monitoring the program as much as she could. She stated that:

Yes. I understand that the program is implemented to teach English literature. I am not sureits importance but as far as I am concerned, teachers are teaching the program in the classroom. It

can be seen in their record book.

(Code: HM/PP/CS1)

"No specific program monitoring is done but, we observe them in a normal observation. Not

much to the content of observation. Just a normal observation

(Code: HM/PM/CS1)


17/23

Pertaining to provision of support in the school, she addedthat the school management provide support in terms of

monetary for all English language activities and other activitiesin district and state level. These are closely related tocompetition students participated for co-academic activities.The school will provide any materials they required for thecompetition, together with the allocation of transportation ifnecessary. Below is her statement related to the provision ofsupport in CCL Program:

"And, yes, we provide support if teachers plan to buy extra work book

for students, and to photo copied handouts for their teaching. All is

included under the budget of English Department. We have no problemwith that.

(Code: HM/S/CS1)


18/23

EXAMPLE 2: Observations

- refer thesis chapter 4 -


19/23

EXAMPLE 3: Document AnalysisIn the teaching and learning of CCL Program, a resource book named

CCL Teachers Resource Book is provided by CDC, MOE. Teachers arerecommended to utilize and implement activities suggested in the

resource book. The adaptation and strategies of the activities were allstated in the resource book. In order to assist teacher in the classroom

instruction, the resource book is hoped to guide teachers to the teaching

and learning of CCL Program at their conveniences. This statement isdeliberated in the module as: Teachers are advised to refer to the

various activities suggested and adapt the strategies recommended

for classroom use. It is hoped that the CCL Teachers Resource Book

will be a useful tool to enhance language learning in classrooms as

well as produce good readers and develop pupils love for literature

(Code: tool/CCL/Module). The utilization of activities suggested inthe resource book should be parallel with the structured timetable

proposed for National Schools and National Type School.


20/23


21/23


22/23

TASK

INTERVIEW PROTOCOLE

FIELD NOTES

OBSERVATIONAL CHECKLIST


23/23

THANK YOU

Date post:	02-Jun-2018
Category:	Documents
Upload:	jun-ng
View:	217 times
Download:	0 times

Qualitative Analysis PDF

Documents