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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)]
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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
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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.
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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.
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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?
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INSTRUMENTATIONSInterviewStructuredSemi-Structured
Open-ended
Focus Group
Observation
Field noteObservationalChecklist
DocumentAnalysis
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TRIANGULATION
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INSTRUMENT DEVELOPMENTDesigning an instrument
Micheal Quinn
PattonRobert Stake
YinCreswell
Validation
Design new instrument
Expert validationPilot
Adapted & Adopted
Original author -consent
Pilot
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THEMESExisting themesTheme
Sub-theme
Sub-sub
theme
Emerging themes:the sub-theme &
the sub-sub-theme
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CODING
Atlas.tiNvivo
Manual
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EXAMPLES
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Existing themeFrom the conceptual framework
PROGRAM PERFORMANCE
Teaching Observation Schedule
Books / Portfolio Monitoring
variable
indicator
indicator
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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
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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
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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
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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)
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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)
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EXAMPLE 2: Observations
- refer thesis chapter 4 -
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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.
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TASK
INTERVIEW PROTOCOLE
FIELD NOTES
OBSERVATIONAL CHECKLIST
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THANK YOU