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Published by Mohd Nur Syufaat, 2022-05-27 00:12:26

MODULE_Q2RCS_QUALI

MODULE_Q2RCS_QUALI

Qualitative & Quantitative

Qualitative

Centre of Research

Sustainable Professional Education
for Excellent Development (CoR-SPEED)

1

UNIVERSITI TUN HUSSEIN ONN MALAYSIA

This work is licensed under the Creative Commons
Attribution 4.0 International License. However, any
attribution must require written permission from the
Centre of Research Sustainable Professional Education
for Excellent Development (CoR-SPEED).
Copyright © CoR-SPEED
First Edition 2022
Layout and cover design by:
Mohd Nur Syufaat Bin Jamiran

2

01 INFO SPEED 4
Background and Objectives SPEED

02 TENTATIVE 5
Qualitative and Quantitative Series

03 BIOGRAPHY 6
Speakers
7
04 TOPIC 12
• Becoming a Strong Qualitative Researcher 19
• Qualitative Conceptual and Theoretical Framework 26
• Understanding and Differentiating Fundamental Designs
• Conducting Interviews and Observations - Process, 32
Ethical Consideration & Challenges 40
• Thematic Analysis - from Scanning to Thematising
• Reporting Qualitative Findings

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Sustainable Professional Education for Excellent Development (SPEED)
is a research centre under the Faculty of Technical and Vocational
Education, Universiti Tun Hussein Onn Malaysia which is committed to
empowering nation with sustainable education at national and
international level through research, training and consultancy based on
interdisciplinary, multidisciplinary and transdisciplinary fields of education
and TVET.

01 Creating a diversity of expertise
to empower the supporting field
of TVET education especially in
TVET teacher education.

02 Establish collaboration based
on expert strengths to establish
collaborations with local and
international agencies and
institutions.

03 Creating a profile of Subject
Matter Expert (SME) in teaching
and research to be used as a
reference from within and
outside the university.

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Qualitative

DAY 1
30th May 2022 (9.00am - 5.30pm)

• Becoming a Strong Qualitative Researcher
• Qualitative Conceptual and Theoretical Framework
• Understanding and Differentiating Fundamental Designs

DAY 2
31st May 2022 (9.00am - 5.30pm)

• Conducting Interviews and Observations - Process,
Ethical Consideration & Challenges

• Thematic Analysis - from Scanning to Thematising
• Reporting Qualitative Findings

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Qualitative

Dr. Nur Sofurah Mohd Faiz

Ph.D in Education
E-mail: [email protected]
EXPERTISE / INTERESTS
International Education, Qualitative Research
Methodology, Philosophy & Values in Education.

Ts. Dr. D’oria Islamiah Rosli

Ph.D in Computer Science
E-mail: [email protected]
EXPERTISE / INTERESTS
Human Computer Interaction, Human Cognitive
Awareness, User Interface Design, Qualitative Research
Methodology

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Qualitative

At the end of this topic, learners will be able to:
• Understand the theoretical beliefs & paradigms of

what sets a qualitative researcher to guide their
actions
• Organise researchers’ thoughts and ideas to make
them clear to others who are engaged in the
research, and those who will benefit from it

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Qualitative

THEORETICAL PERSPECTIVES/PARADIGM
PHILOSOPHICAL ASSUMPTIONS

What does it mean? – a set of BELIEFS to guide actions
• Understanding philosophical foundations underlying different types of

research so that qual researchers can make informed decision – to
choices available in designing and implementing a research study.
• Engaging in systematic inquiry – Involves choosing a design that
corresponds to the researcher’s question, worldview, personality, and
skills.

A QUALITATIVE RESEARCHER

Deals with everyday concerns of peoples’ lives
Concerns more on natural inquiry on a phenomenon
Research is based on focus on discovery, insight, and understanding
from those being studied offers the greatest promise for
change/improvements
Participants share their experiences through stories in the original
setting to reveal what is appreciated and effective to facilitate change,
to a high extend within their context of scenario

Merriam & Tisdell (2016), Creswell & Poth (2017), Lebar (2018)

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Qualitative

A QUALITATIVE RESEARCHER

Qualitative inquiry – focuses on meaning in context;

requires a specific data collection instrument that is sensitive with

underlying meaning when gathering & interpreting data
Hence, humans - best suited – interviewing, observing and analysing are
activities central to qualitative
Although qualitative research holds central philosophical assumptions –
variations in the disciplinary basis that qualitative design might be
designed
(i.e., ethnography vs. narrative)

Merriam & Tisdell (2016), Creswell & Poth (2017), Lebar (2018)

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THEORETICAL PERSPECTIVES

ONTOLOGY EPISTEMOLOGY AXIOLOGY METHODOLOGY

ASSUMPTIONS/ QUESTIONS CHARACTERISTICS OF THE BELIEFS QUAL RESEARCHER’S QUAN RESEARCHER’S
BELIEFS WHAT IS THE TRUTH? CHARACTERISTIC/ CHARACTERISTIC/
❑ THERE IS NO ABSOLUTE TRUTH, rather DEPENDS ON PERSPECTIVES PERSPECTIVES
ONTOLOGY INDIVIDUAL’S PERPECTIVE ON HOW THEY PERCEIVE TRUTH.
CONSTRUCTIVIST - orang/ REALIST/ (REALISM)
Meaning: (CONTRUCTIVISM) -
• TRIGGER RESEACHER’S ‘INQUIRY’ - what is in the mind of the ideology

EPISTIMOLOGY HOW DO WE KNOW THE people/real scenario at scene. ‘INQUIRY’ NOT NECESSARILY INTERPRETIVIST/ POSITIVIST/ (POSITIVISM)
TRUTH IS THE TRUTH? PROBLEMATIC (INTERPRETIVISM) -
• COMPLEX REASONING - hence the study must be HEURISTIC, ideology
RICH & HOLISTIC.
AXIOLOGY WHAT VALUES DO THE SUBJECTIVIST/ OBJECTIVIST/
TRUTH BRING TO THE ❑ TANYA DIA SENDIRI - INTERVIEW - using (SUBJECTIVISM) (OBJECTIVISM)
SOCIETY? QUOTES/EXCEPRTS/VIGNETTES.
TRANSFERABILITY GENERALISATION
❑ TENGOK SENDIRI - OBSERVATION - using IMAGES, FIELD
METHODOLOGY HOW CAN WE JUSTIFY ‘O’ NOTES, CHECK-LIST. INDUCTIVIST/ DEDUCTIVIST/
BY INCLUDING E & A? (INDUCTIVISM) (DEDUCTIVISM)
Meaning: BOTTOM-UP: INDUCTIVE TOP-DOWN:
• LOCATE THE RESEARCHER IN THE WORLD OF THE RESEARCH. PROCESS - develop DEDUCTIVE PROCESS
• RESEARCH IN ITS ‘NATURAL’ SETTING, RESEARCHER AS KEY theory Test theory
NO ABSOLUTE TRUTH ONE TRUTH
INSTRUMENT.

❑ RESEARCHER ACKNOWLEDGE VALUES - DISCUSSING THE
PROCESS THAT SHAPED FINDINGS & RECOGNISE FLAWS
DURING PROCESS.

❑ DISCUSS HOW THE FINDINGS COULD IMPACT RELEVANT
SOCIETIES IN CONTEXT (CTH: IMPAK KPD ORG KAMPUNG,
PELAJAR, GURU, IBU BAPA, MASYARAKAT, INSTITUSI) -
contribution to THEORY, PRACTICE & METHODOLOGY.

Meaning:
• RESEARCHER & RESEARCH MUST BE TRUSTWORTHY &

HONEST TO BE VALID.
• ACKNOWLEDGES BIASES - THRU DELIMITATIONS &

RESEACHER’S REFLEXIVITY ON MANAGING BIASES.
• DISCCUSS THE CONTRIBUTION OF STUDY TO THE BODY OF

KNOWLEDGE - IMPLICATIONS TO THEORY
(LR/FIELD/METHODOLOGY) & PRACTICE (POLICY
MAKERS/KEY PLAYERS).

❑ DESIGN RESEACH PROCESS - (FROM THE LENS/ASPECTS OF
CONSTRUCTIVIST, INTERPRETIST, SUBJECTIVIST) = INDUCTIVE
PROCESS

Meaning:
• CHOICES OF DESIGN? BASIC DESIGNS ADA 5 (CRESSWELL,

2017): NARATIVE STUDY, CASE STUDY, GROUNDED THEORY,
PHENOMENOLOGY, ETHNOGRAPHY. DETERMINE YOUR
DESIGN & FOLLOW THE PROCESS.
• SOMETIMES HAS SUB-DESIGNS AND COMBINING DESIGNS
ARE COMMON
• DESIGNS PROGRESS IN TIME - ALWAYS REVISIT LATEST
PROGRESS.
• DESIGNS INVOLVES COMPLEX REASONINGS, THUS INVOLVE
MULTIPLE METHODS, INDUCTIVE-TODEDUCTIVE, CONTEXT-
DEPENDENT, EMERGENT.

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SCENARIO 1

The National Philosophy of Education (NPE – or Falsafah Pendidikan
Kebangsaan) was developed to be the philosophical underpinning that will
drive the strategies and action plans of our educational system. NPE states
that:

‘Education in Malaysia is an on-going effort towards further developing the
potential of individuals in a holistic and integrated manner, so as to produce
individuals who are intellectually, spiritually, emotionally and physically
balanced and harmonious, based on a firm belief in and devotion to God.
Such an effort is designed to produce Malaysian citizens who are
knowledgeable and competent, who possess high moral standards, and who
are responsible and capable of achieving high level of personal well-being as
well as being able to contribute to the harmony and betterment of the family,
the society and the nation at large’

HOW DO YOU THINK OUR EDUCATION SCENARIO IS,
IN RELATION WITH WHAT IS BEING VISIONED IN THE NATIONAL
PHILOSOPHY OF EDUCATION?

Which paradigm would you choose within which to undertake this study, and
why?

SCENARIO 2

There is a striking number of experienced teachers chose to retire earlier
than the designated age. This was highly attributed by the scenario in
teaching and learning has no longer serve the purposes of teaching /
educating.

WHY DO YOU THINK THIS HAPPEN?

Which paradigm would you choose within which to undertake this study, and
why?

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At the end of this topic, learners will be able to:
• Understand the conceptual and theoretical framework
• Apply conceptual and theoretical framework

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WHAT IS THEORY?

Author Definitions
Kerlinger
(1970) • Theory is a set of interrelated constructs (concepts),
definitions and propositions
Hitchock
& • Theory presents a systematic view of the phenomena by
Hughes specifying relations among variables
(1995)
• Theory is a lens to highlight goals in explaining and
predicting the phenomena

• Theory is seen as being concerned with the development
of systematic construction of knowledge of the social world

• Theory employs the use of concepts, systems and models
in order to make statements about particular types of
actions

• Theories aim to both propose and analyze sets of relations
existing between concepts, elements, variables or criteria

Characteristics Of Effective Theory

Permit Compatible with
deductions & previous validated
generate laws theories

Explanatory & The law of
predictive parsimony

Explanatory & Responsive to
predictive differences

Demonstrate Operationalizable
precision precisely

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WHAT IS CONCEPT?

• Concept is a relationship between word and idea or
conception

• Concepts express generalizations
• Concepts impose meaning to the situations through

reasoning, procedures, evidences & logic

Why Concept is important?

01 02

• Concept is an • Concept offers a rule for
interventions that acquire reasoning in order to give
an understanding of the meaningful information
nature
• Give accounts to the
• Require precise meaning reality which are validated
which help to shape in a direct experience of a
perceptions towards everyday life
scenarios in the real world

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WHY THEORY & CONCEPT IMPORTANT FOR
RESEARCH?

THEORY CONCEPT

• Is the Is the lens through • Specific ideas that can be

which the data will be viewed used in the theoretical

• Starting point of the research framework

problem and to establish vision • Concepts that are placed

to which the problem is within a sequential design
• Based on specific concepts
directed
• Purposely created and and propositions, derived from

formulated empirical observations and

intuition

THEORY AND CONCEPT GOALS IN RESEARCH

01 04
Goal (s) is to solve Research include:
facts, theories,
problem experiment

02 05
Systematic process of Data gathering, data
analysis
inquiry

03 06
Investigate about Describe, predict,

Problem explain & interpret

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THEORY AND CONCEPT IN RESEARCH

Identifying from Research Problem
• What was the issue, problem, controversy that the research

wanted to address?
• What Controversy leads to a need to this research?
• What was the concern being addressed “behind” the research?
• Why the research is important?

JUSTIFY THE PROBLEMS?

01 02 03
Personal Experiences at Suggestions made
Experiences
workplace by researcher
• Qualitative
research • Qualitative & • Qualitative and
Quantitative quantitative
research research

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IDENTIFY RESEARCH PROBLEMS?

Topic Research Research Deficiencies Relate
Problem Problem in evidence discussion
Research Justification with audience
Topic • A concern or • What is
issue • Evidence missing? How the study
• Example from the help the
Uset Interface • A problem literature • What do we researchers,
Design Issues • Something need to policy makers
• Evidence know more and other
• --- that needs a from about? individuals?
• --- solution practical
• --- experiences User Interface Helps
Human error design technician to
while Numerous standards for do system
interacting with reports of man machine maintenance
User Interface human error interface
Design are reported in Reduce human
the news while Human error
handling the information
machines processing
system

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Qualitative &

ACTIVITY

Develop and identify research problems for your research, and identify
related theory and concepts that you will adopt to solve the problems in
the following table?

Topic Research Research Deficiencies Relate
Problem Problem in evidence discussion
Research Justification with audience
Topic • A concern or • What is
issue • Evidence missing? How the study
from the help the
• A problem literature • What do we researchers,
• Something need to policy makers
• Evidence know more and other
that needs a from about? individuals?
solution practical
experiences

?? ? ? ?

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At the end of this topic, learners will be able to:
• Understand different qualitative designs and how to

differentiate them
• Develop workable qualitative research aims and

questions

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INTERPRETIVE WORLD OF QUALITATIVE
RESEARCH

FUNDAMENTAL DESIGNS FOR INTERPRETIVE
RESEARCH

Narrative Study Phenomenology Grounded Theory

Ethnography Case Study

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DEVELOPING
WORKABLE RESEARCH AIM & QUESTIONS

SCRIPTING PURPOSE STATEMENT &
RESEARCH QUESTIONS

INTERRELATING PURPOSE •Qualitative approach
STATEMENT •Central Phenomena
•Action verb
•Research Participant &
Site

RESEARCH •Central Question
QUESTIONS •Research Aim
•Sub-questions

METHODS •Research Site
•Research Participants
•Interview Questions

PURPOSE STATEMENT

i. The purpose of this __________ (Qualitative
Design/Approach)

ii. is/was to ________ (Action Verbs: explore/understand etc)
iii. _______________ (the central phenomenon)
iv. for ______________ (research participants) at

__________________ (research site)
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CENTRAL QUESTION

Central Question:
1. The broadest question
2. Typically starts with WHAT or HOW
3. States the CENTRAL PHENOMENON, PARTICIPANTS & SITE

1) What 2) Central Phenomenon 3) Participants 4) Site

(1) What/How does the (2) Central Phenomenon [mean] for (3) Participants at the (4) Site?

*Central Question Research Aim/Goal*

Example:

(1) What are the (2) coping strategies that
(3) first year students have to do

in their first year study at (4) UTHM and UTEM?

TO EXPLORE THE COPING STRATEGIES
THAT FIRST YEAR STUDENTS HAVE TO DO
IN THEIR FIRST YEAR STUDY AT UTHM & UTEM

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STEP 1
Can the central question be subdivided?

(1) What are the (2) coping strategies that
(3) first year students have to do

in their first year study at (4) UTHM and UTEM?

Process (what) or Central
situation (how) phenomenon

Research Research
Participants site

STEP 2
If yes, create the sub-research questions.

OPTION 1: Central Phenomenon
• How do first year students cope to adjust in their academic life in

the first year of study at UTHM and UTEM?
• How do first year students cope to adjust in their social life in the

first year of study at UTHM and UTEM?
• How do first year students cope to adjust in their cultural practices

in their first year of study at UTHM and UTEM?

OPTION 2: Research Sites
• What are the coping strategies that first year students have to

adjust in their first year study at UTHM?
• What are the coping strategies that first year students have to

adjust in their first year study at UTEM?
• How does coping strategies for first year students similar at

UTHM and UTEM?
• How does coping strategies differ at UTHM and UTEM?

“WHICH SUBQUESTIONS WILL YOU CHOOSE & WHY?”

THANK YOU

JOHN W.CRESWELL

for the brilliant ‘30 Essential Skills for the Qualitative Researcher (2016)’
Has been the main reference for my presentation at QRCS 2021

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ACTIVITY

1) Fatima is a temporary teacher at a non-governmental school. She plans to
explore the discipline issues among students at the school. She proposed to also
understand the reasons underpinning discipline issues in her school.

2) Izzudin went to Cameron Highland to study the lives of the Semai tribe. He stayed
there for 6 months. He lived with the tribe, and every morning he sat near the tree
and watch the tribe’s activities. He also joins the tribe’s events such as wedding
event, cultural events and such.

3) Hakim is interested to explore a long-term physical activity participation among
Malaysian women who have careers with small children. He planned to start
directly into interviews, focus groups and observations into three different groups
of women with children in different ages.

4) Ezzati is a Malaysian citizen living in the US. She experienced racism and bullied
when she was in her secondary school and being a teacher in a US school
nowadays, she witnessed some oppressing situation in her school among
students especially towards some minority groups. She is now studying her PhD
and she is interested to explore this issue.

5) Ruqayyah is a student researching on unique leadership among women. She
discovered an extraordinary mother who managed to raise 6 children who are all
excellent in their studies and careers, as well as being a CEO in an international
company.

6) Syufaat has an interest in Malaysian art history. He is interested in researching
P.Ramlee and his creations in dramas, movies and songs. He plans to use movie
observations, historical documents at Museums and song lyrics.

7) Hafiz plans to research on workplace bureaucracy at three different companies in
Johor. The companies are all international Malaysia-Japan company, focusing on
semi-conductor productions, have similar system and adopt the Japanese
management.

8) Aminin is a part of policy maker team in the Ministry of Youth. His department is
focusing on the youth students in remote areas in Sabah and Sarawak trying to
cope with online learning in universities.

9) Fazlin’s interest is in early childhood education. She wants to do research on
behaviours on pre-school children in nurseries provided by employers of parents
at the nursery where she works. She looks on their social behaviours during pre-
school time.

10) Hani is a researcher looking into the transition of recidivist who are more than 3
times being in social re-entry. She wants to understand why recidivist re-enter
prisons and how does training program in the prison helped shaped her transition
experience.

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Qualitative

At the end of this topic, learners will be able to:
• Understand interview and observation in research
• Apply interview and observation protocols in research

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Qualitative

&

WHAT IS INTERVIEW?

• Interview is an interchange of views between two or more people on a
topic of a mutual interest as well as human interaction for knowledge
through a conversation (Kavle, 1996)

• Interviews enable participants to discuss their interpretations and
express how they regard situations from their own point of view

• Flexible method for data collection, enabling multi-sensory channels
to be used
• Verbal / noverbal
• Face / body gestures
• Spoken and heard

Example Of Interview Questions

Descriptive Knowledge
Questions Questions

Experience Feeling
Questions Questions

Behavior Sensory
Questions Questions

Background Demographic
Questions Questions

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PROBING QUESTIONS FOR AN INTERVIEW

• Introduce a topic or interview
• Follow up on topic or idea
• Probe for further information or response
• Ask respondents to specify and provide examples
• Directly ask for information
• Interpret respondents’ replies

INTERVIEW PROTOCOLS

Introduction 1 Information about
Content Questions the interview
Closing Instructions
2 3 Opening Questions
4
6 5 Using Probes

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&

WHAT IS OBSERVATION?

• Observation is a process of looking and noting systematically on
people, events, behaviours, setting, artefacts and routine (Marshall &
Rossman, 1995; Simpson & Tuson, 2003)

• Gather or record live data in a natural social situations
• Observational data are useful for recording and non-verbal behavior

in natural settings and longitudinal setting

ROLE OF OBSERVERS

What are the What are the
goals of Research
observing? Questions that the
data will observe?

How to record the How to record the
observations? observations?

Where to What to observe?
observe?
What are the
What resources processing and
are necessary analysis of
during the observational data?
observation?
What additional
What problems information needed
that might to complement
encountered? observational data?

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THE USE OF TECHNOLOGY IN OBSERVATIONS

Powerful recording Video camera setting
devices
Other observational
Audio-visual data technology?
analysis

Video camera
recording

PLANNING AN OBSERVATIONS

• When, where, how and what to observe
• The timing and duration of the observation period
• The context of the observation
• The need to operationalize the observation so that what counts as

evidence is consistent and valid
• Informed consent

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ACTIVITY Qualitative

&

Design an observation planning based on context or scenario for the research in
order to achieve the research objectives for your study?

Topic Research Observation Observation Observation
Objectives Context / Criteria Scale
Scenario
Research • Highlight • Behavior / Likert 1-5;
Topic research • Context or actions to behavior: 1-
objectives / scenario be recorded not at all, 2-
research given to the during the very little, 3-a
questions participants observation little, 4- a lot,
which leads 5- a very great
to potential • Facial deal
behavior or expression,
actions to physical
be actions,
observed

?? ???

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Qualitative

At the end of this topic, learners will be able to:
• Understand the purpose of analysing qualitative data
• Analyse qualitative data step-by-step following the Spiral

Data Analysis Process

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Expected Critical Philosophical AN OVERVIEW OF QUALITATIVE RESEARCH
Thinking Skills underpinning IMPLEMENTATION

PHASE PROCESSES ACTIONS

Ontology & Epistemology Theoretical Prep Conceptual Practical
LR
Know, comprehend, apply, analyze, synthesize, evaluate Planning Research Focus Meta-analysis, TF, CF, Gap Data Collection & Analysis
Research Purpose & Questions Simultaneous & Cyclical
Methodology & Methods Research Statement

Tools Development Exploration type questions
Ethical Considerations
Logistics Approach/Design
(e.g. Narrative/Ethnography/Pheno/G Theory/C.Study), Scope,
(de)Limitations, Participants selections, Tools

Practical Prep Interview Questions/Protocol, Checklists
Info Sheet, Informed consent form, ethics approval
Audio-video tools, schedules, backups, software

Methodology Data Collection Data Collection Processes Rapport Reputation development, casual visits
Implementation
Conduct Interviews, observations, documents,
audio-visual

Epistemology & Reporting Data Analysis & Reporting Data Analysis Procedures E.g: THEMATIC, Dialogic, Chronologic, Discourse
Axiology Reporting & visualizing Reporting & visualizing
Implications & Contributions Theory, Practice, Methodology

Adapted from: Siedman (2006), Merriam (2009), Glesne (2015), Merriam & Tisdell (2016), Creswell & Poth (2017), Lebar (2018), Harding (2019), Miles & Huberman (2019)

THE SIMULTANEOUS
PROCESS OF

QUALITATIVE DATA
ANALYSIS

Data Collection = Data Analysis
Interactive Model of Qualitative Research Design
(Maxwell, 2012)

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SOME WORTH REFLECTIONS BEFORE
PROCEEDING TO DATA ANALYSIS

• Was the contemplated study worth doing?
• Was the design for data collection emergent in nature? Did

the design recursive & dynamics?
• Was the data collection preparation and process focused for

quality data?
• Were the participants selected for the study voluntarily, and

not coerced?
• Were the participants providing us rich, heuristic and holistic

information?
• Was I (and the team) a competent team?

DESIGNING MEANINGFUL CREATING INFORMATION
INTERVIEW QUESTIONS SHEET

Introduction/ Routine/ Devil’s The 5W
Grand Tour Hypothetical Advocate/ + 1H
Controversial
See ‘Example of
Future/Hope Ideal/ Participant Info Sheet’
Expectations
PROVIDING INFORMED
See ‘Example of Interview Question’ CONSENT FORM
(Patton, Merriam & Tisdell, Glesne)
Written &
Signed
Mutual

Agreemen

See ‘Examplte of Consent
Form’

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THE DATA ANALYSIS SPIRAL

*Process of making sense/meaning
*Process of answering Research Questions

Consolidate & Data Collection Manage & Organize • Ethics Concrete/detailed
Organize (bias, confidentiality) ~ (method triangulation, proper storage) description
• Prepare files Scan/Read through &
Reduce & (transcriptions, image, audio) Intuitive Process memo/mark • Realibility & Validity Abstract level
Interpret (personal thought, intuitive process) ~ (trustworthiness & internal validity)of descriptions
• Data storage Describe & Classify (5~9 themes)
Assess • Software choices (CAQDAS) codes into Themes THEMATIC ANALYSIS
& present
• General overview Develop
• Memos/mark interpretations
Assess interpretation,
(any thoughts, reflections) represent & visualize

Open Coding
• Detailed description (in situ)
• Inductive coding
Axial Coding
• Detailed description (interpret)
• Deductive coding - refine codes

into themes/categories

• Constant comparative method
(similarities, differences & connections)
• Present in descriptive manner, or

visualize in conceptual diagram

Adapted from: Siedman (2005), Merriam (2009), Glesne (2015), Merriam & Tisdell (2016), Creswell & Poth (2017), Lebar (2018), Harding
(2019), Miles & Huberman (2019)

STEP 1

MANAGE & ORGANISE

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STEP 2 SCAN-READ. MEMO. MARK

STEP 3

CODES - THEMES

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STEP 4

INTERPRET

STEP 5

PRESENT. VISUALISE

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Textual to Visual

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Qualitative

At the end of this topic, learners will be able to:
• Understand qualitative data findings
• Report qualitative data findings

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REPORT RESEARCH FINDINGS

Planning and decisions for reporting
• How to write up and report the research?
• When to write up and report the research?
• How to present the results in tabular or written form?
• How to present the results in non-verbal forms?
• To whom to report
• How frequently to report?

REPORT PLANNING

Steps to design research report:

01 02 03 04

CONTENTS CONTENTS CONTENTS CONTENTS

Orienting Research Data analysis Reporting
Decisions Design & Results
Methodology

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REPORT PLANNING

Orienting Decisions

Question Sub-issues and problems Decisions

1. Who • Is the research going to be • Decide what are the scope and
wants the useful? audiences of the research
research?
• Who might wish to use the • Determine the reporting
research? mechanisms

• Are the data going to be public?

2. What are • Is there enough time to do all • Determine the timescales and
the the research? timing of the research
timescales of
the • How to decide what to be done • Decide on the form of reporting
research? within the timescale? and the intended and possible
audiences of the research
3. What are • Whose purposes are being
the purposes served by the research?
of the
research? • How will different purposes be
serve in the research?

4. What • How many foci are necessary? • Decide the number of foci of the
needs to be • Are the foci clearly identifiable
focus of the research questions
research in and operationalized? • Ensure that the foci are clear
order to
answer the and can be operationalized
research
questions?

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Copyright © CoR-SPEED

Qualitative

REPORT PLANNING CONTINUED…

Research Design and Methodology

Question Sub-issues and problems Decisions

1. What is • How many methodologies are • Decide the number, type and
the necessary? purposes of the methodologies
methodology to be used
of the • Will a single research question
research? require more than one • Decide whether one or more
methodology? methodologies is necessary to
gain answers to specific
research questions

• Ensure appropriate methodology
is employed

2. How will • What methods of data gathering • Determine the most appropriate
the data be data collection instruments to
gathered? are available and appropriate to
gather data to answer the
yield data to answer the
research questions
research questions? • Decide which methods are most
• What methods of data gathering
suitable for which issues
will be used? • Decide which issues will require
• How to construct interview
more than one data collection
schedules / questionnaires /
instrument
observation schedules?
• How many methods should be

used (to ensure reliability and

validity)

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Copyright © CoR-SPEED

Qualitative

REPORT PLANNING CONTINUED…

Data analysis

Question Sub-issues and problems Decisions

1. How will • Are the data to be processed • Clarify the methods of data
the data be numerically or verbally? processing and analysis of
analyzed? qualitative data
• What computer packages are
available to assists data • Decide which methods of data
processing and analysis? processing and analysis are
most appropriate for which types
• What analysis will be needed? of data and for which research
• How to perform content analysis questions

or word data? • Check that the data processing
• How to summarize and present and analysis will serve the
research purposes
word data?
• How to process all the different

responses to open ended
questions?

2. How to • At what stages of the research • Determine the process of
verify and
validate the is validation necessary? respondents validation during
data and • What will happen if participants
their the research
interpretation disagree with the researcher’s • Decide the reporting of multiple
?
interpretation? perspectives and interpretations
• Decide respondents’ rights to

have their views expressed or to

veto reporting

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Copyright © CoR-SPEED

Qualitative

REPORT PLANNING CONTINUED…

Reporting the results

Question Sub-issues and problems Decisions

1. How to • How detailed must the report be? • Ensure appropriate form of
write up and
report the • What are the content of the reporting is used
research?
report? • Keep the report as short, clear

and complete as possible

• Ensure the report enables fair

critique and evaluation to be

undertaken

• Provide summaries

2. How to • How to respect confidentiality of • Decide the most appropriate
present the
results in the participants? form of reporting
tabular or • How to report multiple • Decide the format(s) of the
written form?
perspectives? reports
• Decide the protection of the

individual’s rights involve in the

research

3. How to • How to report multiple • Decide the most appropriate
present the
results in perspectives? form of reporting
nonverbal • How to protect the confidentiality • Ensure that a written record is
forms?
of the participants? kept of oral reports

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Copyright © CoR-SPEED

ACTIVITY Qualitative

Use the report planning table to design the research report. By answering
all the questions in the given table will guide you to structure the research
report in a procedural manner and will give an overview of the overall
content of the research report.

Question Sub-issues and problems Decisions

1. Who wants the • How… • Ensure..
research?

2. What is the • .. ..
methodology
of the
research?

3. How will the
data be
analyzed?

4. How to write
up and report
the research?

….

46

Copyright © CoR-SPEED

Sustainable Professional Education
For Excellent Development
(CoR-SPEED)

Universiti Tun Hussein Onn Malaysia

Contact Us: [email protected]

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