Data Collection & Data Collection & analysisanalysisGrounded TheoryGrounded Theory

Dolly Ramos GallegoClaudia Cárdenas

Find the following information in the assigned thesisSamples

of dataInterpretati

on of dataCodes

Triangulation Process

Description of data

Data analysis

What is qualitative research?“Development of concepts which help us to understand social phenomena in natural (rather than experimental) settings, giving due emphasis to the meanings, experiences and views of the participants.”

Pope & MaysBMJ 1995;311:42-45

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What is qualitative data?- Data that are not easily reduced to numbers

- Data that are related to concepts, opinions, values and behaviours of people in social contextTranscripts of individual interviews and focus groups, field notes from observation of certain activities, copies of documents, audio/video recordings...

www.socialresearchmethods.net/kb/qualdata.php16

Tools for helping the Analytical Process

Summaries: Should contain the key points that emerge from undertaking the specific activitySelf Memos: Allow you to make a record of the ideas which occur to you about any aspect of your research, as you think of themResearcher DiaryAnalytical notes

SAMPLING

Data analysis &Data analysis &gatheringgathering

Methods – instruments◦ Interviews-Questionnaires-surveys◦ Observations - Audio/video tapes◦ Journals-diaries-logs

When to begin◦D A- systematic and begins as

soon as data is available.

Data Collection&Data Collection&AnalysisAnalysis

Definition It is the process of systematically

arranging your methods to increase your understanding of them and allows you to present what you have learn or discovered.

Disassembling & Reassembling- to separate something into its different

parts- to make something again by joining its

separate parts together

Features of Qualitative data analysis

•Analysis is circular and non-linear

•Iterative and progressive

•Close interaction with the data

•Data collection and analysis is simultaneous

•Level of analysis varies

•Can be sorted in many ways

•Qualitative data by itself has meaning, i.e. “apple”

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STAGES FOR DATA ANALYSIS

FOUR FOUR

ELEMENTSELEMENTSThat are the phenomena found in the data Each line, sentence, or paragraph is read in search of the answer

Grounded Theory

Grounded Theory Is the constant Analysis of the Data.

Consist of 4 stages• Compare incidents (tentive catg)

• Comparing Changes (integrating)

• DelImitation of the theory (reducing similar)

• Forming Systematic substative theory (reasonable

accurate statement

Triangulation

The basic idea of the grounded theory approach is to read (and re-read) the data and "discover" or label codes and their interrelationships

Meaning :

To include multiple sources of information.

The act of bringing more than one source to a bear point

TYPES OF

TRIANGULATION (DENZIN 1978)

•Data •Investigator •Methodology• In time and location•TheoreticalSupport Existent

TriangulatinTriangulating your Datag your Data

The Data

Disassembling and Reassembling

OrDesintegrating and

reintegrating

“ “making making familiar appear familiar appear

strange”strange”

WHITE= LOGSWHITE= LOGSYELLOW = YELLOW = INTERVIEWSINTERVIEWSBLUE = VIDEOBLUE = VIDEOTEACHERS’ LOGSTEACHERS’ LOGS

CLARIFICATION OF CONCEPTS AND FAMILIARIZATION WITH THE METALANGUAGE

Enrike Q5=Did the sessions provide you with tools to solve challenges in the classroom?

A=Uhm yes, I might say yes, because when I was in the calss I tried to apply some of that knowledge acquiered at the workshops and yeah I saw the changes in my teaching abilities. they are very much applicable to my practice and I think they are very rewarding for me as apersonal I have got a lot of knowledge in those workshops.

Diego=The assessment and evaluation and according to the type of group, the group profile we can custimaze it , according to the type of students so you really made me like think about it and improve some little problems I had and know the difference between assessment and evaluation.

Migule A= it offeres the possibility to learn about theory but also to exchange with other teacher experience and anectode and everything that help us about teaching butalso about have to a good professional in different ways.

Awareness/

growth

Collaborative learning

Applicability

Academic/ familiarizi

ng

CODING AND CATEGORIES in the diagnostic stageCODING AND CATEGORIES in the diagnostic stage

CODING CATEGORIES Lack of listening SKILLS

Oral production reading & writing SKILLS

Ss attendance ATTITUDE

Relationship ATTITUDE

Improve my teaching STRATEGIES

Learning strategies & writing STRATEGIES

Mistakes GRAMMAR

Lack of grammar GRAMMAR

verb agreement GRAMMAR

Use of the language COMPETENCES

Use of the language COMPETENCES

Categories and codes for the implementation stage sub categories

   

Teachers’ perceptions about how students view of English class  

ss feelings with each other and the teacher Rapport

lack of motivation Negative Reaction about the language

ss negative reactions to the language  

lack of commitment led to bad performance commitment

ss' commitment caused good results  

   

Teachers' desire for improvement  

teachers' desire for self-improvement improvement

teachers' desire to improve their classes  

reflect on becoming updated Reflect

   

Teachers reflecting about ss' needs  

reflect on ss' profile  

teachers' development of autonomy in ss development

Teachers 'strategies to improve ss weaknesses strategies

   

Teachers' perspectives about course orientations  

teachers focused on specific skill (s) Skills

teacher had communicative focus communication

teachers' perspectives about the course  

Teachers´ objectives do not match course objectives  

Categories and codes Sub-categories

Teachers’ perceptions about how students view of English class

ss feelings with each other and the teacher Rapport

lack of motivation Negative Reaction about the language

ss negative reactions to the languagelack of commitment led to bad

performance Commitment

ss' commitment caused good results

Teachers' desire for improvementteachers' desire for self-improvement Improvement

teachers' desire to improve their classesreflect on becoming updated Reflect

Teachers reflecting about ss' needsreflect on ss' profile

teachers' development of autonomy in ss DevelopmentTeachers 'strategies to improve ss

weaknesses Strategies

Teachers' perspectives about course orientations

teachers focused on specific skill (s) Skillsteacher had communicative focus communication

teachers' perspectives about the courseTeachers´ objectives do not match course

objectives

INTERPRETATIONGRAMMAR It refers to the order of the words within a sentence. Teachers mentioned that students needed to improve in accuracy  SAMPLEK EQ2Students had some mistakes during the activities in written exercisesC EQ3Ss present problems when working with Passive/clauses/P. perfectC EQ2They had terrible bases. No grammar, nothing INTERTREPATIONThe data suggest that teachers are still focusing on grammar and the importance of accuracy when teaching or using a skill. Teachers never mentioned that due to the fact that learners showed problems with grammar that they were not able to convey feeling or thoughts. However, this comes to show us that teachers are still not aware that the Institution implements the communicative approach.

INTERPRETATIONSKILL This term refers to the four element used in a language such as listening, speaking , Reading and writing. (Subcategory of competence). SAMPLE J EQ2The listening skill is difficult to obtain M EQ2We didn't have time to practice listening because it is time consuming and it demands a lot of effort for ss and teacher INTERPRETATIONThese teachers mentioned that listening was one of the most difficult skills to help learners improve. Besides, teachers seem to find it challenging to integrate the skills. In this case we can detect that teachers have lack of creativity or do not know or have the appropriate tools to design these type of activities.

On the other hand, teachers tend to separate the skills according to the aim of the class instead of designing an activity in which they can integrate the four language skills for one lesson.  

InterpretationInterpretation

Attitude: Ss motivation to attend and participate in English class is very low

SAMPLE J EQ2: Ss usually arrive late to class they really do not care

about it CB IQ1: Sss have expressed that they are there because they

need to graduate CO IQ1: Ss are only interested in the grade they don’t want to

learn

INTERPRETATIONThe sample above show the lac of interest and commitment

from learners to talk part of the class, perhaps this can be due to teachers lack of control of the class or their lack of sufficient knowledge to develop class that activate or engage or foster learners interest

Some ReferencesSome Referenceswww.groundedtheory.comhttp://gtm.vlsm.org/Aguide to research for Educators and Trainers of Adults. Merriam & Simpson (1995)

Forming an Inquiry from questions to Planning the Project. Potillo (2000)

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Data analysis

•Identify recurrent themes•Notice patterns in the data•Identify respondent clusters- Search for causality- Identify related themes

•Build sequence of events•Search data to answer research questions•Develop hypothesis

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Interpretation

•Interpretation is the act of identifying and explaining the core meaning of the data•Organizing and connecting emerging themes, sub-themes and contradictions to get the bigger picture-what it all means. Think how best to integrate data from multiple sources and methods

•Make generalization-providing answers to questions of social and theoretical significance.•Ensuring credible or trustworthy interpretations.

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