Focusing on qualitative analysis
Dr. Liliana CUESTA MEDINA
2017
Mind-opener
1. Mention four strategies to make an effective data
analysis, based on Corbin & Strauss (2008).
2. Mention the three main stages of coding.
3. Complete:
• _______: Identifying anchors that allow the key points
of the data to be gathered.
• ________: Collections of codes of similar content that
allows the data to be grouped.
• ________: Broad groups of similar concepts that are
used to generate a theory.
• ________: A collection of explanations that explain the
subject/topic of the research.
4. Mention two coding tips based on the literature you
Four stages, four terms
• Codes: Identifying anchors that allow the key
points of the data to be gathered.
• Concepts: Collections of codes of similar
content that allows the data to be grouped.
• Categories: Broad groups of similar concepts
that are used to generate a theory.
• Theory: A collection of explanations that
explain the subject/topic of the research.
Coding tips
• Learn about coding approaches
(Ritchie and Lewis 2003, Corbin and
Strauss, 2008)
• Make a keen open coding selection
fragment
• Check frequently to see whether the
code list can be reduced (i.e. avoid empty
codes)
• When dealing with excerpts/memos:
Do not select too little text (‘yes, that’s true’ is
not enough!; add question as to not lose too much context)
Samples
Research question: How might the use of graphic organizers on problem-based tasks
influence A1 sixth graders’ argumentative writing skill?
(Mora, 2014)
Samples
How might A2
young adult
students’ selfassessment of their
own vocabulary
influence the
development of
their oral fluency?
•Examining learning weaknesses and
strengths in relation to vocabulary and
fluency competences
•Using strategies and evincing initial
improvements in vocabulary and oral
fluency
•Creating personal commitments
involving vocabulary learning and oral
practice
Increasing awareness about
vocabulary learning habits
and promoting a course of
action according to
individual needs in terms of
language competence and
fluency.
(Duque, 2014)
Samples
Figure 3: Open coding sample from questionnaire 2, question 4
(Lozano, 2014)
Samples
Categories
Awareness increase
Goals to keep the focus
Confidence and self-concept
building
Interaction improvement
Instruments Triangulated
Questionnaire # 2, Self-reflection
sheet
Teacher's field notes,
Questionnaire # 2
Self-Reflection Sheets,
Questionnaire #2
Questionnaire # 3, Audio
Recording
Table 3: Instruments triangulated for the different
categories
(Lozano, 2014)
Samples
Figure 6. Coding paradigm. This figure illustrates the
interrelationships between the core category and other categories.
(Lozano, 2014)
Thank you!
This session was brought to you by…
Liliana Cuesta
[email protected]
Department of Foreign Languages & Cultures
Universidad de La Sabana
Chía, Colombia