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You will analyze four transcribed interviews by inductively coding the data and developing themes. This will be a miniature version of what coding a large study would be like.
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Directions
Perform the following tasks to conduct the analysis:
- Code the data: To analyze the data, you must first identify categories or themes that appear in the data. To accomplish this, do the following:
- Read the transcript of each participant’s responses and identify words that strike you as important. Mark the words in some fashion (highlight, circle, bold, underline).
- When you recognize words or phrases that appear frequently, make note of them. That is, circle or highlight them in the text.
- After reading all participants’ responses, review the words/phrases you marked or wrote down and identify a short list of useful codes. See Table 1 below.
- Collapse these codes into four or five categories or themes and name them. See Table 1, column 2, below.
- List the categories or themes and substantiate them with quotations from the online focus group participant transcripts. See Tables 2 and 3, below. You could put all of these in one table, or you could use a table for each theme, and provide several examples of quotes in the right-hand column for that theme.
- Present your results in a table (below) formatted according to the APA guidelines found in the “APA Style Guide,” located in the Student Success Center.
- Identify your coding process in an appendix (an example is included in the Appendix below).
Task 1: Code the transcript as described above, and color code the transcript using a color for each key code. Do this in Word.
Task 2: Create a codebook.
| Code | Definition of the Code | Example From Transcript |
Task 3: Create a table of words or phrases that appear frequently. Display as shown in Table 1.
Table 1
Words or Phrases that Appear Frequently
| Word or Phrase | Notes on the Words/Phrases | Notes on Emerging Themes |
| Write down the word(s) or phrase(s) here. | For example, do they appear in a transcript of one particular interview, or do they show up in several interviews? If they show up in several, there is a pattern that cross-cuts individuals.
You might want to state Name of participant/page number of transcript (if that seems to make sense). |
As you review the list of words/phrases in column 1, and see some patterns, you can name the patterns. Collapse the repeating words/phrases into 4-5 (or whatever seems relevant) themes. |
| Write down the words or phrases here. | ||
| Keep writing down many words/phrases that appear frequently, until you have written them all down. |
Task 4: Based on Table 1 and your coded transcript, create a table based on Tables 2 and 3. Create a table for each theme.
Table 2
Inductively Developed Themes
| Theme | Examples of Quotes From the Transcripts |
| Put the name of the theme here. | Put a quote here that represents the theme |
| Place additional examples of quotes for this theme in each cell in this table. | |
Table 3
Inductively Developed Themes
| Theme | Sample Responses |
| Name another theme. | Provide a quote that exemplifies this theme. |
| Provide another quote here. | |
Note: You would put notes here if needed. See pages 130-131 of your APA manual.
Write-up the Results
A research report is not complete without a written summary of the research findings. To complete the research report, follow the instructions below and include the components outlined. Include the table and the chart you have created to show the data graphically/visually.
Introduction
Discuss the background information and the fact that this study was modeled after a study conducted by Clark and Springer in 2007. Discuss the data Clark and Springer collected and their results. Then discuss how your “mock or replication” study conducted in an undergraduate psychology program will add to these results.
Sample –– discuss who participated in your study.
Instruments…describe the structure and purpose of instrument you used: the IHE (the interview transcript).
Data Analysis
Discuss your own initial analysis and the codes that you came up with. Collapse these codes into three to four themes as Clark and Springer did. However, this must be based on the “mock” data you collected (and we presented in a separate document).
Results
Write a summary of the themes that you identified when analyzing the faculty comments about in-class disruptions. Include the table and the chart you have created to show the data graphically/visually.
Recommendations
Compare your results to those of Clark and Springer (2007):
Clark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty and students in a nursing program on incivility. Clark and Springer used the Incivility in Nursing Education survey along with open-ended questions to collect data from 36 nursing faculty and 168 nursing students.
Each of the researchers reviewed all comments and organized them by themes. Clark and Springer noted four major themes of responses:
- Faculty perceptions of in-class disruption and incivility by students
- Faculty perceptions of out-of-class disruption and incivility by students
- Student perceptions of uncivil behaviors by faculty
- Faculty and student perceptions of possible causes of incivility in nursing education
A total of eight codes were identified among the faculty comments on types of in-class disruptions. These were the following:
- Disrupting others by talking in class
- Making negative remarks/disrespectful comments toward faculty
- Leaving early or arriving late
- Using cell phones
- Sleeping/not paying attention
- Bringing children to class
- Wearing immodest attire
- Coming to class unprepared
Based on your findings, discuss some strategies that these faculty members can use to reduce the incidences of disrespectful behaviors. Cite the recommendations from peer-reviewed sources.
Discuss how you would also use the data analysis strategy listed in your 10 key points to code and theme the open-ended comments from faculty.
Discuss the benefits and limitations of using SPSS and frequency counts in qualitative data analysis, along with why additional analysis is required.
References
Include a reference list of the sources used.
Bernard, H. R. and Ryan, G. W. (2010). Analyzing qualitative data. New York, NY: Sage Publications.
Clark, C. M., & Springer, P. J. (2007). Thoughts on incivility: Student and faculty perceptions of uncivil behavior. Nursing Education Perspectives, 28(2), 93-97. Retrieved from https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=24776207&site=ehost-live&scope=site
Grand Canyon University. (2013). Template for coding and summary tables.
Groenewald, T. (2004). A phenomenological research design illustrated. International Journal of Qualitative Methods, 3(1), 15-16
Hatch, J. A. (2002). Doing qualitative research in education settings. Albany, NY: SUNY Press.
Moustakas, C. (1994). Phenomenological research methods. New York, NY: Sage Publications.
Yin, R. (2014). Case study research design and methods. New York, NY: Sage Publications.
