VU/HANU MTESOL Programme

Data Analysis, part 1

When analysing your data, remember:

Better research data makes for easier data analysis

GIGO Garbage In, Garbage Out the better your research data, the better your
analysis
Your analysis should seek to address your research question(s)
Use the better research papers as a guide as necessary
The most important and useful analytic tool is your brain

Initial Steps

Note: Your data analysis should begin when you begin collecting your data use your
research diary to record important ideas and issues

Remember your research question(s)

Re-read all your research data
Identify the main issues arising from: (i) individual datasets; and (ii) the overall
dataset. Begin categorising them using constant comparison

Constant Comparison

This is a fundamental analytic method in qualitative research.

Constant repeatedly going through your data

Comparison comparing each element in the data

You should be looking for:

Patterns in the data

Recurring words, phrases, sentiments, actions, etc
Recurring ideas

The constant comparison will generate themes or categories.

These themes or categories are important because they are the basis of your analysis so
remember to note where they occur in your data.

If you are uncertain about identifying themes, start by looking for the major themes identified
in the research literature. You must remember, though, to identify themes in your data.

The themes will vary between research projects but they might include:

classroom positions

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 disengagement
enthusiasm
gendered issues
leadership (e.g. in group work innovations)
understanding and acting upon the innovation

Go through your data again to ensure you have identified the main themes and noted where
they occur in the data.

As you become more confident in your analysis, you might start recognising other perhaps
more complex themes.

Remember that the absence of themes in individual datasets may also be important.

Conceptualising the Analysis

To help you conceptualise your analysis, you should:

Make maps, diagrams, charts or anything else that will help you understand what
the data means
Link ideas running through the themes and categories how do they fit together?
Look for similarities and differences
Relate the themes and categories to the literature
Make a note of any good quotations or observational data that will illustrate the
themes

Next Steps

Ask:

Why?
So what?
What is the evidence for...?
What is the evidence against...?
What are the similarities?
What are the differences?

You should also ask:

Is there a (research) story emerging from and across the data?

What is the significance of context?

Note: You should have been asking these questions throughout your research but it is
important to ask them again at this stage.

Remember the constant comparison!

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Types of Coding

Open coding involves:

Taking the data apart

Labelling and categorising the data according to your themes
Making comparisons across the data
Noting similarities and differences

Axial coding involves:

Putting the data back together in new ways

Developing links between themes and categories (and sub-themes and sub-categories)

Writing your Data Analysis Section

The data analysis section of your assignment (which is part of your evaluation section) should
demonstrate that you have collected and analysed your data.

It should include:

Initial and emerging themes

Comparisons, similarities and differences in the data relating to these themes
References to the data (this is part of your evidence)
Comparisons between research methods where appropriate (e.g. students said one
thing but were observed doing another)
References to the literature where appropriate

Remember that the data analysis section is just that an analysis of your data. You will
consider its significance in the next section the discussion...

Remember that the better your analysis, the better your discussion!

Michael F. Watts, Hanoi, September 2011