�ASSIGNMENT��EQL 671 (70%) �(HEMM1233 – 60%)� QUALITATIVE RESEARCH METHOD �IN EDUCATION

DR KIM TENG SIANG

kskim2007@gmial.com

h/p No: 0124661131

ASSIGNMENT SUMMARY (70%)

ASSIGNMENT SUMMARY (70%)

 �GENERAL INSTRUCTION

1. You are required to answer ALL 3 Parts.
2. Provide references at the end of each question. unless it is stated (APA System)
3. Use the materials on MyPLS on the given Units and other relevant materials.

4. ‘DO NOT COPY AND PASTE’ OR COPY FROM:

• The Learning Materials
• Any AI Tool
• Turnitin Plagiarism Checker (<20% Similarity Index)

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PART A (15%) - ESSAY CRITIC (CRITICAL REVIEW) – CLO1� (1200-1500 WORDS)

• (a) Purpose
• The purpose of this assignment is to develop your ability to critically evaluate major methodological issues in qualitative research.
• By engaging with the debates surrounding sampling, reliability, and validity, you will practice making reasoned comparisons between arguments, weighing evidence, and presenting your own informed critique.
• (b) Task
• Write a critical essay titled:
• “Critiquing Sampling, Reliability and Validity in Qualitative Research”

Issues in Qualitative Research as compare to traditional Research (Quantitative R): Sampling, Reliability and Validity

PART A (15%) - ESSAY CRITIC (CRITICAL REVIEW) – CLO1� (1200-1500 WORDS)

(c) Instructions

• Write essay with 1,200–1,500 words according to the format below:
• Introduction (150–200 words)• Introduce the title and topic: Critiquing

Sampling, Reliability, and Validity in Qualitative Research.

• Explain briefly why these issues are important in research.

• State the purpose of your essay (to critically examine the debates

around these issues).

• End with a thesis statement that shows your position (e.g.,

whether these issues are essential or problematic in

qualitative research).

IMPORTANCE OF SAMPLING, RELIABILITY AND VALIDITY

• Importance of sampling in research- use a small sample (save cost/ time, practical)
• Use result from sample to inform about the population or making generalization
• Random sampling and reliable statistical methods is used
• Importance for the results to be reliable and valid – accuracy and trustworthy in application of the results

PART A (15%) - ESSAY CRITIC (CRITICAL REVIEW) – CLO1

• 2. Explanation of Issues (200–250 words)
• • Define sampling, reliability, and validity in the context of qualitative research.
• • Compare briefly how these terms differ in quantitative vs. qualitative studies.
• • Use references from research methods textbooks or journal articles.

WHAT IS SAMPLING, RELIABILITY AND VALIDITY

• Sampling – use or take a sample from a population or a small representative part from the whole
• Reliability – results or data that are consistence and little changed over time
• Validity – data or results that indicate the real thing that is measured or professed

DIFFERENCES OF THESE ISSUES BETWEEN QUANTITATIVE AND QUALITATIVE RESEARCH

• Module 1, pg 10-13
• Reading materials
• Other articles

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PART A (15%) - ESSAY CRITIC (CRITICAL REVIEW) – CLO1

3. Critical Arguments (300–350 words)

• Present scholarly critiques against applying traditional notions of sampling, reliability, and validity in qualitative research.

• For example:

o Small samples may not be generalizable.

o Reliability and validity are quantitative concepts that may not fully apply in qualitative research.

• Use at least 2–3 authors who argue these points.

SAMPLING, RELIABILITY AND VALIDITY IN �QUALITATIVE RESEARCH

• Sample is usually very small-unrepresentative of the large population
• Selection of sample is not random (biasness)
• Reliability – researcher as the instrument, biasness, not accurate or consistent
• Validity – subject to researcher’s biasness & judgment

PART A (15%) - ESSAY CRITIC (CRITICAL REVIEW) – CLO1

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4. Counter-Arguments & Evaluation (300–350 words)

• Present the defense or reframing of these issues by other scholars.

• For example:

o Sampling in qualitative research is about depth and richness, not numbers.

o Reliability can mean consistency in interpretation.

o Validity can mean credibility and trustworthiness.

• Evaluate the strength of these arguments.

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SAMPLING, RELIABILITY AND VALIDITY IN �QUALITATIVE RESEARCH

• Random Sample may not relevant because its nature is to inform and not to generalize
• Reliability – researcher as the instrument -minimize biasness, accuracy & consistency by improving researcher’s skill & abilities)
• Validity – subject to researcher’s biasness & judgment by using triangulation to improve validity

RELIABILITY AND VALIDITY OF QUALITATIVE RESEARCH – SUGGESTIONS TO READ BEFORE WRITING

• What is Reliability / Validity in Qualitative Research
• Types of Reliability / Validity in Qualitative Research
• (Reliability: Focusing on reliability as consisting of consistency and dependability in qualitative research.
• Validity: Discuss validity within the qualitative realm, focusing on the concepts of credibility, transferability, dependability, and confirmability)
• Important of Reliability / Validity in Qualitative Research
• Ways to improve Reliability / Validity in Qualitative Research

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PART A (15%) - ESSAY CRITIC (CRITICAL REVIEW) – CLO1

5. Your Critical Standpoint (150–200 words)

• Reflect on the debate. Which side do you find more convincing?

• Provide your own reasoned argument, supported by evidence.

• Suggest a balanced view (e.g., while reliability and

validity may not be identical to quantitative research,

they are still relevant when redefined for qualitative

purposes).

6. Conclusion (100–150 words)

• Summarize your key arguments.

• Restate your position clearly.

• Highlight the implications for qualitative researchers.

PART A (15%) - ESSAY CRITIC (CRITICAL REVIEW) – CLO1

(d) Presentation & Referencing

• Use APA 7th edition for in-text citations and reference list.

• Minimum 8 references (textbooks, journal articles, research methods sources).

• Write in academic style (formal tone, no bullet points in the essay).

• Word count: 1,200–1,500 words.

PART A (15%) - ESSAY CRITIC (CRITICAL REVIEW) – CLO1

(e) Mark Breakdown (15%)

Your essay will be graded based on:

1. Explanation of Issues (4%) – Clear and accurate overview of

sampling, reliability, and validity in qualitative research.

2. Critical Analysis (5%) – Depth of critique through arguments and

counterarguments,

supported with scholarly references.

3. Student’s Critical Standpoint (3%) – Ability to synthesize

perspectives and

present a balanced, well-justified conclusion.

4. Organization & Presentation (3%) – Coherence, clarity, structure,

referencing, and adherence to APA formatting.

• Highlight the implications for qualitative researchers.

SOME REFERENCES

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• Golafshani, Nahid. 2003. Understanding Reliability and Validity in Qualitative Research. The Qualitative Report Volume 8 Number 4 December 2003 597-607

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• Ensuring validity and reliability in qualitative research.

https://ebn.bmj.com/content/early/2025/01/21/ebnurs-2024-104232

http://www.nova.edu/ssss/QR/QR8-4/golafshani.pdf

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• H.I.L. Brink (Conference Paper). 1993. VALIDITY AND RELIABILITY IN

QUALITATIVE RESEARCH. Paper delivered at SA Society o f Nurse

Researchers’ Workshop-RAU 19March l993. H.I.L. Brink (Conference Paper). 1993. VALIDITY AND RELIABILITY IN QUALITATIVE RESEARCH

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• Myers, Margaret. 2000. Qualitative Research and the Generalizability Question: Standing Firm with Proteus. The Qualitative Report, 4(3).

https://doi.org/10.46743/2160-3715/2000.2925

REFERENCES FROM INTERNET

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• https://eightify.app/summary/technology-and-software/enhancing-validity-and-reliability-in-qualitative-research
• https://sites.education.miami.edu/statsu/2020/09/22/how-is-reliability-and-validity-realized-in-qualitative-research/
• https://ebn.bmj.com/content/18/2/34
• https://www.projectguru.in/how-to-establish-the-validity-and-reliability-of-qualitative-research/
• https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4535087/
• https://nsuworks.nova.edu/cgi/viewcontent.cgi?article=1870&context=tqr
• https://journals.lww.com/dccnjournal/fulltext/2017/07000/rigor_or_reliability_and_validity_in_qualitative.6.aspx
• https://research.usq.edu.au/download/3188cb761d1ed637bc05758a0029ea74906bb3898c079badfba1ca5e3616dbe1/485044/Hafeez-Baig_Gururajan_Chakraborty_PACIS%202016_PV.pdf

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PART B (15%) – VISUAL/CREATIVE PRODUCT: INFOGRAPHIC (CLO2)

•   (a) Purpose
• This assignment allows you to explain and simplify complex ideas about qualitative research methods in a clear and creative way. By designing an infographic, you will practice turning detailed information into a visual format that is easy to understand.
• This skill helps you not only learn the content better but also communicate research concepts effectively to others.

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TEMPLATES

PART B (15%) – VISUAL/CREATIVE PRODUCT: � INFOGRAPHIC (CLO2)

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(b) Task

• Choose three (3) qualitative research methods from the list below:

o Ethnography

o Case study

o Action research

o Historical analysis

o Generic qualitative methods

Choose only 3 methods.

Designs an Infographic for each method.

PART B (15%) – VISUAL/CREATIVE PRODUCT: � INFOGRAPHIC (CLO2)

(c) Instruction

1. Design an infographic that explains:

• o The purpose of each method
• o Key data collection techniques used (e.g., interviews, observation,

document analysis)

• o Strengths and limitations of each method
• o At least one educational research example for each method

2. Format requirements

• o One-page infographic (A4 or digital poster format)
• o Must include visuals (icons, diagrams, charts) and minimal text
• o Submit in PDF format and merge with the assignment.

A$ Paper

PURPOSE

At Lease ONE example (Education)

Data Collection Techniques

Strengths & Limitations

A4 PAPER

CASE STUDY

PART B (15%) – VISUAL/CREATIVE PRODUCT: � INFOGRAPHIC (CLO2)

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3. Suggestion on the platform to design infographic

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i. Canva (free + paid) — Easiest for most students: lots of templates,

icons, charts, Canva Pro assets (optional), collaboration, direct

PDF export.

o REFERENCE: https://www.canva.com/infographics/templates/

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ii. Piktochart / Venngage / Visme (freemium) — More data-visual

focused templates (good if you use many charts). Some features

require paid plans.

o REFERENCE: https://piktochart.com/infographic-maker/

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iii. PowerPoint / Google Slides — Everybody has access; flexible for precision

PART B (15%) – VISUAL/CREATIVE PRODUCT: � INFOGRAPHIC (CLO2)

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4. Quick Guide: How to Create a Strong Infographic

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1. Focus Your Topic – Choose one clear theme and 3–5 key points you want tohighlight.

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2. Plan the Layout – Sketch where text, visuals, and flow will go (top-to-bottom or side-to-side).

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3. Design Simply – Use free tools (e.g., Canva, Piktochart), short text, readable fonts, and 2–3 colors only.

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4. Add Visuals & Check – Use icons, images, or charts;

PART B (15%) – VISUAL/CREATIVE PRODUCT: � INFOGRAPHIC (CLO2)

(c) Mark Breakdown (15%)

• Your product will be graded based on:

1. Content Accuracy & Completeness (6%) – Clear and correct explanation of the selected methods, covering purpose, techniques, strengths, and limitations.

2. Application to Education (4%) – Relevant educational research examples provided to illustrate each method.

3. Visual Design & Organization (3%) – Effective use of visuals, logical layout, and clarity of presentation.

4. References & Academic Integrity (2%) – Use of reliable sources, proper citations, and originality.

BEFORE YOU START, SUMMARISE YOUR DATA FOR EACH METHOD

�ASSIGNMENT (60%)�VIDEO B��EQL 671:� QUALITATIVE RESEARCH METHOD �IN EDUCATION

DR KIM TENG SIANG

kskim2007@gmial.com

h/p No: 0124661131

PART C (40%) – PROJECT / FIELDWORK REPORT (40%) – CLO3 AND CLO4

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(a) Purpose

The purpose of this project is to guide you through the end-to-end process of qualitative research, beginning with observation in a natural setting and ending with thematic analysis of the data.

By completing this assignment, you will gain practical experience

in designing a qualitative observational study, collecting data ethically, and analyzing it through coding and theme identification.

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(b) Task

Conduct a small study titled:

“A Qualitative Observational Study on Human Behavior in a Chosen Setting”

PART C (40%) – PROJECT / FIELDWORK REPORT (40%) – CLO3 AND CLO4

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(c) Instructions

You will conduct a small qualitative study by observing human behavior (CLO3) and analyzing your data through coding and themes (CLO4).

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Use the steps below as guide:

Step 1 – Selection of a Setting

• Choose a public or educational setting where people naturally gather and interact (e.g., classroom, library, cafeteria, playground, park, coffee shop).

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Step 2 – Research Question

• Formulate a clear research question connected to your chosen setting.

• Example: “How do individuals engage with their surroundings in a university cafeteria?”

Step 3 – Data Collection (CLO3 – 20%)

• Your data collection is the foundation of this mini research project. You will

combine direct observation with at least one additional qualitative method

(in-depth interview or document analysis). This step ensures you gather rich,

contextual data that will allow meaningful analysis later. See the guide below:

A. Planning Your Data Collection

1. Define your focus – Review your research question and decide what

types of behavior, interaction, or communication you will pay attention to.

2. Choose your methods – Besides observation, select either:

o In-depth Interview: short, focused conversations with 1–2

participants in your setting. OR,

o Document Analysis: study materials found in the setting (e.g.,

posters, notices, menus, signage, or rules displayed).

3. Prepare your tools – Notebook, pen, observation sheet, or a digital

device. Prepare interview questions if you choose the interview option.

B. Conducting Observation

• Spend 60–90 minutes in your chosen setting.

• Take detailed field notes on:

o Verbal interactions (conversations, tone, word choices).

o Non-verbal behaviors (gestures, posture, facial expressions).

o Group dynamics (patterns of interaction, leadership,

cooperation, conflict).

o Environment (physical layout, atmosphere, movement of

people).

• Stay unobtrusive – observe without interfering or drawing attention.

C. Adding a Second Method (Choose One)

1. In-depth Interview

o Identify 1–2 individuals willing to participate briefly.

o Ask open-ended questions (e.g., “How do you usually spend

time here?” “What challenges do you face in this space?”).

o Take notes or record (with permission).

o Keep interviews short (10–15 minutes).

OR,

2. Document Analysis

o Collect materials that influence or reflect human behavior in your

setting (e.g., a café’s “house rules,” posters in a university

lounge, signs in a playground).

o Record the content (take photos or notes).

o Consider how the documents shape or reflect the observed

behaviors.

D. Ethical Considerations

• Public spaces only – no private areas.

• Do not collect personal identifiers (names, photos of faces, etc.).

• If interviewing, ensure informed consent (explain purpose, voluntary

nature, and anonymity).

• Maintain neutrality – do not influence or judge participants.

E. Organizing Your Data

• After fieldwork, type up your notes within 24 hours (to avoid forgetting

details).

• Label your data by date, time, and location.

• Separate your notes into observation, interview/document content,

and reflections (your thoughts or questions).

COMPETENCY

• By completing this step, you will demonstrate your ability to collect data
• using multiple qualitative methods (CLO3).

A. Preparation:

1. Focus

2. Methods & Tools

B. Observation (60 min)

1. Take notes
2. Remain Unobtrusive

C. Add 2^nd Method

1. In-depth interview
2. Document analysis

D. Ethical considerations

• No personal identifier
• Maintain neutrality
• Informed consent (interview)

E. Organize your data

1. Type up field notes
2. Label by date, time
3. Separate types of note

Data Collection (CLO3)

SOME GUIDELINES

• Make sure the location you selected is safe and comfortable
• Make a pre-trip to survey the location if possible
• Select a most suitable position to observe (not too near / far, not easily disturbed by others, has a wide unobstructive view)
• Make sure you have paper, recording equipment (video, photo, writing) ready and in good condition
• Practice to write as fast as possible, / learn some short hand/ symbols before the field work
• Be prepare how to answer when people ask / interrupt you
• Always be alert and sensitive to the environment you are in
• Write and record as much as possible what you have observed especially those things that are related to your focus / research questions

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(METHODS)

• You as the researcher (non-participant observer) observe and focussing on what is going on specifically the different behaviours of people.
• For example, in restaurants today nearly everyone is looking at their phones and not talking to each other.
•  Have 1-2 broad research questions before you enter the site. For example, “What are the different things people do in a McDonald’s restaurant? How do people behave when lining up for a service?

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(FIELD WORK)

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• Spend about 60-90 minutes in the site
• Keep field notes on what you observe
• DO NOT interact with the people – such as interviewing them
• Do not make decisions or judgements on what you observe
• Jot down as much as possible what you observe.
• Give names for the persons you are observing such as Mr. A or Miss B or Child X. Take note of their gender and rough estimation of their age.

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IMMEDIATELY AFTER OBSERVATION

• Rewrite your field notes (if possible, using Word with wide margins at both sides) so that they can be clearly read and use in analysis
• Make sure the recorded notes are accurate while your memory is still fresh to recall what has happened.
• Label the notes with relevant particulars such as time, location and people involved for further reference
• Indicate any salient (clear) or latent (hidden) behaviour / characteristic in the note
• Submit your field notes as evidence of your work (as Appendix and labelled)

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SECOND METHOD – INTERVIEW OR � DOCUMENT ANALYSIS

• Can be carried out immediately after observation or later
• Focus on behaviour of event that interest you from the observation
• e.g. Prominent / Peculiar behaviour, acts that you find strange / could not understand
• Selection of subject(s) for interview: those that are willing to be interviewed, able to express verbally
• Questions to ask: can be open questions or semi structure
• Formulate them in advance if possible.
• Transcribe the interview (label and put in appendix)
• Document analysis: try to find suitable info from the surrounding, internet, hand-out, flier, pictures on displayed etc (copy and label, put in appendix).

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Step 4 – Data Analysis (CLO4 – 20%)

This stage is where you make sense of your field data by coding, categorizing, and identifying themes.

The aim is to transform your raw notes into patterns of

meaning that directly address your research question. Follow the guide below:

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A. Preparing Your Data

1. Organize your notes

o Compile your observation notes, interview transcripts, and/or documents into one file.

o Ensure each entry has a time, date, and setting label.

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2. Read through everything

o Do a first reading just to get a general sense of the data.

o Highlight anything that feels interesting, repeated, or surprising.

B. Coding Your Data (in original field notes)

o Apply open coding to identify key ideas.

o Go line by line and highlight meaningful segments.

o Assign a short label, e.g., “group bonding,” “waiting frustration,” “authority signs ignored.”

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C. Identifying Themes & Patterns (explain in the report)

o Group codes into themes, categories, or patterns.

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D. Validating Your Findings (explain in the report)

o Check your themes against the raw data — make sure they are supported by actual examples.

o Look for contradictions (e.g., not everyone follows the same rule).

o Keep your analysis balanced: acknowledge both dominant patterns and exceptions.

A. Prepare your data:

1. Organise

2. Read through

B. Coding:

1. Open coding
2. Axial coding

C. Identify themes & Patterns

D. Validate your findings:

• Supported by real examples
• Dominant & exceptions

E. Present the analysis:

1. Main themes
2. Illustrative evidence
3. Interpretation

Data Analysis (CLO4)

• E. Presenting the Analysis
• In your report (Step 4), your findings should include:
• 1. The main themes (with clear labels).
• 2. Illustrative evidence (direct notes, short quotes, or descriptions - have a standard way to make reference and citation, e.g. Ob1,p2,L3, Itv1-2-11).
• 3. Interpretation (Link findings back to your research question).

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• COMPETENCY:
• Completing this step shows mastery of CLO4 by demonstrating your ability to
• code, categorize, and interpret qualitative data systematically.

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• (d) Mark Breakdown (40%)
• Your report will be graded based on the criteria below:
• Part A: Data Collection – CLO3 (20%)
• 1. Clarity of Research Question & Focus (4%)
• 2. Quality of Data Collection (observation & 1 method) (8%)
• 3. Ethical Considerations (4%)
• 4. Organization & Documentation (4%)
• Part B: Data Analysis – CLO4 (20%)
• 1. Application of Coding (5%)
• 2. Identification of Themes & Patterns (7%)
• 3. Interpretation & Critical Analysis (5%)
• 4. Presentation of Findings (3%)

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• Step 5 – Report Writing (3,000–3,500 words)
• Write a report containing the following sections:
• i. Introduction: Overview of the setting and the research question.
• ii. Methodology: Details of the observation process, including ethical
• considerations.
• iii. Findings: A detailed account of your observations, organised by
• themes or patterns.
• iv. Discussion: Interpretation of the findings in relation to your research
• question and the existing literature (if literature review was conducted).
• v. Conclusion: Summarise the key findings and suggest avenues for
• future research.

Qualitative Data Analysis (QDA):

• After collecting the data, categorise your observations into themes or patterns.
• Analyse the data by identifying common behaviors, interactions, or expressions noted during the observation period.

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PREPARING THE OBSERVATION DATA �FOR ANALYSIS

• Write the setting /background of what you have observed
• Read the notes a few times to get a rough idea of what you read
• Make sure the notes are properly labeled
• Follow the QDA procedures and methods to analyse the data

Familiarisation

Transcription

Organisation

Coding

Grounded

theory

Report Writing

Framework

analysis

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Analysis

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Analysis

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Figure 7.2 Stages in qualitative data analysis (QDA)

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18. How long have you been a teacher in this school?
20. For about 10 years.
18. Your principle, how would you describe him?
20. Quite a hot-tempered guy.

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R. What do you mean hot-tempered? 

20. Well, in the last staff meeting, I objected to his idea of cutting down the number of fieldtrips for students. He argued that that it was too much of a responsibility for the school. Also, it was getting more and more expensive for the school.
18. What happened than?
20. Before I could say anything, he lost his cool and came for me.

He refused to listen to what I had to say….he just went on and on.

18. What do you think?
20. Personally, I think it was not fair of him to scold me. After all this is a democracy and he should at least listen to what I had to say. It was very unpleasant and many of my colleagues were very disturbed over the incident.
18. How do the others feel?

T. Many of us prefer to keep quite and suffer in silence. You know, he is quite close with the higher-ups. Anyone who questions his decisions are ridiculed You know he determines whether we get promoted or not. You know, it’s the usual thing!

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18. How often does this happen?

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• Almost always…..all meetings becomes a one man show …it’s all …talk….talk.�

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Extraction of Key phrases

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hot-tempered

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lost his cool

refused to listen

just went on and on

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not fair

Scold

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ridiculed for

Questioning

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One man show

CREATING CODES/CATEGORIES �- OPEN CODING

• Categorising – group of concepts that are seemly pertaining to same phenomena
• Categories have conceptual power because they are able to pull together around them other groups of concepts or subcategories
• Naming a category – comes from “YOU”, from literature but be cautious of “borrowed concepts” (Strauss & Corbin, 1990)
• If use words or phrases by informants – “in vivo” codes (Strauss & Corbin, 1990)

CREATING CODES/CATEGORIES �- OPEN CODING

• Can begin to develop category in terms of its properties/characteristics/attributes, which can then be dimensional

e.g. Category Properties Dimension

training types pre – in-service

duration long – short

sponsorship govt – self

CREATING CODES/CATEGORIES

• Codes/categories can change and develop as field experiences progresses (axial & selective coding).
• Need to define codes/categories so as to provide focus to the study but the definition can evolve as study proceeds.
• Codes/categories should be easily identifiable by you and other readers/coders.
• Create start list of codes - derived from conceptual framework, research Qs and problems & key variables.

LIST OF CODES (KEEP IT PROPERLY)

General Categories/ Code RQ#

Properties

Training Tr 2.1

Types Tr-Ty 2.1.1

Pre-service Tr – Ty- Pre 2.1.1

In-service Tr-Ty- In 2.1.1

Sponsorship Tr-Sp 2.1.2

MOE Tr – Sp – G 2.1.2

Self Tr- Sp – Self 2.1.2

Role

Class teacher

ICT Coordinator

AXIAL CODING

• Though both open and axial coding are distinctive analytic procedures, researcher engages both procedures in the analysis of data.
• Open coding – identify properties and dimensions of phenomenon/category
• Axial coding – subcategories are related to their categories in set of relationships through paradigm model (1990).

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AXIAL CODING (STRAUSS & CORBIN, 1990; CORBIN �& STRAUSS, 2008)

• Cross-cutting or relating concepts to each other
• Focus is on specifying a category/ phenomenon in terms of

(a) context (properties)

(b) action/interactional strategies by which it

is managed and conducted; and

(c) consequences of those strategies.

• Refers to the sub-categories.

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LIST OF CODES (KEEP IT PROPERLY)

General Categories/ Code RQ#

Properties

Training Tr 2.1

Types Tr-Ty 2.1.1

Pre-service Tr – Ty- Pre 2.1.1

In-service Tr-Ty- In 2.1.1

Sponsorship Tr-Sp 2.1.2

MOE Tr – Sp – G 2.1.2

Self Tr- Sp – Self 2.1.2

Role

Class teacher

ICT Coordinator

ANALYSIS OF DATA (MODULE 7)

• Grounded Theory – Inductive Approach

- refer to axial coding

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• Framework Analysis – Deductive Approach
• - pre set themes / categories

Word

Word

Word

Word

Phrase

Phrase

Phrase

Phrase

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R

A

W

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DATA

Identify

and

Categorise

Data

CATEGORIES EMERGE FROM THE DATA

Category #1

Category #2

Category #3

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Graphical Description of The Grounded Theory Approach in

Qualitative Data Analysis

THEORY EMERGES SHOWING RELATIONSHIPS AMONG the Categories

THE CATEGORIES

Thematic Chart

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Case Chart

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Framework Analysis Approach in

Qualitative Data Analysis

• E. Presenting the Analysis
• In your report ( for Step 4), your findings should include:
• 1. The main themes (with clear labels).
• 2. Illustrative evidence (direct notes, short quotes, or descriptions).
• 3. Interpretation (Link findings back to your research question).
• COMPETENCY:
• Completing this step shows mastery of CLO4 by demonstrating your ability to
• code, categorize, and interpret qualitative data systematically.

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HOW TO QUOTE ILLUSTRATIVE EVIDENCE IN REPORTING?

10

20

30

Observation/Interview/ document No:

Page No:

Notes

Codes

Transcripted Text / Document

(Attached as appendix)

These were the activities done by the customers: sit quietly and wait, chitchatting, texting using handphone (Obv 1-1-10,16,30)

waiting

chitchat

texting

In the Report

• Step 5 – Report Writing (3,000–3,500 words)
• Write a report containing the following sections:
• i. Introduction: Overview of the setting and the research question.
• ii. Methodology: Details of the observation process, including ethical
• considerations. ( part of CL03)
• iii. Findings: A detailed account of your observations, organised by
• themes or patterns. (Data collected & analysis –CL03 & CL04)
• iv. Discussion: Interpretation of the findings in relation (CL04) to your research question and the existing literature (if literature review was conducted).
• v. Conclusion: Summarise the key findings (part of CL04) and suggest avenues for future research.

1. Format for the assignment:
1. 12 New Times Roman font
2. 1½ spacing
2. Submit online to MyPLS all the parts A, B, and C in ONE FILE
3. Submit the Turnitin Report (the similarity index must be below 20%).
4. APA style citations and references. You will be evaluated on adherence to APA style
5. Use the Cover Page.
6. Name the file as SubjectCode_StudentID_YourName

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THANK YOU