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Analysing, Interpretating
& Presenting the Data of
Qualitative Research
dr. Dwita Oktaria, M. Pd. Ked.
Departement of Medical Education
Faculty of Medicine Universitas Lampung
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Outline
• Handling Qualitative Research Data
• Analysing Qualitative Data
• Presenting the Result
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Handling Qualitative
Research Data
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Handling Qualitative Research

Data

• Data: words, sentences

• Tape recorder  transcribing
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Transcribing
• The procedure for producing a written version of
the interview
• Full "script" of the interview.
• Time consuming
• Estimated ratio of time required for transcribing
interviews is about 5:1
 30 mins interview: 2,5 hrs to transcribe

Hancock. 2002. Introduction to Qualitative Research

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Transcribing
Verbatim transcript:

“Everything a person says is faithfully copied, which means

any grammatical errors, repetition, or false starts are
delivered without being tidied up, made more concise, or
finished.”

Hancock. 2002. Introduction to Qualitative Research

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Transcribing
• Not simply transferring words from the tape to
the page  verbatim transcript
• Pay attention: the way people speak!
 Tone, inflection  shows feeling & meaning
• When transcribing
 Punctuation marks
 Upper case lettering
 Underlining
 Emboldening
Hancock. 2002. Introduction to Qualitative Research
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Transcribing
"He was ALRIGHT" (He was alright, I liked him)

"HE was alright" (He was alright but I wasn't so keen on the others)

"He WAS alright" (He used to be but he isn't now)

"He was alright?" (Well you might think so but I don't)

Hancock. 2002. Introduction to Qualitative Research

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Transcribing

Positive/negative continuum:
Whether something was seen as good or bad.

Certainty/uncertainty:
How sure the interviewee was about what he said.

Enthusiasm/reluctance:
How happy or supportive the interviewee was
about the topic being discussed.
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Analysing Qualitative Data

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John W. Creswell. Educational Research: Planning, Conducting

and Evaluating Quantitative and Qualitative Research. 2012
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Analysing Qualitative Data

• Hand analysis
• Computer analysis:
• Software:
 ATLAS/ti
 Nvivo
 NUD*IST
 F4
 MAXQDA
John W. Creswell. Educational Research: Planning, Conducting
and Evaluating Quantitative and Qualitative Research. 2012
Patton, 2002. A Guide to Using Qualitative Research Methodology
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Analysing Qualitative Data

• Hand analysis
• Are analyzing a small database (e.g., fewer than 500 pages
of transcripts or fi eldnotes) and can easily keep track of
files and locate text passages
• Are not comfortable using computers or have not learned a
qualitative computer software program
• Want to be close to the data and have a hands-on feel for it
without the intrusion of a machine
• Have time to commit to a hand analysis, since it is a labor-
intensive activity to manually sort, organize, and locate
words in a text database
John W. Creswell. Educational Research: Planning, Conducting
and Evaluating Quantitative and Qualitative Research. 2012
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Analysing Qualitative Data

• Computer analysis
• Are analyzing a large database (e.g., more than 500 pages of
transcripts or fieldnotes) and need to organize and keep
track of extensive information
• Are adequately trained in using the program and are
comfortable using computers
• Have resources to purchase a program or can locate one to
use
• Need a close inspection of every word and sentence to
capture specific quotes or meanings of passages

John W. Creswell. Educational Research: Planning, Conducting

and Evaluating Quantitative and Qualitative Research. 2012
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Analysing Qualitative Data

• Thematic analysis  most common
• Descriptive approach
• In-depth method

Patton, 2002. A Guide to Using Qualitative Research Methodology

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Thematic Analysis
“Looks across all the data to identify the common
issues that recur, and identify the main themes that
summarise all the views you have collected.”

Patton, 2002. A Guide to Using Qualitative Research Methodology

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Thematic Analysis Steps

1. Read & annotate transcripts
2. Identify themes
3. Develop coding scheme
4. Data reduction
5. Data display
6. Conclusion drawing/verification

Patton, 2002. A Guide to Using Qualitative Research Methodology

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Coding
“Any researcher who wishes to become proficient
at doing qualitative analysis, must learn to code
well and easily. The excellence of the research rests
in large part on the excellence of the coding.”

Strauss, AL. 1987, Qualitative Analysis for Social

Scientist, Cambridge: Cambrigde University Press
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Coding
“A code in qualitative inquiry is most often a word
or short phrase that symbolically assigns a
summative, salient, essence-capturing, and/or
evocative attribute for a portion of language-based
or visual data.”

Saldana, J. 2009, The Coding Manual for Qualitative

Researchers, London: Sage Publications.
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Coding

What should we code?

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John W. Creswell. Educational Research: Planning, Conducting and Evaluating

Quantitative and Qualitative Research. 2012
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Coding

Charmaz, Kathy., 2006, Constructing Grounded Theory,

London: Sage Publications.
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Coding
Open coding: Basically, you read through your data several times
and then start to create tentative labels for chunks of data that
summarize what you see happening (not based on existing theory –
just based on the meaning that emerges from the data). Record
examples of participants’ words and establish properties of each
code.
Axial coding: Axial coding consists of identifying relationships
among the open codes. What are the connections among the
codes?
Selective coding: Figure out the core variable that includes all of the
data. Then reread the transcripts and selectively code any data that
relates to the core variable you identified.
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Coding
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Coding

Saldana, J. 2009, The Coding Manual for Qualitative

Researchers, London: Sage Publications.
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Presenting the Result

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Representing Findings
1. Create a comparison table
2. Develop a hierarchical tree diagram
3. Present figures
4. Draw a map
5. Develop a demographic table
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