analysing qualitative data

Question 1

What is content analysis? (2m)

Answer 1

. method of analysing qualitative data
. changing large amounts of qualitative data
. into quantitative
. done by identifying meaningful codes
. can be counted
. so data is presented on graph

Question 2

Why is it appropriate to use a content analysis? (1m)

Answer 2

. data being analysed is qualitatice

Question 3

What is meant by coding? (1m)

Answer 3

. initial process of content analysis
. qualitative data is placed into meaningful categories

Question 4

How is a content analysis carried out?
Explain how you would analyse qualitative data? (4m)

Answer 4

. read/view video or transcript (CONTEXT)
. identify/create coding categories (GIVE E.G.)
. re-read/re-listen
. tally every time each code appears
. present quantitative data in graph/table

Question 5

What is a thematic analysis? (2m)

Answer 5

. method of analysing qualitative data
. identifying emergent themes
. present data in qualitative format
. e.g. presentation, text, newspaper

Question 6

How is a thematic analysis carried out? (2-4m)

Answer 6

. watch/listen to video/recording create a transcript (CONTEXT) - IF NOT ALREADY TRANSCRIPT
. read and re-read transcript
. identify coding categories
. look for words which appear repeatedly
. combine codes to reduce the number
. into 3/4 themes that are linked (CONTEXT) (GIVE E.G.)
. present data in qualitative format

Question 7

Strength of content/thematic analysis - AO3

Answer 7

. easy to assess reliability of findings and conclusions
. as other researchers can access the materials
. and use coding system
. to ensure findings consistent

Question 8

Limitation of content/thematic analysis - AO3

Answer 8

. researcher bias
. content which confirms researcher’s hypothesis more likely to be identified
. than content that contradicts aims and expectations
. lowers internal validity

COUNTER ARGUEMENT:
. many modern researchers aware of own biases
. often make references to these in report

Question 9

Definition of reliability

Answer 9

. ability to repeat a study
. in similar conditions
. to gain consistent results

Question 10

Reliability of content analysis using test re-test

Answer 10

. complete content analysis by creating series of coding categories (GIVE E.G.)
. tally every time it occurs within data
. same researcher repeats content analysis
. on same qualitative data and tally every time
. compare results from each content analysis
. correlate results using stats test
. strong positive correlation of +0.8 = high reliability

Question 11

Reliability of content analysis using inter-rater reliability

Answer 11

. two raters (psychologists)
. read through qualitative data separately
. create coding categories together (GIVE E.G.)
. two raters read exact same content (CONTEXT)
. tally each time categories occur separately
. compare tallies from both raters
. correlate using appropriate stats test
. strong positive correlation of +0.8 = high reliability

Question 12

Define operationalising (2m)

Answer 12

• to be specific and clear
• when defining coding categories
• to make the codes more measurable

Question 13

Importance of improving reliability of content analysis

Answer 13

• if coding categories are not operationalised not possible to repeat to check for consistent results

Question 14

Assessing validity of content analysis using face validity

Answer 14

• quickest most superficial way
• independent psychologist in same field
• see if coding category (CONTEXT)
• looks like measures what it claims to measure (CONTEXT)
• at face value / first sight
• if YES content analysis is valid

Question 15

Assessing validity of content analysis using concurrent validity

Answer 15

• comparing results of new content analysis (CONTEXT)
• with results from another similar pre-existing content analysis
• already established for its validity
• if results from both are similar
• assume test is valid
• correlation of two coding results
• gained from appropriate stats test should exceed +0.8

Question 16

Improving validity of content analysis

Answer 16

• ensure coding categories are operationalised
• researchers trained in how to use coding categories