supporting tiriti-based curriculum delivery in mainstream early ...

4.4.6 Data Analysis
Extracting meaning from data analysis which is consistent with stated
research objectives is the goal of all research. Specifically, the challenge lies in the
analysis of the data so that meaning flows from the analysis that is consistent with
the research objectives. Thus, a researcher should be able to process assembled
quantitative and qualitative information so that they become meaningful data. The
researcher should also be able to work the data so that each form (quantitative and
qualitative) becomes available to inform the other. In this study, as has already
been noted, a blend of approaches was used with each informing the other.
Specifically, for the three qualitative questions which were included in the
survey, the analyses were carried out with the aid of QSR qualitative software.
Using this software enabled me to more easily sort open-ended data into categories;
these open-ended responses were treated as unique „scoops‟ of qualitative data
which could then be further interpreted and reported. But, both manual and
computer-aided procedures were used to expedite this process. In short, close and
repeated interpretation of responses enabled themes to be identified and reported.
Similarly, as has been said earlier, analysis of quantitative data involved both
manual and computer assisted procedures, the latter achieved by harnessing SPSS.
These results are presented in chapter 6.
This chapter has presented and discussed case studies and the methods of
data collection that pertained to these. The mixed methods that structured this
research concerning Tiriti-based programmes was introduced. Within the mixed
methods there was a survey, and this chapter specifically details the procedures
employed when administering a survey which gathered mostly quantitative data.
The rationale for the survey was to gather data from a large number of early
childhood professionals throughout Aotearoa New Zealand.
The qualitative section of the questionnaire sought to discover a variety of
aspects of teachers‟ implementation of Tiriti-based programmes. These aspects
included their use of te reo Māori and the frequency of Tiriti-based activities; they
were also invited to rate themselves on a five-point scale on such matters as their
fluency and confidence with te reo Māori. The design of the survey, sampling
strategies used and the procedures for analyses have been discussed. In a further
section of the questionnaire, respondents were asked to answer three qualitative
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