from Coding to Categorizing to Concepts (Lichtman, 20 - PGCE

The data analysis for this group of data is based on three Cs of analysis: from Coding to
Categorizing to Concepts (Lichtman, 2006, p. 168). Litchman (2006, p. 168) depicted the
process of data analysis in the following figure.
Raw Data
Interview 1
Raw Data
Interview Figure 2 ??
Codes Categories Concepts
Raw Data
Observation 4
Figure 7: Three C’s of Data Analysis: Codes, Categories and Concepts (Lichtman, 2006)
The steps in conducting data analysis as proposed by Lichtman (2006, p. 168) is depicted in the
following table.
Steps
Step 1
Details
Initial coding. Going from the responses to some central idea of the responses.
Step 2
Step 3
Step 4
Step 5
Step 6
Revising initial coding.
Developing an initial list of categories or central ideas.
Modifying your initial list based on additional rereading.
Revisiting your categories and subcategories.
Moving from categories into concepts (themes).
Table 6: Steps in conducting data analysis based on Three C’s of Data Analysis: Codes,
Categories and Concepts based on Lichtman (2006, p. 168)
Based on the aforementioned model, the interview data related to Research Question 2 is
coded into tree nodes, organised into categories or central ideas before identifying the concepts
or themes. The words or phrases related to emerging issues in mobile learning implementation
are grouped under a tree node which is named as “emerging issues”. The words or phrases are
coded under specific sub-tree nodes (categories) such as “cost issues” and “health issues”. The
following figure shows some of the sub-tree nodes (categories) related to emerging issues
towards mobile learning implementation in secondary schools.
Figure 8: Tree nodes and sub tree nodes related to emerging issues
The sub-tree nodes (categories) evolved over the period of data analysis. The final stage of
data analysis revealed the relationships between the sub tree nodes (categories). These
relationships are known as concepts. In order to support the process of defining the concepts,
Inspiration 8 is used. Inspiration 8 is a tool which supports visual thinking techniques as well as
supporting the process of developing and organising ideas (Inspiration 8 Official Website). Sub

tree nodes (categories) are represented in Inspiration 8 with symbols used the same name as in
Nvivo. For example, the sub-tree node (categories) known as “cost issue” in Nvivo is also
named as “cost issue” in Inspiration 8.
All sub-tree nodes (categories) are arranged and re-arranged in Inspiration 8 until a pattern of
concepts emerged.
Lichtman, M. (2006) Qualitative Research in Education: A User’s Guide. California: Sage
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