Qualitative Research Basics: A Guide for Engineering Educators

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References Cited in This Section Creswell, J. W., & and Miller, D. L. (2000). Determining validity in qualitative research. Theory into Practice, 39(3), 124-130. Lincoln, Y.S. (1995). Emerging criteria for quality in qualitative and interpretive research. Qualitative Inquiry, 1, 275-289. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage. Patton, M. Q. (2002). Qualitative research & evaluation methods (3 rd ed.). Thousand Oaks, CA: Sage. 42
6. Data Analysis Novices to qualitative research often experience delight during data collection. Although they may encounter glitches along the way, the work of observing, interviewing, or examining documents or products is engrossing and often seems easier than expected. When it comes to analyzing the data, however, qualitative research often throws novices into a quandary. How can all the pages of text that have accumulated be sorted in an organized fashion? What strategies should be used to interpret and communicate the patterns that are present? Although there are many ways to analyze qualitative data, and in the end, the strength of the approach relies on what the researcher brings to the table by way of personal insight and experience, the steps that follow outline a general approach. After that, some strategies for particular types of qualitative studies are included. Begin at the Beginning The activities of qualitative research are more recursive than linear. Since the design is flexible rather than fixed, the researcher begins analysis during data collection, rather than collecting data first, then turning to analysis. This work, called interim analysis, starts from the early days of data collection and escalates gradually so that as the study proceeds more time is devoted to data analysis and less to collection. Reflective notes that record the researcher's feelings and thoughts about the data help by stimulating ideas during analysis and by documenting possible bias. Analytic notes are used for hypotheses, interpretations, and growing realizations about the data. Examples of interim analysis activities include writing analytic memos about methodological choices, patterns that are noted, reactions to what is being collected, or the like. Entries might be of the following sort: • Should I also talk to the lab instructor about this issue? She might offer a different perspective than what I’m getting from the students. • Does the level of confusion in this course appear to be related to which approach was used in their introductory sequence? • It looks like the ability to picture oneself as an engineer might be related to personal experience with an engineer during the precollege years. • It appears that students who are more convergent thinkers are having more problems with this than divergent thinkers. These notes to self are the beginnings of analytic thinking about the study and are critical in directing the researcher toward additional data collection activities, literature, or questions to be asked of the data. 43
Page 1 and 2: Qualitative Research Basics: A Guid
Page 3 and 4: The Authors Nancy Van Note Chism (g
Page 5 and 6: 1. Epistemological Perspectives Wha
Page 7 and 8: math preparation, test anxiety, etc
Page 9 and 10: Critical and new meanings can be di
Page 11 and 12: Koro-Ljungberg, M., & Douglas, E. P
Page 13 and 14: 2. Research Strategies The Role of
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Page 17 and 18: The instrumental case may be chosen
Page 19 and 20: Charmaz, K. (2006). Constructing gr
Page 21 and 22: Emergent design: Rather than laying
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Page 25 and 26: o If there are changes to the resea
Page 27 and 28: 4. Data Collection Methods Data col
Page 29 and 30: questions are broad questions that
Page 31 and 32: The interview itself is a complex p
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Page 35 and 36: natural setting. In some cases audi
Page 37 and 38: meaning is derived, and the social
Page 39 and 40: Minutes from local workshops are us
Page 41 and 42: 5. Maintaining and Judging Quality
Page 43 and 44: this research is to produce change
Page 45: participants or seek to promote cha
Page 49 and 50: opposed to microlinguistic studies
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Page 65 and 66: 8. Resources The literature on cond
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Page 69: Examples Bloor, M. (2006). Keywords

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