Patterns-and-Themes in Qualitative Research

about how to decipher pattern and theme in qualitative research in finding answers and arrive at the correct conclusion.

1. Activity 1: SCRAMBLED WORDS (Group Activity ) Board work

2. W E N I R T I V E C H E L E D S U INTERVIEW SCHEDULE

3. 2 . S E N O I Q T U N A E R I QUESTIONNAIRE

4. 3. V R B N O I T O S E A OBSERVATION

5. 4. R U S R C U T D E T R E T N I I W V E STRUCTURED INTERVIEW

6. 5. - S M C U S R I T E D E R U T R E N I T V I W E SEMI-STRUCTURED INTERVIEW

7. What are the primary approaches to collect data? Why is it important to choose your participants in the study? Why is it critical to choose the instrument you will use in gathering data?

8. Activity 2: QUESTIONVIEW

9. Questionnaire or Interview 1. Commonly used in quantitative research 2. Commonly used in qualitative research 3. The respondents/participants are scattered in location and sample size is 60. 4. Participants are illiterate, young and handicapped. 5. It offers greater anonymity.

10. If you were to choose grounded theory as the design of your study, and you have 30 participants, how many minutes should be utilized for interview? If you were to choose Case study, how many participants would you need?

11. “Not everything that can be counted counts. Not everything that counts can be counted.” - Albert Einstein

12. ENGAGE: Materials will be provided for each group. Time bound activity (2 minutes) First group to finish and complete then paste the answer on the board shall be declared as the winner!

13. RESEARCH GROUP ACTIVITY: Materials will be provided for each group. Time bound activity (30 seconds) First group to finish and complete then paste the answer on the board shall be declared as the winner!

14. An archetype refers to a typical example or a universally recognized pattern, theme, or character that recurs in literature, mythology, psychology, and culture.

15. GROUP ACTIVITY: ARCHETYPAL REFLECTIVITY (Pearson, 1998) The activity is good for 10 minutes. 5 minutes brainstorming, 3 minutes practice and 1-2 minutes presentation. The mode of delivery has the ff choices: Singing (Rap, Choral), “ Balagtasan ” (Debate in verse) Drawing (Sketching, Cartoon), Role Playing (Drama, SciFi ) RUBRICS: Relevance 20% Creativity 20% Group cooperation 10%

16. What archetype are you? How do you find the activity? Was it easy or difficult? Were you able to identify your archetype if it based on your journey as a child of your parent and a research student in school? How? How do you relate your archetype in doing research right now? Why do you think this activity helps us in generating idea to infer themes and patterns in research?

17. ARCHETYPES can be a powerful tool in qualitative research, especially when you're seeking to understand underlying patterns, behaviors, or universal themes within your data. Understanding and Analyzing Participant Roles and Behaviors Thematic Analysis and Pattern Recognition Mapping Narratives and Storytelling Cultural and Social Insights 5. Designing Interventions or Solutions 6. Data Interpretation and Coding 7. Building a Framework for Further Research 8. Creating Personas in User-Centered Research

18. Lesso n INFERRING AND EXPLAINING PATTERNS AND THEMES FROM DATA

19. OBJECTIVE: Infers and explain patterns and themes from data ( CS_RS11-IVa-c3) Specifically, 1. Enumerate the ways of analyzing patterns and themes in the given data set 2. Follow the format of transcribing the data with intellectual honesty

20. IDENTIFYING MEANINGFUL PATTERNS AND THEMES Two primary ways of doing the analysis Content analysis Thematic analysis

21. IDENTIFYING MEANINGFUL PATTERNS AND THEMES (Content Analysis) Used when qualitative data had been collected through interviews, focus groups, observation and documentary analyses. Used to categorize oral or spoken words, a person’s conduct of behavior, sorting, grouping, codification and tabulations.

22. IDENTIFYING MEANINGFUL PATTERNS AND THEMES (Content Analysis 2 Levels) Basic Level a descriptive discussion of what the data is. Simply specifies what was said and no further explanation or comments on how and why it is said should be done. Higher Level a more interpretative analysis that combine the specific responses, as well as what may have been inferred or implied from the data.

23. IDENTIFYING MEANINGFUL PATTERNS AND THEMES (Content Analysis) Content Analysis also involves coding and classifying of data , also referred to as categorizing or indexing . The aim of content analysis is to make sense of data and to make inferences about the messages or findings.

24. IDENTIFYING MEANINGFUL PATTERNS AND THEMES (Steps of Content Analysis – Hsieh and Shannon, 2005) Prepare your data Determine the unit of analysis Develop the categories and coding system Pre-test the coding system Code all textual data Check the validity and reliability of the data Draw inferences Present the results

25. IDENTIFYING MEANINGFUL PATTERNS AND THEMES (Thematic Analysis)  a form of pattern recognition within the data. It provides a simple interpretation and concise descriptions of themes and patterns in the data set.  involves careful review of the raw data  identify themes after coding and categorizing the data

26. IDENTIFYING MEANINGFUL PATTERNS AND THEMES (Steps in Thematic Analysis – Braun and Clarke , 2006) Familiarize yourself with your data. Generate initial codes. Search for categories . Review the themes. Define and name the themes. Prepare the report.

27. IDENTIFYING MEANINGFUL PATTERNS AND THEMES (Content Analysis VS. Thematic Analysis) • Content Analysis - how frequently various categories appear and occur; Thematic - identifying themes and analyzing each theme to build up the whole picture of data. • Thematic Analysis can be more in-depth and broader in analysis and understanding. • Content Analysis - used both in quantitative and qualitative; Thematic Analysis – mainly in qualitative • Content Analysis – focused on codes; Thematic - focused on themes

28. QUESTIONS?

29. Learning Checkpoint: PAK or LIGWAK Content analysis is concerned with frequencies while thematic analysis is concerned with inferences and explanations. Both content and thematic analysis are concerned with themes and patterns. Content analysis is used for both qualitative and quantitative research. Thematic analysis is easier to use than content analysis

30. Format of the Transcription Verbatim English Translation Significant Statements (SS) Formulated Meanings (Codes) Categories Themes   R: Good morning, Sir. .. Salamat sa … (rationale, confirm informed consent P1          

31. Colaizzi’s Method of Data Analysis “… research procedures of analysis that I employed should be viewed only as typical, and are by no means definitive; furthermore, they usually develop with much overlapping among them, so that both the listed procedures and sequences should be viewed flexibly and freely by the researcher, so that depending upon his approach and the phenomenon, he can modify them in whatever ways seem appropriate.” (Collaizi, 1978)

32. Step 1- Transcription *Listen to the recorded tapes several times before you transcribe them Transcribe within 24-48 hours Translate to English and have the translation validated Read all the subject’s descriptions (called protocols) in order to acquire feeling for them, making sense out of them.

33. Step 2- Extraction Extract from the protocols phrases or sentences that directly pertain to the investigated phenomenon. These are called significant statements (SS) Ex. Verbatim: “ Tungod kay wala man gyud ko’y trabaho , wala ko’y trabaho mao nga ako ning nabuhat , makaulaw man gud nang mangayo ” English Translation: “It’s because I was jobless, I did not have a job that is why I just did this, it is shameful to ask (from others)

34. Step 3 - Coding Try to spell out the meaning of each significant statement. This is known as formulated meanings (FM) by giving codes in each segment This is precarious leap. Never sever all connections with the original protocol “…researcher must NOT go beyond what is given in the original data and at the same time, stay with it. He must not formulate meanings with no connection with the data. Data should ‘speak for itself/themselves’ Ex. “It was as if the characters in the novel were purposely dredging up the most personal of my philosophical beliefs.” FM: The book’s different characters reflect the different dimensions of the self, or the different selves of the subject . FM: Subject’s tendency to identify with book’s characters suggests weak-ego boundaries (Right or Wrong? Why?)

35. Participant 1 SS 1: “It’s because I was jobless, I did not have a job that is why I just did this. It is shameful to ask (from others). FM 1: The participant was jobless so he went into prostitution. FM 2: The participant went into prostitution because he was ashamed to ask money from others. CODE: Jobless SS 2: “I already stopped one week ago Ma’am…” FM 3: The participant 1 has already stopped prostitution for one week now. CODE: Stopped from prostitution

36. Step 4- Categorization Repeat the above for each protocol. Organize the codes into categories Example: Category 1: Meeting financial needs What are the FMs under this? FM 1: The participant was jobless so he went into prostitution FM 2: The participant went into prostitution since he was ashamed to ask money from others Organize the codes into categories

37. Example: Theme: Struggle Webster Dictionary (2001) defines struggle as ‘to contend vigorously with an adverse condition or to contend resolutely with a problem. The categories comprising this theme are: Category 1: meeting financial and social needs Category_: Wanting to get out of prostitution and yet continuing it at times. Category _: Keeping the practice secret Category _: desiring for a change

38. Step 5-6 Building of themes and develop description Integration of results –themes, cluster themes and rich/ thick/ exhaustive description ( Interesting narrative ) This has to be written as clearly as possible. To do this, the theme clusters and themes are integrated to form the description. The formulated meanings, significant statements and original descriptions are also re-read

39. THEMES EXHAUSTIVE DESCRIPTION OF THE PHENOMENON “It Happens Every Day”: Unfairness/Sabotage/ Condescension “You Have to Initiate the Conversation”: Isolation and Connection “They seem the Same; I’m The One Who’s Different” “I have to Prove I’m worthy To Be Here” “Sometimes I’m Not Even Here/sometimes I have to Represent all Black Students”: Invisibility and Supervisibility Unfairness, sabotage and condescension are everyday occurrences in the white world in which I live at the university. In order to connect with students, faculty. Administrators, and others on and around campus I must be the one to initiate the interaction, and I must also prove I am worthy as a student or friend. I am continuously made aware of how different I am, especially when I am the only black student in a class. Life is full of opposites: I feel as if I am seen as the same as other blacks by many whites, yet I often feel different from other black students. Perhaps the most common experience I have is one of extremes: Either I am invisible or I am its opposite – I am supervisible . EXAMPLE: THE FLY IN THE BUTTERMILK

40. Step 7 Validation of Findings Have the participants verify if the thematic clusters are descriptive of their experiences by returning to the participants and asking them to corroborate or confirm the accuracy of the descriptive results (exhaustive description in Cebuano) with their actual experience Ex. Validation Instrument Participant ___ Do you find the attached description accurate or appropriate of the situation you are in? Sumala sa imong nabasa , iksakto ba ang paghulagway sa inyong kasinatin o situasyon ? Yes ____ No ____ Do you have anything to add? If so, kindly tell me. Aduna ba kay ikadugang ? Kun oo , palihug , istoryahi ko .

41. QUESTIONS? Why do you think following the steps and procedures are important in data analysis?   2. What is the format of the data transcription using thematic analysis?

42. I learned from the discussion _______________________________________________________ I realized from the discussion _______________________________________________________

43. Research Group activity: Using your topic in research. Transcribe your data from the interview using the given format. The first draft will be submitted through the google classroom. Deadline Monday (March 17, 2025). Expected Output: Code Categories

44. QUIZ: In the data analysis process, qualitative researchers construct _____________by looking out for ____________ & ___________. Results, Data, Causality C. Meaning, Patterns, Themes Conclusions, Coding, Answers 2. To distill a high volume of qualitative data (questionnaires, recorded interviews, etc.) into a useful data set, researchers ________ the data, in which they mark or reference specific words/sentences/phrase. Categorize B. Code Classify D. Decode E. Organize

45. 3. A structured conversation where one participant asks questions, and the other provides answers. Interview Examination Interrogation 4. A method used to increase the credibility and validity of research findings. Qualitative Data   Triangulation Quantitative Data

46. 5-10. Give the format in transcribing the data (in order)  

47. ASSIGNMENT: Submit the first draft of result and discussion of the study next week.

48. Lesso n 3 RELATING THE RESEARCH FINDINGS WITH PERTINENT LITERATURE

49. DISCUSSIONS OF RESEARCH FINDINGS (Opportunities) The opportunity to highlight and discuss how the findings of your study have reinforced what has already been done by other student researchers. The opportunity to study carefully how your study reflects or differs from existing knowledge. The opportunity to discuss the contribution of the findings of your study to the body of existing literature and knowledge. The opportunity to explain why you thought it necessary to embark on the research you have done.

50. DISCUSSIONS OF RESEARCH FINDINGS (Illustrative Examples) Reference to Pertinent Literature There is an existing considerable body of research literature which revealed that . Hilario (2010) who conducted a similar research study found that . Most of the researchers in the field agree that . Similar studies have shown that . Most of the recent works about found that .

51. DISCUSSIONS OF RESEARCH FINDINGS (Illustrative Examples) When Indicating Few or Limited Literature Not much research about has been published. Related literature on are rare and needs to be explored. The limitation of all these interpretations is that . There is a need to research more about . The aspect of has not been given much attention in the research.

52. DISCUSSIONS OF RESEARCH FINDINGS (Illustrative Examples) Finally , No matter how insignificant your work is and no matter how your project seems similar to other works, you first discuss and explain fully the results of your findings and how they will contribute to the knowledge base.

53. Q U EST I O NS?

54. Reference/s Prieto, Naval, & Carey.(2017).Chapter 6 Finding Answers through Data Collection and Analyzing the Meaning of Qualitative Data. Practical Research for Senior High School 1. Cubao, Quezon City.LORIMAR PUBLISHING, INC.