Data Analysis in Different Fields - Essay Example

Analytic Process in Thematic and Content Analysis Introduction Data analysis is a procedure that is aimed at inspecting, transforming, cleaning and data modelling with the aim of highlighting information that is useful, aimed at achieving conclusions, and provide recommendations to sustain research objective (Frisbie, 1986). Data analysis is utilised different in different fields but all aim at ensuring that a better decision can be made. Numerous benefits exists that are associated with data analysis, which include allowing for structuring and synchronising data that is collected from different sources, allows for creating micro parts from macro problem, and it allows for filtering of information. Moreover, utilising appropriate data analysis strategy effectively ensures that human bias is removed, ensuring that the research is credibly and can easily be repeated. Twenty questionnaires were received out of the thirty that were sent. Most of the questionnaires were addressed effectively meaning that there was wide diversity employed. Moreover, the response rate was 67%, higher than the 30% that is required to ensure that the participants’ participation is acceptable (Marks & Yardley, 2004). In this chapter, the information received from the questionnaire is analysed. Two strategies are employed, which are thematic and content analysis. Thematic Analytical Technique A conventional method that is used in qualitative research and characterised by analysing data and indentifying any recurrent patterns (Kirsch and Sullivan, 1992). An important component within thematic analysis is theme, which is a cluster that has linked categories that coveys similar meanings and is usually a result of inductive analytical process that has qualitative paradigm characteristics (Bernard, 2011). This is an important technique since it has exploratory power and can assist immensely a researcher who does a research of a topic that the researcher had no previous knowledge; preconceptions does not guide the researcher (Creswell, 2002). This means that the analyst should not be an expert in the research topic but should have conceptual understanding so that the researcher can be guided towards achieving credible results (Creswell and Clark, 2010). This aspect is based on how qualitative and quantitative approaches operate (Silverman, 2009). For example, no simple distinction between quantitative (positivist, experimental and realist) and qualitative (contextual, naturalistic and idealist) methodologies exist (Bernard, 2011). This is because the analyst is forced to move forth and back between the data and new concepts, and in most cases, research involves deduction and induction processes (Berger, 2010; Marschan-Piekkari & Welch, 2004). This concept is applicable to thematic analysis since themes are created by induction while verification is done by deduction (Wolcott, 2001). The information collected from the participants will come in different views and themes. Different participants may use similar approach in trying to explain something while others may have a complete different approach (Creswell, 2002; Mackey & Gass, 2011). The questionnaire has the same questions and students requested to answer them independently (Merriam, 2009). This means that there are some certain themes that may be repeated and these themes and main words are used to analyse and collect the appropriate data for the research topic (Glasman-Deal, 2010). Step 1: Prepare the Data for Analysis Marks & Yardley (2004) argues that in thematic analysis, one has to transcribe interviews into texts as well as format documents in ways in which margins can be used in indentifying selected bits of data. Thus, I went through each questionnaire manually. Step 2: Read the Text This enables themes to substantially emerge from data, instead of searching for the pre-determined themes. At the time of initial reading, it is crucial to make notes of all the notable issues, thus enabling the researcher to attain the sense of different topics, which are embedded in the data. In the questionnaire, I highlighted key words in different colours so that it could be easier for assembly later. Step 3: Sorting Items of Interest into Proto-themes In this step, themes start to be noted through organisation of items, which relates to same topic into different categories. Taylor & Bogdan (1984) recommends that at this stage, maintaining the themes as simple as possible is crucial. This is due to the fact that it assists flexibility in the process of categorization, whereby any notable re-ordering of clusters of categories helps in re-defining and creating the initial themes. I placed the highlighted terms into an excel database to enabling in sorting later. Step 4: Examining the proto-themes and attempting initial definitions This step, which involves trawling back through data, can also be termed as axial coding. The step entails the re-contextualization, where data is considered in the sense of various categories developed through the analysis (Mahrer, 1988). By taking every theme separately as well as re-examining original data for information, which relates to the theme is crucial stage in for thematic analytical process (Graneheim & Lundman, 2004). This way, the relevance of data cannot be overlooked because human perception is selective (Constas, 1992). In this step, I grouped words with similar meanings into broader theme. Step 6: Construction of the final form of every theme The definition, name, and all supporting data are carefully, re-examined for the last construction of every theme, by employing material available (Taylor & Bogdan, 1984). This step of re-contextualization highly focuses upon underlying meaning for every theme. The themes are then reviewed to determine that it is not repeated and also clearly defines the sub-themes highlighted. Step 7: Reporting every Theme The step involves the finalization of names of every theme as well as writing its description. The tables are created for each of the questions based on the views of the participants. The first column represent the theme while the second column represents the highlighted words picked from the questionnaires. Significance of utilising thematic and content analysis Utilising content analysis in studying the participants views is important because it is associated with numerous strengths. Content analysis allows looking for communication ensuring central social interaction concepts are achieved. It is also applicable to both qualitative and quantitative approaches towards understanding the requirements of research topic (Marks & Yardley, 2004). Content analysis ensures that relationship between words or texts can be interpreted statistically, allows means in understanding complex models associated with language use and human thought (Taylor & Bogdan, 1984). In addition, it provides means in which analysing of interactions is unobtrusive. Thematic analysis is an important analytical strategy because it is easy and quick method in analysing information even if the researcher has minimal knowledge on the technique. A method for analysing data in an environment that requires participatory research such as the current research (Marks & Yardley, 2004). The technique can summarise key features of data resulting in generation of unanticipated insights. It can easily be utilised in highlighting differences and similarities across the data set (Taylor & Bogdan, 1984). In addition, thematic analytical approach allows for producing appropriate analyses that can be utilised in informing policy development. Q2. Purpose of Facebook in learning Collaborative learning/sharing of information Sharing ideas, views and thoughts, creates learners groups, variety of education provides e.g. scholars, teachers, promotes new ideas through sharing, Modern type of learning/approach Eliminates traditional type of learning, advancement of education, single platform, promotion of education, online education, change mode of learning, introduction of technology to learning Medium of learning Educational medium, enhance level of education, educational tool, allows faster sharing of information Q3. Facebook enhancement of self-efficacy of students Confidence Enhancement of self-efficacy, develop confidence, shyness removal, Informed Right information and easy to share, easy to track source of information, faster exchange of information Freedom of expression Avoids speaking, allows for learning together, helps in development of self-efficacy, friendly mode of learning, Q4. How does Facebook prepare students for learning Access to right and appropriate information Sharing information and experiences, allows for sharing of extra information and knowledge, allows diversity – different backgrounds, Features: Tools and applications Different features that are aspect in traditional classrooms, conducive learning environment, Platform Single platform, allows development of different concepts, interesting way of learning, easy to access and consult experts, Q5: Perceived usefulness of Facebook for learning Easiness in learning Sharing, experiences, allows for different educational matters, more exposure, facilitate learning, Allows interaction and cooperativeness Different people can be brought together, allows for different perceptions, allows for a larger number of audiences, useful learning materials, Features and applications Images, pages, videos, chat, modern classroom, Q6: Value of Facebook in learning Additional tool for learning It is an additional tool for learning, assists in learning, creating conducive experiences, Exchange of information New information can be exchange easily, allows for interaction and group work, useful in exchanging valuable information, Learning experience Allows for new experiences and builds on confidence, has numerous benefits, Q7: belief, how does Facebook enhance learning Collaborative and cooperative learning Interaction, sharing enhancement, allows for participative learning, joins different educational pages, Modern approach towards education Utilization of technology can enhance learning process, allows utilization of different applications, creates conducive environment, easily sharing and solving of problems, Numerous tools and features Videos, images, learning tools, pages, free interaction, allows sharing of information easily, Q8. Belief about the purpose of Facebook for usage in education Development of learning Allows sharing of information and ideas, platform for solving numerous issues, great opportunity for learning Interaction and collaborative Bring different learners together enable sharing of information, brings together diverse groups, brining together link-minded people Q9. Belief, how does Facebook enhance self-efficacy of students Builds confidence Sharing thoughts, confidence, reduces learning problems associated with traditional approach of learning, exposure to differing views, different solutions to different problems, Voluminous academic resources Easy to share information, large knowledge base, uniting minds Q10. belief, how does Facebook prepare students for learning Interactions and collaboration Sharing information, platform for seeking information remotely, allows for groups, enhance knowledge Access to information Easy for different like minded persons to share information, new information can be accessed easily, Q11. Belief about the perceived usefulness of Facebook for learning Features and applications Allows for messaging, chatting and sharing important information on education, applications and features promotes knowledge sharing Interaction and sharing of information Combines fun and learning, easy access preferable opinions and ideas, Medium of learning to support traditional methods Changed educational scenarios, allows for proper guidance, large amounts of information can be shared easily, Q12: Belief about the value of using Facebook to help with learning Learning strategies Introduces new learning strategies that include listening, exchange of digital information, Quality of information/learning Allows for comprehensive learning, valuable information is easily available, has numerous features that aids learning, allows for interactions New learning method Induce positive learning skills since it is a new strategy, changes attitudes, easy to follow on previous learning/teachings Q13. Perception, how does Facebook enhance learning Medium for learning Tool for learning, sharing different problems, allows for social interaction Features and tools Allows for interaction, sharing knowledge, allows for educational forums, Q14: Perception about the purpose of Facebook for usage in education Enhances information sharing Socializing tool, sharing of information, easy to accept or refute opinions Improve richness of education Allows for different viewpoints and perspectives, discussion of educational matters, allows for interaction Q15: Perception, how does Facebook enhance self-efficacy of students Peers-other persons views Positive responses enhances self-efficacy, enhances interaction resulting in better understanding of the environment, improves on confidence resulting in boosting self-efficacy Features and applications Numerous features allows for information to be transmitted in different forms, voluminous information resulting in better understanding of a situation, many people can interact simultaneously Q16. perception, how does Facebook prepare students for learning Informing and updating Sharing problems, upcoming events, conducive improvement of knowledge environment, future careers Availability of educational material Through features in Facebook, it is easy to share videos, viewpoints and other information that prepares students for learning Q17. Perception about the perceived usefulness of Facebook for learning Perception towards learning Allows for different perceptions, experiences and information on a subject are easily shared Interaction Easy to assist each other in providing solutions to a given problem, helps in fulfilling educational issues, increasing knowledge base Q18. perception, to what extent do you value Facebook in learning Collaboration Bring students together, help in learning, allows for unique and innovative ideas, allows for social interaction, more information is easily available Sharing of information Allows for learning new things, better guidance, Content Analytical Technique The aim of this technique is not analysing individual messages meaning rather, it is analysing the way in which the messages are delivered (McKee & DeViss, 2007). Thus, content analysis is qualitative, objective and systematic analysis of message characteristics (Flick, 2011). Content analysis is applicable to recorded communication and with the help of meaning extraction method, major themes that occurs on sample data can be collected based on high frequency co-occurrence (Bernard, 2011). Contents analysis has numerous strengths that include been discrete since the participant cannot alter information because analysis is based on transcripts or texts (Creswell, 2002). Other strengths of this approach include the data is easy to up date, analysis of data becomes clear if information is collected for a longer time, it is easy to detect deception and it has accountability (Berger, 2010; Kothari, 2008). Some of the weaknesses associated with the technique include requiring more time to collect appropriate data hence not applicable to that information that is required promptly, coding may be prone to discrepancies and inconsistency, prone to vulnerability, and in most instances, the analysis may not be comprehensive (Creswell, 2002). The information that collected for this study is voluminous since about thirty students answered eighteen questions. Thus, content analysis strategy is appropriate approach is ensuring the appropriate information is collected and used to address the hypotheses of this research. This analytical process is important because the participants cannot manipulate information. Even though it has numerous weaknesses, its appropriateness is important in analysing information presented by the participants (Berelson, 1971). In analysing the answers to the eighteen questions in the questionnaires, the information was recorded in excel database like the thematic process in which answers for the same question was grouped together. The major theme was picked through analysing definition of some of information highlighted. This was named as the major component and information with similar meaning were group as sub-components. These subcomponents were counted and were record on the frequency section. Question 1 Major component Sub-components Frequency Interaction e.g. information sharing, social interaction 23 Features e.g. pages, messaging 18 Instructors e.g. good teachers, professors 3 Modern education e.g. education fun, medium 7 Contribution to learning e.g. learning purposes, enhancing learning 18 Entertainment e.g. entertainment 3 Update information e.g. events, up to date interesting things 6 Question 2: purpose of Facebook for usage in education Major component Sub-components Frequency Collaborative learning e.g. sharing thoughts, views 24 Educational tool e.g. education tool and any other phase with education 13 Enhancement of education e.g. distinctive features 6 Changed mode of learning e.g. change mode of learning 7 Q3: view, to what extent does Facebook enhance self-efficacy of students Major component Sub-component Frequency Develop confidence e.g. develop confidence 12 Voluminous information e.g. right information, updates 6 Social interaction e.g. socializing, social interaction 9 Mode of sharing information e.g. posts, links 17 Q4: view, to what extent does Facebook prepare students for learning Major component Sub-component Frequency Mode of sharing information e.g. features 25 Collaboration e.g. socializing 21 Modern platform for education e.g. platform 9 Q5: perceived usefulness of Facebook for learning Major component Sub-component Frequency Easy of transfer of information e.g. messaging, posts 26 Socialization and collaborative learning e.g. sharing 14 Enhance learning e.g. proper training, learning tool 7 Modern way of learning e.g. modern platform 4 Q6: view, to what extent do you value Facebook in learning Major component Sub-component Frequency Information sharing e.g. sharing 19 Collaborative learning e.g. socializing, help in learning 8 Features e.g. posts 11 Easily enhances learning e.g. benefits, educational problems 7 Q7: belief, how does Facebook enhance learning Major component Sub-component Frequency Information sharing e.g. sharing enhancement, experiences 22 Features e.g. pages, 19 Enhances learning e.g. enhancement of learning 15 Q8: belief about the purpose of Facebook for usage in education Major component Subcomponent Frequency Brings people like-minded people closer e.g. sharing thoughts 21 Enhancing and easiness in sharing information e.g. purposes of solution for problems 23 Features e.g. pages 12 Q9: belief, how does Facebook enhance self-efficacy of students Major component Sub-component Frequency Building confidence e.g. confidence, free talk, positive reinforcement and feedback 21 Enhancement of self efficacy e.g. self efficacy 16 Diversity of information e.g. source of knowledge 14 Q10: belief, how does Facebook prepare students for learning Major component Sub-component Frequency Means of sharing information e.g. sharing, social networking tool 19 Features and tools e.g. pages 8 Enhances learning e.g. give awareness, single platform 13 Interaction e.g. interacting 13 Q11: Belief about the perceived usefulness of Facebook for learning Major component Sub component Frequency Numerous features e.g. voice call, video, various facets 23 Enhancing learning e.g. educational problems 11 Voluminous information e.g. large amount of information 3 Socialization e.g. peer learners, greater mentor 20 Q12: belief about the value of using Facebook to help with learning Major component Sub-component Frequency Contribution to learning e.g. help in learning, leaning styles 9 Features aiding learning e.g. images, videos, post 22 Collaborative learning e.. intense interaction 13 Diversity in contributors e.g. information can be posted easily 10 Q13: Perception, how does Facebook enhance learning Major component Sub-component Frequency Enhances learning e.g. tool for learning 11 Diversity of information provided e.g. different opinions, education forums 16 Collaboration and interaction e.g. participant, 20 Supportive learning environment e.g. source of entertainment and information 21 Q14: perception about the purpose of Facebook for usage in education Major component Sub-component Frequency Modern approach to learning/education e.g. change educational policy 9 Interaction e.g. socializing tool, discussion 24 Features e.g. chat, post 21 Diversity to learning e.g. improve language learning 7 Q15: Perception, how does Facebook enhance self-efficacy of students Major component Sub-component Frequency Enhancement of self-efficacy e.g. self-efficacy increased 13 Knowledge accumulation strategies e.g. broad range of knowledge 15 Collaboration and interaction e.g. interaction, see peers 19 Effective means of learning e.g. accessibility 10 Q16: Perception, how does Facebook prepare students for learning Major component Sub-component Frequency Informing learners e.g. educational careers, prepare 13 Sharing issues e.g. problems, existing problems, solutions 14 Information related to education e.g. college, department, change educational scenario 7 Diversity of information accessible e.g. experts, teachers 22 Q17: Perception about the perceived usefulness of Facebook for learning Major component Sub component Frequency Factors associated with perception e.g. different perceptions 15 Educational benefits e.g. useful in education 17 Interaction e.g. interact 16 Diverse information provision e.g. relevant pages, peer students 19 Q18: Perception, to what extent do you value Facebook in learning Major component Sub-component Frequency Interaction e.g. helped, help learning 21 Features e.g. innovative techniques 22 Diversity of knowledge e.g. increasing knowledge 19 References “Subvista” (n.d). 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