Review Of Data Coding: How Inductive Analysis

Data Coding 1

Review of Data Coding: How Inductive Analysis

Helps Organize Qualitative Data

Marissa L. Mullen

California State University, Northridge Data Coding 2

Abstract

Paper discusses the use of inductive analysis as a data analysis technique for discussing qualitative data. Inductive analysis is a technique used to categorize and describe non- numerical data, such as interviews or survey responses. A practice data-coding exercise conducted in a Masters Program class is described. Applications of inductive analysis to a future action research project are also discussed. Data Coding 3

Review of Data Coding: How Inductive Analysis

Helps Organize Qualitative Data

The culminating activity of the Science Education Masters Degree program is an action research project. Before writing the action research report, each student will be conducting research and collecting data to attempt to answer his or her own research question. Much of the data collected will be qualitative in nature, based upon observations, survey responses, and interviews. Qualitative data is “open ended and less defined” (Johnson, 2008, p.6) which makes it very difficult to analyze. The purpose of an action research project is to “not simply [write] about what you think to be true; rather, it is collecting data and making conclusions based on that data” (Johnson, 2008, p.81).

Therefore, it is the job of the researcher to analyze the data he or she collected.

Inductive Analysis In-Class Activity

One way to analyze qualitative data is through inductive analysis – organizing the data based upon common patterns or themes, thereby giving structure to conclusions based on the data (Mertler, 2006). In class on March 7, 2007, we participated in an inductive analysis activity to gain experience with the technique. In groups of three to four students, we read and discussed responses to survey questions. The surveys were completed by a group of college students in teacher-education classes; the survey purpose was to see how prepared these potential teachers are to teach elementary school science.

In class, each group had the task of reading one section the survey and analyzing the responses. Inductive analysis is not an easy task!

First, we read through the survey responses to identify common themes, searching for words or ideas that were repeated in several surveys. We came up with a list of about Data Coding 4 ten themes or categories. Next, we re-read each survey and recorded the category or categories for each response. This type of data analysis was difficult and laborious, but useful. I will most definitely be using inductive analysis as a data analysis strategy in my own action research project.

Inductive Analysis in Future Research

I have not reached a final decision about the question I want to explore for my action research project; however, I have narrowed it down to a few ideas. Currently, I am most interested in studying student motivation in completing homework, or teacher- parent communication strategies. To collect data on either of these topics, I plan to use surveys and interviews. Therefore, I will need to analyze qualitative data collected from student and parent responses to make sense of the data and draw conclusions.

Based upon the data coding activity completed in class, I agree with Mertler’s statement that “the teacher-researcher may feel a bit overwhelmed with the task [of inductive analysis] that lies ahead, as it can seem a monumental undertaking” (Mertler,

2006, p.125). Categorizing individual responses is time-consuming and difficult; some responses just do not fit in a category. Nonetheless, I am looking forward to this type of data analysis. Organizing data into categories or themes, and then presenting it in a chart or table makes the data so much easier to understand. The qualitative data from the surveys and interviews now becomes quantitative and numerical so that conclusions can be made.

In addition to presenting the main categories or themes of data, I plan to include samples of typical responses in each category to make the data more real. This technique expands on basic data analysis, allowing “the reader to go beyond the numbers, to make Data Coding 5 the research come alive” (Johnson, 2008, p.105). I think the addition of sample responses will also make the research paper more interesting and readable.

I am looking forward to developing my action research skills. I am anxious to read through student and parent surveys to find out what their true opinions are and to draw conclusions from the data. I know that inductive analysis will be a major component of my future research project. Data Coding 6

References

Johnson, Andrew P. (2008). A Short Guide to Action Research. Boston: Pearson

Education, Inc.

Mertler, C. A. (2006). Action research: Teachers as researchers in the classroom.

Thousand Oaks, CA: Sage.