ANALYZING AND

INTERPRETING
QUALITATIVE DATA

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LEARNING OUTCOMES
At the end of this lesson, the learner:
● infers and explain patterns and themes
from data.

VALUES INTEGRATION
Competence

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QUALITATIVE DATA
ANALYSIS.

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• We gather qualitative data, we elicit meaning, and
we convey conclusions
INDUCTIVE PROCESS

General
Specific Patterns
Conclusion

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Preferable in qualitative
Involves reading through a data set

Thematic Analysis
Identify patterns
It takes too much time to
sort the responses.
Derive themes

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Thematic analysis can be done in a variety of ways, but
the most popular method was invented by Virginia
Braun and Victoria Clarke.

FAMILIARIZATION
CODING
GENERATING THEMES
REVIEWING THEMES
DEFINING & NAMING THEMES
WRITING-UP
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 STEP 1. Familiarization
• Do a transcription
• Read and reread the transcripts
• Become familiar with the data
• Make notes and jot down early impressions

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 STEP 2: Coding
• Generate initial codes
• Condense the extensive data into smaller,
manageable chunks
• Decide what to code

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1. Read the Interview Transcript: Carefully read and
familiarize yourself with the interview transcript.
Understand the main ideas, key points, and the
interviewee's responses.

2. Identify main idea: Break down the transcript into

smaller segments or units/ideas. These units/ideas can
be sentences, phrases, or even individual words that
contain relevant information or convey a specific idea.

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 STEP 2: Coding: Generate initial codes.

Excerpt from the Interview Meaningful Ideas

I believe extracurricular activities extracurricular activities play a significant

play a significant role in our school role in our school life. They provide
life. They provide opportunities to opportunities to explore our interests
explore our interests beyond beyond academics and develop skills
academics and develop skills that
may not be covered in the classroom.
It's a chance to pursue hobbies, build It's a chance to pursue hobbies, build
friendships, and enhance personal friendships
growth.

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3. Highlight or Underline: Use different colored pens or
highlighters to mark the main idea you have identified.
Each color can represent a different meaningful idea that
emerges from the data.

4. Create Labels: Assign labels or codes to the highlighted

ideas. Choose simple and descriptive labels that capture
the essence of each ideas.

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 STEP 2: Coding: Generate initial codes.
EXAMPLE
Excerpt from the Interview Meaningful Ideas Codes

I believe extracurricular extracurricular activities play a Exploration and Skill

activities play a significant significant role in our school Development
role in our school life. They life. They provide
provide opportunities to opportunities to explore our
explore our interests beyond interests beyond academics
academics and develop skills and develop skills
that may not be covered in the
classroom. It's a chance to
pursue hobbies, build It's a chance to pursue hobbies, Hobbies and Friendships
friendships, and enhance build friendships
personal growth.
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 HOLISTIC CODING

“I notice that the grand majority of homes have chain

link fences in front of them. There are many dogs Security
(mostly German Shepherds) with signs on fences
that say "beware of dogs”.

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 DESCRIPTIVE CODING

“Working from home has improved my work-life

balance. I can spend more time with my family
and avoid the daily commute.”

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 DESCRIPTIVE CODING
Codes

Improved work-life
balance
“Working from home has improved my work-life
Family time
balance. I can spend more time with my family
and avoid the daily commute.” Commute avoidance

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 IN VIVO CODING
“It was like a whole new world opened Whole New World
up when I started eating plant-based. I
More Alive and
felt more alive and connected to my Connected
food. I mean, suddenly my meals
weren’t just routine anymore. I was Discovering
discovering flavors and textures I Flavors and
never paid attention to before.” Textures

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5. Group Similar Units: Look for ideas that share similar
meanings or belong to the same theme. Group them
together and assign a common code or label to represent
that theme. This helps in organizing and categorizing
the data effectively.

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 Why do you code-switch in class?
“Since I have Samal students, what i did was I asked help to my colleague how to translate
in the Samal dialect because not all Samal students can understand what expository
essay is.“ (Participant 1)

“At times there are certain terminologies that are new to the learners. Thus, in order for
them to understand better, I give the translation in the native language that they are
used to in order for them to relate or better understand what I am referring to.“
(Participant 2)

“For example, I am teaching parallel structure. When my students asked, “What is parallel
structure, ma’am?” What it is in their language? So I will use their dialect.“
(Participant 3)

“When I was teaching in junior high school, especially when I’m handling the lower
section, every now and then, you have to translate some terms especially when you are
handling the lower section.“ (Participant 4)

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 What are your first-date experiences?
Participant 1: “Oh, I love it! We decided to meet in an expensive café and we
interestingly had the same insights about patriarchy and misogyny.”
Participant 2: “We discovered a mutual love for early 2000 movies and started quoting
iconic movie lines throughout our date.”
Participant 3: “I found that he also like Taylor Swift songs and his favorite album of her
is 1989. He has taste in music, I must say.”
Participant 4: “We both struggled with chopsticks and ended up asking for a spoon and
fork.”
Participant 5: “He was so shy. We did not talk at all. We were silent all throughout. I
could hear the sound of my spoon and fork.”
Participant 6: “I had my reality vs expectation moment. Her on the photos and her in
person are two different people. The vibe of the entire date was so awkward.”
Participant 7: “He said I could order any food that I want and promised to pay for our
first date. So I ordered a lot. That same night, he wished we’ll never meet again.”
Participant 8: “We both mispronounced some food names. He called machiatio
“mashato” and I pronounced croissant “kroy-sant”.

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STEP 3: Generating themes: Search
for themes

• identifying patterns and overarching concepts

within the coded data

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 STEP 3: Generating themes: Search for themes

1. Review the coded data: Familiarize yourself with the

coded units and their corresponding codes.

2. Look for patterns: Identify recurring ideas, concepts,

or topics within the coded data. Pay attention to
similarities, connections, or relationships between
different codes.

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 STEP 3: Generating themes: Search for themes

3. Group similar codes: Cluster codes that share

commonalities or are related to similar concepts. Consider
the content and meaning of the codes when grouping them.

4. Seek overarching concepts: Identify broader themes or

overarching concepts that encompass multiple codes. These
themes should capture the main messages or ideas emerging
from the coded data.

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 FOR EXAMPLE: YOU INTERVIEWED
TEACHERS ABOUT THEIR CHALLENGES
IN ONLINE LEARNING

NO DATA NO FEEDBACK BROKEN LAPTOP

SLOW INTERNET
NON-FUNCTIONAL
CONNECTION
GADGETS
STRUGGLING TO
REACH CAN YOU STILL
POWER OUTAGE
OUT TO STUDENTS HEAR ME?

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 FOR EXAMPLE: YOU INTERVIEWED
TEACHERS ABOUT THEIR CHALLENGES
IN ONLINE LEARNING

NO DATA NO FEEDBACK BROKEN LAPTOP

SLOW INTERNET
NON-FUNCTIONAL
CONNECTION
GADGETS
STRUGGLING TO
REACH CAN YOU STILL
POWER OUTAGE
OUT TO STUDENTS HEAR ME?

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 FOR EXAMPLE: YOU INTERVIEWED
TEACHERS ABOUT THEIR CHALLENGES
IN ONLINE LEARNING
TECH-RELATED ISSUES IN
ISSUES ESTABLISHING
COMMUNICATION
NO DATA
NO FEEDBACK
SLOW INTERNET
STRUGGLING TO
CONNECTION
REACH OUT TO
NON-FUNCTIONAL
STUDENTS
GADGETS
CAN YOU STILL
BROKEN LAPTOP
HEAR ME?
POWER OUTAGE

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 STEP 4: Reviewing Themes
• Assess how well each theme captures the content and
meaning of the data by evaluating their relevance to the coded
information.
• Make sure that the codes within each theme create a clear and
consistent narrative, and check that the themes don't overlap
or duplicate each other to ensure their distinctiveness and
coverage of different aspects of the data.

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 STEP 5: Defining Themes
1. Name the themes: Assign clear and descriptive names to
each theme. The names should accurately represent the
content and meaning of the theme.

2. Develop theme definitions: Write concise definitions or

explanations for each theme. These definitions should
provide a clear understanding of what the theme represents
and encompass the key concepts within the theme.

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 STEP 6: Writing-Up
In the write-up, write a summary of each theme,
highlighting the main findings. The themes must be
organized logically, and provide examples, such as direct
quotations from the transcripts.

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