Day+3+-+Analysing+data+and+drawing+conclusions

Sources

Activity

Use the **DISCUSSION** page to discuss which data collection method/s you are using in your research project and why you chose it/ them (your rationale).

=Analysing Quantitative Data=

Quantitative data tends to be associated with: · //with numbers as the unit of analysis// · //Large-scale numbers// · //researcher detachment// · //an emergent research design//

Note: differences in approaches to using qualitative and quantitative data may not fall neatly into categories.

//In practice the approaches are not mutually exclusive//; //research tends to use both approaches.// //In theory, the distinction is too simplistic// //Approaches frequently overlap.// //‘the genuinely useful distinction is how data are treated analytically’//

Types of quantitative data analysis:

 * //nominal//**//: counting things and putting them into categories eg headcounts/ population statistics//

//“I think I’m going to do well in this assignment…” Agree/disagree//
 * //ordinal//**//: categorising within some clearly defined and ranked relationship//


 * //interval//** //**data**: data collected over a specific distance, eg time//

**Identifying changes and trends**

We want data to help us to: · //Trace changes// · //Identifying trends// · //Understanding whatever pertinent factors or circumstances//

Preparing quantitative data · //Presenting raw data// · //Coding the data: giving attributes to data or a group of data// · //Organising the data// · //Presenting the data//

Activity
Correlating data - matching data to hypotheses: is the Earth getting warmer?

It is important that, irrespective of research method used, data gathered is interpreted correctly and that valid conclusions are drawn.


 * Read the data gathered here: [|http://www.elmhurst.edu/~chm/vchembook/globalwarmA.html]

What is the evidence that temperature is currently increasing? **

**Activity**





Presenting data

Checklist for interpreting evidence and reporting the findings:

//All data should be recorded as soon as they are available// //Look for similarities, clusters, categories and items of particular significance// //First-thoughts categories will be a start in the process of categorising findings// //Prepare final summary sheets// //Experiment with different ways of presenting findings, eg tables, graphs, etc// //Try out any codes you apply to your data- are letters or numbers the ‘best fit’?// //All data requires interpretation// //Don’t claim more for your research than your evidence will support.//

Tips for presenting quantitative data:

//Present enough information without ‘drowning’ the reader with information overload// //Help the reader to interpret the table and chart through visual clues and appropriate presentation// //Make sure the type of table or chart is appropriate, eg use pie charts only for percentages data// //Make sure the any graphs are clearly titled and axes appropriately labelled// //Consider carefully how any tables or graphs are linked to the immediate text// //Make sure tables and graphs do not dominate the page// //CAUTION: distorting scales can give the wrong impression// //Statistics do not necessarily imply social significance//


 * What are the relative advantages and disadvantages of quantitative and qualitative data collection methods? **

Analysing Qualitative Data

Qualitative Research

Most qualitative approaches have: · //a focus on natural settings;// · //an interest in meanings, perspectives and understandings;// · //an emphasis on process;// · //a concern with inductive analysis and grounded theory (generating theory from data, rather than the other way around)//

**Activity**

Consider the scenario below.


 * Place yourself in the position of a) the pupils and b) the teachers, and contrast their points of view. **
 * How might different understandings of the situation be at the bottom of the dispute? **

//At one secondary school, the school blazer was a prime symbol of teachers' authority and pupils' subordination. The rules for school uniform were enforced with vigour in the interests of maintaining order. On the last day of term, it was traditional for there to be a certain amount of 'blazer-ripping' - symbolic of pupils gaining their freedom. One year, however, a boy's blazer was ripped to shreds early in the week of departure. This precipitated a crisis that disrupted the whole week for both teachers and pupils. The teachers launched a major offensive to apprehend and punish the culprits. The boys simply could not understand what all the fuss was about. 'They'd been writing all over blazers, writing their names on them, it's a traditional activity at the end of your school days. (Woods, 1979, p. 118)//

= = =Stages of analysis=



**Activity**

Consider the article:




 * Can you identify stages of data analysis?
 * Is the data qualitative or quantitative?
 * How has the data been analysed?
 * Do conclusions relate directly to the data gathered and analysis of that data? Consider reliability and validity

See Assignment Brief
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