Q4M5 Practical Research 1 Data Patterns and Themes
Q4M5 Practical Research 1 Data Patterns and Themes
Q4M5 Practical Research 1 Data Patterns and Themes
Quarter 4 – Module 5:
Data Patterns and Themes
Practical Research 1 – Grade 11
Alternative Delivery Mode
Quarter 4 – Module 5: Data Patterns and Themes
First Edition, 2020
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Team Leaders:
School Head : Marijoy B. Mendoza, EdD
LRMDS Coordinator : Karl Angelo R. Tabernero
Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.
In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they can
best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.
What I Need to Know
This module is designed and written to help you in inferring and explaining the
patterns and themes from qualitative data.
At the end of the module, you are expected to:
1.generate themes from qualitative data; and
2. explain the themes from qualitative data
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What I Know
A. Identify what is asked from the given statements below. Choose the letter of the
correct answer. Write your answers on your notebook.
a. Codes d. Theme
b. Familiarization e. Transcription
c. Pattern f. Transitions
B. Match the codes in column A with the correct themes in column B. Choose the
letter of the correct answer. Write your answers on your notebook.
Column A Column B
1. Student feels valued a. Self-love
Student feels her opinion matters b. Study habit
Student feels involved in her own learning c. Study problems
d. Social influence
2. Life goals
Money issues e. Student empowerment
Identifying past improvements f. Perception of the future
5. Studying notes
Doing project ahead of time
Doing homework immediately
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Lesson
At the moment, you are equipped with the fundamental knowledge about qualitative
research design. But as a researcher, you must have an engagement with the words,
as you try to focus on a particular research question. The description and
interpretation of participants’ perceptions are features of all qualitative research
approaches.
A main concern in the analysis of qualitative data is that the research participants’
individual meanings and social reality are suitably conveyed in the research findings.
Data are not merely containers of meaning. A text may include multiple meanings
and their identification entails researcher’s efforts in the process of analysis. For
these reasons, this module will teach you to infer and explain the patterns and
themes in qualitative data which will help you to make a qualitative type of research.
What’s In
Tell whether the following words in the word cloud belong to quantitative data or
qualitative data collection. Copy the table and write your answers on your notebook.
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Notes to the Teacher
This module prepares the students for their qualitative research
data analysis. Here, they will learn how to generate themes from
codes and explain them. Techniques to identify themes and steps
of thematic analysis are all presented and explained.
What’s New
Read the following transcriptions and answer the questions that follow. Write your
answers on your notebook.
Ken: What’s the most important lesson you’ve learned since launching AppRRL?
Joshua: I would tell the most important thing is strategy is more important than
methods.
Ken: What bit of suggestion or piece of information do you wish you would have
known before launching AppRRL?
Joshua: I’d like to… I mean it would have been better to know the exact strategy
to succeed… ahead of time. And, so, what I am trying to say is that we had our
objective. We’ve always had similar objective, which is assisting great clients
discover great companies, and we’ve devoted time, we established a reward level,
we established a directory, we attempted bundles, we’ve tried all these various
methods. It would have been better to know that the model that discovered now,
you know, a year ago. I would have saved a year of time. But it does help us that
we have that kind of institutional knowledge now that anybody else attempts to
do it is going to take a year or more.
1. Name the people in the interview transcription. Who is the interviewee? Who is
the interviewer?
______________________________________________________________________________
______________________________________________________________________________
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3. Write down all the important words/phrases that talk about the topic of the
transcription.
______________________________________________________________________________
______________________________________________________________________________
4. What have you observed? Do all the words jotted down have the same essence or
implied meaning?
______________________________________________________________________________
______________________________________________________________________________
What is It
You now have an idea of what transcription is all about. Transcription is the act of
providing a written account of spoken words. In qualitative research, transcription
is steered by individual or group interviews and commonly written verbatim or
precisely word-for-word. Transcription is mostly the source of qualitative analysis
through identification and explanation of themes, which this module is basically all
about.
Theme. It is the major product of data analysis that generates helpful results in the
field of study. A theme is created when the same issues and ideas conveyed by
participants within qualitative data are carried together by the researcher into a
particular category or cluster. It may be categorized by a word or expression taken
precisely from the data or by one formed by the researcher because it appears to best
illustrate the essence of what is being stated.
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occurrences can be done by creating a list of all the extraordinary words in a text
and counting the number of times each occurs.
2. Indigenous categories .Alternative way to look for themes is to look for local words
that may sound unfamiliar or are utilized in unfamiliar ways.
4. Compare and Contrast. The compare and contrast approach is established on the
concept that themes signify the ways in which words are either similar or different
from each other.
7. Metaphors and analogies. It is seeking through text for metaphors, similes, and
analogies and the examination that individuals often embody their ideas,
behaviors, and experiences with analogies. The purpose is to look for metaphors
in rhetoric and determine the schemas or underlying principles, that might
generate patterns in those metaphors.
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9. Connectors. Look thoroughly at words and phrases that imply relationships
among things. For example, causal relationships are often signaled by such words
and phrases such as “since,” “because,” and “as a result.” Words such as “if” or
“then,” “instead of” and “rather than,” often indicate conditional relationships.
The phrase is frequently linked with taxonomic categories.
10. Unmarked texts. One method to identify new themes is to analyze any text that is
not already related with a theme. This technique entails multiple readings of a
text. On the initial reading, significant themes are clearly noticeable and can be
quickly and readily marked with various colored pencils or highlighters. In the
next step, the search is for themes that stay unmarked. This tactic–marking
obvious themes early and quickly—forces the search for new, and less major
themes.
11. Pawing. Pawing through texts and marking them up with various colored
highlighter pens. Examination of words starts with proofreading the documents
and simply underlining major phrases “because they make some as yet
undeveloped sense.” In this way, you get a feel for the word by processing your
data several times.
12. Cutting and sorting. Cutting and sorting is a more proper way of pawing and a
technique we both utilize quite a bit. It is especially beneficial for identifying
subthemes. The approach is centered on a powerful trick most of us learned in
kindergarten and involves paper and scissors. We first read through the text and
identify quotes that seem somehow essential. We cut out each quote (making sure
to maintain some of the contexts in which it appeared) and paste the material on
small index cards.
Step 1: Familiarization
The initial step is to get to know our data. It is essential to get a comprehensive
overview of all the data we gathered before we begin analyzing separate items. This
might include transcribing audio, reading through the text and taking initial notes,
and commonly looking through the data to get acquainted with it.
Step 2: Coding
Next step, we need to code the data. Coding means highlighting sections of our text
– normally phrases or sentences – and coming up with shorthand labels or “codes”
to illustrate their content. Let us take a short example word. Say we are investigating
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opinions of climate change among traditional voters aged 50 and up, and we have
gathered data through a series of interviews. An extract from one interview looks like
this:
After we scrutinize the text, we collect together all the data into groups identified by
code. These codes permit us to achieve a condensed overview of the key points and
familiar meanings that reappear throughout the data.
Next, we look over the codes we have produced, identify patterns among them, and
begin coming up with themes. Themes are normally broader than codes. Most of the
time, you will bring together several codes into a single theme. In our example, we
might begin combining codes into themes like this:
Codes Themes
Uncertainty
Uncertainty
Alternative explanations
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Distrust of scientists Distrust of experts
Incorrect facts
At this point, we might conclude that some of our codes are too vague or not
significant enough (for example, because they do not occur frequently in the data),
so they can be removed.
Other codes might become themes in their own right. In our example, we opted that
the code “uncertainty” made impression as a theme, with some other codes
integrated into it.
Once more, what we choose will differ according to what we are attempting to find
out. We want to generate possible themes that tell us something useful about the
data for our intentions.
Now we have to make sure that our themes are helpful and precise representations
of the data. Here, we go back to the data set and relate our themes against it. Are we
lacking anything? Are these themes really appear in the data? What can we adjust
to make our themes work better? If we face challenges with our themes, we might
divide them, combine them, remove them or generate new ones: whatever makes
them more valuable and precise.
Now that you have a definitive list of themes, it is time to label and describe each of
them. Defining themes includes devising precisely what we mean by each theme and
figuring out how it supports us comprehend the data.
Step 6: Writing up
Lastly, we will write up our analysis of the data. Like all scholarly texts, writing up a
thematic analysis necessitates an introduction to determine our research question,
purpose, and approach.
Example:
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What’s More
A. Identify the appropriate codes of the following coded data. Write the letter
of your answers on your notebook.
1. Jenny: Glad to see things are going well and business is starting to pick up.
Rea told me about your outstanding performance yesterday. Keep up the
good work.
a. Job not done well c. Poor working relationship
b. Satisfactory performance d. Failed to meet expectation
2. Mr. Kim: I am sad that many students failed my exam. I know something
went wrong. I guess they did not study well.
a. Happy on students’ c. Excited about students’
performance performance
b. Surprise on students’ d. Disappointed with
performance students’ performance
4. Anna: I can’t control my feelings for him. I want to see him every day. I am
very happy every time we talk. I think I’m in love.
a. Being lonely c. Being in love
b. Being happy d. Being obedient
5. Shiela: I have been so busy with my new job that I don’t have time to do much
else. I even failed to attend my cousin’s birthday. You know. It is hard to be
absent when you are new in the company. I need to learn everything as
much as possible.
a. Feeling of laziness c. Diligence in the new job
b. Absence of self-love d. Not happy with the new job
B. Choose the correct themes of the following codes. Write the letter of your
answers on your notebook.
1. Smile at the patient
Talk with the patient
Approach patient immediately
a. Healthcare loyalty c. Healthcare loneliness
b. Healthcare affection d. Healthcare responsiveness
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2. Conducting seminars
Informing the parents
Collaborate with barangay officials
a. Job satisfaction c. Stakeholders participation
b. Interaction with parents d. Communication
and collaboration
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What I Have Learned
Assess your learning progress by completing the following statements. Write your
answers on your notebook.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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What I Can Do
Using a marker, code the following data, then identify the codes and themes. Write
a short explanation about the theme generated. Copy and answer the activity on your
notebook.
Short
Interview Transcription Codes Themes explanation of
the theme
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Rubrics for grading your answers
Criteria Rubrics
5 4 3 2
The output The output The output The output
Required goes over and includes all of misses one to misses four or
Elements above all the the required three of the more required
required elements as required elements.
elements stated stated in the elements as
in the directions/ stated in the
directions & instructions. directions/
instructions. instructions.
The author The author The author The writer
Word Choice uses vivid uses vivid uses words uses a
words and words and that limited
phrases. The phrases. The communicate vocabulary.
choice and choice and clearly, but Jargon or
placement placement the writing clichés may
of words seems of words is lacks variety be present
accurate, inaccurate and detract
natural, and at times from the
not forced. and/or seems meaning.
overdone.
Consistent Some errors, A few errors Distracting
Mechanics standard but none in usage, errors in
English usage, major, in spelling, or usage,
spelling, and usage, punctuation spelling, or
punctuation. spelling, or (3-4) punctuation
No errors. punctuation.
(1-2)
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Assessment
Match the codes in column A with the correct themes in column B. Choose the letter
of the correct answer. Write your answers on your notebook.
Column A Column B
1. Cutting classes a. Poverty
Cigarette smoking b. Mental health
Teenage pregnancy c. Being respectful
d. Effects of pandemic
2. Malnourishment
e. Student empowerment
Many are homeless
f. Heroism and volunteerism
Plenty are unemployed g. Parents’ active cooperation
h. Online business enthusiast
3. Extreme loneliness
i. Influence of Korean culture
Experiencing anxiety
j. Lack of dedication in studying
Overcoming depression
k. Students’ problems and issues
4. Fan of KPop singers
Listen to KPop music
Watch Korean dramas
7. Always absent
Do not jot down notes
Feel bored during class
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Additional Activities
What are the problems that you encountered in this time of pandemic and how did you
overcome them?
Make a transcription of your interview. Using a marker, code the data, then identify
the codes and themes. Write a short explanation about the theme generated. Copy
the table and answer the activity on your notebook.
Short
Interview Transcription
Codes Themes explanation of
the theme
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Rubrics for grading your answers
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References
CoBraun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative
Research in Psychology, 3(2), 77–101.
https://doi.org/10.1191/1478088706qp063oa
Crabtree, B., Miller, W. (1999). Using codes and code manuals: A template for
organizing style of interpretation. In Crabtree, B., Miller, W. (Eds.), Doing
qualitative research (2nd ed., pp. 163–178). Newbury Park, CA: Sage.
King, N. (2004). Using templates in the thematic analysis of text. In Cassell, C.,
Symon, G. (Eds.), Essential guide to qualitative methods in organizational
research (pp. 257–270). London, UK: Sage.
Nowell LS, Norris JM, White DE, Moules NJ. (2017). Thematic Analysis: Striving to
Meet the Trustworthiness Criteria. International Journal of Qualitative
Methods.
Ryan, G. W., & Bernard, H. R. (2003). Techniques to Identify Themes. Field Methods,
15(1), 85-109. https://doi.org/10.1177/1525822X02239569
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