How to Conduct Qualitative Analysis, Study notes of Social Work

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O F F I C E O F T H E A S S I S T A N T S E C R E T A R Y F O R H E A L T H

How to Conduct Qualitative Analysis

Jane Y. Choi, Ph.D.

Researcher

HHS Office of the Assistant Secretary for Health

Office of Population Affairs

March 2020

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Agenda

• Overview of qualitative analysis
• Steps to conduct analysis
• General guidelines for reporting your findings
• Questions
• Resources 2

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A S S I S T A N T S E C R E T A R Y F O R H E A L T H

Metaphor that represents the process of qualitative analysis 4

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A S S I S T A N T S E C R E T A R Y F O R H E A L T H

Steps to analyze qualitative data 5

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1. Refine and focus on the research questions

• Review initial research questions
• Refine your research questions (if needed)
• Use your research questions to guide your analysis and reporting  Make sure you know your research questions inside and out  Continually refer back to your research questions while conducting analyses 7

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2. Get data ready to be coded Take your data and create clean data files (e.g., transcripts, detailed notes) that can be coded

• Raw data are difficult to analyze
• The person who collected the data is the best person to clean data files  Recommend creating files close to when data were collected
• Name prepared data files in systematic way 8

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Example 2.2: Prepare data file names 10 BoydCharter_Facilitator_Interview_2019-11(Nov)MidProgram.docx Example template of a file name: SiteName_RespondentType_DataSource_Date(Whether data collected pre-, mid-, or post- program).docx

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3. Get data ready to be coded, continued Take your data and create clean data files (e.g., transcripts, detailed notes) that can be coded

• Raw data are difficult to analyze
• The person who collected the data is the best person to clean data files  Recommend creating files close to when data were collected
• Name prepared data files in systematic way Add these prepared data files into a database
• Recommend creating database using a qualitative software program
• Only include data sources that will answer the research questions 11

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Example 3: Coding system RQ1: What were key challenges the program team faced when implementing the curriculum? Codes Definition When created? Scheduling and timing Issues scheduling or issues with the timing of the sessions or program Prior to coding Unresponsive participants Participants not responsive to the curriculum, lessons, etc. Prior to coding Vocabulary too challenging Vocabulary is too difficult for participants to understand 1/15/ Issues with literacy/ texts Participants not interested in curriculum that requires reading and writing. Participants don’t want to engage with long text passages. 1/22/ 13

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4. Code data If you will have multiple coders, train coders on the research questions, how to use the software, the coding system

• Benefit of having multiple coders – able to assess reliability Do a quick read of data to get a full picture of topics covered To code, read data carefully and assign codes as you go
• Assign codes that accurately represent each section of the data
• Should use multiple codes on the section of data, as needed  The same information can be used to answer multiple research questions While coding, keep the research questions in mind 14

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5. Group and regroup data After coding, you may need to group the data from related codes together

• Codes may be too specific and more meaningful when they are grouped by theme
• Prior to grouping coded data, read the data in each code to ensure they are related to data in the other, related codes May need group coded data once, twice, or more 16

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Example 5: Grouping similar codes

• Curriculum not appropriate for age
• Curriculum not culturally/linguistically appropriate
• Vocabulary too challenging
• Issues with literacy/texts
• Troublesome examples in curriculum 17

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6. Determine findings from coded data: What is a finding? Determine findings by choosing the codes with data that best answer the research questions

• Evaluators have to define how they will determine what findings to report (decision rules)
• It is critical to document how you will determine what are findings and systematically apply them You will create the process for determining findings after coding Note: The process of determining findings requires multiple readings of coded data 19

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Example 6: Developing findings 20 Research question 1: What were key challenges the program team faced when implementing the curriculum? Codes No. of respondents (of 5) No. of cohorts affected (of 10) No. of students affected (of 80) Substantive reasons Scheduling and timing 1 1 5 While critical to coordinate to implement the curriculum, issues did not affect implementation Unresponsive participants 3 5 60 Participant engagement in lessons (discussions, activities) is part of the program model Disruptions to sessions 3 4 45 Impediment to implementation Late arrivals 0 0 0 Developers stated participants must be part of the beginning of each session Early departures 1 1 10 The program model states students should receive all the content, but students made up the content Curriculum misalignment 2 2 30 Curriculum must be aligned to target population