A Guide to Qualitative Research Show
Bailey (2006) Chapter 9 – Coding, Memoing, and Descriptions Tammara Sherman EDL 507 Coding, Memoing, and descriptions are components of qualitative data analysis. Actually, the analysis of the data begins from the onset and continues throughout the project. Once the researcher leaves the field, the arduous task of making sense of the data, breaking it down, studying its components, and investigating its importance, and interpreting its meanings begins. According to Lofland and Lofland (1984), this arduous task can take 2 to 5 times longer than the amount time taken to collect the data. In comparison, quantitative data is analyzed using software, such as SPSS. The researcher performs statistical tests and procedures, such as t-tests, ANOVAs, etc. on the data and then the researcher makes deductions about the data. Whereas in qualitative analysis, the researcher reads pages of text multiple times, grouping and organizing the data throughout the successive reads. At the conclusion, the researcher interprets the results based on their research questions. Many strategies for analyzing qualitative data exist. Bailey (2006) covers 10 of these strategies. In chapter 9, Bailey (2006) focuses on the Coding and Memoing strategies because they are essential to all qualitative data analysis strategies. Bailey (2006) defines coding as the “process of organizing a large amount of data into smaller segments that, when needed, can be retrieved easily.” She distinguishes coding analysis from thematic analysis in that themes do not emerge from the data. She asserts that the themes appear at the interpretation of the researcher and the associated research questions. She describes two types of coding: initial coding and focused coding. Initial Coding
Focused Coding
Strategies for Improving Coding
B. Memoing
C. Qualitative Analysis SoftwareNumerous software packages exist that can assist with qualitative analysis. These software packages are tools and do not replace the skill necessary to inform the study or elicit information from the data. A researcher may choose to use software for many reasons. Reasons for using software
Qualitative Software Atlas.ti, HyperRESEARCH, MAXqda2, NVivo, N6, CDC EZ-text, Qualrus, QDA Miner, and Ethnograph Manual vs. Software Some researchers prefer traditional methods for analyzing qualitative data. In this case, these researchers may:
Trade-offs
D. Descriptions Descriptions facilitate contextualizing the data. It involves recording detailed descriptions of the setting, interactions, and observations over the duration of the study. They are likened to answering a “reporter’s questions.” As such, the descriptions should answer the 5 W’s (what, why, when, where, and who) and how. Suffice it to say, descriptions need not include every detail, such as every object in the room, but characteristics or qualities that visualize the concept being conveyed. Descriptions can be thick or thin as asserted by Geertz (1973). Additionally, descriptions should relate to the research questions. Thick DescriptionsThick descriptions provide concrete detail about a phenomenon or concept. They are a necessity for research in the field. They provide strong visual images for the reader to conceptualize the context or concept. An example of thick description is: Ana is between 30 and 40. Her brown hair lies limp and greasy against her head. Her eyes tend not to focus on any one thing. Her skin is riddled with pockmarks suggesting years of drug usage. She scratches her arms or head constantly. Although the weather is cold, she is wearing a tube-top and shorts. She is shoe-less and her feet are covered with soot and grime. Thin DescriptionsOn the other hand, thin descriptions provide less detail. For example, Ana has brown hair and is in her thirties. Research QuestionsThe decision to use descriptions should depend on the research questions. Some details may appear “sexy” or exciting but may not inform the study. In such case, those details should be omitted. The purpose of using thick or thin description to facilitate the visualization of the contextual complexity of the subject being studied. SummaryDescriptions help the readers “see the participants and the setting.” Thick descriptions are an important element of the final report. More importantly, it allows the readers to understand the importance of the concept within the context. Discussion Questions
What is qualitative Memoing?Memoing allows the researcher to elaborate on concepts and themes identified in the coding exercise. Memoing constitutes an important step in qualitative inductive logic where concepts derived from narrative data are used as building blocks for constructing theoretical arguments.
Why is Memoing important in phenomenological research?Memoing serves to assist the researcher in making conceptual leaps from raw data to those abstractions that explain research phenomena in the context in which it is examined.
What is the difference between coding and Memoing?During open coding, all data that might have any relevance for gaining insight into the setting and participants are labeled. During focused coding, the researcher is attentive to particular aspects of the data. Memoing is the process of writing notes or memos about thoughts related to the analysis of one's data.
What is Memoing in grounded theory?Memoing. Theoretical memoing is "the core stage of grounded theory methodology" (Glaser 1998). "Memos are the theorizing write-up of ideas about substantive codes and their theoretically coded relationships as they emerge during coding, collecting and analyzing data, and during memoing" (Glaser 1998).
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