Assignment 3b (Lecture themes 11 and 12): Qualitative data analysis
Your task is to choose and apply a qualitative method and describe your findings as you would do in an extended research report. Allow about 10 hours to complete this assignment.
Choose a qualitative dataset – it can be a medium-length interview (20-30 min) or 2-3 shorter (10-minute) ones (suggested for interpretative phenomenological analysis); a set of 50-100 responses to 1-3 open-ended questions (suggested for content analysis); or any other textual material, such as diary (suggested for descriptive phenomenological analysis). You can use some existing data or collect new data for this assignment. Russian-language data are allowed.
Set your research question and choose a qualitative research method that is applicable for your research question and your type of data. Refer to Smith 2008 and/or Lyons and Coyle 2007 for a detailed description of the steps of each method and use the examples provided as guidelines for describing your results.
Your assignment will contain 3 parts:
1) A research report, where you:
a. specify your research question
b. describe your data and its source
c. provide a rationale for your choice of a qualitative analysis method (with reference to the source you used where the method is described)
d. describe the steps of your analysis
e. describe the results of your analysis and interpret your findings in relation to your research question
2) “Paper trail”, describing the steps of your analysis, e.g., lists of themes you generated (interpretative phenomenological analysis), or your analytic reformulation steps (descriptive phenomenological analysis), or rationale for your categorical structure and examples / assignment criteria for each category (for content analysis / thematic analysis), etc.
3) Your source data (in full).
Grading Criteria
Necessary elements:
Data analysis: quantitative
Data analysis: qualitative
A research question is formulated (1), characterization of the sample / dataset is given (2), each analytic step is described (3), the reasons for the choice of statistics are given (4), the data are presented according to the APA guidelines (tables, effect sizes) (5), correct interpretations of the results are given in the light of the research question (6), limitations of the analysis are discussed (7), source data and outputs are attached (8).
A research question (or aim) is formulated (1), characterization of the dataset is given (2), each analytic step is described (3), each analytic step is documented in the appendix (4), explicit choice of the analytic approach is made with reference to a source (5), the results are described in line with textbook examples (6) and interpreted in the light of the research question (7), source data are attached (8).
Grading guidelines:
Mark
3. Data analysis: quantitative
4. Data analysis: qualitative
Distinction
(8-10)
All or nearly all the necessary elements are present. The analysis answers the research question, the student presents the reasoning and reflects critically on his/her analysis, the interpretations are correct and the description is mostly up to the standards of international journals (APA). The student is able to choose and apply methods correctly, describe the results in a clear and understandable way.
All or nearly all the necessary elements are present. The analysis is performed in accordance with methodological guidelines, is described fully and well, the paper trail (documentation of the research steps) is presented, the findings shed light on the research question (aim). The student is able to choose and apply methods correctly, describe the results in a clear and understandable way.
Merit
(6-7)
Most but not all of the necessary elements are present. The analysis and interpretation are generally correct, but not quite up to the standards of international journals or there are minor mistakes in choice / application / interpretation of methods that do not undermine the general validity of the analysis performed, but indicate that the student fails to understand the assumptions of methods or to choose alternative methods.
Most but not all of the necessary elements are present. The analysis generally performed is ok, but the description / documentation is not detailed enough, however, the analysis is still valid and sheds light on the research question (aim).
Pass
(4-5)
Major mistakes in the choice of methods, analysis, and interpretation of the results, to the extent that the validity of the whole analysis is challenged (the analysis fails to answer the research question). Or: The report is incomplete, many (about half) of the necessary elements are missing.
The student understands the idea of the method, but applies it with mistakes or the analysis is careless, the desctiption of findings is flawed and does not help to gain a satisfactory answer to the research question. Or: The report is incomplete, many (about half) of the necessary elements are missing.
Poor
(1-3)
The analysis and interpretation of the data are unsatisfactory, the choice of methods is wrong. The student fails to demonstrate any knowledge of research methods.
Analysis and interpretation of the data are completely unsatisfactory, the choice of method is completely wrong. The student fails to demonstrate any knowledge of research methods.
