Analysis and coding of the interview data

The aim of this section is to give an overview of how the interview data were transcribed and coded. This is to aid future replication of the study.

Interviewing generates a large amount of data which needs to be meaningfully analysed and the results presented. A common approach to analysing qualitative data developed by Strauss and Glaser (1967) is Grounded Theory. With this approach, the researcher is supposed to approach the data with a blank mind and let the data speak for itself. Using this approach alone was not considered the most feasible for this study, as the research questions and instruments were developed based on the literature. Also, it would have meant that I would have had to rid myself temporarily of all previous knowledge gained from my readings and experience. Bryman (2012) and Bulmer (1979) question whether this is possible. Bryman suggests that ‘‘social researchers are typically sensitive to the conceptual armoury of their disciplines, and it seems unlikely that this awareness can be put aside’’ (p. 574).

Having read works of various researchers on qualitative analysis Grounded Theory did not appear to be a viable option (Robson, 2011; Taylor and Gibbs, 2010; Creswell, 2009; Teddie and Tashakkori, 2009; Braun and Clarke, 2006; Glaser and Strauss, 1967). Some of the core principles of the thematic approach to qualitative data analysis (Braun and Clarke, 2006) were adapted for use in this study. Thematic analysis ‘‘is a method for identifying, analysing, and reporting patterns (themes) within the data. It minimally organises and describes your data set in (rich) detail’’

(Braun and Clarke 2006, p.79). The general approaches to analysing qualitative data were considered (Creswell 2009, chapter 9). The steps were:

1. Organising and preparing the data for analysis. 2. Reading through the data for familiarisation. 3. Coding the data.

4. Using the coding process to generate themes or descriptions.

5. Describing how the descriptions and themes will be represented in the analysis.

6. Making interpretation or meaning of the data.

Even though it had some similarities with that of Braun and Clarke (2006), I preferred the latter because I could effectively adapt it to my study. Thematic analysis by Braun and Clarke (2006) has six phases which have been stated and described in Table 4-7

Table 4-7: Phases of the thematic analysis

1. Familiarising yourself with the data: Transcribing the data (if necessary), reading and re-reading the data, noting down initial ideas.

2. Generating initial codes: Coding interesting features of the data in a systematic fashion across the entire data set, collating data relevant to each code.

3. Searching for themes : Collating codes into potential themes, gathering all the data relevant to each potential theme.

4. Reviewing themes: Checking if the themes work in relation to the coded extracts (level 1) and the

entire data set (level 2), generating a

thematic ‘map’ of the analysis. 5.Defining and naming themes: On-going analysis to refine the specifics

of each theme, and the overall story the analysis tells, generating clear definitions and names of each theme.

6. Producing the report: The final opportunity for analysis. Selection of vivid compelling abstracts examples, final analysis of selected extracts, relating back of the analysis to the research question and literature, producing a scholarly report of the analysis.

Adapted from Braun and Clarke (2006, p. 87)

The analysis was conducted thematically building on the steps outlined above. The following section describes how it was done.

1) Familiarisation with the data

The audio recordings of the interviews were listened to repeatedly for familiarisation purposes (Gay et al., 2009). Each interviewee was given a numeric code for easy referencing (Sommers and Sommers, 2002). The code assigned was based on the order in which the parents were interviewed (1-20). The recording of each interview was typed verbatim and hesitations and pauses were noted (McLellan, Macqueen and Neidig, 2003). The goal was to preserve originality and ensure that no information was misinterpreted or lost. Three of the interviews were in the vernacular. These were translated and transcribed verbatim into English. Examples of how a pause was recorded include ‘(long pause) In fact academically’ (Parent 1) and a hesitation ‘Well, urm urm….socially’ (Parent 3).

The transcribed version was read through while listening to the audio tape several times to ensure there were no omissions. Each interview was then summarised. Doing this helped to conceptualise what the interviewees said and identify similarities and differences in their statements. It also drew attention to the close link between the research questions and the responses given. Additionally, general notes and comments were written about initial thoughts and relevant issues that were starting to emerge from the data. This stage subsumes the first two stages in the approach to qualitative analysis suggested by Creswell, (2009). The modifications made to this phase of thematic analysis as described by Braun and Clarke (2006) was to give each interviewee a code and to write the summary of each interview.

2) Generating initial codes

Coding is part of analysing qualitative data and helps the researcher to think critically about the meaning of the data (Bryman, 2012; Huberman and Miles, 1994). Robson (2002) defines codes as ‘‘a symbol applied to a section of a text to classify or categorise it’’ (p.447). Coding, according to Taylor and Gibbs (2010), is the process of examining the data for themes, ideas and categories and marking similar passages of text with a code label so that it can easily be retrieved at a later stage for further comparison and analysis. Similarly, Creswell (2007, p.148) describing the steps in the coding process, said:

Central steps in coding data (reducing the data into meaningful segments and assigning names for the segments), combining the codes into broader categories or themes, and displaying and making comparisons in the data graphs, table, or charts. These are the core elements of qualitative data analysis.

Robson (2011) points out that the segment of the raw data to which the codes will be applied should be meaningful and should have something of interest and be related to the study.

The units of analysis were identified. These are described as the basic text unit that contains the essential idea in relation to the research questions (Zhang and Wildemuth, 2009). The similar essential ideas were colour-coded, underlined and notes made to make meaning of the text (Taylor and Gibbs, 2010). This process was guided by the general topics under investigation. These were:

 PE for their children in inclusive schools.  How parents were involved in IE.

 The factors that affected PI.

To address coding of multiple issues in a single response, I split the response into segments and coded them under the appropriate theme or sub-theme. For example, a response given by Parent 3 was coded as follows:

Well, by also involving me in their decision-making. {decision-

making} They also tell me what they want me to do for my child and

what I am to do or not for my child. {informed/educated} Don’t forget the encourage me to come to PTA in the school. {PTA/other school

activities} Most important, l has to give my child all his needs to learn

effectively if he is to excel. {provide needs}

Four codes could be identified from the response. Sometimes the response was based on a single issue making it easier to give a code. For example, Parent 7’s response, ‘Culturally, he should know what we as Ghanaians admire or love and

always do them’, was coded as ‘‘learn the cultural norms and values’’ (see Appendix

F for a sample of the coded transcripts). The interviews were coded manually due to not being very conversant with the available software programmes like Nvivo despite having undertaken some training in this area.

3) Searching for themes

Braun and Clarke (2006, p.89) point out that searching for themes: Involves sorting the different codes into potential themes, and collating all the relevant coded extracts within the identified theme. Essentially, you are starting to analyse your codes and consider how different codes may combine to form an overarching theme.

This stage involves thinking about the relationship between codes, themes, subthemes, and re-arranging and organising the coded extracts to be meaningful. In doing this, the procedure outlined by Braun and Clarke (2006) was not followed. This was because I used a structured interview schedule and had predefined main

themes that were closely linked to the research questions and the quantitative data. However, I was able to identify one main theme that was not predefined. This was ‘‘parents’ emotions’’.

The subthemes however, were not predefined but rather identified from the data. The process of arriving at the final subthemes or ideas involved constant referral to the transcribed interviews and the already identified ideas/themes; if they matched existing ones l added them, if not, they were named and included.

This exercise helped me to see how the different parts of the data fitted together to form a whole and helped to generate a framework for the analysis. Braun and Clarke (2006) advocate ending this stage with ‘‘a collection of candidate themes and subthemes and all extracts of the data that have been coded in relation to them’’ (p.90). The main themes were compiled along with the extracts and the codes given to them. By the end of this stage I had nine main themes as seen in Figure 4-3 and 4-4.

4) Reviewing subthemes

The model proposed by Braun and Clarke (2006) was adapted to help to review the subthemes. I evaluated and tried to refine the subthemes instead, since the main themes were predefined. I crosschecked the data and ensured that I had captured all subthemes, their relevant verbatim examples and codes, and that they were coherent and meaningful and they all had a story to tell. I realised that all was in order and therefore no change occurred at this stage.

5) Defining and naming subthemes

According to Braun and Clarke (2006), this stage was in order to ‘‘define and further refine the themes you will represent for your analysis, and analyse the data within them’’ (p. 92). Again this process was adapted to the subthemes. I further read the coded data and the illustrative extract of the responses, and organised it into a coherent whole. I ensured that the names I had given to the subthemes were ‘‘concise, punchy, and immediately give the reader a sense of what the theme is about’’ (p.93). By the end of the whole process, I had nine main themes and forty nine subthemes. Figure 4.3 and 4.4 gives a summary of them; for the details and examples of the coded extracts see Appendix J.

6) Producing the report

According to Braun and Clarke (2006), writing the report is an integral part of the analytic process. At this stage the researcher has to make sense of the raw data

and present it in a way that it will be understood by others. Furthermore, it is important that the analysis gives a ‘‘concise, coherent logical, non-repetitive and interesting account of the story the data tell – within and across themes’’ (p.93). Also, the ‘‘write-up must provide sufficient evidence of the themes within the data - ie, enough data extracts to demonstrate the prevalence of the theme’’ (p.93).

In view of this, when writing the findings chapter of the study, all the ideas were reviewed and put under themes. The main themes were selected and included in the final report. This offered the opportunity for the ‘‘selection of vivid, compelling extract examples, final analysis of selected extracts, relating back of the analysis to the research question and literature’’ (Braun and Clarke 2006, p.87). The selections of verbatim extracts included in the final write-up were chosen from the pool of responses based on their detail, clarity, relevance and vividness. Also, the number of responses used to support each theme varied; this was to lay emphasis and also to illustrate the different aspects of the responses to that particular theme. I tried to go beyond just describing the data to interpret the results obtained in the analysis.

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Figure 4-4: Summary of themes and subthemes continued