4.3 Results
4.3.1 Baseline case
47 | P a g e
a.
Completeness
– to ensure that every item in the questionnaire has been filled.b.
Inconsistencies and Inaccuracies
so as to correct them before instrument administration.c.
Uniformity
to make sure the response pattern is similar in format from questions of similar expectation.Judgmental editing is the second operation which requires greater skill and experience than a research assistant would normally possess. It is therefore generally carried out by a few specialist members of the research team.
Judgmental editing, according to Obikeze (1990) involves making expert judgment and technical decisions on a number of intricate or complicated questionnaire items so as to facilitate coding and analysis. Judgmental editing, according to Obikeze (1990), concentrates on the following:
(a)Making decisions regarding the appropriateness or otherwise of certain recorded responses. E.g. an unemployed person responding to question on job satisfaction.
(b)Effecting necessary modifications where information is given in units other than the one specified. E.g. salary given in monthly rather than annual basis.
(c)Developing appropriate categories and producing complex variables such as occupation.
(d)Preparing summaries and computing indexes for intricate issues like income and quality of life.
Note that judgmental editing is carried out to remove all obstacles to successful coding.
48 | P a g e
3.2.1 BASIC DATA CODING OPERATIONS 3.2.1. (A) Establishment of Categories or Classes:
One basic coding instruction is to establish a proper and near exhaustive category system or classes to reflect expected responses. The classes should be exhaustive as earlier indicated and should not also overlap. It is expected that a well defined and delineated class can only take in similar type of content. In essence, if a response could fit into two different classes per time, then something is wrong with such category system. Therefore, it is expected that a good category system for research must be mutually exclusive, exhaustive and one-dimensional in type and sequence.
For example, a question asked to determine the Highest Educational Qualification of a Research Participant could have the following classes:
FSLC JSSC
SSCE/WASSCE O’LEVEL OND/DIPLOMA
HND/BSC
MASTER’S DEGREE DOCTORAL DEGREE
POSTDOCTORAL QUALIFICATION NO FORMAL EDUCATION
OTHERS, PLS, SPECIFY
3.2.1. (B) Assigning Of Numbers Or Labels To These Categories / Classes:
The next step you must take in a typical basic coding operation is to assign certain or specific numbers to the categories you have developed in 3.2.1.(A) above. For example:
FSLC………..1 JSSC………...2 SSCE/WASSCE O’LEVEL……….3 OND/DIPLOMA...………4 HND/BSC………...5 MASTER’S DEGREE………..6 DOCTORAL DEGREE………...7 POSTDOCTORAL QUALIFICATION……....8 NO FORMAL EDUCATION……….…….9 OTHERS, PLS, SPECIFY……….10
49 | P a g e
3.2.1. (C) Sorting the Raw Data into These Classes:
After you have established the category system and finished assigning numbers to the classes, you can then commence the process of sorting your raw data into the classes. Again, I need to reiterate here that the raw data should only fit into a single class per time in a well defined and exhaustive classification arrangement or system.
3.2.2 PURPOSE OF CODING
The objectives of coding differ according to the type of study, the nature of data gathered and aims of carrying out such a study. For qualitative based studies, coding is carried out to ensure orderliness and structure in data processing so as to enhance analysis and interpretation. In quantitative based studies like surveys, coding is carried out to properly classify all possible range of responses into limited categories to enhance analysis and interpretation (Obikeze, 1990).
Coding is one of the vital ways to organize a mass of data into manageable components so that the arduous task of analyzing such mass of data does not scare the researcher. In essence, the ultimate purpose of coding is to ensure orderliness and proper organization while the ultimate objective is to enhance data analysis and result interpretation.
3.2.3 TYPES OF CODING
1. Qualitative Coding 2. Quantitative Coding3.2.3.1 Qualitative Coding:
Coding in qualitative studies is a process of actual data analysis and interpretation rather than the assumed data processing or preparation for processing exercise. What this means is that an attempt to code qualitative data leads you to almost analyze and probably interpret such data.
Goode and Hatt (1952) cited in Obikeze (1990) summarized the procedure for qualitative coding thus:
1. Have the objectives of a given research as well as the important research questions to be answered and issues to be resolved clearly spelt out and clarified.
50 | P a g e
2. Decide the way of organizing, approaching or classifying the subject matter that best suits the research objectives.
3. Set up or develop appropriate classes, categories or units for classifying or grouping the contents of the materials in accordance with the chosen approach.
4. Go through the material to identify other alternative words and phrases that serve as indicators, pointers or cues to the various established categories or classes.
5. Work through the materials carefully and allocate the contents to the categories.
At the end of this process, it is then possible to establish the frequency of occurrence of each class of phenomenon or event in the study material (Obikeze, 1990).