Data analyses

Yin (2009) suggests that good qualitative case analysis adheres to the following four principles:

1. The analysis makes use of all of the relevant data.

2. The analysis considers all of the major rival interpretations, and explores each of them in turn.

3. The analysis should address the most significant aspect of the case study.

4. The analysis should draw on the researcher’s prior expert knowledge in the area of case study, but in an unbiased and objective manner.

Drawing upon the above principles the analysis of the data ensures that trustworthiness of the findings is demonstrated. Like much of qualitative research, the analytical process begins during data collection as the observation data led to refinements in the interview

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schedules. This sequential analysis has the advantage of allowing the researcher to go back and refine questions and pursue emerging avenues of inquiry in further depth.

Patton (2002) suggests a case study construction which is used in this study (Table 3.10) in three different stages. Following Patton’s suggestion, all raw data were assembled and imported into the NVivo programme in the stage one. The data was organised and managed into folders created specifically to accommodate the data from the different data sources used in the study which eventually developed into a case study database for individual case. Using CS1 to demonstrate this data management in the NVivo programme, the student participants’ folder was created to store classroom observation field notes, interview transcripts and work samples. A folder for teacher participant was also created to import data from classroom observation field notes and interview transcripts. Rowley (2002) suggests that “data analysis of this rich resource is based on examining, categorising, comparing and tabulating evidence to assess whether the evidence supports or otherwise the initial propositions of the study” (p. 24).

Data analysis began with the interviews as these represented rich sources of data and because some of the responses in the interviews described some of their reactions in the observed lessons and participation in learning activities. Analysis of all qualitative data for CS1 was undertaken first, then CS2 to be followed by CS3. The stages of data analysis are shown in Table 3.10.

After assembling the data in electronic folders (see stage one, Table 3.10) data analysis in stage two (Table 3.10) began by coding the data. This was a way to identify all references (for example from classroom observations, interviews, and work samples) to a specific topic and possible range of codes needed to identify initial themes relevant to the aim of the study. This process involves reading and re-reading all the information collected in order to get a sense of breadth of responses (Bogdan & Biklen, 2007). The overall idea is to become intimately familiar with each case (Stake, 2005) and be able to assign ideas or themes which are placed as nodes. The coded pieces of information were organised and placed at relevant themes or nodes. Some of the coded information identified was related to other themes and therefore they could be coded to one or more nodes. This process allows the unique patterns of individual case (e.g., in CS1) to emerge before patterns are

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compared across other cases (CS2 and CS3). It is a fact that, with the “staggering volume of data” at this phase is an overwhelmingly important process while attempting to “cope with this deluge of data” (Eisenhardt, 1989, p. 540).

Table 3. 10: Summary of the case study construction (Adated from Patton, 2002)

The cross-case analysis is used for searching patterns, similar of distinctive ones across the three case studies. The goal is to go beyond the initial impressions by using structured and diverse lenses to explore further into the data. As a result, the likelihood of achieving reliable themes is improved. This can allow the “collection of comprehensive, systematic, and in-depth information about cases of interest even though they are placed in different settings” (Patton, 2002, p. 447). Patton’s viewpoints of cross-case analysis are important in this study to enable the exploration and interpretation of supports for and barriers to students’ achievements within and across the three cases.

Writing case study narratives as illustrated in stage three (Table 3.10) began once the key findings from individual case and cross cases had been finalised. Key findings and the results for each case study are presented and discussed in Chapters 4, 5 and 6. Then, the

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key findings from the cross case analysis are presented and discussed in Chapter 7 where the discussion highlights the meanings of the key findings in terms of the aim of the study, and demonstrates how the findings fit within the body of literature related to the area of study.

The writing of the case study report was conceptually linked back to the case study raw data, through a chain of evidence. This allows the reader (or another researcher) to question or even re-interpret the data, if necessary. Allowing the reader to successfully check the chain of evidence increases the reliability of the case study. According to Yin (2009), a chain of evidence is established from the beginning of the research questions, through the data collection and on to the final conclusions.

3.10Chapter summary

This chapter has provided justifications for the choice and use of a qualitative case study approach. A case study approach explores “multiple bounded systems (cases) through detailed, in-depth data collection involving multiple sources of information (John W. Creswell, et al., 2007, p. 245). Moreover, a case study is a particularly appropriate way to study human behaviour in the real world as it happens (Stake, 2005), especially when trying to understand people and the way they operate in specific situations and the meaning for those involved in real-life context (Merriam, 2009; Yin, 2009). Under the above conditions a case study approach was selected in order to explore supports for and barriers to

students’ achievements in Year 12 chemistry in Samoa. Qualitative data collection methods adopted in this study include interviewing, observing and examining of work samples not only allowed for an holistic interpretation of the phenomenon being investigated, but also enabled the researcher to validate and cross-check findings. Several strategies used to enhance the trustworthiness of the research design, such as the use of the participants’ own words: mechanically recorded data, and the participants’ review, were incorporated into the study.

The research was given approval by the Massey University Human Ethics Committee, and the CEO of the Ministry of Education, Sports and Culture endorsed the research to be carried out in Samoa government schools. Thus, this study was conducted in accordance with the formal procedures for obtaining consent, ensuring privacy, confidentiality and

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maintenance of anonymity for the research participants, and research schools were accounted for.

The chapter also provides contextual information about the case study schools and classrooms, the research participants and the procedures in which the research investigation followed from seeking ethical approval to data collection. A few

familiarisation visits into the class before data collection was organised to ensure that the participants were familiar with the presence of the researcher and establish rapport. Finally in this chapter, a discussion relating to how the data was analysed and organised, so that key findings in each case and relevant themes across the three cases were developed was provided. The key findings from individual case-analyses (CS1, CS2 and CS3) were identified and are illustrated in Chapters 4, 5, and 6 (respectively). The themes developed from the cross case-analysis are discussed in Chapter 7.

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