Yin (2014) suggests creating analytic memos including observations about data and diagramming information. This initial process will help to develop a general analytic strategy. Merriam (2009) suggests devising categories organized chronologically or topically to create a narrative that moves
from concrete description to a more abstract level using concepts involved in the phenomenon. The researcher extends the analysis to develop categories, themes or other taxonomic classes that interpret the meaning to the data (pp. 188, 193). The strategy for analysis involves being inductive and comparative (p. 197). Yin (2014) also suggests using one of four analyzing strategies: relying on theoretical propositions, developing a case description, using both qualitative and quantitative data, and examining rival explanations. He also suggests five analytic techniques: pattern matching, explanation building, time-series analysis, logic models, and cross-case synthesis.
This study employed some of these strategies and techniques to systematically analyze and interpret the data collected during this research. Many of the research psychologists who study flow theory developed the groundwork for data collection and analysis. Analytic memos created from notations of evidence found in the data were categorized in themes moving from the concrete to the abstract. Evidence of presence or absence of the nine flow components (an intense focus, the merging of action and awareness, clear goals, loss of self-consciousness, paradox of control, immediate feedback, an autotelic experience, loss of time awareness, and the balancing of challenges and skills) were compared among the data sets created from observations and interviews. Relying on the theoretical propositions outlined by the flow theorists and using both qualitative and quantitative data, pattern matching among the data sets helped to develop the primary themes of the study. Through pattern matching, explanation building emerged as the evidence was interpreted in the context of the case site.
The following research table illustrates the research process by research question in terms of evidence observed, the data collected to support the evidence, the analysis used to provide insight to the data collected, and the literature that supports each aspect of the research. This research used a research data collection and protocol designed by Stake (1995) including a
chronological breakdown of research accounting for anticipatory actions, first site visit protocol, additional preparation for observation of a site, methods for further development of conceptualization of the case, the process of data gathering and validation, data analysis protocols, and reporting (p. 52-53). Refer to Appendix D for a more thorough description of the coding processes employed in this study. h
Table 2. Research and Data Collection Table Research Question 1
Research question Evidence Data Source Analysis Literature
1. How do participating middle school students describe their experiences in DREAM Factory? 1.a. Do these middle school students describe this experience as being different than their experience in other classes? 1.b. Do these middle school students describe this experience as being different than their experience in similar out of school experiences?
A. Flow occurs in the setting if the
participants experience a combination of the following nine components of flow: Autotelic experience, the perception of balance of skill level to the challenge, clear and immediate goals, loss of perception of time passage, clear and immediate feedback during the task, a hyper-focus on the task at hand, a sense of automated control, a loss of self-consciousness and the merging of action and awareness—feeling a part of the surrounding environment.
B. Degree of real time participant
involvement
C. Expressed enthusiasm
D. Vested interest in the details of
the process
E. Persistent participation over
time
F. Verbal expression of the
participants
G. Resulting products
demonstrating engagement in the process
H. Reported change in attitude,
engagement, performance by students, parents, mentors, and/or teachers A. Documentation B. Interviews Students (structured interviews—focus groups) Teachers of Maker Space (informal interviews) C. Direct observations of
the middle school students in a school affiliated Maker Space
D. Physical Artifacts
Images of Maker Space student work involved in study
A. Documentation will
include written records of setting and
interactions with participants
B. Interviews will be
conducted in a focus group format with 4-6 of the participants per focus group (a total of 5 focus groups). Teachers of Maker Space resulting data to be coded for flow components
C. Documentation of four,
one-hour direct observations will be conducted, recorded, and transcribed. Data from the transcriptions will be categorized and coded according to flow components.
D. Physical artifacts will
be collected via photographic archive and labeled by student participant.
A. Documentation (Yin, 2009); (Merriam p. 139-163);
Interview transcripts Curriculum plans Program agendas, media releases, special event outlines, partner outlines
B. Interviews
Middle school students (Moneta in Engeser and Shipe, 2012, p.25). Teachers of Maker Space (Merriam p.87-108) Mentors of Students (Merriam p.87-108) C. Direct Observations (Merriam p.
117-137) (Shernoff 2013) Middle School students in a school affiliated Maker Space Students in a non-school affiliated Maker Space
D. Physical Artifacts (Yin p.113)
Catalog of Maker Space products associated with the middle school students involved in study
Table 3. Research and Data Collection Table Research Question 2
Research question Evidence Data Source Analysis Literature
2. Do middle school students report evidence of engagement that aligns with flow theory in a DREAM Factory, in other classes, or during an outside- of-school activity?
A. If the participants express experiencing a combination of the following nine components of flow in either the school setting or outside of their school experience, then it suggests that potential flow is present:
Autotelic experience (i.e. enjoy doing the activity because they like it)
The perception of balance of skill level to the challenge (i.e. it wasn’t too easy or too hard, felt they could do it with some effort)
Clear and immediate goals (i.e. knew exactly what I needed to do)
Loss of perception of time passage (i.e. it seemed like time slowed down/or it seemed like time flew by)
Clear and immediate feedback during the task (i.e. knew exactly what was coming next and how to do it)
A hyper-focus (i.e. it was as if nothing else mattered)
A sense of automated control (i.e. like everything worked like part of a machine) A loss of self-consciousness (i.e. I didn’t care what people thought)
The merging of action and awareness— feeling a part of the environment. (i.e. I felt like I was part of something bigger)
A. Documentation Anecdotal researcher records Interview transcripts
B. Focus group with 4-6
of the participants per focus group (a total of 5 focus groups).
C. Physical Artifacts--
Images of Maker Space student work involved in study
A. Interview responses coded
for flow components
B. Analyzed for evidence of
similarities and differences among experiences.
C. Based on outcomes of
interviews, student artifacts will be recorded associated with the middle school students who describe their experiences of flow. These artifacts will be documented by student with anecdotal records taken by the researcher for future coding and triangulation of data based on the 9 flow characteristics. As these artifacts are not associated with the school setting, rather are outcomes of flow
experiences outside of school (i.e. awards from sports participation, etc.) access to these artifacts may be limited to descriptions provided by the student participants.
A. Documentation Anecdotal researcher records Interview transcripts (Merriam p.109-115; 128-137) B. Interviews of Middle school students (Merriam pp.87-113; Yin p.106-9; Stake pp. 64-7) (Moneta in Engeser and Shipe, 2012, p.25). C. Physical Artifacts-- Images of Maker Space student work involved in study