Data Analysis

Data analysis involves the basic task of systematically managing data to extract meanings underpinning the issues raised in the data in line with the literature, theoretical framework, research aim and questions. The kind of qualitative study being undertaken influences how the data is analysed (Cohen et al., 2011). Braun and Clarke (2006) outline six phases of thematic analysis which comprised identifying, analyzing and reporting

patterns (themes) within data which help in the interpretation of the various aspects of the research topic. It involves familiarization with the data, generating initial codes and coding the data in a systematic fashion, collating codes into themes, generating a thematic map, clarifying and naming and writing the report.

Data analysis for this study was guided by the thematic analysis framework because it is a flexible and useful research tool that gave me a means of providing a rich and detailed account of the data on facilitation. According to Braun and Clarke (2006: 9), thematic analysis is not ‘wed to any pre-existing theoretical frameworks’ so it could be easily used to interrogate data in a study adopting a constructionist epistemological position in examining ways in which the events, realities, meanings and experiences of the ALOs and their learners and my own observations frame facilitation of learning in the GNFLP. As often in case studies, I was able to develop some initial analytic interests and thoughts and some prior knowledge of the data as I was collecting it, noting these in my research journal. Subsequent to this, I engaged actively with the data as I transcribed it, (Observation and Interview transcripts are attached as Appendices 6 and 7) thereby immersing myself in it, searching for meanings, patterns and so on, in line with Braun and Clarke’s (2006:17) recommendation that the data transcription phase should ‘be recognised as an interpretive act where meanings are created’. Cohen et al. (2011) also suggest that the qualitative data analysis process is not a linear but an iterative and progressive process. So, I kept going back to the data as I progressed. I chose to present each data item on the six ALOs as separate cases by describing in detail the various sources (observation, interview data and evidence from documentary review) on each case and not withholding the contextual data that I found relevant. Braun and Clarke (2006: 19) warn researchers ‘not to smooth out or ignore the tensions and inconsistencies within and across data items’. Therefore, in the analytical chapter, I further outlined the notes I made into units and subjected them to making meaning of the exact content and how it was stated in each data item from the observation notes and the interview transcripts.

My next step in the analysis was the re-assembling and categorization of the units of meaning to form themes and sub-themes to create a new narrative as my key analytic

chapter. In this chapter, I interpreted the reassembled data. Bearing in mind the purpose and the research questions, the literature I had read and the theoretical frame work I had been exposed to, I kept going back to the data to ensure that the analysis was a reiterative process based on the data: ‘an ongoing organic process’ (Braun and Clarke, 2006: 21). I made sure all the themes came together to tell the story of my data in a way that is a credible reflection of my analysis. I added some data extracts to capture the essence of the story I was telling. Above all, I made sure I went beyond just describing the data and made arguments in a concise, coherent and logical manner to answer the overall research question. My next step was summarising and drawing conclusions from the entire study.

In line with ethical standards, I ensured that participants’ names as well as locations and dates were pseudonymised. Table 3.3 presents the profile of the participants.

Table 3.3 Profile of Participants

Class Bom

Market A Deduame Bane

Bom, True Way

Bom

Market B Nyibe, Name of ALO Wilhelm

Kuka Frank Sabah Benson Kotoka Davida Duah Johnson Apreh Carlotta Pensu

Sex Male Male Male Female Male Female

Age Range 30 – 39 40-49 30 -39 30-39 50-59 30 – 39 Original Qualification HND Statistics GCE O'

Level SSCE SSCE

HND Marketing Dip Basic Ed. Upgraded Qualification B Sc. Statistics HND, Finance HND,

Marketing Nil Nil Nil Date of

Employment 2010 2004 2004 2003 2010 2004 English Teaching

Experience Nil Nil

Model Class Facilitation

Nil Nil Nil Years of Facilitation of Local Language Literacy Nil Nil 1 1 Varied (Stand-in- Facilitator) Nil

3.9 Trustworthiness

Qualitative research is measured through the researcher’s ability to establish the study’s trustworthiness and authenticity (Flyvbjerg, 2006; Shenton, 2004; Lincoln & Guba,

1985). Guba (1981) provides four criteria for establishing trustworthiness or validity in qualitative research. These are; credibility, transferability, dependability and confirmability. Lincoln and Guba (1985) argue that one of the most important factors in establishing trustworthiness in qualitative research is ensuring credibility. Doing so establishes confidence in the truth of the findings of the study and the context in which the study was undertaken (Lincoln & Guba, 1985). A qualitative study is credible when it presents accurate descriptions or interpretations of the experiences of the participants that others in similar circumstances will immediately identify with (Sandelowski, 1986 cited in Shenton, 2004).

In order to establish the truth value in the findings of this study (Krefting, 1991), I have kept a research journal in which I captured my daily schedules and logistics as well as my thoughts, feelings, frustrations and ideas concerning the overall research process. Documenting and reading over these has enabled me to reflect on my previous assumptions and biases (Lincoln & Guba, 1985).

Triangulation is a powerful strategy for establishing credibility (Krefting, 1991). I ensured that the effect of data from a single source was minimized through investigating all aspects of a phenomenon through the use of different data methods of observation, semi-structured interviews and secondary data. The use of the different methods together makes up for their individual limitations whilst allowing for the exploitation of their respective benefits (Shenton, 2004; Guba & Lincoln, 1989). In order to also give the reader a deep insight, I presented a detailed description of the data on the phenomenon under investigation in Chapter Four (Flyvbjerg, 2006).

In this study, the assumption is that there are multiple realities. My job therefore was representing those realities revealed by the actions and opinions of informants as adequately as possible through conveying the actual situation and the contexts that surround them (Lincoln & Guba, 1985). I have thus engaged the ALOs in crosschecking my interpretation of the information they gave me in order to ensure they consider I have captured what they actually intended to convey (Lincoln & Guba, 1985). I also employed peer examination to expose me to deeper reflexive analyses and honesty about the findings (Krefting, 1991). I thus discussed the research process and findings with colleagues on the EdD course, colleagues in the Research Unit of the NFED as well

as at presentations made in conferences organised by universities in Ghana. In addition, my supervisors provided feedback that gave me very deep insights throughout the entire research process.

The second criterion is transferability or fittingness which is related to how best the findings of the study fit into contexts outside the study context (Lincoln & Guba, 1985). It emphasises the degree of similarity between one study context and another (Krefting, 1991). To establish transferability in this study, I have presented a thick but brief description of context to allow for comparison with other similar contexts. Lincoln and Guba (1985) argue that so long as the researcher provides sufficient description of data for comparison, applicability has been achieved.

The third criterion suggested by Guba and Lincoln (1985) for establishing the truth value of qualitative studies concerns dependability. This is achieved in this study through a dense description of the research methods. I have clearly outlined the data collection methods and the processes that I have gone through to develop themes and the use of these to generate knowledge on the phenomenon under scrutiny. The data collection tools were piloted in similar circumstances to test the design and enhance the quality of data to be collected. This was aimed at ensuring the trustworthiness of my research (Flyvbjerg, 2006).

The last criterion of establishing trustworthiness concerns confirmability of findings. Lincoln and Guba (1985) argue that the researcher’s duty is to provide an adequate database to allow transferability judgements to be made by others. In view of this, I have provided dense background information about the participants in Table 3.2 and the context and setting of the study in Chapter Two to allow an assessment of how transferable the data is (Krefting, 1991).