Research in Secondary Science Education:
SED 600: Spring 2007: March 13, 2007
John Olson
Data Coding
The design of an action research project will only be effective if the data it yields can be
interpreted correctly. Although there are numerous ways to gather information for an
action research study, the interpretation of that data, or its analysis, is the key to a
successful project. “Analysis means to break something down into its component parts
so that it can be understood” (Johnson, 2008, p 100). The recent exercise with data
coding in class provided an experience that will help the teacher- researcher to appreciate
the complexity of design and interpretation. After gathering, “voluminous amounts of
qualitative data, the teacher-researcher may feel a bit overwhelmed with the task that lies
ahead” (Mertler, 2006, p. 125). That overwhelming data mine will undoubtedly be a
challenge, but proper planning and design should mitigate some of the anxiety it will
generate.
The coding activity mentioned above involved analyzing the responses of new teachers to
a survey created by the Education Department at California State University Northridge.
Teams of graduate students were given the tasks of looking at the responses found in the
surveys and placing them into categories by common traits. This process was a form of
inductive analysis. “Inductive analysis means to look at a field or group of data and try to
induce or create order by organizing what is observed into groups” (Johnson, 2008, p
103). The exercise was very intense both in its short time frame and in the objectives
given to the participants in the coding. All though the exposure to data coding was
limited to a short session, it did lead to some valuable questions and insights into the
overall process.
Influence of coding experience on proposed research.
One of the concerns raised by this activity is time consideration. During the coding, we
compiled a lot of ideas and opinions in a short amount of time. It is evident that in order
to be truly comfortable with ones interpretation and analysis of data, one must invest a
substantial amount of time and thought to get accurate coding. Mertler (2006, 125)
admonishes the teacher-researcher, advising that, “you will get to ‘know’ your qualitative
data very well during the process of inductive analysis.” This familiarity with the data
will only occur over time, as one carefully evaluates and reevaluates the data. One must
factor time for evaluation into the research design.
Although the collaboration among the graduate students in this exercise was in some
ways helpful, it also tended to pull the direction of the coding in different directions,
based on the biases of the individual students. This was a strong indicator that the coding
of the data will need to be carefully considered and be done as objectively as possible.
J. Olson, Data Coding, page -1-
This activity also underscored the importance of being both accurate and credible. If
one’s work is to have any value, it must represent what truly has occurred. “Accuracy in
action research means that the data you are collecting create a fairly true picture of the bit
of reality you are observing” (Johnson, 2008, p 100). From this exercise, one can see
that personal biases will be one of the more difficult obstacles to avoid when looking at
data.
Having seen only pieces of the survey, the class was not exposed to the triangulation that
would be used to look at the students who took this survey. “Triangulation means
looking at something from more than one perspective” (Johnson, 2008, p 102). It is
evident that any conclusions that are made based on the survey data will need to be
corroborated with some other evidence.
Connections to Action Research Proposal.
The actual presentation of the raw data from the survey was a bit daunting to evaluate.
Having all of the responses typed out in a spreadsheet before trying to code them would
be one method worth considering to facilitate the analysis of so much data. “The
organization step of inductive analysis involves the reduction of the potentially massive
amounts of … data” (Mertler, 2006, 125). As items are identified with certain traits, one
could code them and filter them in the spreadsheet, which would allow patterns to emerge
as soon as one began working with the data.
In designing any survey or test related to an action survey, one has to be sure that the
questioning is not so general that the answers come back as vague, ambiguous, or lacking
any discernable data. One of the challenges encountered by the group during the initial
activity was determining what traits the answers in the survey were demonstrating. This
was not a matter of the quality of the question, but rather an unfamiliarity with the data
and the overall research. But the initial struggle with the questions did make one aware
of the potential for skewed or pointless data due to bad design in questioning or
collection in one’s own research. Consideration should be given to having colleagues
working on the same type of project evaluate any survey for purposes of identifying
ambiguity or misleading questions.
Surveys as a data collecting strategy and their place in field notes
A survey will be an integral part of the action research I am considering. The students’
responses and enthusiasm in this study will prove as valuable as any narrative, testing or
observations. I will be looking at not only at any qualitative or quantitative findings I
might collect, but also whether or not the students respond favorably to the inclusion of
cartoons into their lessons.
If the findings from the project show a trend that might indicate further study, those same
findings will have little merit if the students are not buying into the curriculum. Surveys
taken throughout the process may also provide some correlation to the findings that
would not be otherwise evident from observations, field notes, and transcripts.
J. Olson, Data Coding, page -2-
References
Johnson, A.P., (2008). A Short Guide to Action Research: Third Edition. Boston, Pearson
Mertler, C. A., (2006). Action research: Teachers as researchers in
the classroom. Thousand Oaks, CA: Sage.
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