User:ConnEmm/sandbox

This is a journal page of my journey with qualitative analysis as a course of study in the EdD in Educational Administration focussing on school systems and processes. These questions will guide the blogging or journaling. ok so lets get started.

• Prior to viewing the overview of the features and functions in QDA Miner, what did you think qualitative analysis required?
Before viewing the features of QDA Miner I was aware that qualitative analysis required data in words and that the analysis involved creating themes from the participants views. I also knew that confidentiality was required and that in order to ensure that as well as organize the data it was important to code the data. i was also aware that software such as NVivo could do this. I however have never worked with a qualitative software.

• How did the capabilities of the software described expand your understanding of the analysis of qualitative data?
QDA Miner software will organize, code, annotate; retrieve and analyze text and images from a transcript ( qualitative data obtained from interview or observation) and stores files in an internal database. I was actually not aware that a software could do all this for qualitative data. this to me makes qualitative data analysis more reliable and valid as the process is not as subjective as it would be if the researcher manually does this and would therefore bee to involved with the data.

• What challenges or obstacles do you think you might encounter in completing a qualitative study?
I think one challenge is in mastering qualitative analysis software having had no exposure to it and the timeline. I am also not fully inclined to qualitative research. I have never opted to do a qualitative study in any previous course of study. The closest I have is in looking to do a mixed methods research. the analysis of data would have been the major challenge as also the transcription of the interviews and focus group discussion.

• Describe the stage of analysis explored during the Self-Directed Activity.
I used the Otter.ai to transcribe the recorded interviews; from voice to word. this produced a word file which unfortunately I could not import adequately without paying for. The next step is to ten use QDA Miner to analyze the transcription produced from Otter.ai  of the interview tapes. QDA Miner software will organize, code, annotate; retrieve and analyzing text and images from the transcription and stores files in an internal database.

=== • Summarize the challenges or obstacles you encountered in completing the analysis in this specific stage of the process using the QDA Miner software. What might have improved your ability to complete the activity more confidently? === I am not yet familiar with the QDA Miner software and will have to use some time to get a bit more comfortable with its use. Right now I have downloaded the software and have completed the transcript using Otter.ai which was pretty easy to use. As this assignment is a blog I will come back and edit or add to describe my journey.

• Discuss how you might apply this specific activity to your future research proposal, or whether you believe it will not be applicable.
I intend to use this same activity in my research and that is why I really want to ensure I am conversant with the process.

=== • Reflect on your personal growth and the changes you have made as you have learned how to use the QDA Miner software to support qualitative analysis. How has this activity helped you understand what you will undertake in your own research project? What will you do to ensure your ability to successfully utilize the software to support your research? ===

= References = Agee, J. (2009). Developing qualitative research questions: a reflective process. International Journal of Qualitative Studies in Education,, 431-447. doi:doi.org/10.1080/09518390902736512

Creswell, J. W. (2014). Qualitative inquiry and Research Design: Choosing Aong Five Approaches (2nd ed.). Los Angeles, London, New Delhi, Singapore and Washington, D.C: Sage.

Farrell, E. (2020). Researching Lived Experience in Education: Misunderstood or Missed Opportunity? International Journal of Qualitative Methods, 19. Retrieved February 11, 2023, from https://doi.org/10.1177/1609406920942066

Fitzpatrick, B. (2019). Validity in qualitative health education research. Science Direct, 11(2), 211-217. doi: https://doi.org/10.1016/j.cptl.2018.11.014

Galdas, P. (2017). Revisiting Bias in Qualitative Research:. International Journal of Qualitative Methods: reflections on its relationship With Funding and Impact, 16, 2. doi:10.1177/1609406917748992

laPan, C. (2013, 11 8). Review of QDA Miner. Retrieved from SAGE journal: https://journals.sagepub.com/doi/abs/10.1177/0894439313492711?journalCode=ssce

Phattongma, P. W., Phrasutthisanmethi, Trung, N. T., Khemraj, S., Thepa, P. C., & Chi, H. (2021, November 5). Phenomenology In Education Research: Leadership Ideological. Phramaha Chakrapol Acharashubho Thepa, 18, 980-989. Retrieved February 19, 2023

Phenomenology. (2022, July 4). Retrieved from Deakin University: https://deakin.libguides.com/qualitative-study-designs/phenomenology#:~:text=Used%20to%20describe%20how%20human,What%20does%20this%20experience%20mean%3F

Stolz, S. A. (2022, November 2). the Practice of Phenomenology in educational research. 52(10), 1077–1096. doi: https://doi.org/10.1080/00131857.2022.2138745