Qualitative data analysis can be a powerful tool for uncovering rich insights, but it also presents challenges. As Kara (2015) highlights, there is inherent creativity in qualitative analysis, particularly in thematic analysis, where themes are identified from coded data (Braun and Clarke, 2013). In my research, this involved analysing student testimonials about their experiences using Slido and identifying themes related to its impact on classroom dynamics (see Table 1 and Figure 1). These testimonials included comments like “Able to put forward ideas about different topics as a group” and “Gives space to ask questions when I doubt about my voice” (see Figure 1).
However, data coding and analysis can also be subjective processes (Kara, 2015). My own interpretations of the student testimonials could be influenced by my pre-existing biases. To address this subjectivity, I involved my peers in a qualitative data analysis session (Learning for Action, 2024). This approach aligns with the concept of triangulation in qualitative research, which emphasizes the importance of using multiple data sources and perspectives to enhance the credibility and trustworthiness of findings (Gray & Malins, 2007).
During a December tutorial, I presented my initial findings and student testimonials to my peers. The ensuing discussion proved invaluable. By displaying the testimonials visually (Table 1 and Figure 1), I facilitated a collaborative exploration of the data. The majority (51.27%) of testimonials such as “Able to put forward ideas about different topics as a group” and “Gives space to ask questions when I doubt about my voice,” fell under the theme “class discussion and idea sharing,” supported by keywords like “students,” “engage,” and “participate” (Figure 1). This pie chart served as a springboard for discussion, allowing us to collectively make sense of the data, identify potential biases in my interpretations and provide a visual overview of data in an interactive way(Gray and Malins, 2007).
Table 1. Students Testimonials in Classroom.
Figure 1. Pie Chart of Students Slido usage in Classroom.
One peer suggested that the “class discussion and idea sharing” theme could be more accurately labelled as “reflexive space,” highlighting the introspective nature of these interactions. This peer interaction exemplifies a form of triangulation, introducing an external viewpoint that helped refine my interpretations and minimize potential biases. Another peer’s observation further emphasized the importance of fostering metacognition among students. They pointed out that the value of this “reflexive space” lies in students being able to observe their own knowledge and respond to it , a process akin to metacognition.
This journey through the data underscores the significance of participatory analysis (learning for Action, 2024) and the triangulations in qualitative data research (Gray and Malins, 2007). It acts as a compass, guiding myself and peers through the subjective landscape of qualitative analysis and ensuring the objectivity and depth of findings (Gray & Malins, 2007). By integrating different perspectives including my own, my peers’, and the students’ testimonials ,can cultivate metacognitive learning. Engaging in reflective discourse with peers empowered all of us to become more conscious of our own thinking processes.
References
Braun, V. and Clarke, V. (2013) Successful qualitative research: A practical guide for beginners. Sage.
Gray, C. and Malins, J (2007) Visualizing Research : A Guide to the Research Process in Art and Design, Taylor & Francis Group, Abingdon, Oxon. Available from: ProQuest Ebook Central [Accessed 14 November 2023].
Kara, H. (2015) ‘ Analysing Data’ in Kara, H. (Ed.) Creating Research Methods in Social Sciences :A Practical Guide. Policy Press, Bristol, pp.99-119. Available from: ProQuest Ebook Central [Accessed 2 December 2024].
Learning for Action. (2024, December 4). Participatory Analysis – Engaging participants in the meaning-making process. Online resource. Available from: https://learningforaction.com/participatory-analysis [Accessed 4 December 2024]
Learning for Action. (2024). Analyzing qualitative data. The Process of Finding Themes and unique Perspectives. Available from: https://learningforaction.com/analyzing-qualitative-data [Accessed 4 December 2024].