The data collected for this inquiry was analysed in two ways. Quantitative data (closed
questions) were analysed using simple statistical analysis. In an effort to understand how
students interpret theworld (Maykut andMorehouse 1994), qualitative data was analysed
using the constant comparative method (Glaser and Strauss 1967 in Maykut and
Morehouse 1994:126). This process involved analysing the data for patterns in the
keywords and phrases present in student responses. Responses often contained multiple
pieces of data, which were coded and grouped together as initial categories. As categories
emerged, rules of inclusion were developed to ensure consistency in each category. If a
piece of data did not meet the rules for inclusion, a new category was created. This
process was repeated until clear categories were present. Finally, propositional statements
were developed to capture the essence of each category they represented.
In an effort to test the viability and credibility of these categories and the findings
within them, the author drew on Guba’s (1978:56–57) work for testing the robustness
of qualitative data. First, data was checked for internal and external plausibility,
ensuring consistency within categories and cohesion among separate categories.
Second, the data was checked to ensure it was inclusive of the data and information
that was available for study. Third, data was tested to establish connections to
previous work in the field, and its contribution to this enquiry. Finally, a detailed
record of the analysis, coding, categorising and presentation of data was kept so that
the data was reproducible by another competent judge.
The data collected for this inquiry was analysed in two ways. Quantitative data (closed
questions) were analysed using simple statistical analysis. In an effort to understand how
students interpret theworld (Maykut andMorehouse 1994), qualitative data was analysed
using the constant comparative method (Glaser and Strauss 1967 in Maykut and
Morehouse 1994:126). This process involved analysing the data for patterns in the
keywords and phrases present in student responses. Responses often contained multiple
pieces of data, which were coded and grouped together as initial categories. As categories
emerged, rules of inclusion were developed to ensure consistency in each category. If a
piece of data did not meet the rules for inclusion, a new category was created. This
process was repeated until clear categories were present. Finally, propositional statements
were developed to capture the essence of each category they represented.
In an effort to test the viability and credibility of these categories and the findings
within them, the author drew on Guba’s (1978:56–57) work for testing the robustness
of qualitative data. First, data was checked for internal and external plausibility,
ensuring consistency within categories and cohesion among separate categories.
Second, the data was checked to ensure it was inclusive of the data and information
that was available for study. Third, data was tested to establish connections to
previous work in the field, and its contribution to this enquiry. Finally, a detailed
record of the analysis, coding, categorising and presentation of data was kept so that
the data was reproducible by another competent judge.
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