Unseen Material

Qualitative Data Thematic Analysis: – picking out themes and patterns in the data.

Thematic analysis Thematic analysis involves generating codes, which can come from theory, from how the researcher understands their data or from previous research. Steps: Familiarise oneself with data Generate codes Look for themes in the codes Review the themes Define and name the themes Produce a report

Thematic Analysis Strengths Maintains richness in data Allows insights that are not anticipated by the researcher Flexible way of analysing qualitative data – from theory or from data Weaknesses Subjectivity – researchers’ use their judgment to find themes.

The steps you followed in your practical Step one: Read over your qualitative data. Step Two: Generate code. Label or a code is given to any specific categories Step three: Searching for themes from those codes. Do any themes come from the codes? Step four: Analysis you data and to find data to support your themes.

Example of Coding Data: Imagine you are doing qualitative research and are interested in analysing older adults online dating profiles in order to explore how older adults portray themselves to appear appealing to potential romantic partners.

Your Turn: Profile Two Profile Two Codes I work part time and am involved in many activities. I am a dancer in a local dance club, a member of the dart club and enjoy lawn bowling in summer. Although I live alone, I have my family and friends nearby and enjoy socializing. I travel often, enjoy cruises and guided tours and being from England, and visit my family there. I have been on month long cruises through Asia, Hawaii, and Australia. I like to do Sudoku, crosswords, and watching the English soccer especially Liverpool so you can see I am a displaced scouse mind you I have posh scouse accent now  I would like to meet someone who I can go to a dance with and just talk to. If you have integrity and a sense of humour, send me an email.

Let’s Compare

Developing Themes: The following codes have been identified from a piece of research on gender differences and prosocial behaviour AIM: To investigate gender differences and prosocial behaviour on public transport. Said thank you Gave their seat up Males Made eye contact Smiled at bus driver Said, ‘thank you mate’ Shouted, thank you Asked how are you? Looked at phone while on bus Looked at phone when they got off the bus Whistled Had headphones in Had sunglasses on Waved hand at women to get her attention Said, Love do you want my seat? Smiled Moved bag from seat Offered seat Was listening to music Read book Looked ahead Did not make eye contact Female Mumbled thank you Waved at the bus driver Smiled at Bus driver Was drinking a bottle of water Talking on phone Talking to children Chatting to a friend Moved bag off seat but did say, ‘Do you want a seat?’ Avoided eye contact Pretended to be sleeping and gave up seat reluctantly Eating an apple

Question Explain how you would analyse the qualitative data to investigate prosocial behaviour and gender. (4 marks)

Quantitative Data Descriptive Mean Mode Median Measures of Disruption Rage Standard Deviation Inferential Chi Squared Spearman's rho

Question According to Bandura (1961) boys are more physically aggressive than females. John wanted to conduct research to see if similar results would be found between gender and participation in aggressive sports. To establish what he meant by aggressive sport, John sampled 50, 17 year old teenagers (25 girls and 25 boys) and asked them to write down the name of two aggressive sports and two non-aggressive sports. He then narrowed the most aggressive sports to rugby. He narrowed the most non-aggressive sports to swimming. He sampled 100 Year 12 students at his school, through opportunity sampling, and during a games afternoon he gave each Year 12 student a choice of taking part in one of the two activities, he then observed how many of each gender took part in each sport. Here is the data that he collected: Aggressive Non Aggressive Rugby Swimming Girls 20 41 24 15 Boys

State the IV: (1) State the DV: (1) 3. Give a suitable one directional alternative hypothesis for this study. (2) Explain one conclusion that can be drawn from the data in the table. (2)

Question 4 Marks Chi x ²: Observed Expected O-E (O-E)² (O-E)²/E Males Rugby 41 34.16 Swimming 15 21.84 Females 20 26.84 24 17.16 4 Marks Chi x ²:

3. Justify why you conducted a Chi x ² test. (2 marks) 4 3. Justify why you conducted a Chi x ² test. (2 marks) 4. Explain whether John’s data was significant and if the experimental hypothesis should be accepted. (2)

4. Explain one weakness in using an opportunity sampling procedure, in Learning theories to investigate aggression. (2 marks)