Data Coding 1
Review of Data Coding: How Inductive Analysis
Helps Organize Qualitative Data
Marissa L. Mullen
California State University, Northridge
Data Coding 2
Abstract
Paper discusses the use of inductive analysis as a data analysis technique for discussing
qualitative data. Inductive analysis is a technique used to categorize and describe non-
numerical data, such as interviews or survey responses. A practice data-coding exercise
conducted in a Masters Program class is described. Applications of inductive analysis to
a future action research project are also discussed.
Data Coding 3
Review of Data Coding: How Inductive Analysis
Helps Organize Qualitative Data
The culminating activity of the Science Education Masters Degree program is an
action research project. Before writing the action research report, each student will be
conducting research and collecting data to attempt to answer his or her own research
question. Much of the data collected will be qualitative in nature, based upon
observations, survey responses, and interviews. Qualitative data is “open ended and less
defined” (Johnson, 2008, p.6) which makes it very difficult to analyze. The purpose of
an action research project is to “not simply [write] about what you think to be true; rather,
it is collecting data and making conclusions based on that data” (Johnson, 2008, p.81).
Therefore, it is the job of the researcher to analyze the data he or she collected.
Inductive Analysis In-Class Activity
One way to analyze qualitative data is through inductive analysis – organizing the
data based upon common patterns or themes, thereby giving structure to conclusions
based on the data (Mertler, 2006). In class on March 7, 2007, we participated in an
inductive analysis activity to gain experience with the technique. In groups of three to
four students, we read and discussed responses to survey questions. The surveys were
completed by a group of college students in teacher-education classes; the survey purpose
was to see how prepared these potential teachers are to teach elementary school science.
In class, each group had the task of reading one section the survey and analyzing the
responses. Inductive analysis is not an easy task!
First, we read through the survey responses to identify common themes, searching
for words or ideas that were repeated in several surveys. We came up with a list of about
Data Coding 4
ten themes or categories. Next, we re-read each survey and recorded the category or
categories for each response. This type of data analysis was difficult and laborious, but
useful. I will most definitely be using inductive analysis as a data analysis strategy in my
own action research project.
Inductive Analysis in Future Research
I have not reached a final decision about the question I want to explore for my
action research project; however, I have narrowed it down to a few ideas. Currently, I am
most interested in studying student motivation in completing homework, or teacher-
parent communication strategies. To collect data on either of these topics, I plan to use
surveys and interviews. Therefore, I will need to analyze qualitative data collected from
student and parent responses to make sense of the data and draw conclusions.
Based upon the data coding activity completed in class, I agree with Mertler’s
statement that “the teacher-researcher may feel a bit overwhelmed with the task [of
inductive analysis] that lies ahead, as it can seem a monumental undertaking” (Mertler,
2006, p.125). Categorizing individual responses is time-consuming and difficult; some
responses just do not fit in a category. Nonetheless, I am looking forward to this type of
data analysis. Organizing data into categories or themes, and then presenting it in a chart
or table makes the data so much easier to understand. The qualitative data from the
surveys and interviews now becomes quantitative and numerical so that conclusions can
be made.
In addition to presenting the main categories or themes of data, I plan to include
samples of typical responses in each category to make the data more real. This technique
expands on basic data analysis, allowing “the reader to go beyond the numbers, to make
Data Coding 5
the research come alive” (Johnson, 2008, p.105). I think the addition of sample responses
will also make the research paper more interesting and readable.
I am looking forward to developing my action research skills. I am anxious to
read through student and parent surveys to find out what their true opinions are and to
draw conclusions from the data. I know that inductive analysis will be a major
component of my future research project.
Data Coding 6
References
Johnson, Andrew P. (2008). A Short Guide to Action Research. Boston: Pearson
Education, Inc.
Mertler, C. A. (2006). Action research: Teachers as researchers in the classroom.
Thousand Oaks, CA: Sage.
