5.4 Data Analysis
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ScribdTranslations5.4 Data analysis and interpretation of results.
While the analysis and interpretation of the results is the final stage of the process
of research, all the previous ones, included in the design, converge towards
the execution of this important operation.
a. Data analysis.
As Encinas (1993) says, data in itself has limited importance, it is
necessary to "make them speak", this is essentially what the analysis consists of
data interpretation.
The purpose of the analysis is to summarize the observations carried out.
such that they provide answers to the research questions. The
interpretation, more than a distinct operation, is a special aspect of analysis
its aim is to 'seek a broader meaning in the responses through its
connection with other available knowledge
(Selltiz, 1970) that allow for the definition and clarification of concepts and the
relationships between these and the facts subject to the investigation.
The relationship between analysis and interpretation and the specific form they take, both
separately as well as jointly, vary from one study to another," depending on the
different schemes or levels of research and, fundamentally, of the design
proposed.
The data from which the researcher begins the analysis are different.
according to the level of elaboration carried out, which depends on the nature of the
research problem and, consequently, the type of research; also
of the techniques and procedures followed in the preparation.
According to these considerations, the data used in the analysis
they can be:
quantified data
unquantified data
unstructured data.
Analysis of the quantified data.
Some types of studies, by their nature, provide processed data, that is,
quantified.
The statistical treatment of data allows for an adequate analysis that can
have various scopes, which depend on the objectives of the research and
of the proposed hypotheses.
According to Selltiz (1970), analysis can be oriented towards:
Determine what is typical in the studied group. (Some of it is used)
measures of central tendency, depending on the case.
Indicate if there are variations among the subjects of the group, pointing out what they are.
Type and magnitude are. (Some measures of variability are used; each
it provides data on a different aspect.
Show the way individuals are distributed with respect to the
variable that is measured. (The development of a distribution curve is used).
Show the relationship existing between two or more variables.
coefficient of variability.
Describe the differences between two groups of individuals.
2) Analysis of non-quantified data.
Not all aspects of the collected material can be categorized and,
consequently, quantified, due in some cases, to the lack of precision
in the definition of the categories, which complicates the analysis of the results. For
for this reason, it is recommended to consider that each proposed category includes
a wide range of criteria for the responses.
Anyway, raw data can be used in analysis and
interpretation without taking into account whether they have been quantified or not in all
aspects,” as they serve an important function:
they help to understand the meaning of the categories;
they clarify the nature of the relationships between the determined variables
statistically; and
they allow the researcher to formulate new hypotheses for the future
investigations.
3) Analysis of unstructured data.
Unstructured material is that which comes, for example, from observations or
unstructured interviews, in which a lot of material is gathered, sometimes
valuable, but without any guidelines that allow for some form of organization and
less than classification.
In some cases, exploratory level studies that do not begin with
hypotheses cover various aspects, which lead to data collection in
excessive and unstructured amount.
The problem posed by this type of data is twofold: first, because it is needed
determine which aspects of the material need to be categorized, and second,
to know what classification principles can be used.
Selltiz (1970) proposes, as solutions to the stated problem, to develop, first
term, working hypothesis that allows to establish classification principles and,
secondly, use some procedures that can help in the
analysis, such as:
Study the material corresponding to a group that contrasts with the one that is being.
investigating, with the aim of obtaining elements that suggest ideas about the
significant differences between both groups, regarding the characteristic that is
analysis.
Another procedure consists of forming groups with the cases being studied.
about common characteristics; then they are analyzed to see if those who
they have similar characteristics and have gone through similar experiences.
They can also form groups based on those who have had
similar experiences, and see to what extent they are similar regarding the
common characteristics they present.
b. Interpretation of the results.
The objective of interpretation is to seek a broader meaning of the
answers through their connections with other available knowledge. Both
purposes, of course, preside over the entirety of the research process, all
the preceding phases have been taken and arranged to make possible the
realization of these last two moments.
This aspect of the process is carried out by confronting the results of the analysis of the
data with the formulated hypotheses and relating those results to the theory and
the procedures of the investigation.
When the research plan has been carefully crafted and the
hypotheses formulated in appropriate terms for reliable observation, the
the obtained results are easily interpreted.
In any case, the interpretation must be limited to the system of variables.
considered for each hypothesis, as only these have the foundation
theoretical for interpretation.
Interpretation of positive results regarding the formulated hypotheses.
When the results obtained allow for the verification of the hypotheses, one must
Ensure that the interpretation does not exceed the information provided by the data.
In addition, it is important to consider the demands of internal validity and the
limitations that have arisen during the research process. It is
It is necessary to point out the factors that were not controlled and that could have affected
the results. It is also advisable to relate the obtained results with
the findings in other studies on the same research problem.
The values obtained from statistical analysis must be handled with caution.
well, the statistical significance of the results does not always guarantee that they
they are really important (Ary, 1982).
2) Interpretation of the negative results regarding the hypotheses
formulated.
When the results do not confirm the hypotheses, the researcher must, without
embargo, to accept them as such, since in that condition they will have their own
meaning and value.
c. The interpretation in the case of qualitative research.
In the case of operational research, a bridge between educational action and
pedagogical or protagonist research, once the data is collected, the process proceeds to its
study, analysis, and classification. In this way, some necessarily arise.
ideas about the best procedure to solve the problem or at least to
plan a deeper study that helps to resolve it. On this data and
ideas formulate a hypothesis; but this hypothesis is always an activity, a
school or educational action plan, to be implemented under the conditions
ordinary regulations of educational institutions subjected to such rigorous control as
it is possible. It is not, therefore, an isolated and sterilized test within the
educational making is the action of the institution itself that subjects to observation
systematically his own activity to perfect it.
It is worth remembering that:
The data collected for research has little meaning if not
they order or classify according to some system. Furthermore, it is the only way
to be able to carry out the analysis and interpretation of the data in a manner
adequate and with economy of time and effort.
Tabulation, as a technique, involves organizing and positioning the data in
tables.
On the other hand, if the scores are ordered in a frequency distribution, it
you can examine the general configuration and determine the ways to
distribution of scores and their meaning.
In data tabulation, a basic concept is that of frequency, it is
to state the number of cases that have a certain characteristic.
The frequency distribution is carried out by establishing a certain
number of class intervals in which the scores are marked.
In statistics, there are principles to determine the number of intervals and
the amplitude of these.)
After all the scores have been recorded, they are counted.
marks to find the frequency or number of cases that corresponds to
each interval. The sum of all frequencies is equal to the number of
studied cases.
The conclusions.
The results of a scientific study, notes Travers (1971), must be presented
usually in a table with some explanatory notes. But given
that many studies on education do not meet the ideal standards,
this method of exposure cannot always be achieved. A distinction must be made between the
results of the study and their interpretation.
Consultation Sources:
datainterpretation-1.pdf
http://www.eumed.net/thesis-
doctorates/2010/prc/ANALYSIS AND INTERPRETATION OF THE
S%20DATA.htm
http://www.epidemiolog.net/en/development/DataAnalysisAndInterpretation.
pdf