Communication Research: Asking Questions, Finding Answers, 5e (Keyton)
Chapter 17 Analyzing Qualitative Data
1) Analyzing qualitative data:
A) begins only after all of the observations are completed.
B) is accomplished by reading through the field notes several times.
C) is best done by focusing on one element at a time.
D) takes half as much time as collecting the data.
E) begins by focusing on points on which all interactants agree.
2) Analysis:
A) is the process of the labeling and breaking down raw data.
B) brings order and structure to the data.
C) is messy, ambiguous, and time consuming.
D) reflexive.
E) all of the above.
3) Writing an analytical memo:
A) is a good way to share interpretations with research participants.
B) is a good step for capturing first impressions about the data.
C) becomes part of the dataset.
D) captures participants’ interpretation or version of the interaction events.
E) is the same as memo writing.
4) Reducing the data to a manageable size is accomplished with qualitative data by:
A) using numbers to represent data.
B) asking participants to stop talking when the researcher has heard enough.
C) leaving out data that does not fit the categories the researcher expects to find.
D) coding and categorizing data.
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5) Thematic analysis is based on participants’ conceptions of their communication. Themes are
designated by the criteria of:
A) coding, categorizing, and interpreting.
B) data triangulation, interdisciplinary triangulation, and investigator triangulation.
C) internal validity, external validity, and triangulation.
D) recurrence, repetition, and forcefulness.
E) reliability, validity, and credibility.
6) Participants’ quotes should:
A) be used to substantiate researcher claims.
B) be used sparingly.
C) illuminate the researcher’s analysis and interpretation.
D) not be used to substantiate researcher claims.
E) used only when they can reveal personal information about the participant.
7) When data are theoretically saturated:
A) categories are still emerging.
B) the data may not fit into a specific category.
C) no new categories are emerging and the existing category structure appears stable.
8) Open coding:
A) is used in later passes after axial coding has been used.
B) is restricted coding.
C) is unrestricted and is the first pass through coding.
D) should not be used in qualitative data analysis.
9) A researcher can enhance his or her credibility by:
A) using triangulation methods.
B) engaging in member checks or member validations.
C) prolonging engagement with interactants.
D) all of the above.
10) The quantity of data collected in a qualitative research project makes it difficult to find a
coherent and meaningful representation.
11) A good standard is to spend as much time analyzing qualitative data as was spent collecting it.
12) Analytical memos are written to share with research participants.
13) Computer programs can easily replace the researcher in analyzing qualitative data.
14) In analyzing qualitative data, researchers must ask themselves many questions about the data
and the interaction scene to develop a credible interpretation of the data.
15) Grounded theory to demonstrate the relationship between researcher and participants.
16) Data are said to be theoretically saturated when new categories are not emerging from the
researcher’s analysis.
17) Triangulation is used by researchers to overcome threats to external validity.
18) Explain why analyzing qualitative data is reflexive and inductive.
19) Explain why multiple plausible explanations are likely to occur when analyzing qualitative
data.
20) Describe the differences between analytical memos and the process of memo writing.
21) Explain what a researcher can hope to gain from diagramming the data.
22) Describe the process by which a researcher creates categories from a qualitative dataset.
23) Describe what a researcher is doing if she or he is using dramatistic, metaphoric, or theoretical
frames to analyze the data.
24) Describe the role of credibility and triangulation in the analysis of qualitative data.
25) Describe the threats to internal validity for which researchers using qualitative methods must
pay attention.