Learning Activity 7:
Matrix Analysis - Reporting, Critiquing, Application
|
“Data reduction refers to the process of selecting, and thus simplifying, the data that appears in written field notes or transcriptions. The researcher has to make decisions on how to code the categories, group, and organize them so that the conclusions can be reasonably drawn and verified. Data display refers to ways of displaying the data, which include matrices, graphs, and charts illustrating the patterns and findings from the data. Conclusion drawing and verification refer to a process of developing an initial thought about patterns and explanations from the findings, verifying them constantly by checking the data, and forming a new matrix. It is through such process that the validity of the data is established and the meanings of findings emerge. These three stages of data analysis -- data reduction, data display, conclusion drawing and verification -- form an interactive, cyclical process. As Miles and Huberman illustrate, the coding of data (data reduction) leads to new ideas on what should go into a matrix (data display). As the matrix fills up, preliminary conclusions are drawn, but they lead to the decision, for example, to add another column to the matrix to test the conclusion. In a way, qualitative data analysis is a continuous, iterative enterprise.”
- Blazyk, J. (1999).
Clinical Research Handbook, (Appendix O).
|
Overview
Qualitative matrix analysis is done to explore relationships and to explain the links between variables or concepts within a study. Also known as "logical analysis," matrix analysis provides an outline of generalized causation, of the logical reasoning process within qualitative analysis.
Researchers usually use flow charts and diagrams to pictorially represent these processes along with written descriptions. "Strictly speaking, then, there is no such thing as a quantitative analysis of qualitative data. The qualitative data (artifacts, speeches, ethnographies, TV ads) have to be turned first into a matrix, where the rows are units of analysis (artifacts, speeches, cultures, TV ads), the columns are variables, and the cells are values for each unit of analysis on each variable." ( Bernard, H. 1996).
Qualitative data display has conventionally been limited to extended text descriptions. Increasingly though, the analyzed data is also displayed using matrices, graphs, charts and networks. "All are designed to assemble organized information into an immediately accessible, compact form so that the analyst can see what is happening and either draw justified conclusions or move on to the next step of analysis the display suggests would be useful. As with data reduction, the creation and use of displays is not separate from analysis, it is a part of analysis. Designing a display - deciding on the rows and columns of a matrix for qualitative data and deciding which data, in which form, should be entered in the cells - are analytic activities," (Miles & Huberman, 1994, p. 11).
The final stage of qualitative data analysis is conclusion drawing and verification. All through the data collection, analysis and reduction activities, the researcher must intuit what things mean and must notice the patterns, explanations, causal flows, propositions, configurations, themes and regularities that emerge from the data. Conclusions are drawn out from the data into explicit and grounded forms. The meanings that emerge from the data are "tested" or verified for their plausibility, confirmability, and robustness - in other words, their validity and reliability.
Ends In View
This learning activity is intended to provide learners with the opportunity to:
1. Explore the nature of matrix analysis.
2. Understand the rationale for qualitative matrix analysis.
3. Explore the process of qualitative matrix analysis.
4. Explore the process of visually reporting and applying qualitative data analysis.
5. Practice completing a report of qualitative data analysis using a computer software program.
6. Explore ways to apply the results of their qualitative data analysis.
7. Critique the matrix analysis process described in a select research study.
In Preparation
1.Read: Cole, P. M. (1994). Finding a Path through the Research Maze. The Qualitative Report, 2 (1), Spring.
2.Read: Chapter 17. Qualitative Data Analysis.
3.Concept Maps: You can download Smart Draw for making concept maps, flow charts and other matrixes on your computer (free but with a watermark in lower right corner) at You can also create a concept map in other programs like PowerPoint, GIMP or Photoshop, or draw it by hand.
Assignment 1: If need be continue to work on the latent content analysis on the data you collected for Assignment No. 1 using the QDA computer program. By now, you should have most of your work completed. You will need to finish the content analysis to be able to summarize your data for reporting during computer lab time this week . (see assignment No. 1 guidelines for procedure and timeline to follow).
In Practice
1. Participate in class discussion related to the process of matrix analysis (review Figure 7 at end of learning activity).
2.Share your progress with latent content analysis using the QDA software program.
3.In pairs, complete Worksheet No. 6 noticing the various different kinds of matrices that can be used in matrix analysis.
4.Explore the use of visual displays in the process of matrix analysis.
In Lab - Summarizing Analyzed Data with the QDA Software Program
1. Attend lab to familiarize yourself with matrix analysis with this software.
2. If necessary, Review the online orientation materials to further understand the applications and process of using the QDA software:
3. Begin to summarize your data for reporting, as directed during lab session.
In Reflection
1. Reflect on your comfort level with preparing data for reporting using the QDA software. How would you gauge your comfort level with QDA now?
How can matrix analysis add depth and understanding to nursing science and evidenced based practice?
References
Fenton, A. (2006). QDA Manual
Bernard, H. (1996). Qualitative Data, Quantitative Analysis. CAM, The Cultural Anthropology Methods Journal, 8 (1).
Blazyk, J. (1999). Clinical Research Handbook. Ohio University College of Osteopathic Medicine.
Miles, M. & Huberman, A. (1994). Qualitative Data Analysis. Thousand Oaks, CA: Sage.
QDA Software
|
Welcome to NRSG 4120!
Figure 6: Matrix Analysis
LA#7: Worksheet
Matrix Analysis in QDA
Matrix Analysis (Appendix)
Examples of a Variety of Matrices
Qualitative Assignment Summary
CONCEPT MAP RESOURCES
Types of Concept Maps - Nice visual overview of common types.
CmapTools version 4.03 for Windows - Open source software for concept mapping and knowledge sharing.
Overview of Concept Maps Good introduction with examples of various designs
The Graphics Organizer on Concept Mapping
Inspiration software - 30 day free trial version of concept mapping software
Concept Map Sample Spider and Landscape examples and concise characteristics
Smart Draw - another short free trial version of concept mapping software
QDA Project Sample
COURSE ASSIGNMENTS
The assignments include one Group Qualitative Analysis project and Five Quantitative Worksheets. Click on the link below for Assignment software and other resources.
ONLINE SOFTWARE & RESOURCES FOR ASSIGNMENTS
Downloading Files
Most files are in PDF, DOC, or RTF format. If you have trouble viewing them online,
try right-clicking on the link, and select "Save Target as". Remember which folder you saved the file in.
|
