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Exploring Quantitative Content Analysis: A Reflection on Last Spring's Research Journey

In this reflective piece, Sara Batts (part-time Year 4) shares her experiences with quantitative content analysis during her weekends last spring. Guided by Dr. Louise Cooke and team, she adopts a systematic and flexible approach to document analysis, utilizing pre-tested and conceptually valid categories such as statements of faith and community information. This account explores the challenges of reliability, category identification, and the iterative nature of research, highlighting the importance of adjusting aims and objectives. Key takeaways include lessons learned and areas for future improvement.

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Exploring Quantitative Content Analysis: A Reflection on Last Spring's Research Journey

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Presentation Transcript

  1. Quantitative Content Analysis: or How I spent my weekends last spring • Sara Batts (year 4 part-time) • Dr Louise Cooke (Dr Derek Stephens/ Dr Anne Goulding)

  2. Highly flexible research method Systematic, rigorous approach to analysing documents White & Marsh (2006)

  3. Define units Sampling unit Data collection unit Unit of analysis

  4. Categories Exhaustive Mutually exclusive Clearly defined Conceptually valid Allan & Reser (1990) Also recommend using pre-tested categories

  5. Categories Derived from literature: • Statement of faith • Information for visitors • Contact details • Liturgy • Located within community Linked to aims & objectives

  6. Testing Do categories still make sense? Are items identifiable? Does my plan work?

  7. How I did it 6 March – 31 May 2010 147 sites Binary: yes or no (made the sums easier) In a spreadsheet - simple

  8. Reliability • Was I coding consistently? • Sidetracked by literature • Percentage agreement with myself over time • Not ideal, but only option

  9. Example results

  10. Things I’d do differently • A lot of categories • Aims & objectives changed • I will forget • Schedule slippage • Dull & isolating: R4, running & pub

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