Data Analysis

1
Session 5.1.

• Data Analysis

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Session Objectives

• After this session, participants should be able
  to
• Identify the principles of qualitative data
  analysis.
• Analyze qualitative data using triangulation
  matrices and coding tools.

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Exercise 5.1.
110 min

• Working individually, review and expand your
  field notes.
• Process
• Read your field notes
• Develop your short-hand notes into narrative
• Integrate quotes (if captured) and observations
• Integrate your memos (now maybe the time to
  develop these).
• Refer to Handout 12 for guidance, and ask for
  help if needed.

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Exercise 5.1.
110 min

• Remember
• Your expanded notes do not have to be long
  (simply make sure they are comprehensive and
  capture all of your field notes).
• Distinguish between what was said and your
  conclusions/observations
• Write legibly (your group members will need to
  read your notes later)
• MUST Begin each notebook entry with the date,
  time, place, type of data collection event, your
  name, your groups number (as in handout
  examples).

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Principle of Qualitative Data Analysis

• Flexibility
• Multidisciplinarity
• Iterative Bias Correction

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Qualitative Data Analysis Methods

• Analytical Memoing
• Triangulation
• Coding

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Analytical Tools

• Colored cards or sticky notes for coding
• Computer-driven software for coding
• Triangulation matrices

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Coding Example

• Jose is the head of a refugee household, who is
  now living in a collective centre (Youth Club).
  Joses family Receives daily food (sandwiches,
  canned food, bread, some milk) from WFP but have
  no means to cook by themselves. It cannot find a
  place where to go and would not have the cash to
  pay rent in any case. Were fully dependent on
  WFP cash and food assistance before the crisis
  but have lost this source of cash at present due
  to relocation. Children are not going to school
  because the collective centre is not close to the
  former place of residence, where children were
  attending school before the war.

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Coding Example

• Jose is the head of a refugee household, who is
  now living in a collective centre (Youth Club).
  Joses family Receives daily food (sandwiches,
  canned food, bread, some milk) from WFP but have
  no means to cook by themselves. It cannot find a
  place where to go and would not have the cash to
  pay rent in any case. Were fully dependent on
  WFP cash and food assistance before the crisis
  but have lost this source of cash at present due
  to relocation. Children are not going to school
  because the collective centre is not close to the
  former place of residence, where children were
  attending school before the war.

1. Food Assitance Accessible 2. No ability
to cook 3.No permenant shlter 4. No Source of
Cash 5. No education
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Exercise 5.1a
180 min (90 minutes before lunch, and 90 minutes
after)

• Each group will work with the expanded notes its
  members produced the Compiled Secondary Data
  Handout it received. There will be more than one
  set of expanded notes for each data collection
  event. This is good for triangulation and helps
  with iterative bias correction.

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Data Analysis

• Build 3 templates to compile data

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Build a Secondary Data Template(based on the
handout received from Facilitator)
Category (as agreed during the field exercise planning session) Secondary Data (source Country Context)
Demographics Info
Income / Expenditures Info
Food Security Info
Markets Info
etc Info
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Build a Key Informant Template (based on
Expanded Notes)
CD KI1 KI3 FGD1 FGD3 Conclusion
Sources of Info (who?) ---- ----- -------------
Category 1
Category 2
Category 3
Category N
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Build a Household Observations Template(based
on Expanded Notes)
HH1 HH2 HH9 Conclusion
Sources of Info (who?)
Category 1 Main Livelihood
Category 2 Income
Category 3 Food Cons.
Category 4
Category N
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Summarize the template data
Secondary Data

• Summarized Data
• Conclusion category 1
• Conclusion category 2
• Conclusion category 3
• Conclusion category 4
• etc

Primary Data from Key Informants, CD, and FGDs
Primary Data from HHs and Observations
2-4 short paragraphs per category, integrating
conclusions from primary and secondary data.
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Situation Analysis

• A process that examines a situation, its
  elements, and their relations
• Defines and interprets the general position or
  combination of conditions of the population at
  the time of the assessment
• Provides the context and knowledge for effective
  decision-making
• Your Situation Analysis Report should

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Before you begin

• Remember/Hints
• Make sure that you read thoroughly the expanded
  notes of everyone (allocate 20 minutes for this)
• Split-up 2-3 sub-team to analyze specific
  categories.
• One team to work on the computer template, other
  teams on paper-based templates.
• Underline what you deem relevant then discuss
  possible coding. You could use this to quantify
  how many times a certain remark was made by
  people you met.
• Come together to develop a consolidated computer
  template, and discuss and formulate your groups
  analysis

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As you are preparing your brief assessment
findings report

• Remember
• Make it concise, but informative. two to four
  short narrative paragraphs per category based on
  primary and secondary data should suffice. 30
  minutes to prepare (max).
• 3 pages max.
• Do not make conclusions, if you dont have
  sufficient evidence. Simply say so, and identify
  how to improve.
• Make sure to show evidence of triangulation.
• Prop up your arguments with secondary
  quantitative data or vice-vesra.

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Teams Analysis Reports Facilitator Comments
Your readers should not have to wonder why you
said what you said.

• Overall, good points
• Substantial number of findings
• Good syntheses
• Be sure to
• Rank (prioritize) needs, income sources,
  expenditures
• provide evidence to back up statements (who said
  it?)
• include secondary information to strengthen
  context analysis
• when possible, integrate quantitative data
• distinguish between various livelihood groups
  within site (and between sites when more than one
  site is visited)
• Conclusions Move context info (e.g. hazard
  history, topography, shocks, food security data)
  to context section, and focus on humanitarian
  conditions and the key issues affecting food
  insecurity.