Qualitative Analysis Assignment: Student Pet Peeves Analysis Report

This assignment presents a qualitative analysis of student pet peeves in their courses. The student conducted a coding analysis of data from ten students, categorizing their complaints into themes related to course requirements, student-teacher relationships, and student behavior. The analysis involved creating a code sheet with 21 codes to classify the students' responses, identifying key themes such as unrealistic expectations and professor's condescending behavior. The findings reveal that many students share similar experiences and that content analysis provides valuable insights into student disgruntlement. The analysis highlights the importance of clarifying student choices to enhance understanding and improve areas of concern. The student also suggests improvements to the coding system, emphasizing the need for fewer themes and a larger sample size. The assignment concludes with a reference to the research articles used.

Running Head: QUALITATIVE ANALYSIS ASSIGNMENT
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Qualitative Analysis Assignment
Name:
Institution:

QUALITATIVE ANALYSIS ASSIGNMENT
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Qualitative Analysis Assignment
Week 5: Qualitative Analysis Assignment
Code Sheet: Student Pet Peeve Data
ID # CODE 1 CODE 2 CODE 3
001
10 15 11
002
03 10
003
03
004
07
005
17 21
006
01 11 03
007
14 05 06
008
11 14
009
21 17
010
99 02
After you complete the code sheet, summarize the major themes or most common pet
peeves described by the ten students in their previous courses:

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Summary of the Major Themes
Quantitative analysis categorizes codes or themes from information gathered to determine
the areas of strength or weakness in a given experiment. Sutton and Austin (2015) define
coding as “the identification of topics, issues, similarities, and differences that are
revealed through the participants’ narratives and interpreted by the researcher.” Coding
facilitates the collection and labeling of raw data. Moreover, merged codes can be used
to interpret data into themes if the label repeatedly appears (Grove, Burns, & Gray, 2013,
p. 281). If a theme is considered broad, dividing it into subthemes without affecting the
data is recommendable.
Regarding the “Pet Peeves” in this assignment, students were asked to determine
specific words and phrases that would best describe their experience within a coding
scheme. A random sample of 10 students was selected to give a maximum of 3 issues that
“peeved” them in their respective courses. The researcher developed a list of 21 codes
and two other options to help classify the information given by the students. Whereas
each student was given three chances to respond resulting in a possible 30 comments,
only 21 comments are recorded.
Mostly, the “pet peeves” cited by students related to the course requirements
category with a majority falling under the classification code of unrealistic expectations
of students. The theme of the student-teacher relationship shows that students are peeved
by professors who do not value their input and talk them down in a condescending tone.
Similarly, the theme in student behavior demonstrated that students who make
unnecessary noises in class distract others and are disliked.

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Content analysis of the qualitative data demonstrated that most students have
similar experiences. For instances, students number 001, 008, and 010 shares the opinion
that they find professors annoying; but, they do not indicate anything concerning
annoyers from the student behavior or the course requirements. A further assessment of
other relevant variables like gender, performance and course load may help in
understanding the disgruntlement of the students. Moreover, students could also indicate
why they chose the statements that they did; for instance, student 004 explained precisely
why he had identified code (07). Consequently, this analysis finds that it is crucial for
students to make clarifications on their choices to enhance the understanding of their
disgruntlement and help improve the areas of concern.
Of all the statements, only the first comment of student 010 was seemingly hard
to decipher. The problem is that the peeve does not seem to fit appropriately into one
specific code but to several including codes number 10, 14 and 15. According to the
coding scheme, if a comment lacks a category code to fit in then it should be given code
99.
In conclusion, the coding system provides a good plan for qualitative data
analysis. However, better interpretations achievable if the themes are reduced and the
sample population increased. The content analysis interpretations allow readers to
understand the statements of the participants and determine the areas of improvement.

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Reference
Sutton, J., & Austin, Z. (2015). Qualitative Research: Data Collection, Analysis, and
Management. The Canadian Journal Of Hospital Pharmacy, 68(3).
http://dx.doi.org/10.4212/cjhp.v68i3.1456
Grove, S. K, Burns, N., & Gray, J. R. (2013). The Practice of nursing research: appraisal,
synthesis, and generation of evidence (7th ed.). St. Louis, MS: Elsevier.