SOUTHERN MINDANAO COLLEGE 200 Content Analysis

SOUTHERN MINDANAO COLLEGE
Pagadian City
Subject: Education 200

Topic: Content Analysis
Reporter: Aiza Jean R. Madronero
Professor: Mary Arlene C. Carbonera, Ed.D
Semester: 2nd semester of S.Y. 2018-2019
Date: January 13, 2019
Content Analysis
 According to Bernard Berelson “ father of contenet Analysis” in 1952,

content analysis is a research technique for the objective, systematic, and
qualitative description of the manifest content of communication. It deals
with documentary materials that are already existing and available. It is a
research technique used to make replicable and valid inferences by
interpreting and coding textual material.
Kinds of Text
There are five types of texts in content analysis.
1. Written text, such as books and papers
2. Oral text, such as speech and theatrical performance
3. Iconic text, such as drawings, paintings and icons
4. Audio-visual text, such as TV programs, movies and videos
5. Hypertexts, which are texts found on the internet
Example:
A content analysis is a pre-instructional analytical planning tool used by the

teacher. It will help the teacher identify what is to be learned with respect to
concepts in order to develop appropriate goals and objectives with the use of
curriculum guides and textbooks,
Characteristics of Content Analysis

1. It is Objective
-There should be no bias involved in the selection and classification of

content to be analyzed, in its sampling designs, and in the interpretation of
results.
- The results depend upon the procedure and not the analyst.
- enable different researchers to obtain the same results from the same
documents or messages.
Example:
a. A doctor having a patient.
What could be the cause of the client’s problem are obtained through
direct physical examination, including laboratory analyses, radiological
and other studies.
b. Learners grades
Their grades are obtained through the results of their performance in

school not because he/she is your son/daughter, sister/brother or distant
relative. It must be based on facts presented like test results and other
testing tools.
2. It is Systematic
- It must follow the steps in scientific method such as recognizing and

determining the problem, forming the hypothesis, doing library work,
designing the study, developing the instruments, collecting the data,
analyzing the data, making conclusions and recommendations.
Note: These will be shown in the illustration of content analysis to be made.
3. It is Quantitative
- Interpretations and conclusions from the findings have to depend

almost entirely on the frequency counts of the items or aspects
studied.
- The purpose is to measure the variables.

- More modern definitions have specifically included references to social
media, sentiment analysis, and big data approaches.
Example: Social Media
The number of hash tags, number of tagged people in an image, number

of friends, or liked pages on Facebook, how many webpages, trending
topics on twitter and instagram.
The results of content analysis are numbers and percentages. After doing
a content analysis, you might make a statement such as “ 27 % of
programs radio in April 2003 mentioned at least one aspect of peace
building, compared with only 3% of the programs in 2001”.
Steps in Content Analysis
1. Recognizing the problem
Being aware of the problem
Example:
Suppose the problem recognized is, “ The common errors of Grade 6 pupils in
composition writing”.
2. Forming the hypothesis
In non-experimental research, the hypothesis is written in question

form.
Example:
a. What are the common errors committed by the grade 6 pupils in

composition writing.
b. What might be the possible causes such errors?
c. What measures may be adopted to minimize the errors in composition

writing?
3. Doing Library Search
The purpose of this is to look for some guides in conducting the study.
a. To find out if the same findings will result.
b. To avoid duplication of other studies.
4. Designing the Study.
This is determining the different procedures to be followed in the study.

The method of data presentation must be designed, be it textual,
tabular or graphical.
5. Developing the instrument
This is for collecting data. A tally sheet must be prepared. The

instruments must contain all the items or aspects to be studied.
Example: Errors Committed by Grade 6 Pupils in Composition Writing.
a. Agreement between subject and predicate.
b. Tenses
1. The simple past tense
a. Present Tense is used instead of simple past tense.
b. Future Tense is used instead of simple past tense.
c. Present participle is used instead of simple past tense.
d. Present Progressive is used instead of simple Past Tense.
2. The Simple Present Tense.
a. The simple past tense is used instead of present tense
b. Future Tense is used instead of present tense.
c. Present Participle is used instead of present tense
d. Past Progressive is used instead of present Tense.
6. Collecting the data
The tallies have to be made for each type of error committed.

Example:
If there are fifty data to be studied, therefore, all of them are examined
one by one and the types of error committed are tallied in the checklist
or tally sheets. Then, the tallies of each type of error are counted to
determine the rate if each type of error.
7. Analyzing the data.
Suppose the fifty data have been examined and collected are as
follows.
Example:
Types of Errors Committed Numbers of Pupils Committing

Errors
Present Tense used instead of past 15
Future Tense used instead of past 10
Present Participle used instead of past 19
Present progressive used instead of past 40
Past Progressive used instead of present 45
Total
Types of Error No. of pupils Percent base = Rank

committing error 50 %
Error No. 1 15 30% 4
Error No. 2 10 20% 5
Error No. 3 19 38% 3
Error No. 4 40 80% 2
Error No. 5 45 90% 1
Total
8. Making Conclusions
Generally, conclusions are answers to the questions raised at the

beginning of the investigation. They are based upon the findings of the
study.
Example:
The conclusion can be drawn from the above content analysis is: The biggest
types of errors committed by the Grade 6 pupils in composition writing are the
uses of percent and past progressive instead of simple present and past tense.
9. Making Generalization
Are made to solve or help solve the problems discovered in the study.
Use also for further research.
Example:
The recommendations that can be drawn from the study just completed may be:
A, The teacher should stress the distinction between present and past
progressive to simple present and past tense.
B. Further research should be conducted to affirm or negate the findings in the

study.
Application of Content Analysis of Documentary Materials
Among the important uses are the following:
1. Analyzing to determine the educational, political, sociological,

philosophical, psychological and other ideas of great authors of thinkers,
based upon their book, essays, poems, diaries, novels, plays, speeches,
and other writings.
2. Analyzing the content of textbooks and other instructional materials as a

basis for curriculum construction and develop merit and as basis for the
selection of textbooks and other instructional materials for the different
curricular years of the educational ladder.
Example:
The Department of Education provide textbooks and curriculum guides that

are suited to K-12 program through analyzing its content if it is applicable to
every grade level.
3. Analyzing the achievements of students in the different subjects to

determine the types of errors they committed as a basi for making
remedial teaching program and for curriculum development.
4. Anlyzing the different writings of students such as essays, compositions,

poems, stories, letters, etc. to determine their writing aptitudes, levels of
their vocabulary and spelling skills, as bases for designing programs for
further development.
5. Analyzing school records such as class records, report cards, enrolment

lists, grading sheets, cumulative records of different schools.
6. Analyzing the objectives and practices of different schools and school

system with the end in view of adopting more valid and practical objectives
and practices to attain the same ends.
References
 Berelson, Bernard. Content Analysis in Communication Research. New

York: Free Press 1952
 Budd, Richard. Content Analysis of Communications. New York:

Macmillan Company, 1967
 Busha, Charles II and Stephen P. Harter. Research Methods in

Librarianship: Techniques and Int.
REFLECTION
Content analysis is a research tool used to determine the presence of

certain words or concepts withintexts or sets of texts. Researchers quantify and
analyze the presence, meanings and relationships of suchwords and concepts,
then make inferences about the messages within the texts, the writer(s),
theaudience, and even the culture and time of which these are a part. Texts can
be defined broadly asbooks, book chapters, essays, interviews, discussions,
newspaper headlines and articles, historical documents, speeches,
conversations, advertising, theater, informal conversation, or really
anyoccurrence of communicative language.
Content analysis was a time consuming process. Analysis was done

manually, or slow mainframe computers were used to analyze punch cards
containing data punched in by human coders. Single studies could employ
thousands of these cards. Human error and time constraints made this method
impractical for large texts.
Perhaps due to the fact that it can be applied to examine any piece of
writing or occurrence of recorded communication, content analysis is currently
used in a dizzying array of fields, ranging from marketingand media studies, to
literature and rhetoric, ethnography and cultural studies, gender and age issues,
sociology and political science, psychology and cognitive science, and many
other fields of inquiry. Additionally, content analysis reflects a close relationship
with socio- and psycholinguistics, and is playing an integral role in the
development of artificial intelligence.
(http://writing.colostate.edu/references/research/content/com2a1.cfm)
Submitted by:
Aiza Jean R. Madronero
Masterand
Submitted to:
Mary Arlene C. Carbonera, Ed.D
Professor

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SOUTHERN MINDANAO COLLEGE

Subject: Education 200

 According to Bernard Berelson “ father of contenet Analysis” in 1952,

There are five types of texts in content analysis.

1. Written text, such as books and papers

2. Oral text, such as speech and theatrical performance

3. Iconic text, such as drawings, paintings and icons

4. Audio-visual text, such as TV programs, movies and videos

5. Hypertexts, which are texts found on the internet

A content analysis is a pre-instructional analytical planning tool used by the

Characteristics of Content Analysis

-There should be no bias involved in the selection and classification of

a. A doctor having a patient.

Their grades are obtained through the results of their performance in

- It must follow the steps in scientific method such as recognizing and

Note: These will be shown in the illustration of content analysis to be made.

- Interpretations and conclusions from the findings have to depend

- The purpose is to measure the variables.

Example: Social Media

The number of hash tags, number of tagged people in an image, number

Steps in Content Analysis

1. Recognizing the problem

Being aware of the problem

2. Forming the hypothesis

In non-experimental research, the hypothesis is written in question

a. What are the common errors committed by the grade 6 pupils in

b. What might be the possible causes such errors?

c. What measures may be adopted to minimize the errors in composition

3. Doing Library Search

b. To avoid duplication of other studies.

4. Designing the Study.

This is determining the different procedures to be followed in the study.

5. Developing the instrument

This is for collecting data. A tally sheet must be prepared. The

Example: Errors Committed by Grade 6 Pupils in Composition Writing.

a. Agreement between subject and predicate.

1. The simple past tense

a. Present Tense is used instead of simple past tense.

b. Future Tense is used instead of simple past tense.

c. Present participle is used instead of simple past tense.

d. Present Progressive is used instead of simple Past Tense.

2. The Simple Present Tense.

a. The simple past tense is used instead of present tense

b. Future Tense is used instead of present tense.

c. Present Participle is used instead of present tense

d. Past Progressive is used instead of present Tense.

6. Collecting the data

The tallies have to be made for each type of error committed.

7. Analyzing the data.

Types of Errors Committed Numbers of Pupils Committing

Types of Error No. of pupils Percent base = Rank

Generally, conclusions are answers to the questions raised at the

B. Further research should be conducted to affirm or negate the findings in the

Application of Content Analysis of Documentary Materials

Among the important uses are the following:

1. Analyzing to determine the educational, political, sociological,

2. Analyzing the content of textbooks and other instructional materials as a

The Department of Education provide textbooks and curriculum guides that

3. Analyzing the achievements of students in the different subjects to