chapter 3: data collection techniques

•Geoffrey E. MillsGeoffrey E. MillsAction Research: A Guide for the Teacher Researcher, 3eAction Research: A Guide for the Teacher Researcher, 3e

•Copyright ©2007 by Pearson Education, Copyright ©2007 by Pearson Education, Inc.Inc.

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Chapter 3: Data Collection Techniques




Data Collection Techniques

After today’s session you should be able to: Identify multiple data collection

techniques to be included for each research question

Develop the research instruments needed to begin your research.




Data Collection

The decision about what data are collected for an action research area of focus is largely determined by the nature of the problem.

There is no one recipe for how to proceed with data collection efforts.




Qualitative Data Collection TechniquesThe three primary data collection

techniques discussed are:ExperiencingEnquiringExamining




Taxonomy of Action Research Qualitative

Data Collection Techniques

See Key Concepts Box 3-4, p.73 here




Triangulation

The strength of qualitative research lies in its triangulation, collecting information in many ways rather than relying solely on one.

Also described as a “multi-instrument” approach.




Experiencing Through Direct Observation

Teachers undertaking action research have countless opportunities to observe in their own classrooms. They observe as a normal part of their teaching--monitoring and adjusting instruction based on verbal and non-verbal interactions in their classrooms.




Components of Effective ObservationParticipant observationPrivileged observerPassive observer




Participant Observation

To observe the activities, people, and physical aspects of a situation.

To engage in activities that are appropriate to a given situation that provide useful information.




Degrees of Participation

Active Participant ObserverPrivileged, Active ObserverPassive Observer




Fieldnotes

The written records of participant observers are often referred to as fieldnotes. For teacher researchers these fieldnotes may take the form of anecdotal records.




What do I write in my fieldnotes?

Observe and record everything you possibly can.

Observe and look for nothing in particular.

Look for paradoxes.




Components of Effective Observation

See Key Concepts Box 3-1, p. 62 here




Enquiring: When the Researcher Asks

InterviewsQuestionnairesSurveys




Interviews

Informal ethnographic interview.A casual conversation that allows

the teacher to inquire into something that has presented itself as an opportunity to learn about their practice.

Who, what, where, when, why, and how?




Interviews

Structured formal interviews allows the teacher researcher to ask all of the participants in the study the same series of questions.




Structured Formal Interviews

Pilot questions on a similar group of respondents. Use questions that vary from convergent to

divergent. Persevere with silence and “wait time” to elicit a

response. Consider using an audio tape recorder to capture

the interview responses. Locate a private place to interview. Carefully choose who you will interview Take notes during the interview.




Focus Groups

One way to think of a focus group is as a “group interview” where you are trying to collect shared understandings from several individuals as well as to get views from specific people.

When conducting focus groups it is important ensure that all participants have their say and to nurture a group agreement to take turns.




E-Mail Interviews

With schools becoming increasingly networked (for teachers and students), the use of email to “interview” colleagues and students can easily be achieved.

These interviews (or chat rooms) may occur synchronously or asynchronously.

The interaction between the teacher researcher and the participants in the electronic interview will be captured online as a transcript that can be readily collected, analyzed and interpreted.




Questionnaire Guidelines

Carefully proofread questionnaires. Avoid a sloppy presentation. Avoid a lengthy questionnaire. Do not ask unnecessary questions. Use structured items with a variety of

possible responses.




Questionnaires

Whenever possible, allow for an “Other Comments” section.

Decide whether you want respondents to put their names on the questionnaires or whether you will use a number to keep track of who has responded.




Examining: Using and Making Records

This third category for data collection techniques suggests a “catch all” term to describe everything else that a teacher researcher may collect. Again, many of these data sources are naturally occurring and require only that the teacher locate them within the school setting.




Components of Using and Making RecordsArchival sources. Journals.Artifacts.




Archival Sources

Archival sources may include:Attendance ratesRetention ratesDiscipline referralsDropout ratesSuspension ratesStandardized test scores




Journals

The journal acts as a narrative technique for recording events and feelings that are important to the teacher researcher.

Journals are records of classroom life. Journals capture the essence of what

is happening with students in classrooms.




Journals

Journals are more than a single data source. They are an ongoing attempt by teachers to systematically reflect on their practice by constructing narrative that honors the unique and powerful voice of the teachers’ language.




Making Maps, Video- and Audiotapes, Photos, Film, &

ArtifactsThese nonwritten sources of data

can be extremely helpful for teacher researchers trying to monitor what is happening in classrooms in a way that is not always possible in a narrative form.




Construction of Maps

Maps are useful for a number of reasons including:They provide contextual insightsThey serve as a reflective toolThey provide a record of movement

within a classroom/school




Use of Videotape, Audiotape,

Photographs, and Film

A valuable data source when the teacher is fully engaged in teaching but still wants to capture classroom events and interactions.

Downside: Funny faces, bizarre comments, time to

review, technical problems




Artifacts

Classrooms are a rich source of artifacts--written or visual sources of data that contribute to our understanding of what is happening in our classroom.

This category might include student portfolios.




Quantitative Data Collection Techniques

Action researchers must not confuse the quantitative collection of data with the application of a quantitative research design.




Quantitative Data Collection Techniques

Teacher-made testsStandardized testsSchool-generated report cardsAttitude scalesLikert scalesSemantic differential




Teacher made tests

Perhaps one of the most common quantitative data collection techniques used by teachers to aid them in their ability to monitor and adjust instruction.




Standardized Tests

Teachers are very familiar with standardized tests that they administer in order to provide state and national student achievement data.

Standardized tests provide teachers with a snapshot of how their students are performing on a given subject test relative to all other students taking the test.




School-Generated Report Cards

Oftentimes school-generated report cards provide:Narrative feedback about

participation in school-sponsored events and extra-curricular activities.

Letter grades and/or GPA




Attitude Scales

The use of attitude scales allows teacher researchers to determine what an individual believes, perceives, or feels.




Likert Scales

A Likert scale asks students to respond to a series of statements indicating whether they strongly agree (SA), agree (A), are undecided (U), disagree (D), or strongly disagree (SD) with each statement.

Each response corresponds with a point value which leads to a score.




Semantic Differential

A semantic differential asks a student to give a quantitative rating to the subject of the rating scale on a number of bipolar adjectives.

By totaling scores for all items on the semantic differential, the teacher researcher can determine a positive or negative attitude.




Other Measurement Techniques

A good resource for teacher researchers who are seeking a test to provide data to answer their research questions is the Mental Measurement Yearbook.

Visithttp://www.unl.edu/buros




Realign Your Area of Focus When Necessary

Once you start to collect data you may find yourself drawn in other directions that appear more interesting, relevant, or problematic.

Action research is intimate, open-ended, and often serendipitous.




Data Collection Activity

What data collection techniques will you use to answer each of your research questions?

What data collection instruments do you need to locate or develop?

Complete a triangulation matrix for your proposed study.




Triangulation Matrix

See Figure 3-4, p. 78 here

chapter 3: data collection techniques

Documents

data collection efforts

group interview

research instruments

research questiondevelop

action research area

interview responses

data collectionthe decision

use questions