EE-5101-F (GROUP PQ)TEO AI MOOI (11M8154)

YENNURSE BENSON (11M8155)HJ ZAINUDIN BIN PDISDSLJ HJ JOHARI (11M8190)

JOHAN BENSON (11M8096 )

Data Collection: Observation, survey

and document

DATA COLLECTION

OBSERVATION

PARTICIPANT OBSERVATION

SYSTEMATIC OBSERVATION

DIRECT OBSERVATION

SURVEY DOCUMENTATION

DATA COLLECTION

OBSERVATION

PARTICIPANT OBSERVATION

SYSTEMATIC OBSERVATION

DIRECT OBSERVATION

DATA COLLECTION: Systematic Observation

Researchers set up decision rules ahead of time that reduce inferences. A decision rule is a procedure set in place before we begin data collection. We construct our observational research in such a way that if someone else did it, under the same or similar circumstances, they would come up with the same result. In order to do this, our procedure and decision rules must be clearly described.

Why set up systematic observation?

So that we eliminate or reduce biassource: http://psychology.ucdavis.edu/sommerb/sommerdemo/observation/systematic.htm

Systematic observation is normally linked with the production of quantitative data and the use of statistical analysis. (Denscombe 1998)

Systematic observation has its origins in social psychology in particular the study of interaction in settings such as school classrooms. (Flanders 1970; Simon and Boyer 1970; Croll 1986)

DATA COLLECTION: Systematic Observation

Participant observation is mainly associated with sociology and anthropology, and is used by researchers to infiltrate situations, sometimes as an undercover operation, to understand the culture and processes of the groups being investigated. It usually produces qualitative data. (Denscombe 1998)

DATA COLLECTION: Participant Observation

Source: Denscombe, M. (1998). The good research guide for small-scale social research projects. Buckingham: Open University Press.

DATA COLLECTION: Participant Observation

(Becker & Geer, 1957)

By participant observation we mean the method in which the observer participates in the daily life of the people under study, either openly in the role of researcher of covertly in some disguised role observing things that happen, listening to what is said, and questioning people, over some length of time.

DATA COLLECTION: Participant Observation Participant observation "combines participation in the

lives of the people being studied with maintenance of a professional distance that allows adequate observation and recording of data" (Fetterman, 1998, pp. 34-35).

Participant observation underscores the person's role as participant in the social setting he or she observes. (Gold, 1958, Adler and Adler, 1984)

Moreover, it has been argued that in a sense all social research is a form of participant observation, because we cannot study the social world without being part of it (Hammersley & Atkinson, 1983)

Bernard (1988) suggests that participant observation must be learned in the field.  However, he identifies several skills associated with participant observation. 

SKILL OF PARTICIPANT OBSERVER Learning the Language Building explicit awareness Building Memory Maintaining Naiveté (the

quality or state of being naive ) Building writing skills

DATA COLLECTION: Participant Observation

Ethical issues

Some basic ethical principles:

The obligation to inform people that they are part of a research project is universal, no matter what your methods! Always be honest about who you are, what your research is about, why you want to talk, and what you will do with the information.Ensure your field notes and transcripts do not contain personal identifiers. Keep raw and processed data locked and/ or password protected , etc

“…it is difficult to anticipate every ethical issue. Researchers engaged in long term Participant Observation need to interrogate themselves continuously about the ethical issues arising as the research setting undergoes change”. (University of Toronto

Social Sciences and Humanities Research Ethics Board (SSH REB))

Articles:

Participative Observation: Standing in the Shoes of Others? By Jan Savage. Published by:http://www.sagepublications.com

The online version of this article can be found at:http://qhr.sagepub.com/content/10/3/324

Guidelines for Ethical Conduct in Participant Observation, by University of Toronto Social Sciences and Humanities Research

Ethics Board (SSH REB)http://www.research.utoronto.ca/ethics/pdf/human/nonspecific/

Participant%20Observation%20Guidelines.pdf

STRENGTHSSYSTEMATIC

OBSERVATIONPARTICIPANT

OBSERVATION

Direct data collection Basic Instrument is ‘Self’

Systematic and rigorous Non - Interference

Efficient Insight

Pre-coded data Ecological Validity

Reliability Holistic

Subject’s view of point

WEAKNESSESSYSTEMATIC

OBSERVATIONPARTICIPANT

OBSERVATION

Behaviour, not intentions AccessOversimplifies Commitment

Contextual information Danger

Naturalness of the setting Representativeness of the data

Deception

DATA COLLECTION

SURVEY DOCUMENTATION

DATA COLLECTION: SURVEY

Survey is to find how many people, within a defined social-geographical area, hold particular qualities.

Survey types:Factual – aims at collecting facts about the condition or population.Attitude – aims at producing an accurate picture of people’s attitude as a guide to their likely behavior.Social psychological – used survey designs and questionnaire to investigate the distribution of personality via various kinds of attitudes measurement

RECORDING DATA IN SURVEY

QUESTIONNAIRE – Likert type questions

ANALYSE SURVEY

Part A – Demographic data analyzed item by item by determining the number and percentage of

responses for each choice.Part B – Likert scale question owing to answering a

specific aspectPart C – Open-ended to question to investigate and

elicit more narrative responses

DATA COLLECTION: SURVEY

STRENGTH WEAKNESSESS

EMPIRICAL DATA TENDENCY to EMPIRICISM

WIDE & INCLUSIVE DETAIL & DEPTH of the DATA

SURVEYS LEND THEMSELVES to QUANTITATIVE DATA

ACCURACY & HONESTY of RESPONSES

COSTS & TIME

DATA COLLECTION: DOCUMENTATION

Several publications indicate that documents as a rich source of data.

(Webb, Campbell, Schwartz, & Sechrest, 1966; Hareven, 1978; Aries, 1962; Laslett, 1965; Jackson & Winchester, 1979)

Role of the ResearcherThe understanding of historical method and knowing how to use content analysis are important factors for the researcher in understanding and using records of the past.

DATA COLLECTION: DOCUMENTATION

Role of the Consumer3 primary activities; searching for and sifting the asserted facts, interpretation, and the written word of narration.

Documents do not supply the final truth, for history and social science are always in the process of being rewritten.

DATA COLLECTION: DOCUMENTATION

Evidence extracted from sources such as population censuses, school records, vital statistics, cemetery records, diaries, autobiographies, personal letters, economic records, books, magazines, speeches, court records, congressional records, laws and regulations.

Collection of other materials of sources stored away by various sectors of societies and individuals.

Written or oral record that contains information about human behavior, social conditions and social processes can be subsumed under the broad are of documents.

“If you don’t know history, you don’t know anything.”

DATA COLLECTION: DOCUMENTATION

STRENGTH WEAKNESSESS

NON-INTERFERENCE CREDIBILITY of the SOURCE

INSIGHT SECONDARY DATA

ECOLOGICAL VALIDITY SOCIAL CONSTRUCTION

HOLISTIC

SUBJECTS’ POINT OF VIEW

Nevins (1938) notes that history allows people to sense their relationship with the past.

Article TitlesArticle 1:Congruence between roles and actions of secondary special educators in

co-taught and special education settings

Article 2: An assessment of teacher education students’ perceptions and satisfaction

of their learning experiences in a summer pilot program

Article 3: High Quality Professional Development: An Investigation of the Supports for

and Barriers to Professional Development in Arts Education

Article 4: Responses of Young Children Contemporary Art Exhibits:

The Role of Artistic Experiences

PurposeArticle 1:

To examine and describe the roles and instructional actions of secondary special educators in co-taught and special education classrooms.

Article 2:

To describe teacher education students' perceptions and satisfaction of their learning experiences concerning their potential adaptation to an accelerated summer pilot program. A secondary purpose of this study was to provide information on the impact and teaching effectiveness of the accelerated teacher education summer pilot program on participating students.Article 3:

To explore the experiences of arts (music, drama, dance, visual art) teachers participating in subject specific teacher collaborative.

Article 4:

The purpose of this study was to explore pre-primary children’s responses to contemporary art exhibits in a museum setting, the role of previous artistic experiences, and the impact of the art museum visit on children’s responses to artworks and making art during classroom practice.

ParticipantsArticle 1:

3 special educators (high school),3 special educators (middle school)

Article 2:

284 students

131 were inrolled in session I and 153 enrolled in session II

Article 3:

57 teachers for written data

Narrowed down to 6 participants for focus group & in-depth interview and observation

Article 4:

32 children (16 boys and 16 girls), age 5-6

Information from parents and teachers 28 children had never been to museums or any other historical or science museums

Data CollectionArticle 1:

Observation

Interview

Documents

Article 2:

Questionnaire

Article 3:

Documents: Participants’ Written data, archival data

Observation

Focus group interview

Article 4:

Observation

Open interview

Documents

Data Analysis & Validity Article 1:

Open coding, axial coding, observation, interviews, & documents from teachers and administration

Article 2:

Open-ended questions to investigate and elicit more narrative responses related to the students’ general satisfaction. Data were then exported to SPSS, analyzed itme by determining the number and percent of responses for each choice.

Article 3:

Identified data & Coded

Compared to find patterns

Use primary & secondary source materials

Peer reviews

Time – 2 years

Article 4:

Analysed responses to the artwork each child selected

Information collected from observation & interviews

Example: Article 3

High Quality Professional Development: An Investigation of the Supports for and Barriers to

Professional Development in Arts Education

Data collection: Observation, survey, interviews, & documents

Survey - Participants response (in writing) to questions regarding the institute. Did not elaborate much on the questions.

Observation – Detailed field notes were taken during the observations at six school sites during the lesson studies. Each of these six observations lasted between two and three hours. The lesson studies were video taped and field-notes recorded the observations and the data were transcribed immediately following each of the observations.

Documents - Archived data served as secondary source includes participant notebooks, completed unit plans and samples of student work.

Example: Article 3

High Quality Professional Development: An Investigation of the Supports for and Barriers to

Professional Development in Arts Education

Ethic - Participants were informed.

300 hours of Observations, 2-3 hours each session

-Detailed field notes -Transcribed immediately following each observation

Survey and documents

• Reviewing• Compare & Contrast• Look for pattern • Coding

No time for discussing the rest…

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REFERENCESAdams, G.R. (1985). Understand research methods. New

York: Longman Inc.

Bernard, H.R. (1988). Research Methods in Cultural Anthropology. Newbury Park, CA: Sage Publications.

Denscombe, M. (1998). The good research guide for small-scale social research projects. Buckingham: Open University Press.

Denzin, N.K., & Lincoln, Y.S. (1998). Strategies of qualitative inquiry. California: Sage Publication.

REFERENCESHicks, T., Lewis, L., Munn, G., Jordon, E., & Charles, K. (2010). An assessment of teacher

education students’ perceptions and satisfaction of their learning experiences in a summer pilot program. College Quarterly, 13(1), 1-19. Retrieved Mac, 18, 2012, from http://www.collegequarterly.ca/2010-vol13-num01-winter/hicks-lewis-munn-jordan-charles.html

Lind, V. (2007, February, 10). High quality professional development: An investigation of the supports for and barriers to professional development in arts education.

International Journal of Education & the Arts, 8(2), 1-18. From http://ijea.asu.edu/v8n2/

Savva, A. & Trimis, E. (2005, November, 7) Responses of young children to contemporary art exhibits: The role of artistic experiences. International Journal of Education and the Arts, 6(13), 1-23. Retrieved Mac, 18, 2012, from http://ijea.asu.edu/v6n13/

Weiss, M.P. & Lloyd, J.W. (2002) Congruence between roles and actions of secondary special educators in co-taught and special education settings. The Journal of Special Education, 36(2), 58-68. Retrieved December, 4, 2010, from http://sed.sagepub.com/content/36/2/58

http://psychology.ucdavis.edu/sommerb/sommerdemo/observation/systematic.htm

http://www.research.utoronto.ca/ethics/pdf/human/nonspecific/Participant%20Observation%20Guidelines.pdf

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