Topic 7_Data Collection Methods I_Woo
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Transcript of Topic 7_Data Collection Methods I_Woo
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TSL3133 Data collection methodsChecklists & Interviews
By Norherani Moning27/1/2015
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Quantitative methods – Qualitative methods
Quantitative Qualitative
SurveysQuestionnaires
Focus groups
Tests Unstructured interviews
Existing databases Unstructured observations
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Often, it is better to use more than one method….
• Mixed methods for action research−Log of activities and participation−Self-administered questionnaires
completed after each workshop−In-depth interviews with key
informants−Observation of workshops−Survey of participants
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Instrument
The generic term that researchers use for a measurement device (survey, test, questionnaire, etc.). To help distinguish between instrument and instrumentation, consider that the instrument is the device and instrumentation is the course of action (the process of developing, testing, and using the device).
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InstrumentsResearcher completed Instruments
Subject-completed instruments
Interview schedule/guides QuestionnairesRating scale Self checklistTally sheets Attitude scalesFlowcharts Personality inventoriesPerformance checklist Achievement/aptitude testTime and motion logs Projective devicesObservation forms Sociometric devices
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Observation…
• Is watching people, programs, events, communities, etc.
• Involves all 5 senses: sight, hearing, smell, touch, and taste
− observation includes more than just “seeing”
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Observation is used…
• To provide information about real-life situations and circumstances
• To assess what is happening• Because you cannot rely on participants’
willingness and ability to furnish information
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When is observation useful?• When you want direct information• When you are trying to understand an
ongoing behavior, process, unfolding situation, or event
• When there is physical evidence, products, or outcomes that can be readily seen
• When written or other data collection methods seem inappropriate
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Observations•Advantages
– Most direct measure of behavior
– Provides direct information
– Easy to complete, saves time
– Can be used in natural or experimental settings
•Disadvantages– May require training– Observer’s presence
may create artificial situation
– Potential for bias– Potential to overlook
meaningful aspects – Potential for
misinterpretation– Difficult to analyze
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Observation – Purpose, benefits • Unobtrusive • Can see things in their natural context• Can see things that may escape conscious
awareness, things that are not seen by others• Can discover things no else has ever really paid
attention to, things that are taken for granted • Can learn about things people may be unwilling to talk
about• Inconspicuous – least potential for generating
observer effects• Least intrusive of all methods• Can be totally creative – has flexibility to yield insight
into new realities or new ways of looking at old realities
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Observation – Limitations1. Potential for bias
• Effect of culture on what you observe and interpret
2. Reliability• Ease of categorization
•Usually you do not rely on observation alone; combine your observations with another method to provide a more thorough account of your program.
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Observation – Ethical issues• Unobtrusiveness is its greatest strength;
also potential for abuse in invasion of privacy
• Can venture into places and gather data almost anywhere
• Covert – overt− Always consider ethics and human subjects
protection.
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Types of observation
• Structured Unstructured
Observing what does not happen may be as important as observing what does happen.
Looking for
Looking at
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Steps in planning for observation• Determine who/what will be observed.• Determine aspects that will be observed
(characteristics, attributes, behaviors, etc.).• Determine where and when observations
will be made.• Develop the observation record sheet.• Pilot test the observation record sheet.• Collect the information.• Analyze and interpret the collected
information.• Write up and use your findings.
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Who/what to observe • People (individuals, groups, communities)
− Characteristics − Interactions− Behaviors− Reactions
• Physical settings• Environmental features• Products/physical artifacts
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Observation – Example If you want information about… You would record…
Who uses a particular service
Total number of users broken down by gender, age, ethnicity, etc.
Interactions between youth and adults
# and types of questions asked by each
Neighborhood safety ???
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What to observe − Example• Exhibit on tobacco use at a county fair
• Information needed – • Number of youth who visit the exhibit:
age, gender, cultural background
Can the information be observed accurately? e.g., gender may be more obvious than age or cultural background.
Will the observer affect the situation?
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Recording your observations •Observations need to be recorded to be credible. You might use:
• Observation guide• Recording sheet• Checklist• Field note• Picture• Combination of the above
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Observational rating scales• Written descriptions –
written explanations of each gradation to observe
• Photographs – series of photos that demonstrate each of the grades on the rating scale
• Drawings, sketches, etc. – other visual representations of conditions to be observed
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Practice• For today’s class what observational
data could we collect that would tell us …• whether learning is occurring• the characteristics of attendees • whether the setting is conducive to
learning• whether the materials are easy to use
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Instruments
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Checklists
• A list of skills or behaviours to be checked off as they are observed.
• Checklists are often presented as lists with small checkboxes down the left hand side of the page. A small tick or checkmark is drawn in the box after the item has been completed.
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Checklists - advantages
• to reduce failure by compensating for potential limits of human memory and attention
• to ensure consistency and completeness in carrying out a task.
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Checklists…
research• Observation• Interview – many data collectors
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Open-ended ChecklistsEg: practitioner wants to research on her own
teaching performance:• Colleague to collect data of the practitioner • Aim – to capture the full array and distribution of
teacher’s instructional activities and students’ classroom experiences on a typical school day
• Eg.-record a “snapshot” of data every 30 seconds during 70 separate five-minute classroom visits.
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Open-ended checklist of observed teacher activities
Activity No of snapshots where observed
Percentage of total snapshots365
Responding to or helping individual students
112 18%
Asking questions 100 16%
Lecturing 91 14%
Paperwork (at desk) 42 7%Active monitoring (looking for students needing help)
41 6%
Getting materials 38 6%
Administering tests 27 4%
Management (attendance, organisational details)
27 4%
Audiovisual equipment set-up 25 4%
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Open-ended Checklists…• new category of student or teacher behavior was
observed - added it to the list• previously observed behaviour was observed a
second or third time - simply noted it with another slash mark.
• Data collector need not be concerned that the list of categories is becoming too long.
• Categories can always be combined
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Predefined Checklists• Pre-determined list of criteria to be checked or
observed• Planned in advance• Inter-rater reliability– multiple collectors • Definitions must be unambiguous and observable –
many data collectors• Members – meeting to define terms and achieve
consensus on eg. observing students’ performance in class using Bloom’s taxonomy
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Predefined checklist :cognitive level of lesson in a high school
Activity Number of Times Observed
Comprehending new information 21Applying knowledge 19Analysing information 6Synthesising information 12Evaluating information 6
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Performance Checklists• Consist of a list of behaviours that make up a
certain type of performance• Used to determine whether or not an
individual behaves in a certain (usually desired) way when ask to complete a particular task
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Performance checklist sample
1. Takes slide ____2. Wipes slide with lens paper ____3. Wipes slide with cloth ____4. Wipes slide with finger ____5. Moves bottle of culture along the table ____ 6. Places drop or two of culture on slide ____
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Self-checklists
• A list of several characteristics or activities presented to the subjects of a study
• To diagnose or to appraise own performance
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Self-checklist sample• Date_________ Name___________• Instructions: Place a check (√) in the space provided for
those days, during the past week, when you have participated in the activity listed.
• Mon Tue Wed Thur Fri
1. I participated in class discussion.2. I did not interrupt others while they were speaking.3. I encouraged others to offer their opinions.
•
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Language FeaturesLanguage FeaturesThe writer:
Always Sometimes Not Yet Teacher’s Comments
uses a formal and objective style
demonstrates consistent use of tense
demonstrates consistent use of singular and plural generic participants
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Research Interviews
• 2-person conversation initiated by the interviewer for the specific purpose of obtaining research-relevant information and focused by him on content specified by research objectives of systematic description, prediction, or explanation.
(Cannell & Kahn in Cohen, Manian & Morrison 2011)
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Interviews
• Enables researchers/interviewers to gather data through direct verbal interaction
• Answers to questions are recorded by researcher
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Interviews vs everyday conversation
• specific purpose• often question-based (questions asked by the
interviewer)• Interviewer may express ignorance• Interviewee provide explicit responses usually
in detail• Constructed and usually a specifically plan
event rather than naturally occurring situation
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Types of interviews
• Interviews differ in the openness of their purpose, their degree of structure, the extent to which they are exploratory or hypothesis-testing, whether they seek description or interpretation, or whether they are largely cognitive-focused or emotion-focused.
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Structured interviews
• Respondent is asked a series of pre-established questions with pre-set response categories
• All respondents receive the same questions in the same order, delivered in a standardised manner
• There is little room for variation in response• Interviewer – plays neutral role
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Structured interview e.g.
Writing strategies• Are you a good writer? Why?• What makes you a good writer? Why?• When you are writing and you get stuck, what do
you do?• When you don’t know how to spell a word, what do
you do?• What do you like best about your own writing?
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Semi-structured interviews
• use an interview guide with some questions developed in advance
• Use open-ended questions• allow the interviewer to stray from the
interview guide by asking follow-ups as the interviewer believes appropriate
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Unstructured interviews• Open situation, greater flexibility and freedom • Although the research purposes govern the questions
asked, their content, sequence, and wording are entirely in the hands of the interviewer/interviewee
• need only a checklist of topics to be covered • There is no order and no script• The interaction between the participant and the
researcher is more like a conversation than an interview.
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Unstructured / Non-directive interviews (cont…)
• Minimal direction or control exhibited by interviewer
• The freedom the respondent has to express her subjective feelings as fully and as spontaneously as she chooses or is able
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Advantages• Flexible• Can use non verbal cues for more information• Interviewer can clarify any questions that are
obscure – gets behind immediate level of response
• Can be used with little fore-knowledge of the situation
• Situational - gets respondent’s view framework/ interpretation
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Disadvantages• Not standardised• Not replicable• Time consuming, expensive• Difficult to get co-operation from respondents• Presence of interviewer (researcher) may
inhibit respondents from saying what they really think
• Results difficult and time consuming to analyse
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Probing• Interview question:
“What did you like best about this program?”• Response: “I liked everything.” • Probe 1: “What one thing stood out?”• R: “Being with my friends.”• Probe 2: “What about the program activities?”• R: “I liked it when we worked as a team.”• Probe 3: “How come?”• R: “It was neat to hear each other’s perspectives. I
heard some things I hadn’t considered before.” • Probe 4: “What is one thing that you learned?”
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Interviewing tips• Keep language pitched to that of
respondent• Avoid long questions • Create comfort• Establish time frame for interview• Avoid leading questions• Sequence topics• Be respectful• Listen carefully
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Recording responses• Write down response• Tape record• Key in on computer• Work in pairs• Complete notes after interview
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Tutorial Task• Refer to the previous table that you have
created for Dr. Zaira’s tutorial. You have identified your focus, topic, problem statement, research questions etc.
• Now based on all these details plan your method and create your instruments. Make sure that your instruments will provide data that answers your Research Questions.