Observation is one of the important and basic methods or techniques or tools for collecting data in almost all types of research studies.(experimental or laboratory research, descriptive research or qualitative research.)
Observation as a research tool is used in understanding, measuring, prediction and modification of human behavior.
The observer can opt for either participant or non participant observation. This technique can be used to observe the behavior or attitude of the individual or a group. The observer has to plan carefully and execute the plans to collect accurate information. The observation could be supported with interaction.
This method gives an opportunity to know the insights of the group and naturally, the observer will be able to get the factual data compared to other methods of data collection.
This document defines observation and discusses its purposes and types in research. Observation involves perceiving data through the senses and can be used to gather empirical data, supplement information, and describe variables that cannot be described without direct observation. There are two types of observation: participant observation where the observer is involved and nonparticipant where they are an outside observer. Observation can also be structured to focus on particular aspects or unstructured with no predefined items. It has advantages like providing first-hand data and allowing subjects to be studied in natural settings, but disadvantages include lack of control over external factors and difficulty quantifying unstructured data. Characteristics of good observational research include being specific, systematic, quantitative, immediately recorded, and done by an expert whose results
This document discusses different types of experimental research designs, including their advantages and disadvantages. It covers true experimental designs like pretest-posttest and Solomon four-group designs. It also discusses quasi-experimental designs like nonequivalent control group and time series designs, as well as pre-experimental designs. Threats to internal and external validity are explained for different designs.
Topic 1 introduction to quantitative researchAudrey Antee
This document provides an introduction to quantitative research. It defines quantitative research as collecting and analyzing numerical data to explore, describe, explain, or predict trends. Quantitative research aims for objectivity and controls outside factors. It states hypotheses and uses statistics to analyze results. The document outlines reasons for quantitative research such as exploration, description, explanation, prediction, and evaluation. It also describes common types of quantitative research designs and the key components of measurement, sampling, research design, and statistical procedures.
The document discusses observation as a research method for collecting data in behavioral science studies. It defines observation as systematically recording behaviors, objects, or occurrences without communicating with what is being observed. There are different types of observation including participant and non-participant, as well as direct and indirect observation. The advantages of observation are that it allows researchers to study natural behaviors without influencing participants. However, it also risks selective perception bias. Proper planning is needed when using observation which includes determining what to observe and how to record the data, such as with observation guides, checklists, or recording devices.
This document discusses different types of descriptive research studies including normative surveys, educational surveys, and psychological research studies. It provides examples of each type of descriptive study including the purpose, procedures, and key findings. A normative survey examines typical conditions and practices to establish norms. An educational survey looks at factors related to the teaching and learning process. A psychological research study compares behaviors and reactions in different situations. Descriptive research aims to describe current conditions and phenomena without manipulating variables.
Research can be classified as either basic or applied. Basic research seeks to expand knowledge and develop theories without necessarily solving immediate problems, while applied research tests theories and principles to solve practical problems. Applied research aims to improve areas like agricultural production, disease treatment, and energy efficiency. Examples of applied research topics include persuasion techniques and interventions for autism.
Survey research is a commonly used method in the social sciences to gather information from a population sample. It involves asking questions of respondents through methods like interviews, questionnaires, or feedback forms. The goal of survey research is to collect data on attitudes and behaviors to understand a population as a whole. Key aspects of survey research include developing representative samples, considering sources of bias, and designing surveys that minimize influencing respondents. The process involves planning, sampling, questionnaire construction, data collection, analysis, and reporting conclusions.
This document defines observation and discusses its purposes and types in research. Observation involves perceiving data through the senses and can be used to gather empirical data, supplement information, and describe variables that cannot be described without direct observation. There are two types of observation: participant observation where the observer is involved and nonparticipant where they are an outside observer. Observation can also be structured to focus on particular aspects or unstructured with no predefined items. It has advantages like providing first-hand data and allowing subjects to be studied in natural settings, but disadvantages include lack of control over external factors and difficulty quantifying unstructured data. Characteristics of good observational research include being specific, systematic, quantitative, immediately recorded, and done by an expert whose results
This document discusses different types of experimental research designs, including their advantages and disadvantages. It covers true experimental designs like pretest-posttest and Solomon four-group designs. It also discusses quasi-experimental designs like nonequivalent control group and time series designs, as well as pre-experimental designs. Threats to internal and external validity are explained for different designs.
Topic 1 introduction to quantitative researchAudrey Antee
This document provides an introduction to quantitative research. It defines quantitative research as collecting and analyzing numerical data to explore, describe, explain, or predict trends. Quantitative research aims for objectivity and controls outside factors. It states hypotheses and uses statistics to analyze results. The document outlines reasons for quantitative research such as exploration, description, explanation, prediction, and evaluation. It also describes common types of quantitative research designs and the key components of measurement, sampling, research design, and statistical procedures.
The document discusses observation as a research method for collecting data in behavioral science studies. It defines observation as systematically recording behaviors, objects, or occurrences without communicating with what is being observed. There are different types of observation including participant and non-participant, as well as direct and indirect observation. The advantages of observation are that it allows researchers to study natural behaviors without influencing participants. However, it also risks selective perception bias. Proper planning is needed when using observation which includes determining what to observe and how to record the data, such as with observation guides, checklists, or recording devices.
This document discusses different types of descriptive research studies including normative surveys, educational surveys, and psychological research studies. It provides examples of each type of descriptive study including the purpose, procedures, and key findings. A normative survey examines typical conditions and practices to establish norms. An educational survey looks at factors related to the teaching and learning process. A psychological research study compares behaviors and reactions in different situations. Descriptive research aims to describe current conditions and phenomena without manipulating variables.
Research can be classified as either basic or applied. Basic research seeks to expand knowledge and develop theories without necessarily solving immediate problems, while applied research tests theories and principles to solve practical problems. Applied research aims to improve areas like agricultural production, disease treatment, and energy efficiency. Examples of applied research topics include persuasion techniques and interventions for autism.
Survey research is a commonly used method in the social sciences to gather information from a population sample. It involves asking questions of respondents through methods like interviews, questionnaires, or feedback forms. The goal of survey research is to collect data on attitudes and behaviors to understand a population as a whole. Key aspects of survey research include developing representative samples, considering sources of bias, and designing surveys that minimize influencing respondents. The process involves planning, sampling, questionnaire construction, data collection, analysis, and reporting conclusions.
This document discusses different types of interviewing techniques used in research. It defines an interview as a verbal conversation between two people to collect relevant information. The main types of interviews covered are personal interviews conducted in-person, telephone interviews, focus group interviews involving a moderator and group, depth interviews which are nondirective, and projective techniques which use ambiguous stimuli. Personal interviews generally follow five stages - rapport building, introduction, probing, recording, and closing. Telephone and focus group interviews as well as projective techniques are also outlined. The conclusion states that interviews allow researchers to feel they have collected true, honest, and original data through direct interaction.
This document discusses identifying and formulating a research problem. It explains that a research problem is a question a researcher wants to answer or a problem they want to solve. Selecting a good research problem depends on factors like the researcher's knowledge and interests. The identification of a research problem is the first step in the research process. Common sources for research problems include personal and practical experience, literature reviews, previous research, theories, and discussions with experts. Formulating a clear research problem with relevant components is an important but challenging part of the research process.
Historical research involves the systematic study of past events and problems through primary and secondary sources. It includes identifying a problem, collecting and evaluating data sources through external and internal criticism, synthesizing information, and interpreting conclusions. Some examples are essays from the Civil War, school attendance records over decades, and high school diplomas from the 1920s. While historical research provides perspective on current issues, it is limited by unavailable data and an inability to control past variables. Overall, understanding history assists in defining past situations and their modern meaning.
This document discusses guidelines for selecting a research problem and formulating hypotheses. It defines key terms like research problem, assumption, hypothesis, and title. It provides guidelines for writing titles, selecting research topics, formulating general and specific research problems. It also discusses the different forms hypotheses can take and their purposes and functions in research.
This document outlines a presentation on experimental research methods prepared by Group C for Professor Nafiz Zaman Shuva at the University of Dhaka. The presentation highlights the definition of research and experimental methods, the steps of experimental research including identifying a problem, reviewing literature, formulating hypotheses, designing an experiment, collecting and analyzing data, and presenting findings. It also discusses the advantages of experimental research in determining cause-and-effect relationships through manipulation and control of variables, and the disadvantages related to limitations in controlling all variables and generalizing experimental results to real-world settings.
This document provides an overview of case study research. It defines case study as a qualitative approach that focuses on a bounded system. Case study is not a methodological choice but a choice of what to study. It can be used to answer descriptive and explanatory questions. There are three main types of case studies: intrinsic, instrumental, and collective. Case studies are particularistic, descriptive, and heuristic. They involve collecting data through various techniques. Cross-site analysis strategies help compare multiple cases. Case studies have strengths like providing an in-depth understanding but also limitations such as subjectivity. Examples of famous case studies include studies of Genie the feral child and Jill Price.
Non – Probability Sampling (Convenience, Purposive).Vikas Kumar
This document discusses different types of sampling methods used in social science research. It defines sampling as selecting a subset of individuals from a population to estimate characteristics of the whole population. The main types discussed are probability sampling, which gives all individuals an equal chance of selection, and non-probability sampling, which does not. Specific non-probability methods explained include convenience sampling, where samples are selected based on accessibility, and purposive sampling, where the researcher selects specific samples based on characteristics relevant to the research question.
This document defines research and outlines its key characteristics. Research is defined as a systematic process of investigating problems based on facts and logic rather than opinions. It involves gathering original data, analyzing it critically and reaching evidence-based conclusions. Research is characterized as expert, systematic, objective, patient and carefully documented. The main types of research are applied, basic, historical, descriptive and experimental. Descriptive research seeks to characterize existing situations through techniques like content analysis, case studies, surveys and participant observation.
This document provides an overview of the key differences between quantitative and qualitative research methods. Quantitative research aims to test hypotheses and make predictions by studying specific variables through structured data collection from large randomly selected groups, which is then analyzed statistically. Qualitative research seeks to understand social phenomena through descriptive data like words and images collected from smaller non-random groups via open-ended questions, interviews and observations, with the goal of gaining insights rather than making generalized predictions.
By the end of this presentation you should be able to:
Describe the justification of qualitative Sampling Techniques
Understand different types of Sampling Techniques
This document provides an introduction to educational research. It defines educational research as a formal, systematic process to solve problems related to education through careful investigation. The characteristics of educational research include investigating both the science and art of education through testing hypotheses, correcting errors, and suggesting improvements. Educational research has historically developed in four phases from before 1900 to the present day. The document outlines different types of research such as basic research, applied research, and action research. It also discusses the need for educational research and some limitations to educational research, such as the complexity of studying human behavior and difficulties in observation, replication, and measurement.
Qualitative research aims to understand people's experiences and interpretations of the world. It provides rich, detailed descriptions through methods like interviews, observations, and written responses. The researcher immerses themselves in the topic to understand perspectives without assumptions. Main types include case studies, grounded theory, phenomenology, and ethnography. Data collection involves interactions, written responses, and observations. Analysis begins during data collection to guide further inquiry. The process moves from specific to general understanding through a funnel or inductive approach. Validity is increased through triangulation of multiple data sources, types, and collection methods. Strengths include understanding context, but it is time consuming and results may not generalize. Mixed methods combine qualitative and quantitative approaches at different stages of
This document discusses different types of descriptive research methods. Descriptive research aims to describe "what exists" with respect to current conditions or variables. Methods include surveys, correlation studies examining relationships between variables, and developmental studies analyzing changes over time. Descriptive research can be quantitative by collecting numerical data or qualitative by describing categories. It involves gathering and organizing data to depict and describe observations. Examples of descriptive studies ask questions about attitudes, activities, reactions, and changes over time.
This document provides an overview of qualitative research. It discusses the history and characteristics of qualitative research, including that it seeks to understand perspectives from local populations. The document outlines various qualitative methods like case studies, ethnography, and grounded theory. It also discusses issues in qualitative research such as gaining entry, selecting participants, and enhancing validity. Strategies to reduce bias like triangulation and examining outliers are presented.
Data and data collection in qualitative researchRizky Amelia
This document discusses various qualitative research data collection methods including interviews, introspective methods, questionnaires, observations, documents, and production tasks. It provides details on structured, semi-structured, and unstructured interviews. Introspective methods examine thought processes using think-aloud protocols, diaries, and retrospection. Questionnaires can be closed-ended, open-ended, or mixed. Observations involve either participant or nonparticipant research. Documents include personal records, official communications, and popular culture materials. Production tasks examine participant-generated artifacts.
This document discusses various sampling strategies used in qualitative research including:
1) Purposeful sampling is used to select information-rich cases to answer research questions, such as extreme or typical cases.
2) Specific purposeful sampling strategies are described like maximum variation which selects cases from different conditions, and homogeneous groups which provides an in-depth look at a subgroup.
3) Other strategies discussed include snowball sampling which asks participants who else to interview, criterion sampling which uses predetermined criteria, and opportunistic sampling which makes on-the-spot decisions in the field.
This document discusses narrative research, which involves collecting and analyzing stories from individuals about their lived experiences. Narrative research aims to understand how people make meaning of their experiences through stories. It developed as a way to understand human experiences across disciplines. Key aspects include gathering individual stories through methods like interviews and documents, reorganizing the stories chronologically, identifying themes across stories, and collaborating closely with participants. The document provides examples of narrative research types and outlines important considerations like authenticity, accuracy, and ensuring participants are comfortable sharing stories.
Educational Research methods and ToolsNSureshBabu4
The document discusses research methods and tools used in educational research. It defines research methods as strategies used to collect and analyze data to uncover new information on a topic. The two main types of research methods are quantitative and qualitative. Quantitative methods focus on measuring and analyzing relationships between variables, while qualitative methods aim to understand phenomena in their natural settings. Common quantitative tools include questionnaires, rating scales, and tests. Qualitative tools include interviews, observations, and document analysis. The document also provides examples and definitions of specific research approaches like experimental, descriptive, case study, and ethnography research. Common tools in educational research are questionnaires, interviews, observations, checklists, and scorecards.
The document discusses various research instruments that can be used to collect data, including questionnaires, interviews, rating scales, checklists, sociometry, document analysis, scorecards, observation, psychological tests, and standardized tests. It provides details on the types, advantages, and disadvantages of each instrument. Guidelines are also provided for ensuring research instruments are valid, reliable, and field tested to effectively gather accurate and useful data.
Observation is the systematic description of the events, behaviors, and artifacts of a social setting. Characterize all researches: experimental, descriptive, and qualitative.
Observation is a systematic method of data collection where a researcher directly watches and records behaviors, actions, and other phenomena without participating. It involves planning what to observe, recording observations using tools like checklists or logs, and analyzing the data. Some key advantages are that it occurs in natural settings and provides objective data on behaviors, while disadvantages include potential subjectivity and the risk of altering behaviors under observation. Common types of observation include participant, non-participant, direct, and indirect observation.
This document discusses different types of interviewing techniques used in research. It defines an interview as a verbal conversation between two people to collect relevant information. The main types of interviews covered are personal interviews conducted in-person, telephone interviews, focus group interviews involving a moderator and group, depth interviews which are nondirective, and projective techniques which use ambiguous stimuli. Personal interviews generally follow five stages - rapport building, introduction, probing, recording, and closing. Telephone and focus group interviews as well as projective techniques are also outlined. The conclusion states that interviews allow researchers to feel they have collected true, honest, and original data through direct interaction.
This document discusses identifying and formulating a research problem. It explains that a research problem is a question a researcher wants to answer or a problem they want to solve. Selecting a good research problem depends on factors like the researcher's knowledge and interests. The identification of a research problem is the first step in the research process. Common sources for research problems include personal and practical experience, literature reviews, previous research, theories, and discussions with experts. Formulating a clear research problem with relevant components is an important but challenging part of the research process.
Historical research involves the systematic study of past events and problems through primary and secondary sources. It includes identifying a problem, collecting and evaluating data sources through external and internal criticism, synthesizing information, and interpreting conclusions. Some examples are essays from the Civil War, school attendance records over decades, and high school diplomas from the 1920s. While historical research provides perspective on current issues, it is limited by unavailable data and an inability to control past variables. Overall, understanding history assists in defining past situations and their modern meaning.
This document discusses guidelines for selecting a research problem and formulating hypotheses. It defines key terms like research problem, assumption, hypothesis, and title. It provides guidelines for writing titles, selecting research topics, formulating general and specific research problems. It also discusses the different forms hypotheses can take and their purposes and functions in research.
This document outlines a presentation on experimental research methods prepared by Group C for Professor Nafiz Zaman Shuva at the University of Dhaka. The presentation highlights the definition of research and experimental methods, the steps of experimental research including identifying a problem, reviewing literature, formulating hypotheses, designing an experiment, collecting and analyzing data, and presenting findings. It also discusses the advantages of experimental research in determining cause-and-effect relationships through manipulation and control of variables, and the disadvantages related to limitations in controlling all variables and generalizing experimental results to real-world settings.
This document provides an overview of case study research. It defines case study as a qualitative approach that focuses on a bounded system. Case study is not a methodological choice but a choice of what to study. It can be used to answer descriptive and explanatory questions. There are three main types of case studies: intrinsic, instrumental, and collective. Case studies are particularistic, descriptive, and heuristic. They involve collecting data through various techniques. Cross-site analysis strategies help compare multiple cases. Case studies have strengths like providing an in-depth understanding but also limitations such as subjectivity. Examples of famous case studies include studies of Genie the feral child and Jill Price.
Non – Probability Sampling (Convenience, Purposive).Vikas Kumar
This document discusses different types of sampling methods used in social science research. It defines sampling as selecting a subset of individuals from a population to estimate characteristics of the whole population. The main types discussed are probability sampling, which gives all individuals an equal chance of selection, and non-probability sampling, which does not. Specific non-probability methods explained include convenience sampling, where samples are selected based on accessibility, and purposive sampling, where the researcher selects specific samples based on characteristics relevant to the research question.
This document defines research and outlines its key characteristics. Research is defined as a systematic process of investigating problems based on facts and logic rather than opinions. It involves gathering original data, analyzing it critically and reaching evidence-based conclusions. Research is characterized as expert, systematic, objective, patient and carefully documented. The main types of research are applied, basic, historical, descriptive and experimental. Descriptive research seeks to characterize existing situations through techniques like content analysis, case studies, surveys and participant observation.
This document provides an overview of the key differences between quantitative and qualitative research methods. Quantitative research aims to test hypotheses and make predictions by studying specific variables through structured data collection from large randomly selected groups, which is then analyzed statistically. Qualitative research seeks to understand social phenomena through descriptive data like words and images collected from smaller non-random groups via open-ended questions, interviews and observations, with the goal of gaining insights rather than making generalized predictions.
By the end of this presentation you should be able to:
Describe the justification of qualitative Sampling Techniques
Understand different types of Sampling Techniques
This document provides an introduction to educational research. It defines educational research as a formal, systematic process to solve problems related to education through careful investigation. The characteristics of educational research include investigating both the science and art of education through testing hypotheses, correcting errors, and suggesting improvements. Educational research has historically developed in four phases from before 1900 to the present day. The document outlines different types of research such as basic research, applied research, and action research. It also discusses the need for educational research and some limitations to educational research, such as the complexity of studying human behavior and difficulties in observation, replication, and measurement.
Qualitative research aims to understand people's experiences and interpretations of the world. It provides rich, detailed descriptions through methods like interviews, observations, and written responses. The researcher immerses themselves in the topic to understand perspectives without assumptions. Main types include case studies, grounded theory, phenomenology, and ethnography. Data collection involves interactions, written responses, and observations. Analysis begins during data collection to guide further inquiry. The process moves from specific to general understanding through a funnel or inductive approach. Validity is increased through triangulation of multiple data sources, types, and collection methods. Strengths include understanding context, but it is time consuming and results may not generalize. Mixed methods combine qualitative and quantitative approaches at different stages of
This document discusses different types of descriptive research methods. Descriptive research aims to describe "what exists" with respect to current conditions or variables. Methods include surveys, correlation studies examining relationships between variables, and developmental studies analyzing changes over time. Descriptive research can be quantitative by collecting numerical data or qualitative by describing categories. It involves gathering and organizing data to depict and describe observations. Examples of descriptive studies ask questions about attitudes, activities, reactions, and changes over time.
This document provides an overview of qualitative research. It discusses the history and characteristics of qualitative research, including that it seeks to understand perspectives from local populations. The document outlines various qualitative methods like case studies, ethnography, and grounded theory. It also discusses issues in qualitative research such as gaining entry, selecting participants, and enhancing validity. Strategies to reduce bias like triangulation and examining outliers are presented.
Data and data collection in qualitative researchRizky Amelia
This document discusses various qualitative research data collection methods including interviews, introspective methods, questionnaires, observations, documents, and production tasks. It provides details on structured, semi-structured, and unstructured interviews. Introspective methods examine thought processes using think-aloud protocols, diaries, and retrospection. Questionnaires can be closed-ended, open-ended, or mixed. Observations involve either participant or nonparticipant research. Documents include personal records, official communications, and popular culture materials. Production tasks examine participant-generated artifacts.
This document discusses various sampling strategies used in qualitative research including:
1) Purposeful sampling is used to select information-rich cases to answer research questions, such as extreme or typical cases.
2) Specific purposeful sampling strategies are described like maximum variation which selects cases from different conditions, and homogeneous groups which provides an in-depth look at a subgroup.
3) Other strategies discussed include snowball sampling which asks participants who else to interview, criterion sampling which uses predetermined criteria, and opportunistic sampling which makes on-the-spot decisions in the field.
This document discusses narrative research, which involves collecting and analyzing stories from individuals about their lived experiences. Narrative research aims to understand how people make meaning of their experiences through stories. It developed as a way to understand human experiences across disciplines. Key aspects include gathering individual stories through methods like interviews and documents, reorganizing the stories chronologically, identifying themes across stories, and collaborating closely with participants. The document provides examples of narrative research types and outlines important considerations like authenticity, accuracy, and ensuring participants are comfortable sharing stories.
Educational Research methods and ToolsNSureshBabu4
The document discusses research methods and tools used in educational research. It defines research methods as strategies used to collect and analyze data to uncover new information on a topic. The two main types of research methods are quantitative and qualitative. Quantitative methods focus on measuring and analyzing relationships between variables, while qualitative methods aim to understand phenomena in their natural settings. Common quantitative tools include questionnaires, rating scales, and tests. Qualitative tools include interviews, observations, and document analysis. The document also provides examples and definitions of specific research approaches like experimental, descriptive, case study, and ethnography research. Common tools in educational research are questionnaires, interviews, observations, checklists, and scorecards.
The document discusses various research instruments that can be used to collect data, including questionnaires, interviews, rating scales, checklists, sociometry, document analysis, scorecards, observation, psychological tests, and standardized tests. It provides details on the types, advantages, and disadvantages of each instrument. Guidelines are also provided for ensuring research instruments are valid, reliable, and field tested to effectively gather accurate and useful data.
Observation is the systematic description of the events, behaviors, and artifacts of a social setting. Characterize all researches: experimental, descriptive, and qualitative.
Observation is a systematic method of data collection where a researcher directly watches and records behaviors, actions, and other phenomena without participating. It involves planning what to observe, recording observations using tools like checklists or logs, and analyzing the data. Some key advantages are that it occurs in natural settings and provides objective data on behaviors, while disadvantages include potential subjectivity and the risk of altering behaviors under observation. Common types of observation include participant, non-participant, direct, and indirect observation.
This document summarizes different observational techniques used in social research. It discusses controlled observations, natural observations, participant observations, and covert and overt observations. It describes key aspects of each technique such as their structure, advantages, and disadvantages. For example, it notes that controlled observations can be easily replicated but lack validity, while natural observations have greater ecological validity but are less reliable. The document also covers topics like recording observational data, preparing for observations, and analyzing the data collected.
This document provides information on various tools and techniques used for classroom assessment, including observation, checklists, portfolios, anecdotal records, rating scales, questionnaires, and interviews. It describes each technique in 1-3 paragraphs, covering their purpose, characteristics, construction, analysis, advantages, and limitations. Observation involves actively acquiring visual information on student activities and behaviors. Checklists are lists of items to denote presence or absence of traits. Portfolios collect student work over time to represent academic development. Anecdotal records are narrative reports of teacher observations of students. Rating scales involve assigning numerical values to judgments of behavior. Questionnaires collect information through closed and open-ended questions. Interviews are formal meetings to obtain information through oral questions
The document discusses observation as a technique of research in psychology and education. It defines observation as a systematic process where researchers directly observe and record events in real-life situations. There are different types of observation including structured vs unstructured, participant vs non-participant, and controlled vs uncontrolled. The document also discusses factors like reliability, validity, advantages and disadvantages of the observation technique.
1. The document discusses observation as a method of data collection in research studies, particularly those related to behavioral science. It defines observation as systematically viewing or listening to phenomena without communicating with the subjects in order to collect formulated research data.
2. The document outlines the meaning, importance, types (e.g. participant, non-participant), characteristics, planning, advantages, and disadvantages of the observation method. It also discusses various observation tools like guides, checklists, and mechanical devices that can be used to record observations.
3. In conclusion, the document states that observation is particularly useful when respondents cannot provide verbal reports, and its main advantage is eliminating subjective bias since the researcher directly observes and records behaviors rather than
Observation is a method of collecting research data by directly witnessing phenomena without relying on self-reported data. It allows researchers to gather substantial amounts of objective data in natural settings. There are two main types of observation: participant observation, where the researcher assumes a participant role, and non-participant observation, where the researcher observes discreetly and remains detached. Effective observation requires careful planning, skilled execution including systematic recording methods, and interpretation of the data.
Tools and Techniques for Classroom Assessment - Observation S. Raj Kumar
Keenly watching or viewing the external behaviour of persons in appropriate situation, controlled or uncontrolled.
Young defined, it’s a careful technique and viewing of selected situation and recording then and there, what is perceived.
This document provides an overview of qualitative research. It begins by defining qualitative research as a type of research that explores real-world problems through collecting, analyzing, and interpreting data by observing what people do and say. It then discusses various qualitative research methods like ethnography, grounded theory, case studies, phenomenology, narrative analysis, and historical studies. Key characteristics of qualitative research are also outlined such as using a natural setting, the researcher as the key instrument, inductive data analysis, and focusing on meanings from participants. The document concludes by discussing the importance of qualitative research across different fields in understanding complex phenomena and informing policy.
Here are a few ways we could use content analysis to test that belief:
1. Select a random sample of news articles, TV shows, movies, etc. that portray poor people. Develop a coding scheme to categorize how the poor are portrayed - e.g. as lazy, criminal, dependent on welfare, hard-working but struggling, etc. Two researchers would code the same materials to check reliability.
2. Count the frequency of different portrayals to see which are most common. We could test if negative portrayals outnumber positive or neutral ones in a statistically significant way.
3. Code for socioeconomic or racial demographics of characters portrayed as poor. We could test if certain groups are disproportionately represented in
Observation is a natural way to gather data and can provide more real information than other methods. There are two types of observation: structured, where activities and characteristics are decided in advance; and unstructured, where the observer notes whatever is relevant. Participant observation involves the observer becoming part of the group, while non-participant observation keeps the observer outside the group. Advantages include efficiency and quick results, while disadvantages include potential for bias and limited information. Care must be taken to focus observations and record them objectively.
This topic is included in the paper of physical sciences in the curriculum of B.Ed.
Basic understanding of what observational techniques, their types and description of it is covered in this presentation.
This document discusses classroom observation methods. It defines classroom observation as a formal or informal observation of teaching used to provide teachers feedback to improve. It discusses the goals of observation including teacher development, placement of students, and quality assurance. Various procedures for observation are outlined, including checklists, recordings, and notes. The document also discusses systematic observation using preplanned categories and coding schemes, and analyzing coded transcripts. Naturalistic observation, where the classroom is observed without manipulation, is contrasted with other methods.
The document defines research and describes its key characteristics as being controlled, rigorous, systematic, valid and verifiable, and empirical. It outlines two main paradigms in research - positivism and naturalism. Positivism combines deductive logic and empirical methods to seek generalizable patterns, while naturalism assumes a social world can be accessed through senses. The document also describes the basic steps in conducting research as formulating a problem, designing a study, collecting and analyzing data, and reporting findings. Finally, it distinguishes between qualitative and quantitative research, with qualitative aiming to understand through description and quantitative aiming to explain through statistical analysis.
Structured observation involves systematically recording behaviors and can yield both quantitative and qualitative data. It is highly systematic and enables the researcher to generate numerical data for comparisons. There are various types of observations including structured, semi-structured, unstructured, critical incidents, naturalistic/participant, and different natural and artificial settings. Researchers must consider ethics and be cautious of biases like selective attention, reactivity, and expectancy effects to ensure valid and reliable observations.
This document discusses observation as a technique used in behavioral science research. It notes that observation allows researchers to directly collect substantial data in a natural setting by watching subjects' overt behaviors. The document outlines different types of observation, including participant and non-participant observation, as well as structured and unstructured observation. It also discusses important aspects of planning, executing, recording, and interpreting observations to conduct effective observational research.
Observation is a method of collecting data without using instruments by actively acquiring information through the senses. There are different types of observation including controlled, non-controlled, participant, non-participant, formal, and informal. Observation has merits such as being a flexible method that can produce both qualitative and quantitative data on individuals and groups. However, it also has limitations such as being labor intensive, difficult to get trained observers, and inability to establish causal relationships or study past behavior.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Artificial Intelligence (AI) has revolutionized the creation of images and videos, enabling the generation of highly realistic and imaginative visual content. Utilizing advanced techniques like Generative Adversarial Networks (GANs) and neural style transfer, AI can transform simple sketches into detailed artwork or blend various styles into unique visual masterpieces. GANs, in particular, function by pitting two neural networks against each other, resulting in the production of remarkably lifelike images. AI's ability to analyze and learn from vast datasets allows it to create visuals that not only mimic human creativity but also push the boundaries of artistic expression, making it a powerful tool in digital media and entertainment industries.
Decolonizing Universal Design for LearningFrederic Fovet
UDL has gained in popularity over the last decade both in the K-12 and the post-secondary sectors. The usefulness of UDL to create inclusive learning experiences for the full array of diverse learners has been well documented in the literature, and there is now increasing scholarship examining the process of integrating UDL strategically across organisations. One concern, however, remains under-reported and under-researched. Much of the scholarship on UDL ironically remains while and Eurocentric. Even if UDL, as a discourse, considers the decolonization of the curriculum, it is abundantly clear that the research and advocacy related to UDL originates almost exclusively from the Global North and from a Euro-Caucasian authorship. It is argued that it is high time for the way UDL has been monopolized by Global North scholars and practitioners to be challenged. Voices discussing and framing UDL, from the Global South and Indigenous communities, must be amplified and showcased in order to rectify this glaring imbalance and contradiction.
This session represents an opportunity for the author to reflect on a volume he has just finished editing entitled Decolonizing UDL and to highlight and share insights into the key innovations, promising practices, and calls for change, originating from the Global South and Indigenous Communities, that have woven the canvas of this book. The session seeks to create a space for critical dialogue, for the challenging of existing power dynamics within the UDL scholarship, and for the emergence of transformative voices from underrepresented communities. The workshop will use the UDL principles scrupulously to engage participants in diverse ways (challenging single story approaches to the narrative that surrounds UDL implementation) , as well as offer multiple means of action and expression for them to gain ownership over the key themes and concerns of the session (by encouraging a broad range of interventions, contributions, and stances).
Cross-Cultural Leadership and CommunicationMattVassar1
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The Rise of the Digital Telecommunication Marketplace.pptx
Observation as a Research Tool
1. MIER COLLEGE OF EDUCATION
(AUTONOMOUS)
Recognized by the Govt. of J&K & Permanently Affiliated to the University of JAMMU
Presented By
Name : Ashit Toppo
B.Ed, Sem.- III
Sec: C
Topic: Observation as a Research Tool
Course Title : Action Research
2. Observation as a Research Tool
Observation is one of the important and basic methods or
techniques or tools for collecting data in almost all types of
research studies. (experimental or laboratory research,
descriptive research or qualitative research.)
Observation as a research tool is used in understanding,
measuring, prediction and modification of human behavior.
3. Observation as a Research Tool
Definition
Observation is defined as a planned methodical watching that involves
constraints to improve accuracy (Ram Ahuja).
Krishna Swami defined observation as a systematic viewing of a specific
phenomenon in its proper setting for the specific purposed of gathering
data for a particular study.
Observation means “to watch attentively in a scientific manner”. In an
observational study, the current status of phenomenon is determined not
by asking but by observing (Ronald R Powell).
4. Objectives of Observation as a Research tool
1. To probe aspects of behavior not accessible to the conventional
paper-pencil- test, interview or laboratory technique.
2. To obviate certain of the judgment errors likely to enter into the
customary rating procedures
3. To lay emphasis on the need for studying children in natural or social
situations in the process of child development.
4. To observe the child rather than relying exclusively on cross-sectional
measurements of mental and physical growth
5. To understand the behavior of children with special needs.
5. Issues regarding Observation
1. Deciding who is to be studied and in what situations
2. Formal Groups, Informal Groups or Occasional Groups
3. Gaining Access
4. What to Study
5. Frequency and length of time
6. Types of Observation
Observations may be classified into two types
a) Participant Observation:
In the process of 'participant observation' the observer becomes more
or less one of the group members and may actually participate in some
activity or the other of the group. The observer may play any one of the
several roles in observation, with varying degrees of participation, as a
visitor, an attentive listener, an eager learner, or as a participant observer.
7. Types of Observation
Participation observation is commonly used in an exploratory studies, at
least in the initial stage. Becker (1958) distinguished three stages in the
field work:
1. Selection and definition of problems, concepts and indices
2. Checking of the numerous preliminary ideas which are
worth pursuing
3. Field work: it consists of attempting to incorporate the
individual findings into a model of the system under study
Then final systematic analysis, checking the models and
rebuilding them if necessary is conducted
8. Types of Observation
b)Non-participant observation:
In the process of 'non-participant observation', the observer takes a
position where his/her presence is not felt by the group. He/she may
follow closely the behaviour trait of an individual or characteristics of one
or more groups.
This method is mostly used in observing infants, children and abnormal
persons. Validity increases by keeping the setting as natural as possible
and not letting the subjects be unduly influenced by the presence of the
observer or by his measuring or recording devices.
9. Steps of Observation
1.Planning: Mechanisms involved in observation
• Identification and defining specific activities or aspects of behavior to be
observed.
• Realistically consider access/ acceptance to the group/ situation/ activities
the observe wishes to observe
• Familiarization with the any potential language or cultural issues likely to
affect the process
• Presentation of self
• Decision about the process of observation whether it is participant or non
participant.
10. Steps of Observation
2. Temporal course of Observation;
• Decide approximately how long you think you will be observing and
whether the process will be covered or candid
• Fix time, date and number of observations to be undertaken.
• Identify the conditions of observation, variations in subjects, and variations
in apparatus.
3. Strategies for ensuring credibility
• Replication of observations to achieve repetitiveness
• Designing the study in order to increase the number of observations
• Identify statistical techniques to be used.
11. Steps of Observation
4. Tools for Recording
• Preparation of observation schedule/checklist based on relevant themes
which are to be explored.
• Identification of apparatus to be used for recording and its limitations.
6. Conducting the Observations
• Ease into the observation situation.
• Use all you senses, possibly your intuition to gather data
• Invest significant time in observations
• Set priorities.
• Look for saturation before ending the process
5. Seeking Ethics approval
• Freedom and dignity of the subjects should be kept in mind.
12. Steps of Observation
7. Recordings
• Observations need to be recorded in a timely manner
• Attempt to record data in a systematic fashion that will ease future analysis.
9. Refining
• Making modifications based on your own review of the process ad the quality
of data gathered.
8. Reviewing
• Review the process and note any difficulties encountered.
• Review the observation records and note any difficulties encountered.
• Confirm your record by checking with another observer to compare notes.
13. Steps of Observation
10. Other Issues
• Role of the observer and his participation
• Two options : narrow focus or careful observation
• Exercises at review the recorded materials.
11. Analyzing the Data
• Data management and analysis.
• Treatment of data according the nature of research problem.
• Using appropriate techniques for the analyzing the data.
14. Characteristics of Good Observation
• It is carefully planned specifying who is to be studied, what is to be studied
and in what situation.
• It is based upon the nature of study
• Temporal course of observation is planned in advance specifying time, date
and venue.
• Strategies for ensuring creditability, reliability and validity are chalked out.
• Tools of observation are selected carefully and used appropriately.
15. Characteristics of Good Observation
• Observation is conducted as per objectives, hypotheses and design of the
study.
• Observation is continuously revised and refined.
• Observation should be objective, free from biases and based upon the
principle of neutrality.
• Observations are carefully and expertly recorded.
• Good observation presents the holistic view of the phenomenon.
16. Reliability and Validity of Data gathered by
Observation
It must be systematic
It must be directed by specific purpose
It must be carefully focused
It must be thoroughly recorded.
Adequate instruments or tools must be selected
to make observation more precise and accurate.
17. Reliability of Observation
Reliability or trustworthiness is the fundamental criteria of any qualitative
research. Reliability is about conversation between researcher and
participants, and the situations and emotional compassion that arise during
the investigation.
• According to Bryman, authenticity criteria contain:
• 1. Ontological authenticity (understanding social milieu)
• 2. Educative authenticity (appreciating others’ perspectives.
• 3. Catalytic authenticity (acting for change)
• 4. Tactical authenticity (empowering members for action.)
18. Reliability of Observation
Points to be kept in Mind-
• Sample should be adequate and well defined.
• Variables of observation should be objective, specific and properly defined.
• Methods of recording appropriate to the situation should be
predetermined.
• There should be simple and understandable interaction.
• The observer should follow the principle of neutrality
• Anxiety is a source of distortion and its adequate handling is a major
problem in refining the human instrument for gathering reliable data
• Manageable time-schedule should be designed.
• Impact of the observer should be minimized.
19. Validity of Observation
• The truly significant incidents of behavior must be identified and sampled.
• Seek the help of experts in identifying significant incidents of behavior.
• Criterion – related and construct validity may also be necessary.
• Contextual content of the observation is validated through internal validity
criterion.
20. Merits of Observation
• It is an appropriate research instrument in qualitative, experimental and
descriptive research.
• Reliable, valid, objective and scientific
• Economical
• Flexible and can be used in many situations.
• It can be used in individual as well as group situation
• It does not require a controlled situation and can be done in natural settings
• Emotional and social reactions can be observed easily
• Observation in the classroom is made to analyze learning behavior which is
more complex phenomenon, to improve classroom performance
21. Demerits of Observation
• Superfluous and irrelevant information can be gathered due to ignorance of
observers.
• It may be subjective and the observer may become lenient.
• Sometimes persons under observation may exhibit artificial behavior.
• Personal problems and experiences can not be observed..
• Physical and mental fatigue also influences the process of observation
• Records may not be authentic if other factors are not carefully taken into
consideration
22. Conclusion
• Observation method is one of the most important and authentic method
used for data collection.
• It is an appropriate research tool in qualitative, experimental and descriptive
research.
• The observer can opt for either participant or non participant observation.
This technique can be used to observe the behavior or attitude of the
individual or a group. The observer has to plan carefully and execute the
plans to collect accurate information. The observation could be supported
with interaction.
• This method gives an opportunity to know the insights of the group and
naturally, the observer will be able to get the factual data compared to other
methods of data collection.
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