EE-5101-F (GROUP PQ)
TEO AI MOOI (11M8154)
YENNURSE BENSON (11M8155)
HJ ZAINUDIN BIN PDISDSLJ HJ JOHARI (11M8190)
JOHAN BENSON (11M8096 )
DATA COLLECTION
PARTICIPANT
OBSERVATION
OBSERVATION
SURVEY
SYSTEMATIC
OBSERVATION
DIRECT
OBSERVATION
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 bias
source: http://psychology.ucdavis.edu/sommerb/sommerdemo/observation/systematic.htm
DATA COLLECTION:
Systematic Observation
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:
Participant 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)
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)
DATA COLLECTION:
Participant Observation
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
Ethical issues
“…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))
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
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/Particip
ant%20Observation%20Guidelines.pdf
STRENGTHS
SYSTEMATIC
OBSERVATION
PARTICIPANT
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
WEAKNESSES
SYSTEMATIC
OBSERVATION
PARTICIPANT
OBSERVATION
Behaviour, not intentions
Access
Oversimplifies
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 socialgeographical 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 aspect
Part 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 Researcher
The 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 Consumer
3 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
Nevins (1938) notes that history allows people
to sense their relationship with the past.
STRENGTH
WEAKNESSESS
NON-INTERFERENCE
CREDIBILITY of the SOURCE
INSIGHT
SECONDARY DATA
ECOLOGICAL VALIDITY
SOCIAL CONSTRUCTION
HOLISTIC
SUBJECTS’ POINT OF VIEW
Article Titles
Article 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
Purpose
Article 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.
Participants
Data Collection
Data Analysis & Validity
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.
Survey and
documents
•
•
•
•
Reviewing
Compare & Contrast
Look for pattern
Coding
No time for discussing the rest…
so visit
http://pqdatac.wordpress.com
REFERENCES
Adams, 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.
REFERENCES
Hicks, 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-munnjordan-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%20G
uidelines.pdf
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