EDU 5818 DATA COLLECTION AND ANALYSIS

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EDU 5818DATA COLLECTION AND ANALYSIS

• Dr Ramli Basri
• Faculty of Educational Studies
• University Putra Malaysia

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CONTENT

• 1. Problems in Observation
• 2. Data Collection Procedures
• 3. Data Analysis Approach

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1. PROBLEMS IN OBSERVATION

• Pitfalls in collecting complete and accurate
  data from classroom observation.
• Inability to collect complete records issue when
  data critical to analysis is not recorded.
• Subjectivity data is subject to supervisor
  values, experience or mood.
• Record observation not interpret observation.
• Presence of supervisor Alters teachers and
  students behavior
• Changing focus of observation appropriate data
  collection technique for each observation focus.

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2. DATA COLLECTION PROCEDURES FROM A WIDE TO A
NARROW FOCUS
Focus of Observation Widest Focus Narrowest Focus Focus of Observation Widest Focus Narrowest Focus Focus of Observation Widest Focus Narrowest Focus Focus of Observation Widest Focus Narrowest Focus Focus of Observation Widest Focus Narrowest Focus
Educational Criticism Anecdotal/ Short Narrative Record Verbatim Selective Verbatim Observation Systems
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(a) Educational Criticism

• Tell story of classroom (like a game commentator
  on radio)
• Supervisor presents their perception on the
  characters
• Purpose to find the hidden meaning of classroom
  events and disclose them to verify them with the
  teacher
• Common use research that addresses context of
  schooling.

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(b) Anecdotal Record

• Objective or factual descriptions of classroom
  events
• Broad but selective set of data for a narrow
  focus
• Exclude interpretation and summery of observation
• Research technique for ethnography and
  neo-traditionalist supervisor
• Can be used for assisting and assessing teachers.

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(c) Verbatim Recording/Selective Verbatim

• Records specific verbal behaviors in the
  classroom (types of teacher or students
  responses)
• Emphasis on effective teaching
• Simple to implement

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(d) Observation Systems

• Focus on specific behavior that can quantified
• Requires data gathering instrument with a
  prescribed procedure.
• Instrument based on frequency and inference.

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Features of Observation Systems

1. Focus on specific teacher/students behaviors
   (verbal non verbal behaviors)
2. Amount of data and degree of inference varies
   during observation
3. Prescribed procedures and precision of data
   gathering varies during observation
4. Quantifiable data can be summarized and presented
   to teachers
5. Amount of training to acquire skills varies
6. Data gathering device/instrument made by
   teacher/supervisor or design by professional.

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Observation Systems Design/Format

1. Category or Sign Format
2. Frequency or Sequence Format
3. Event or Time Dependent Format.

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a) Category Format

• Set categories comprise all the possible
  behaviors of the type to be observed.
• All behaviors must fit into one of the categories
• Categories are mutually exclusive
• Eg. Teacher Questioning (behavior) Categories
  (memory/ convergent/divergent/evaluative)
• (according to Blooms taxanomy)

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b) Sign Format

• Designated behaviors may or may not occur during
  observation
• Observer makes notation every time the designated
  behavior occurs
• Eg. Using foreign language in classroom
  (behavior) observer notes word okey used by
  teacher.
• Use of BM/English in PPSMI class

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• c) Frequency Format
• Record frequency of a behavior during class
• Record behavior every time it occurs
• Eg. Motivating (M) and Demotivating (D) behavior
  of teacher towards students
• Tally M and D
• d) Sequence Format
• Record sequence of behavior during class
• MMMDMDDDM

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• e) Event-Dependent Format
• Record each time a particular event occurs
  without regards to when it occurs
• Eg. Record the type of question each time the
  teacher asks one (like usual note taking)
• f) Time-Dependent Format
• Records events at set interval
• Eg. Records student attentive (A)/ not attentive
  (N)

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3. DATA ANALYSIS APPROACH

• Types of Data Analysis
• Analysis conducted by supervisor
• Focus on the structure of teaching/learning
  behaviors
• Discern (identify) possible relationships between
  teacher and students and
• Compare to teachers perception and with other
  observations.

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• Analysis conducted by teacher
• Identify the structure of teaching and the impact
  of teacher behaviors on students outcome
• Generate hypothesis that guide further
  investigation of classroom acts ( what next?)
• Analysis by Supervisor and Teacher
• Find agreements on structure of teaching and
  learning behaviors and impact on students and
  teaching practice.

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Data Gathering and Analysis Approach

• a) Neo-Traditional Approach
• Supervisor has set criteria (eg. effective
  teaching)
• Observe using anecdotal record the events in the
  classroom to reflect teachers decision (non
  judgmental)
• Compare observation with criteria
• Supplemented with observation instrument.

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• b) Instructional Objective Approach
• Function-Observe and record data as evidence that
  students have obtained an agreed upon
  instructional objective (assessment of student
  performance such as test, essay or other efforts
  or students behavior) and
• Data analysis focus on students mastery of
  content.
• Examine teacher strategies which contributes or
  obstruct attainment of objective (Anecdotal
  record).

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• c) Teacher Concern Model
• Identify observation instrument based on teachers
  concern
• Pupose of Instrument
• Verify demonstrate to the teacher events in
  the classroom relating to the teachers concern
• Verify the impact of a new teacher action on
  teachers original concern.

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SUMMARY

• Accurate observation data are objective and
  representative of events in the classroom
• Data collection procedures range from the widest
  (educational criticism) where the observer is
  fully immersed in the classroom setting and
  presents the perception to the participants
• Anecdotal technique captures objective data on
  teacher and students behavior without
  interpretation, favored by neo-traditionalists
  for assessing and assisting teachers

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• Verbatim or selective verbatim records verbal
  behaviors
• Observation systems is the narrowest lens.
  Examined specific behaviors that can be
  quantified
• Collected data are analyzed by the supervisor
  teacher or teacher and supervisor during post
  conference
• Analyzed data will indicate effective or
  ineffective teaching behaviors

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• Neo-Traditional Analysis looks for indicators of
  effective behaviors instructional objectives
  analysis looks for evidence of objective
  achievement
• Supervisor must write observation report
  (assessing or assisting) immediately after post
  conference (with teachers collaboration)
• Report must be brief with specific supporting
  data.

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REFERENCE

• Observing Classroom Teaching Data Collection
  and Analysis. (Reference Chapter 8 in Tracy, S.
  J., MacNaughton, R. (1993). Assisting and
  Assessing Educational Personel. The Impac of
  Clinical Supervision. Boston Allyn and Bacon