Data Collection Observation survey and document EE5101 F

Data Collection: Observation, survey and document EE-5101 -F (GROUP PQ) TEO AI MOOI (11 M 8154) YENNURSE BENSON (11 M 8155) HJ ZAINUDIN BIN PDISDSLJ HJ JOHARI (11 M 8190) JOHAN BENSON (11 M 8096 )

DATA COLLECTION PARTICIPANT 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%20 Observation%20 Guidelines. 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 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 Article 1: 3 special educators (high school), 3 special educators (middle school) Article 4: Article 2: 284 students 131 were inrolled in session I and 153 enrolled in session II Article 3: 57 teachers for written data Narrowed down to 6 participants for focus group & in-depth interview and observation 32 children (16 boys and 16 girls), age 5 -6 Information from parents and teachers 28 children had never been to museums or any other historical or science museums

Data Collection Article 1: Article 2: Article 3: Article 4: Observation Questionnaire Documents: Participants’ Written data, archival data Observation Interview Documents Observation Focus group interview Open interview Documents

Data Analysis & Validity Article 1: Article 2: Article 3: Open coding, axial coding, observation, interviews, & documents from teachers and administration Open-ended questions to investigate and elicit more narrative responses related to the students’ general satisfaction. Data were then exported to SPSS, analyzed itme by determining the number and percent of responses for each choice. Identified data & Coded Compared to find patterns Use primary & secondary source materials Peer reviews Time – 2 years Article 4: Analysed responses to the artwork each child selected Information collected from observation & interviews

Example: Article 3 High Quality Professional Development: An Investigation of the Supports for and Barriers to Professional Development in Arts Education Data collection: Observation, survey, interviews, & documents Survey - Participants response (in writing) to questions regarding the institute. Did not elaborate much on the questions. Observation – Detailed field notes were taken during the observations at six school sites during the lesson studies. Each of these six observations lasted between two and three hours. The lesson studies were video taped and field-notes recorded the observations and the data were transcribed immediately following each of the observations. Documents - Archived data served as secondary source includes participant notebooks, completed unit plans and samples of student work.

Example: Article 3 High Quality Professional Development: An Investigation of the Supports for and Barriers to Professional Development in Arts Education Ethic - Participants were informed. 300 hours of Observations, 2 -3 hours each session Survey and documents -Detailed field notes -Transcribed immediately following each observation • Reviewing • Compare & Contrast • Look for pattern • Coding

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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 -vol 13 - num 01 -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/v 8 n 2/ 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/v 6 n 13/ 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%20 Observation%20 G uidelines. pdf

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