1. EDU 5818 DATA COLLECTION AND ANALYSIS
Dr Ramli Basri
Faculty of Educational Studies
University Putra Malaysia

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

3. 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 teacher’s and students’ behavior
Changing focus of observation: appropriate data collection technique for each observation focus.

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

5. (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.

6. (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.

7. (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

8. (d) Observation Systems
Focus on specific behavior that can quantified
Requires data gathering instrument with a prescribed procedure.
Instrument based on frequency and inference.

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

10. Observation Systems Design/Format
Category or Sign Format
Frequency or Sequence Format
Event or Time Dependent Format.

11. 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 Bloom’s taxanomy)

12. 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

13. c) Frequency Format d) Sequence 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

14. 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)

15. 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.

16. 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.

17. 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.

18. 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).

19. 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.

20. 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

21. 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

22. 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.

23. 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