1. Collecting data Chapter 5
Action Research: Improving Schools and Empowering Educators (4/e)
Craig A. Mertler SAGE Publications, 2014

2. Qualitative Data Collection Techniques
Qualitative data are narrative
Variety of techniques:
Observations—carefully watching and systematically recording what you see and hear
Structured observations
Semi-structured observations
Unstructured observations
Recorded using field notes, videotapes
Should include observer’s comments in the field notes

3. Qualitative Data Collection Techniques
Interviews—directly asking people questions (as opposed to watching them); conversations between teacher-researcher and participants
Prepare an interview guide (may be specific or general)
Several types:
Structured interviews
Semi-structured interviews
Unstructured (open-ended) interviews
Focus group
Informal (spontaneous) interviews

4. Qualitative Data Collection Techniques
Journals—means of gathering data to provide insight into workings of a classroom
Types of data journals:
Student journals
Teacher journals
Class journals
Existing documents and records—schools are filled with existing sources of data
Classroom artifacts—classrooms are, too!
Reflective teaching—diagnosing areas in need of improvement

5. Qualitative Data Collection Techniques
Quality of qualitative data
Validity of research data—extent to which data collected accurately measure what they purport to measure
Validity of qualitative data: concern lies with trustworthiness of data; must examine:
Credibility—must establish that results are believable from perspective of a participant
Dependability—must ensure that research responded to ever-changing context of the study

6. Qualitative Data Collection Techniques
Quality of qualitative data (cont’d.)
Trustworthiness of data is enhanced through:
Triangulation—use of multiple data sources, multiple data-collection methods, and multiple teacher-researchers (if possible)
Member checking—sharing data and analyses with participants to check for accuracy
Prolonged engagement and persistent observation—more time spent “in the field,” more you get to know participants, culture, behaviors, etc.

7. Quantitative Data Collection Techniques
Quantitative data are numerical
Variety of techniques:
Surveys, questionnaires, rating scales—verbal or written administration of set of questions or statements to sample of people
Open-ended questions or closed-response rating scales
Likert and Likert-type scales
Checklists
Follow guidelines and suggestions for developing instruments
Web-based data collection
SurveyMonkey, Checkbox, Zoomerang, Poll Everywhere, others

8. Quantitative Data Collection Techniques
Variety of techniques (cont’d.):
Formative and summative classroom assessments
Formative—administered during instruction; used to determine what sort of adjustments should be made to instruction (while it is still going on)
Summative—administered following instruction; used for more administrative decision making
Standardized tests (and other formal instruments)
Although typically no one’s favorite—can serve as important additional source of data

9. Quantitative Data Collection Techniques
Quality of quantitative data
Validity—extent to which you actually measured what you intended to measure
Must be appropriate and accurate for your purposes
Seen as a unitary concept, combining content, concurrent, predictive, and construct validity (focus should be on evidence based on instrument content)
Reliability—refers to consistency of collected data
Determined statistically

10. Quantitative Data Collection Techniques
Quality of quantitative data (cont’d.)
Reliability
Determined by correlating results with themselves or with another quantitative measure
Three methods:
Test-retest reliability
Equivalent forms reliability
Internal consistency reliability
KR-21 formula (uses mean, SD, number of items)
“A valid test is always reliable, but a reliable test is not always valid.”
Not appropriate for teachers; requires two administrations of instrument (not practical in classrooms)

11. Ethics and data collection
Must obtain permission—especially if data collection is outside of normal, routine activities that occur in a classroom or school
From students, parents, and others you might collect data from
Requirement for seeking formal permission can also be guided by potential audience of action research
Data must be kept secure and confidential

12. Data collection template
Planning for Data Collection

13. Action research checklist 5
Developing a Data Collection Plan for Action Research
☐ Revisit your research question(s) and your previous decisions about whether you will use a qualitative, quantitative, or mixed-methods design for your action research.
☐ If you intend to collect qualitative data, decide which of the following you will use:
☐ Observations (structured, semi-structured, or unstructured?)
☐ Interviews (structured, semi-structured, or unstructured?)
☐ Journals
☐ Existing documents
☐ Other sources of qualitative data?
☐ If you intend to collect quantitative data, decide which of the following you will use:
☐ Surveys, questionnaires, or rating scales (what types of scales—Likert, Likert-type, or other—or open-ended questions?)
☐ Checklists
☐ Formative and/or summative classroom assessments
☐ Standardized test scores
☐ Existing numerical data
☐ Other sources of quantitative data?
☐ If you intend to use anything original (i.e., self-developed) such as interview guides, surveys, or formative assessments, develop drafts of your data collection instrumentation.
☐ Engage in appropriate processes (depending on the type of data collection instrument you are using) to ensure that you will collect good, quality data.