MODULE 6 Practical Research 1

For Senior High School

Finding Answers through Data Collection

Content
Week Standard :: The
15 learner demonstrates understanding of observation and
interview procedure skills.

Performance Standard: The learner is able to gather relevant information with

intellectual honesty.

DAY 1 to 4
Lesson :
Learning Competency : (CS_RS11_Ivd-f-1 ) The learner collects data through observation and inte

Objectives : The learner uses prepared observation and interview guides that will spell

Suggested Tasks:

I. Initial Tasks/Activities
Camera is used to capture pictures of important events in the
Recorder is used to collect voice recording of the subject in a
A. Motivational Activities Laptop is used in researching relevant information and for en
When you want to document an event, Pen and paper are used to make written record of important
Video Camera is used to capture videos of actual events tha
what technological gadget do you use?
B. Preparatory Activities
Most frequently used data collection methods
Individual Interviews includes conversations
that are designed to obtain specific kinds of information.
It also includes life histories which are self disclosures
about the individual’s life experiences. The interviews
must guide the respondents to narrate the accounts in
sequence.
Data obtained from the interview may be
recorded or audio taped with permission of the
respondents.

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C. Discussion
In the previous discussions, the group interview as well as other types of data
gathering tools were already given emphasis. Now, let’s consider observation as another
qualitative data gathering tool.

Questions to consider:
Is the topic sensitive?
Are people uncomfortable or unwilling to answer questions about a particular
subject? For instance, many people are uncomfortable when asked about
Should you or prejudice. Self-reports of prejudice often bring biased answers. Instead, a
shouldn't you
collect your
researcher may choose to observe black and white students interactions.
data through In this case, observations are more likely to bring about more accurate
observation? data. Thus, sensitive social issues are better suited for observational
research.
Can you observe the Phenomena?
You must be able to observe what is relevant to your study. Let's face it,
you could observe and observe but if you never see what your studying your
wasting your time. You can't see attitudes. Although you can observe behaviors
and make inferences about attitudes. Also, you can't be everywhere. There are
certain things you can't observe. For example, questions regarding sexual
behavior are better left to a survey.

Do you have a lot of time?

Many people don't realize that observational research may be time
consuming. In order to obtain reliability, behaviors must be observed several
times. In addition, there is also a concern that the observer's presence may change
the behaviors being observed. As time goes on, however, the subjects are more
likely to grow accustomed to your presence and act normally. It is in the
researchers best interest to observe for a long period of time.
Are you not sure what your looking for?
That's okay! Known as descriptive research, observations are a great way
to start a research project. Let's say you are interested in male and female
behavior in bars. You have no idea what theory to use or what behavior you are
interested in looking for. So, you watch, and, wow, you see something. Like the
amount of touching is related to alcohol consumption. So you run to the library,
gather your research, and maybe decide to do more observations or supplement
your study with surveys. Then, these observations turn into a theory once they are

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replicated (well, it's not quite that simple). So you see, observations are a good
place to start.

Types of Observations

Direct (Reactive) Observation

In direct observations, people know that you are watching them. The only danger
is that they are reacting to you. As stated earlier, there is a concern that individuals will
change their actions rather than showing you what they're REALLY like. This is not
necessarily bad, however. For example, the contrived behavior may reveal aspects of
social desirability, how they feel about sharing their feelings in front of others, or privacy
in a relationship. Even the most contrived behavior is difficult to maintain over time. A
long term observational study will often catch a glimpse of the natural behavior. Other
problems concern the generalizability of findings. The sample of individuals may not be
representative of the population or the behaviors observed are not representative of the
individual (you caught the person on a bad day). Again, long-term observational studies
will often overcome the problem of external validity. What about ethical problems you
say? Ethically, people see you, they know you are watching them (sounds spooky, I
know) and they can ask you to stop.
Unobtrusive Observation:
Unobtrusive measures involves any method for studying behavior where
individuals do NOT know they are being observed (don't you hate to think that this could
have happened to you!). Here, there is not the concern that the observer may change the
subject's behavior. When conducting unobtrusive observations, issues of validity need to
be considered. Numerous observations of a representative sample need to take place in
order to generalize the findings. This is especially difficult when looking at a particular
group. Many groups posses unique characteristics which make them interesting studies.
Hence, often such findings are not strong in external validity. Also, replication is difficult
when using non-conventional measures (non-conventional meaning unobtrusive
observation). Observations of a very specific behaviors are difficult to replicate in studies
especially if the researcher is a group participant (we'll talk more about this later). The
main problem with unobtrusive measures, however, is ethical. Issues involving informed
consent and invasion of privacy are paramount here. An institutional review board may
frown upon your study if it is not really necessary for you not to inform your subjects.

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Observational Variables

1. Descriptive:
Descriptive observational
variables require no inference Before you start on a research project
make sure you how you are going to
making on the part of the
interpret your observations.
researcher.

You see something and write it down.

2. Inferential:
Inferential observational variables require the researcher to make inferences about
what is observed and the underlying emotion. For example, you may observe a
girl banging on her keyboard. From this observation you may assume (correctly)
that she is frustrated with the computer.
3. Evaluative:
Evaluative observational variables require the researcher to make an inference and
a judgment from the behavior. For example, you may question whether computers
and humans have a positive relationship. "Positive" is an evaluative judgment.
You observe the girl banging on her keyboard and conclude that humans and
computers do not have a positive relationship (you know you must replicate these
findings!).

presence.When Do you think field

writing that you changed
notes the behavior
the researcher noticeably?
should include descriptive as well as
Source: http://faculty.washington.edu/wpratt/MEBI598/Methods/Collecting%20Data%20Through%20Observation.htm
inferential data. It is important to describe the setting and the mood in a detailed
manner. All such A. Application
things that mayActivity
change behavior need to be noted. Especially reflect

Output of the Day:

Collect the needed data using the prepared interview and observa- tion guides. Analysis and interpret

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REFERENCES

http://faculty.washington.edu/wpratt/MEBI598/Methods/Collecting%20Data%20Throug h
%20Observation.htm
Sources: Babbie, E. (1992). The practice of social research. (6th ed.). Chapter 11.
California: Wadsworth.
Bernard, R. (1994). Research methods in anthropology. (2nd ed.) Chapters 14-15.
California: AltaMira.
Gall, M., Borg., & Gall, J. (1996). Educational research. (6th ed.). Chapter 9. New York:
Longman.
Montgomery, B. & Duck, S. (1991). Studying interpersonal interaction. Chapter 11. New
York: Guilford.

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