Research

Instruments
for
Data Collection
OBJECTIVES:
Describe the different types of
research instrument .

 Familiarize the Research Ethics.

Determine the appropriate research

instrument to employ in the given
situations.
 surveys

interviews

observations

document review
surveys
 surveys
survey research
~ characterized by collection of data by asking
individuals questions either in person, on paper, or by
phone or online.

~ is not suitable for the implementation of any

intervention or treatment because there is no
manipulation of any independent variable.

~ is useful in “Assessing the situation” as a preliminary

investigation prior to the conduct of Action Research.
interviews
 interviews
survey research
~ is the process of gathering data where the researcher
directly asks for information needed in the study
through face-to-face or personal contact with the
respondent/s.

~ is used if the data required to answer the Action

Research question can be obtained only through verbal
conversation with the respondent/s.
types of interviews
According to number of interviewees
• Individual interview
• Focus group discussion

According to level of structure

• Structured
• Semi-structured
• unstructured
Structured Interview

 The Action Researcher has a list of questions

already prepared.
 Probe or follow-up questions are not posed.
 Interviewees respond to the same series of
questions for the purpose of finding similarities
and/or differences among respondents.

Example:
How important do you believe is action research to teachers?
Very Important ________ Important ________
Of little importance _____ Not Important _____
Semi-structured Interview

 The Action Researcher is ready with

questions or key points, which can be raised
in different order, depending on the responses
of the interviewees. Also referred to as the
General Interview Guide Approach
 it is intended to ensure that information about
same general topics are acquired from every
respondent;
 may include probe or follow-up questions
to obtain more detail about initial responses;
there is more freedom on the part of the
Interviewer, who can adapt the specific
questions according to the interviewee.

• Example:
Do you believe that action research is a
form of professional development activity?
(Yes or No) What makes you think so?

January 15, 2019 Training on Action Research .

Unstructured Interview

one question is asked and succeeding

questions depend on the initial response of
the interviewee;
sometimes referred to as the Informal
conversational interview;
no predetermined questions to be asked in
sequence;
the Interview is conducted in a very open
manner, and questions asked are adapted to
the interviewee's nature and priorities;
during the interview, the interviewer simply
"goes with the flow".

Example:
What is the most challenging part of
conducting action research? Why do you say
so? How do you address every challenge?
modes of interviews

 Face-to-face Interviews
-require time in setting up an appointment
with the respondents, and in meeting with
them.

 Distant Interviews.
- mediated by technology
Interview Questions
open-ended questions: “What”, “How” and
“Why”.
Example
In what way/s do student organizations help
individual students develop as a person?

closed-ended questions-Interviewees are

given some options to choose from to answer a
question.
Example
How important do you believe is homework for learning?
______ Very Important ______ Important
______ Not so Important ______ Not Important
Types of Topics in Questions

Background/Demographics – Information
about personal characteristics of respondent,
such as age, grade level, place of residence

Behaviors – What a person has done, is doing

or will do
Feelings – Sentiments or emotional states
(Note: Interviewees sometimes respond with
"I think ..." so be careful to clarify that you
are asking about feelings, not opinions.)
Knowledge – Facts about a topic
Opinions/Values – What a person thinks about
a topic
Sensory – What respondents have seen,
touched,
heard, tasted or smelled
Research Ethics and Tips in
Conducting an Interview
Interviews should be conducted only when the
Researcher has obtained permission from parents,
administrators and others concerned. Interview
respondents
Interview respondents have to be informed about the
purpose of the interview and the Action Research for
which the interview will be conducted.
 The researcher is responsible for the confidentiality of
the data.
Researchers must also be open to the possibility that
respondents may refuse to be interviewed. When this
happens, the researcher should find another respondent
as a substitute.
observations
 observations
survey research
~ systematic data collection approach in which
researchers use all of their senses to examine people in
natural settings or naturally occurring situations; use of
sight, hearing, taste, touch and smell
~ relatively inexpensive to conduct, and the researcher
needs only a few resources. However, they can be time
consuming and physically demanding
~ means of collecting data by watching people or events
~ involves prolonged engagement in a setting or social
situation
https://www.youtube.com/watch?v=0L156voW_YQ
Overt Observation
the participants know that they are being
observed,
 the identity and purpose of the researcher are
revealed, and
permission to observe them is sought.
Covert Observations
 participants are neither informed about, nor aware
of, the observation,
 the study is conducted “under cover”
the identity and purpose of the researcher are also
concealed or undisclosed
the researcher sometimes acts as if he/she were a
genuine member of the group being observed
Types of Observations
• Naturalistic Observation – Conducted
where the participants are to observe
spontaneous behaviors or interactions
between/among people
 Also called “Unstructured” Observation, these
observations involve studying spontaneous
behavior of participants in their natural
surroundings
 Data Collection Methods:
Observations Tools
Observations need to be recorded. You might use:
• Field Notes –The observer writes verbal descriptions of
what has been seen, heard and experienced in a notebook,
including meaningful statements that have been said. Full
transcriptions of these notes must be made before
embarking on data analysis.
• Audio and Video Recordings – Observations are
captured electronically using a tape recorder or a video
camera.

Like Field Notes, contents of these recordings should be

fully transcribed before data analysis is performed.
document review
 document
survey research review
Documents when teacher is the subject of research:
• Lesson plans
• Classroom observation tools
• Minutes of the meetings
• Print Materials, (Journals, School paper,
Photographs, Letters, Diaries, Memos)
• Non-print Materials (Objects, Teaching aids, Audio-
video Recordings)
Documents when a student is the subject of research:
• written work
• term papers
• portfolios
• reports
• diaries
• student report card
Primary and Secondary
Documentary (or Material) Sources
• Primary Documentary (or Material) Sources
provide Action Research with direct or firsthand
evidence about students or events in which
students are involved.
original student products which may constitute
the data, or from which data for Action Research
may be obtained when all other data collection
methods are not applicable.
written or non-written evidences, such as sound
recording, pictures or photographs and artifacts.
 Primary Documentary or
Material Sources
Diaries and Letters and Correspondence;
Internet communications;
Photographs and drawings; Works of art and
literature;
Books and other written materials published at the
specific time encompassed by the study;
Public opinion polls; Speeches;
Official personal documents such as birth
certificates and report cards;
Secondary Documentary Sources
are documents that explain, examine, clarify,
criticize, scrutinize, assess, review, and sort out
Primary Documentary Sources

they do not have the novelty and immediacy of

the original documents

 can be found in written and audio-visual

formats such as pictures and video clips.
Examples of Secondary Documentary
Sources

Biographies,
Reference books,
Articles from magazines, journals, and
newspapers written and published after the
event;
Literature reviews and review articles; and
Thank you!