Observations are one of the data collection tools that can be used in educational research.

This

assessment is going to be based on the importance of observation as a data collection tool in

educational research. The writer shall start by defining key terms; observation, data collection

and educational research. Secondly he shall assess the importance of observation as a data

collection tool in education research. Lastly, he shall give conclusive remarks.

Data collection is the process of gathering and measuring information on targeted variables in an

established systematic fashion, which then enables one to answer relevant questions and evaluate

outcomes, (Sapsford and Jupp., 1996). Therefore a formal data collection in educational research

will ensure that researchers collect data that is useful and relevant in education and learning.

Distorted data and findings are a waste of resources and time.

Educational research refers to a variety of methods, in which individuals evaluate different

aspects of education including student learning, teaching methods, teacher training and

classroom dynamics, (Marguerite et al., 2010). This implies that educational research examines

education and learning processes that shape educational outcomes.

Gebhard (1999) defined an observation as a non-judgmental description of classroom events

that can be analyzed and given interpretation. This definition complements the definition of an

observation proposed by Marshall and Rossman (1989) who defined an observation as the

systematic description of events, behaviors, and artifacts in the social setting chosen for the

study.

Observations can further be characterized into participant observation and non-participant

observations (Marguerite et al., 2010). Participant observation involves the observer taking part

in the situation he observes. For example a biology teacher who will be actually conducting an

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experiment on the colour changes that happen when a piece of bread is exposed to drops of

iodine solution and then observes the colour changes. Participant observation is important to

educational research because the teacher has got first hand and practical data and information on

this experiment. The teacher will have practical knowledge and experience on the problems that

are encountered during such an experiment. On the other hand non-participant observation

involves the observer watching the situation, openly or concealed, but does not participate. An

example for non-participant observation is when the biology teacher does not personally conduct

the experiment but observes his students conducting the experiment. Non-participant observation

however has a demerit in that the observer or in this case the teacher does not have a practical

exposure to the conditions under which his students conducted this experiment.

Observation is a way of gathering data by watching behavior, events, or noting physical

characteristics in their natural setting. Henning-Stout (1994) suggested that Observations can

either be overt or covert. In overt observations, everyone knows that they are being observed. For

example a building teacher may observe the methods that his student are using in laying out

bricks in a building project. Learners tend to behave artificially when they know that they are

being observed by their teacher and their behavior and brick laying techniques may become

artificial in comparison to when they were not being observed. On the other hand in covert

observations, no one knows they are being observed and the observer is concealed. The benefit

of covert observation is that the building students being observed are likely to behave naturally if

they do not know that they are being observed. However, you will typically need to conduct

overt observations because of ethical problems related to concealing confidentiality or privacy of

observations may arise.

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Observations can also be either direct or indirect, (Forster et al., 1996). In both direct and indirect

observations, the researcher systematically selects, watches and records behavior and

characteristics of living beings, objects or phenomena. Direct observation is when you watch

interactions, processes, or behaviors as they occur; for example, observing a teacher teaching a

lesson from a written curriculum to determine whether they are delivering it with fidelity.

Indirect observations are when you watch the results of interactions, processes, or behaviors: for

example, measuring the amount of plate waste left by students in a cafeteria to determine

whether a new food is acceptable to them. Therefore observations are a flexible method of data

collection in education.

Gensse and Upshur (1996) suggested that observations ensure that a teacher assesses the level of

development of learners or students. This helps teachers in strategizing the most appropriate

methods of approaching and teaching learners. For example a high school volleyball coach can

observe his players performing a routine training session. Learners may be digging or volleying

the ball too hard. Such an observation can help the coach in identifying their weaknesses and

strategies and techniques in order to improve their performance. However learners tend to

behave artificially when they know that they are being observed, (Cohen et al., 2000). A science

teachers behavior may also be artificial if he is being observed by his science head of

department. Some teachers become nervous when being observed, and their performance may

deteriorate. At the same time student behavior may also change in the presence of a head of the

science department. Therefore the results of such a research become grossly distorted.

A teacher can easily learn about the personalities of learners by observing their reactions and

behavior whilst performing say a history group discussion. Some learners tend to be reserved

whilst others are extroverts. Observations are also a good method of identifying the level of

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social development of learners. Behavior and social development of learners can be observed

and monitored when a teacher regularly gives his students some group work to perform. At the

same time, observations can help the teacher monitor and evaluate their progress levels.

However human behavior is not always easy to interpret and it may require special skills on the

part of the researcher to thoroughly analyze human behavior.

Observations are a good method of identifying the interests and preferences of learners. For

instance a teacher can identify the level of participation, enthusiasm and alertness when he is

delivering a certain part of the science syllabus. The teacher may observe that learners are more

enthusiastic about the sexual reproductive section of the syllabus as compared to the electricity

and magnetism section. This will challenge the teacher to finding better lesson delivery methods

to make the electricity and magnetism section of the syllabus more appealing and interesting to

the learner. However Russ-Eft and Preskill (2001) suggest that observations are prone to bias of

the observers. For instance a head of a school may impose his own beliefs about teaching on the

teacher being observed. He may have not personally like the teacher or may have unconscious

biases related to the teachers age or gender.

More often than not, there is an intellectual and communication gap between a teacher and a

learner. For instance there may be a huge communication gap between a teacher and a form 1

learner, the teacher usually needs to bridge this gap in order to facilitate a better learning

environment. The teacher therefore may need to observe learners in order to identify their

interest, goals and aspirations. This will improve the learning process when the teacher

understands the learner better.

Allright (1988) suggested that observations are usually preceded with discussions. Discussions

help improve teacher-learner communication create better learning.

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Observations can be recorded and caught on camera. For instance a classroom discussion

between groups of learners on the effects of global warming to the environment can be caught on

a recording camera by the teacher. In this instance the teacher may have the goal of assessing the

level of participation of each and every learner within that particular groups. With the passage of

time events tend to get out of mind and recorded observations can be reviewed again and again

by the teacher.

Observations are a good data collection method in educational research since the researcher uses

many senses such as the sense of hearing and the sense of hearing during the research, the

observation method also generates an instant feedback. This makes the observation tool effective

for studying human behavior and the data is accurate in nature and very reliable. For example

when a headmaster observes a teacher in action, he can provide feedback to the teacher about his

performance on the same day. This can yield faster improvements and adjustments to teaching

style. Teachers with ineffective practices can begin to implement the needed changes

immediately based on the evaluators critique.

Observations enable the researcher to collect data where and when the activity is occurring,

(Finn et al., 2008). For example the minister of secondary education may decide to observe the

teaching and learning environment in rural areas. Moving around the rural schools when classes

are in progress is a good way of identifying what will be directly taking place on the ground.

However observations come at a cost. These cost can be in the form of time and financial costs.

For example the minister and his team will need finances for food, accommodation, transport and

allowance. Such costs including time costs at times make observations expensive.

Conclusively, Sapsford and Jupp (1996) sum it up by suggesting that observations are not to be

used in isolation in data collection. As highlighted despite the shortcomings of observations as a

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data collection, they remain a very important tool in educational research. However proper

planning and excellent administration are required in order for observations to be a success.

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References

Marshall, C. and Rossman, G. (1989). Designing Qualitative Research. SAGE publications.

Cohen, L., Manion, L. and Morrison, K. (2000). Research Methods in Education 5th Edition

Finn, J., and Jacobson, M. (2008). Just Practice: A Social Justice Approach top Social Work.

Peosta, IL: eddie bowers publishing.

Jacobson, M., Pruitt Chapin, K., and Rugeley, C. (2009). Toward Reconstructing Poverty

Knowledge: Addressing Food Insecurity through Grassroots Research Design and

Implementation. Journal of Poverty

Russ-Eft, D., and Preskill, H. (2001). Evaluation in Organisations. New York: Basic Books.

Brady, L. and Kennedy, K. (2001). Celebrating student achievement: Assessment and reporting.

Prentice Hall, Frenchs Forest, NSW.

Gebhard, G. and Oprandy, R. (1999). A guide to Exploring Beliefs and Practices.

Forster, M. and Masters, G. (1996). Assessment resource kit: Performance, Australian Council

for Educational Research, Camberwell, Vic.

Gensse, F. and Upshur, J.A. (1996). Classroom-based evaluation in second language education,

Cambridge University Press, Cambridge, UK.

Henning-Stout, M. (1994). Responsive assessment: A new way of thinking about learning,

Jossey-Bass, San Fransisco.

Sapsford, R. and Jupp, V. (1996). Data Collection and Analysis: Sage Publications, London

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Marguerite, G., Dean, T., and Kartherine, H. Methods in Educational Research: From Theory to

Practice. Wiley

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