educator is able to keep participating in the activity without being distracted by taking long notes or having a complicated key system. However, this example of participated observation can be difficult as you need to interact and record notes at the same time. (Montgomery, 2002).
The main idea of the quantitative observational approach is that it is mostly used for; “collecting…data to explain a particular phenomenon” (MUIJS, 2004).
As there are many different phenomena that educators are interested in, in the classroom; this approach is beneficial for educators. As the “number of phenomena we can study in this way is almost unlimited” (MUIJS, 2004).
One way in which educators might make use of the quantitative observation could be to focus on the pupils’ learning. To try to discover; how effective the learning is and how this could be improved to increase “the quality of educational life” (Hopkins, 1993). A way in which educators could gather this data would be through using the systematic recording technique. Through this method; educators are able to repeatedly note down aspects of the learning every few minutes. This; consequently allows vast amounts of information to be noted down, of the children’s work, that can provide evidence to back up the teachers’ worries about the learning taking place. Therefore, through this observation; the educator could become aware of the children who are learning the concepts with ease, as well as those children who are struggling.
The benefits of using quantitative method are you are able to compare and contrast your findings. Also your answers are also reliable for other people to use when carrying out further observations. On the other hand, this method only gives you numerical descriptions on observations within the classroom. It does not allow the educator to have a descriptive view of the pupil’s behaviour and their cognitive interaction with other peers in the classroom.
However, as this suggests, in order for children’s overall learning experience to be improved; educators must be actively observing and reflecting on their own teaching methods. Generally to do this, teachers may invite colleagues into their classroom to observe their teaching methods; which can be done through the ‘focused’ observation technique. In which; the colleague has a checklist of what constitutes as being an effective educator, where the colleague could tick-off these qualities that apply to whom they are observing. Thus; if there are any issues with the value of the teaching method used, then these can become apparent to the educator. From which; the educator can act appropriately to improve their teaching.
On the other hand, no matter what quantitative method is used to observe the learning and teaching in classrooms; the overall focus should be on how educators can use it to help them “take increased responsibility for their actions and create a more…dynamic environment in which teaching and learning can occur.” (Hopkins, 1993). Another method of observation which works well in the classroom is that of qualitative observation. Alternatively the qualitative method is the opposite of the quantitative method. Qualitative data is descriptive and involves characteristics that can’t usually be counted. This method of observation is more detailed and tells us more about the actual interactions in the classroom between pupils. Examples of the qualitative method are, long hand continuous accounts within the classroom, open ended questionnaires, unstructured interviews, structured interviews and categorical recording. The advantage of using this method is that, it takes account for the
complexity of group behaviours. Also it provides context for pupils’ behaviour. Qualitative research expands the range of knowledge and understanding of the world beyond the researchers themselves. It often helps educators see why something is the
way it is, rather than just presenting a fact. For instance, a quantitative study may find that students who are taught composition using a process method receive higher grades on papers than students taught using a qualitative method.
This method of observation is often done over a longer period of time and tries to gain an insight into why the children are acting they way that they do. Going back to the above example, a child may not answer a question because they are worried about what others may think of their answer. If quantitative observation had been the only thing done then this vital information is missed out. Teachers should try to keep a record of some children’s behaviours as it can “support or refute a teacher’s initial impressions of a child.” (Hargreaves, 2002). This type of observation is important as it means that the people being observed are understood and judgements are not made too early.
Using both these methods are beneficial to professional educators. Using these observation techniques allows educators to reflect on their own teaching and learning methods and to suit the individual pupils’ needs. “Classroom research… is an act undertaken by teachers, to enhance their own or a colleague’s teaching” (Hopkins, 1993). Observation is also seen as an essential method as it allows the educator to be informative, to highlight progress among students and to learn new skills. Overall, a professional educator must make use of observation, both quantitative and qualitative, on a daily basis. It is a skill which takes practice in order to become most effective at it. Observation has many benefits; the behaviour of a child can be observed, the professional educator can ensure the class are settled, but most importantly if a professional educator is observed it allows them the opportunity to keep developing to the highest standard possible.
Observation is practical as it would help to improve the children’s opportunities to learn and to ensure that they get the best out of those opportunities. Also classroom observation is also valuable for student teachers going on placement because they usually have more to learn about children. Also it creates a positive ethos in school which will motivate children and result in effective learning “Promoting positive behaviour in schools must be a key element in ensuring the best possible educational outcomes for our children” (HMIe, 2005).
The methodological issues you may encounter whilst using observation as a method of data collection may suffer from a number of problems. For instance, when individuals or groups become aware that they are being observed, they may change there behaviour and attitude. Depending upon the situation, this change could be positive or negative. It may increase or decrease, for example, their productivity-and may occur for a number of reasons. When a change in the behaviour of persons or groups is attributed to their being observed is it known as the Hawthorne Effect (Kumar, 1996). The use of observation in such a situation introduces misrepresentation: what is observed does not represent their normal behaviour.
There is always the possibility of the observer being biased when drawing up their conclusions. If an observer is biased, he/she can easily introduce bias and there is no easy way to verify the observations and the inferences drawn from them. Furthermore, the interpretations drawn from observations may vary from observer to
observer. There is the possibility of incomplete observation and recordings, which varies with the method of recording you are using. An observer may watch keenly but at the expense of detailed recording. Or the opposite problem may occur when the observer takes detailed notes of the classroom activities but in doing so, missed some of the interaction.
One of the reasons observation is beneficial is that it can help educators reflect upon their own teaching. It may reveal what you have been taking for granted or highlight pupil’s accomplishments, which, through the continuous process of learning, may have gone unnoticed. Observation leads educators away from their “personal automatic interpretation of what is going on, and…try to see events from different perspectives” (Simpson & Tuson, 1995). This method could also help teachers reflect on their own practices or that of other colleagues. As training teachers self-analysis is crucial and would be very effective in first year placement. Looking at small-scale interactions could be useful to gather the ethos of the classroom such as the type of interactions that go on and who they happen between, difference of actions in age groups and communication events such as silence, wait time and classroom movement.
To conclude, taking a deeper look into what we need to observe and how we go about observing it will give better outcomes as each study needs specific planning. Classroom observation focus on the teaching strategies being used, the role played by pupils in the lessons and any relationships there appears to be between what pupils write under examination conditions and what happens in class. It allows the opportunity for self-improvement and therefore benefits the children as the more beneficial methods of teaching will be identified. It is also useful for the teacher to be able to monitor the progress of individuals and notice things that would normally be overlooked.
Referencing:
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Hopkins, D (1993) A Teacher’s Guide to Classroom Research (2nd Edition) Buckingham: Open University Press.
Kumar, R (1996) Research Methodology: SAGE publications LTD, London.
Macintyre, C (2000) The Art if Action Research in the Classroom. UK: David Fulton Publishers.
Montgomery, D. (2002) Helping teachers Develop through Classroom Observation (2nd Edition, London: David Fulton Publishers.
MUIJS, D (2004) Doing Quantitative Research in Education with SPSS. London: SAGE Publications Ltd.
SCOTTISH_EXECUTIVE (2004) a Curriculum for Excellence - The Curriculum Review Group: Purposes and Principles for the Curriculum 3-18. IN DEPARTMENT, S. E. E. (Ed.) Edinburgh, The Scottish Executive.
Simpson, M and Tuson, J (1995) Using Observations in Small-Scale Research: A Beginner’s Guide. UK: SCRE (The Scottish Council for Research in Education.
