7.Data tools.ppt University of loralai balochistan

education

1. 11
DATA COLLECTION TOOLS

2. 2
INTRODUCTION
Theinstrumentsthatareemployedtocollectnewfacts
ortoexplorenewfieldsarecalledtools.
Itisofvitalimportancetoselectsuitableinstruments
andtools.
Differenttoolsareusedtocollectdifferenttypesof
data.
Theuseofaparticularresearchtooldependsuponthe
typeofresearchproposal.
Theresearchermayuseoneormoreofthetoolsin
combinationforthispurpose.
Suchtoolsormethodsofdatacollectioninclude;
tests,interviews,questionnaire,observationetc.

3. 3
SIGNIFICANCE
Theprogressofanyeducationalprogramverymuch
dependsuponwellconductionresearch.Itpostulates
sufficient,reliableandvalidfacts.Suchfactsare
normallyobtainedthroughasystematicprocedure
whichinvolvesvariousdevices.Eachresearchtoolis
appropriateinagivensituationtoaccomplisha
specificpurpose.
JhonW.Best(1992,P.159)commentedthatlikethe
toolsinthecarpenterbox,eachisappropriateina
givensituation,toaccomplishaparticularpurpose.
Eachdatacollectingdevicehasbothmeritsand
limitations.However,foreffectiveresulteachtoolhas
itsownsignificance.Itmustbeusedaccordingtothe
requiredsituation.

4. 4
TYPES OF RESEARCH TOOLS
There are varieties of tools of research used in
collecting data These include:
1.Tests
2.Questionnaires
3.Opinionnaire or attitude scale
4.Quantitative interviews/Qualitative
interviews (Focus groups)
5.Observations/Quantitative observations

5. 5
1.TESTS
As data gathering devices, tests
are among the most useful tools
of educational research, for they
provide the data for most
experimental and descriptive
studies in education

6. TYPES OF TEST
1.Achievement
2.Aptitude
3.Personality

7. 7
2.QUESTIONNAIRE
Questionnaireisaselfreportdatacollection
instrumentthateachresearchparticipantfillsout
aspartofaresearchstudy.
Researchers usequestionnairetoobtain
informationaboutthethoughts,feelings,attitudes
beliefs,values,perceptions,personalityand
behavioralintentionsofresearchparticipants.
AccordingtoJohnW.Best(1992)aquestionnaire
isusedwhenfactualinformationisdesired,when
opinionratherthanfactsaredesired,an
opinionnaireorAttitudescaleisused.

8. FORMS/KINDS OF QUESTIONNAIRE
1.Closeform
Questionnairethatcallsforshort
checkresponsesasthe,restrictedor
closeformtype.Theyprovidefor
markingaYesorNoashort
responseorcheckinganitemfroma
listofsuggestedresponses.

9. Answer each question by putting a tick in the column beside it.
S.No Statement Ye
s
Some
what
No
1 Tobecomeateacherwasmyvision
2 Willyoucontinuetobeateacher?
3 Areyousatisfiedwithyourjobasteacher?
4 Ifyouhadtheopportunitytostartoverinanewcareer,wouldyou
prefertobeateacher?
5 Doyoubelievethattheteacherswithwhomyouworkaremotivated?
6 Areteachersmotivatedbyappreciationandpraisefromtheheads
7 DoyouthinkSalarymattersalottokeepteachersmotivated?

10. Example
Whey did you choose your graduate work at this
university? Kindly indicate three reasons in order of
importance, using number 1 for the most important, 2 for
the 2nd most important, and 3 for the 3rd most important.
1.Convenience of transportation
2.Advice of a friend
3.Reputation of institution
4.Expense factor
5.Scholarship aid
6.Other (Kindly specify)

11. 11
2. The open form
The open form or unstructured type of
questionnaire calls for a free response
in respondents own words.
For example
Why did you intend to take admission
in M.Phil programme in Qurtuba
University?
In what respects Qurtuba programme
needs improvement

12. 3. Pictorial form
Some questionnaires present
respondents with drawings and
photographs rather than written
statement from which to choose
answers.
This form of questionnaire is
particularly suitable tool for
collecting data from children and
adults who had not developed
reading ability.

13. 13
3. THE OPINIONNAIREOR ATTITUDE SCALE
Thefirstmethodofattitude
assessmentisknownasthe
Thurstontechniqueofscaled
values.
Theinformationformthatattemptstomeasure
theattitudeorbeliefofanindividualisknown
asanopinionnaireorattitudescale.

14. 14
Thelistofstatementsisgivento
thesubjects,whoareaskedto
checkthestatementswithwhich
theyareinagreement.
Themedianvalueofthe
statementsthattheycheck
establishestheirscore,or
quantifiestheiropinion.

15. 15
Likert Method
Likert Scale
The likert scaling technique
assigns a scale value to each
of the five responses

16. Scale Value
a.Strongly agree 5
b. Agree 4
c. Undecided 3
d. Disagree 2
e. Strongly disagree 1
For statements opposing this
point of view, the items are
scored in this opposite order.

17. 17
Scale Value
a. Strongly agree 1
b. Agree 2
c. Undecided 3
d. Disagree 4
e. Strongly disagree 5

18. 4. INTERVIEW
The interview is, in a sense, an oral questionnaire.
Instead of writing the response, the subject or
interviewee gives the needed information verbally in
a face to face relationship.
Interview that are done face to face are called in
person interviews; interviews conducted over the
telephone are called telephonic interviews.
The four types of interviews are:
a.The closed quantitative interview
b.1 The standardized open ended interview
b.2The interview guide approach
b.3The informal conversational interview

19. a. Quantitative interviews
Theinterviewprotocolinaquantitative
interviewbasicallyascriptwrittenbythe
researcherandreadbytheinterviewerto
theinterviewees.
Theinterviewprotocolisusuallywritten
onpaperforinpersoninterviewsand
shownonacomputerscreenfor
telephoneinterviews.

20. b. Qualitative interviews
Qualitativeinterviewsconsistofopen-
endedquestionsandprovidequalitative
data.
Qualitativeinterviewsarealsocalled
depthinterviewsbecausetheycanbe
usedtoobtainindepthinformationabout
aparticipant’sthoughts,beliefs,
knowledge,reasoning,motivationsand
feelingsaboutatopic.

21. The three types of qualitative interview:
b.1.Theinformalconversationalinterview:
Thisisthemostspontaneousandloosely
structuredofthethreetypesofqualitative
interviews.Theinterviewerdiscussesthetopics
ofinterestandfollowsallleadsthatemerge
duringthediscussion.
Becausethereisnointerviewprotocolinthe
informalconversationalinterview,itisagood
ideatotaperecordtheinterviewsothatno
importantinformationwillbelost

22. b.2 The interview guide approach
Theinterviewerenterstheinterviewsession
withaplantoexplorespecifictopicsandtoask
specificopenendedquestionsoftheinterview.
Thesetopicsandquestionsareprovidedonan
interviewprotocolwrittenbytheresearcher
beforetheinterviewsession.
Theinterviewer,however,doesnothaveto
followthesetopicsandquestionsduringthe
interviewinanyparticularorder.

23. b.3 The standardized open-ended interview
Inthestandardizedopenendedinterview,the
questionsareallwrittenout,andtheinterviewer
readsthequestionsexactlyaswrittenandin
thesameordertoallinterviewees.
Sometechniquesforestablishingtrustand
rapportaretoexplainwhothesponsoring
organizationistoexplainwhyyouare
conductingtheresearchandtopointouttothe
participantthathisorherresponsesareeither
anonymous(nonameoridentificationwillbe
attachedtotherespondentsdata)or
confidential.

24. 5. OBSERVATION
Observationisanimportantway
ofcollectinginformationabout
peoplebecausepeopledonot
alwaysdowhattheysaytheydo
Observationaldataarecollectedin
twodifferenttypesofenvironments.

25. Laboratoryobservationiscarriedoutinsettingsthataresetupby
theresearcherandinsidetheconfinesofaresearchlab.An
examplewouldbearesearcherobservingthebehaviourofchildren
throughaonewaywindowintheresearcher’slaboratory.
Naturalistic observation is carried out in the real world

26. 2626
Quantitative observation
Quantitative (or structured) observation involves the
standardization of all observational procedures in order
to obtain reliable research data
Qualitative observation
Qualitative observation involves observing all relevant
phenomena and taking extensive field notes without
specifying in advance exactly what is to be observed.
qualitative observation and naturalistic
observation are frequently treated as
synonyms in the research literature.

27. 27
Area of
observation
Outstanding Good Acceptable Unsatisfactory Remarks
Availability of
quality lesson plan
1. lesson plan available in written form on
school approved format
2. Lesson objectives are taxonomized
3. Each activity is objective based & time
bound
4. Instructional strategies are properly
defined
5. Resources are rightly organized &
extend learning
6. A systematic Assessment mechanism is
designed
1. lesson plan available in written
form
2. Lesson objectives are properly
structured
3. Each activity is time bound
4. Instructional strategies are
defined
5. Resources are organized and
enhance learning
6. An organized assessment
procedure is given
1. lesson plan available in
written form
2. Lesson objectives are given
3. Activities are mentioned
4. Instructional strategies are
mentioned
5. Resources are available
6. Assessment procedure is
given
1. Lesson plan is poorly
planned
2. Lesson objectives are
missing
3. Activities are not
given
4. Instructional strategies
are not defined
5. Resources are not used
to support learning
6. No assessment is
given
Command over the
subject matter/
subject knowledge
1.Demonstrates In-depth knowledge of
the subject
2.Clearly explains the learning objectives
3.Relates ideas to previous knowledge
4.Explains concepts effectively
5.Has a cutting-edge grasp
of child development and how
students learn
1.Students are attentive & keenly
interested in learning
2.Share concept based examples from
every day life
1. Demonstrates command over
the subject
2. Clearly states the learning
objectives
3. Relates ideas to previous
knowledge
4. Explain concepts aptly
5. Has a good grasp of child
development and how
students learn.
1. Students are attentive &
interested in learning
2. Share examples from daily life
1. Show command over the
subject
2. State the learning objectives
3. Relates ideas to previous
knowledge
4. Explain concepts
5. Students are kept attentive to
learn
6. has a few ideas of
ways students develop and
learn.
1. Give examples from the
book
1. Has no command over
the subject
2. Objectives are not
defined
3. Previous knowledge is
not tested
4. Concepts are not
explained
5. Students are kept
attentive
6. Has few ideas
on how to teach
Students
Participation
Encourages students to actively participate in
learning activities
Ensure active involvement of students in
discussion
Adjusts the pace of learning as a result of
students’ responses
Reinforce & Constructively responses to the
wrong questions
1. Encourages students to
participate in learning activities
2. Ensure active involvement of
students in discussion
3. Keeps proper pace of learning
as a result of students’
responses
4. Constructively responses to the
wrong questions
Encourages students to participate
Supports involvement of students in
discussion
Teaches with proper pace
Positively Responses to the wrong
questions
1. Keeps students passive
2. No time is given for
discussion
3. Teaches in hurry
4. Daunts on wrong
questions
OBSERVATION RUBRIC