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Planning the observation in Educational Research

Planning the observation in Educational Research


Observation can be a useful research tool. However, it does demand its rank: it can take a long time to absorb the required behavior or phenomenon, it can cost time and effort, and is prone to problems in interpreting or interpreting data. This research method requires the investigator to take precautions in terms of what was collected in the observation. Research observation does not just refer to the questions the researchers are looking for; it is also relevant to the environment and context in which research is occurring. The use of observation method requires proper planning. These are followings:
v When, where, how and what to observe. 
v How many structure levels are required for observation? 
v The observation period, which must be suitable for the behavior to take place and follow. 
v The researcher should carefully examine the relevance of observation method to the data need of selected study. 
v He must identify the specific investigative questions which call for use of observation method. These determine the data to be collected.
v He must decide the observation content, viz., specific conditions, events and activities that have to be observed for the required data.
v The observation setting, the subjects to be observed, the timing and mode of observation, recording procedure, recording instruments to be used, and other details of the task should be determined.
v Observation should be selected and trained. The persons to be selected must have sufficient concentration powers, strong memory power and unassuming nature. Selected persons should be imparted both theoretical and practical training.
v The need for an opportunity to observe, for example, to ensure the presence of people to follow or the behavior to follow.
v The integration of subjective and objective observation, even with a structured observation: an observation schedule can be quite subjective once it is completed, as interpretation, selection and counter-transmission can enter into observations and contexts. 
v The value of participant's secret observations to reduce activation.
v The need to operate the observation so that the evidence counts are consistent, meaningless and valid, for example, what generates a certain quality.

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