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Classroom-Based Research EVO 2016
Asli Lidice Gokturk Saglam &
Kenan Dikilitas
DATA COLLECTION TOOLS FOR RESEARCH
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Data entails the kinds of information researchers obtain on the subjects of their research
WHAT COUNTS AS DATA?
Can the following be used as «data»?
Please type your response in the chat box
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Learners’ scores from a test?Essays written by students?Anecdodal records?Teacher diaries?Jokes and laughter?
WHAT COUNTS AS DATA?
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CAN PHOTOGRAPHS BE USED AS DATA?
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HOW ABOUT PARTICIPANTS’ POSTS (TWITTER, FACEBOOK, GOOGLE+, BLOGS...ETC)?
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What are data?Key questions to consider for data collection
Examples of data collection toolsFurther considerations for the researcher
Research Ethics
FLOW OF THE SESSION
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1. Where will the data be collected? In a classroom? Online?2. When will it be collected?3. How often are the data to be collected?4. Who will collect the data?
KEY QUESTIONS TO CONSIDER FOR DATA COLLECTION
Selection or design of research
tools
The conditions
under which they will be adminstered
instrumentation
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How much data should be collected?
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EXAMPLES OF DATA COLECTION INSTRUMENTS
Photo credit: http://www.wikihow.com/Do-Qualitative-Research
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Likert scale questionnaires choosing a response on a continuum easy to use with large numbers of participants offer clear‚ numerical data which is easy to analyze
checklist questionnaires checking their actions they do
open-ended questionnaires writing answers to specific open-ended questions
QUESTIONNAIRES
Questionnaires should be complemented with data from other sources through different tools through triangulation to increase the integrity of the conclusions drawn
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Numbers may not help you understand the whole picture of your research focus, so there is need for collecting data that will help you look into the issue from a qualitative perspective as well.
uses multiple sources of data to increase research credibility (Davis‚ 1995; Denzin & Lincoln‚ 1994)
chooses data collection instruments from a variety of these four
categories
provides different aspects of the research focus
gives a more comprehensive picture of the issue under investigation
single or similar sets of data can lead research to misrepresentative conclusions
WHY TRIANGULATE DATA?
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Check if they are really testing what you want‚ and then revise items in the questionnaire through trialing
Provide consistency in the questionnaire statements in terms of the coherence
All questions should be eliciting information in the same directions such positive, or negative. However, some questions can be asked negatively and reverse coded when analyzed
SELECTION OR CONSTRUCTION OF A QUESTIONNAIRE
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a Likert-scaleI believe reading outside the classroom
1 2 3 4 5
improves my vocabulary knowledge
Develops my reading paceFosters my comprehension
Helps me learn about English texts
Checklist
DIFFERENT TYPES OF ITEMS ON A QUESTIONNAIRE
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Open-endedBoth closed-ended and open-
ended
OPEN-ENDED& MIX-MATCH
How do you feel about reading outside the classroom?
Do you think it can develop your reading skills? In what ways?
Learning vocabulary in context is easy/challenging 1.2.3.4.5because _____________________________________
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DEMOGRAPHIC DATA
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Direct Observation every aspect of a specific
practice/activity students’ reactions in a particular
lesson teachers’ classroom management
etc.
Observing can be supported by informal talk with colleagues on
______________________________ informal talk with students on
______________________________ structured follow up interview on
______________________________
Indirect observation tape classes and then analyze
the transcripts having the lesson observed by
a co-researcher who has not been their teacher
______________________________
OBSERVATION
Activity:If you use observation as a data collection tool, please choose and complete the following:
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LIMITATIONS OF OBSERVATION
• Very time consuming
• feeling obliged to teach in the way expected by the observer rather than teach the way they would normally do
• There are unobservable things such as how students or teachers feel about an issue
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DOCUMENTATION
Documents and artifacts from teaching
lesson plansteaching materialsstudent work
REPORTS AND INTROSPECTION
Students’ report on what they dowhy they do itwhat they believewhat they are or were thinking
DOCUMENTATION, REPORTS AND INTROSPECTION
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“insider” perspective on what is being done and why. access to information generated over a long period possibility to undertand personal perspectives
KEY CHARACTERISTICS OF REPORTS AND INTROSPECTION
Bear in mind: the participants’ verbal reports highlight estimation of their thoughts, not what they exactly think
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Investigating students’ insider perspectives on what they do and especially why they do the things they do
Individuals or focus groups
Focus on specific questions
DISADVANTAGES:takes a lot of time to
conduct‚ transcribe and analyze
limits the number of participants who can be interviewed
INTERVIEWS
Questions should be clear and unambiguous, concise and to the point & should not lead the interviewee to convey a particular thought
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Please check the potential interview questions as to whether they are leading the interviewee or not?
1. How did the lesson improve your reding skills?
2. Did you like the activity?
3. How do you feel about the task you did?
4. What made the task difficult?
INTERVIEWS
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Journals or diaries kept by students may yield a deep and quality data set on their personal perspectives toward the issue being researched
They provide researchers a detailed set of data, buthard to find such students to systematically write
Need for follow-up interviews to clarify unclear points
JOURNALS
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an effective way of accessing students’ beliefs and learning practicesthese can be helpful for your instructional decisions; knowing about why
they learn in a particular way
stories of experiences Can you share with me how you feel when you speak in the classroom?
general stories Can you tell us how you learnt grammar in secondary school?
specific aspects of teaching Can you share with me what you do to learn your vocabulary knowledge?
NARRATIVE AND BIOGRAPHIC METHODS
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This type of data collection allows us to have a set of data about the actual process of doing something, what students or teachers do it in particular way and why.
Teachers or students need to talk about what they are doing at the t ime of the engagement. For example,
Videotape while you perform a task teach a lesson mark a paper consult with a student do homework write an essay do listening
Then watch the video with your students and ask what they think, why they behave in a particular way
STIMULATED RECALL
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The risk of abusing students for taking their time and energy for something they do not want to contribute
They may not be gaining any benefits while contributing to your researchThe data they will provide may be lacking reliability on account of thisYour students should be part of the data collection as co-researchersTherefore, we need to develop an alternative way
AN ALTERNATIVE WAY FOR COLLECTING QUALITATIVE DATA
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EP encourages classroom researchers to colelct data in such a way that they are co-working with the people from whom the data is collected.
Therefore, it encourages to generate Potentially Exploitable Pedagogic Activities (PEPAs) integrated into the normal pedagogic activities that a teacher normally do. aims to benefit students rather than only absuing them as a source of information students develop their language skills while they are providing you with data students become integral part of your research, which creates a classroom where
teachers and students work together to understand an issue
(See Alwright and Hanks, 2009)
EXPLORATORY PRACTICE (EP)
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P O T E N T I A L LY E X P LO I TA B L E P E DA G O G I C AC T I V I T I E S ( P E PA S )
Verbal data Written data Data from Task Data from Activity & Exercise
Pair-work Diaries Games Tests
Group-work Self-evaluation Projects True & False exercises
Role-play Suggestion box Field trips Jigsaw reading
Consultancy Problem box Vlogs Sentence completion
Discussion Dialogue journal writing Blogging Gap-filling sentences
Interviews Learner-to-learner correspondence
Self-recording Reading texts about the puzzle
Storytelling Story completion Video-taping
Brainstorming Writing critical incidents Drawing
Self-evaluation Peer feedback
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• Do data collection tools allow inference of valid conclusions?Validity
• Do they give consistent results?Reliability• How easy to use data collection tools? How
long?• Instructions clear? How easy to score? How to
interpret?Usability
Objectivity
FURTHER CONSIDERATIONS FOR A RESEARCHER
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RESEARCH ETHICS