Techniques For Collecting Data In Conducting Educational Research

1. Interview
Two kind of interview
a. Structured interview
b.Unstructured interview
2. Focus group
3. Observation
a. Structured observation
b.Unstructured observation
4. Tests
5. Questionnaire
Explanation
1. 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.
Quantitative interviews When carrying out quantitative interviews, one must carefully
read the words as they are provided in the interview protocol. The interview protocol
is the data collection instrument that includes the items, the response categories, the
instructions and so forth. The interview protocol in a quantitative interview basically a
script written by the researcher and read by the interviewer to the interviewees
Qualitative interviews consist of open -ended questions and provide qualitative data.
Qualitative interviews are also called depth interviews because they can be used to
obtain in depth information about a participants thoughts, beliefs, knowledge,
reasoning, motivations and feelings about a topic.
2. Focus group
A focus group is a type of group interview in which a moderator (working for the
researcher) leads a discussion with a small group of individuals (e.g., students,
teachers, teenagers) to examine, in detail, how the group members think and feel
about a topic. It is called a focus group because the moderator keeps the individuals
in the group focused on the topic being discussed.
The moderator generates group discussion through the use of open ended questions,
and he or she acts as a facilitator of group process. Focus groups are used to collect

qualitative data that are in the words of the group participants. A focus group is
composed of 6 to 12 participants who are purposively selected because they can
provide the kind of information of interest to the researcher. A focus group is usually
homogeneous, (composed of similar kinds of people) because the use of a
homogeneous group promotes discussion.
3. Observation
The next method of data collection involves something that we do most of our waking
hours: observe things. Researchers are also observers of things in the world. In
research, observation is defined as the watching of behavioral patterns of people in
certain situations to obtain information about the phenomenon of interest. Observation
is an important way of collecting information about people because people do not
always do what they say they do. It is a maxim in the social and behavioral sciences
that attitudes and behavior are not always congruent.
Observational data are collected in two different types of environments.
Laboratory observation is carried out in settings that are set up by the researcher and
inside the confines of a research lab.
Quantitativeobservation
Quantitative (or structured) observation involves the standardization of all
observational procedures in order to obtain reliable research data. It often involves
the standardization of each of the following. Who is observed (what kinds of
people are to be studied, such as teachers or students), what is observed (what
variables are to be observed by the researcher, such as time on tasks or out of seat
behavior), when the observation are to take place (during the morning hour,
during break time), where the observation are to be carried out (in the laboratory
in the classroom, in the lunchroom, in the library, on the playground) and how the
observations are to be done.
Quantitative observation usually results in quantitative data, such accounts or
frequencies

and

percentages.

Quantitative observation might also involve observational sampling techniques. One

technique is called time interval sampling, which involves checking for events during
time interval specified in advance of the actual data collection. An example of time
interval sampling is a researcher observing student behavior for the first then minutes
of every hour.
Qualitative observation

Notes without specifying in advance exactly what is to be observed. In other words,

qualitative observation is usually done for exploratory purposes Qualitative
observation involves observing all relevant phenomena and taking extensive field
4. Test
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
Type of test
Achievement Test
Achievement tests attempt to measure what an individual has learned his present
level of performance. Most tests used in schools are achievement tests. They are
particularly helpful in determining individual or group status in academic
learning. Achievement test scores are used in placing, advancing or retaining
students at particular grade revels.
Aptitude Test
Aptitude tests seek to assess the level of achievement that an individual can attain
in some particular academic or vocational field. In other words, aptitude tests
attempt to predict an individual capacity to require improved performance with
additional training.
Personality Test
It is concerned with the non-intellectual aspect of human behavior. Personality
scales are usually self report instruments. The individual check responses to
certain questions or statements. These instruments yield scores. Which are
assumed or have been shown to measure certain personality traits or tendencies?
Qualities of a good test ,The qualities of a good test are:
Validity; in general a test possesses validity to the extent that it measures what it
claims to measure.
It is reliable A test is reliable to the extent that it measures accurately and
consistently, from one time to another.
Objectivity: A test should yield a clear score value for each performance the score
being independent of the personal judgment of the scorer.
5. Questionnaire
Questionnaire is a self report data collection instrument that each research participant
fills out as part of a research study. Researchers use questionnaire to obtain
information about the thoughts, feelings, attitudes beliefs, values, perceptions,
personality and behavioral intentions of research participants.

According to John W. Best (1992) a questionnaire is used when factual information is

desired, when opinion rather than facts are desired, an opinionnaire or Attitude scale
is used.
FORMS/KINDS OF QUESTIONNAIRE
The researcher can construct questions in the form of a closed, open pictorial and
scale items.
Close form, Questionnaire that calls for short check responses as the, restricted or
close form type. They provide for marking a Yes or No a short response or
checking an item from a list of suggested responses.
picturesform
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. Pictures often capture the attention of respondents
more readily than printed words, lessen subjects resistance and stimulate the
interest in questions.To get better answers, ask better questions
6. Documents
Substantial description and documentation, often referred to as thick description,
can be used to further explore a subject. This process provides a thorough description
of the study participants, context and procedures, the purpose of the intervention and
its transferability. Thick description also includes the complexities experienced in
addition to the commonalities found, which assists in maintaining data integrity.The
use of documentation provides an ongoing record of activities. This can be records of
informal feedback and reflections through journals, diaries or progress reports. The
challenge of documentation is that it requires an ongoing commitment to regularly
document thoughts and activities throughout the evaluation process