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INTRODUCTION
The instruments that are employed to collect new facts
or to explore new fields are called tools.
It is of vital importance to select suitable instruments
and tools.
Different tools are used to collect different types of
data.
The use of a particular research tool depends upon the
type of research proposal.
The researcher may use one or more of the tools in
combination for this purpose.
Such tools or methods of data collection include;
tests, interviews, questionnaire, observation etc.
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SIGNIFICANCE
The progress of any educational program very much
depends upon well conduction research. It postulates
sufficient, reliable and valid facts. Such facts are
normally obtained through a systematic procedure
which involves various devices. Each research tool is
appropriate in a given situation to accomplish a
specific purpose.
Jhon W. Best (1992, P.159) commented that like the
tools in the carpenter box, each is appropriate in a
given situation, to accomplish a particular purpose.
Each data collecting device has both merits and
limitations. However, for effective result each tool has
its own significance. It must be used according to the
required situation.
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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
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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
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2. 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.
8. FORMS/KINDS OF QUESTIONNAIRE
1.Closeform
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.
9. Answer each question by putting a tick in the column beside it.
S.No Statement Ye
s
Some
what
No
1 To become a teacher was my vision
2 Will you continue to be a teacher?
3 Are you satisfied with your job as teacher?
4 If you had the opportunity to start over in a new career, would you
prefer to be a teacher?
5 Do you believe that the teachers with whom you work are motivated?
6 Are teachers motivated by appreciation and praise from the heads
7 Do you think Salary matters a lot to keep teachers motivated?
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)
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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.
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3. THE OPINIONNAIRE OR ATTITUDE SCALE
The first method of attitude
assessment is known as the
Thurston technique of scaled
values.
The information form that attempts to measure
the attitude or belief of an individual is known
as an opinionnaire or attitude scale.
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The list of statements is given to
the subjects, who are asked to
check the statements with which
they are in agreement.
The median value of the
statements that they check
establishes their score, or
quantifies their opinion.
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.
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
The interview protocol in a quantitative
interview basically a script written by the
researcher and read by the interviewer to
the interviewees.
The interview protocol is usually written
on paper for in person interviews and
shown on a computer screen for
telephone interviews.
20. b. Qualitative interviews
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 participant’s thoughts, beliefs,
knowledge, reasoning, motivations and
feelings about a topic.
21. The three types of qualitative interview:
b.1. The informal conversational interview:
This is the most spontaneous and loosely
structured of the three types of qualitative
interviews. The interviewer discusses the topics
of interest and follows all leads that emerge
during the discussion.
Because there is no interview protocol in the
informal conversational interview, it is a good
idea to tape record the interview so that no
important information will be lost
22. b.2 The interview guide approach
The interviewer enters the interview session
with a plan to explore specific topics and to ask
specific open ended questions of the interview.
These topics and questions are provided on an
interview protocol written by the researcher
before the interview session.
The interviewer, however, does not have to
follow these topics and questions during the
interview in any particular order.
23. b.3 The standardized open-ended interview
In the standardized open ended interview, the
questions are all written out, and the interviewer
reads the questions exactly as written and in
the same order to all interviewees.
Some techniques for establishing trust and
rapport are to explain who the sponsoring
organization is to explain why you are
conducting the research and to point out to the
participant that his or her responses are either
anonymous (no name or identification will be
attached to the respondents data) or
confidential.
24. 5. OBSERVATION
Observation is an important way
of collecting information about
people because people do not
always do what they say they do
Observational data are collected in
two different types of environments.
25. Laboratory observation is carried out in settings that are set up by
the researcher and inside the confines of a research lab. An
example would be a researcher observing the behaviour of children
through a one way window in the researcher’s laboratory.
Naturalistic observation is carried out in the real world
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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.
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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
