Observation is the systematic description of the events, behaviors, and artifacts of a social setting. Characterize all researches: experimental, descriptive, and qualitative.

1. By- Kawita Bhatt
Ph. D. Research Scholar
Agricultural Extension and Communication

2. 1. Introduction
2. Importance
3. Dimensions of observation
4. Instruments for observation
5. Systematic data collection
6. Characteristics of good observation
7. Observation schedule
8. Triangulation
9. guidelines

3.  In qualitative research consists of detailed notation of behaviors, events, and
the contexts surrounding the events and behaviors.
 In quantitative research it is usually employed to collect data regarding the
number of occurrences in a specific period of time, or the duration, of very
specific behaviors or events.
 The detailed descriptions collected in qualitatively can be converted later to
numerical data and analyzed quantitatively, but the reverse is not possible.
Observation is the systematic description
of the events, behaviors, and artifacts of a
social setting (Marshall & Rossman, 1989,
p. 79).
Characterize all researches : experimental, descriptive and qualitative.

4.  Many important aspects of human behaviour cannot be observed under
contrived conditions of the laboratory.
 Educational research seeks to describe behaviour under less rigid controls
and more natural conditions.
For example : The behaviour of children in a classroom situation cannot be
effectively analysed by observing their behaviour in a laboratory. Real
classroom situation is important.
 This doesn’t mean the observation is haphazard or unplanned.
On the contrary observation as a research technique must be systematic,
directed by a specific purpose, carefully focused, and thoroughly
recorded.
 It must be subjected to the usual checks for accuracy, validity and
reliability.

5. Patton (1990) proposes 5 dimensions along which observation vary:
• Observer role may vary from full participant to
complete outsider.
• The observer may conduct the observation covertly
• Those being observed may be given full explanation,
partial explanation, no explanation or given a false
explanation of the purpose of observation.
• Course of duration. (entire school year, as brief as
hour)
• Breadth of focus. (quite broad to narrow)

6. Observation is often referred to as fieldwork, as it takes place in field. Following
should be done while conducting it :
Researcher must take field notes
The form of these notes may very but they must contain sufficient
information to recreate the observation.
Notes should contain direct quotations whenever possible
Notes should be complete and descriptive, and include everything
the researcher/ observer feels may have importance.
Field notes often contains the observer’s feelings and reactions
toward the events observed.

7. Instrument
that can
assist the
precise
observation
Stopwatches
Notebook
computes
Audio and
video
recording
Mechanical
counters
Such instruments make
possible observations that are
more precise than mere sense
observation.
There are confounding effects in the process which can be minimized by
concealing the observer. Camera and one way screens were used by Gesell
(1948)

8. 1. Recording observation
 If it does not create a barrier or does not distract, then simultaneous recording is
recommended
 Minimizes error resulting from faulty memory.
 Objectivity is more likely when the interpretation is done later.
 Recorded video permits later viewing of tape and coding of the observed
behaviour.
2. Checklist
 Simplest of the devices. Prepared list of behaviour or items.
 Helps to ensure the consideration of the important aspects of the objects
or the act observed.

9. 3. Rating scale
The rating scale involves quantitative description of a limited number of
aspects of a thing or of traits of a person.
Example: superior above average, average, fair, inferior
Limitations of rating scale
 Difficulty in clearly defining the trait or characteristics to be evaluated
 The halo effect may cause raters to carry qualitative judgement for one
aspect to another.
 Raters tendency to be too generous.
4. Score card
 Similar to some aspects to both the checklist and the rating scale, usually
provide appraisal of a relatively large number of aspects.
 Frequently used in evaluating communities, building sites, schools or
textbook.

10. Carefully planned, systematic and perceptive
Observers are aware of wholeness of what is observed.
Observers are objective. (biases are recognised)
Observation need to be made valid and reliable.
Observations are carefully and expertly recorded.
Observations are checked and verified
Observers separate the facts from the interpretation of the facts

11.  Method by which data is collected in the field through observation by the researcher or
observer.
 It should include items relevant to the research questions or the objectives of the survey.
Three categories of observation:
Structured and unstructured
 In structured the information is recorded maintaining a particular style, conditions of the
observation are standardized, the units to be observed are predefined.
 When observation is done without any pre conceived notion or thought before
observation, then it is an unstructured observation
Controlled and uncontrolled
 In controlled observation a definite pre arranged plan and procedure, which is
experimental, is adopted.
 Observation taking place in natural conditions by the resercher is called uncontrolled
observation
Participant and non- participant
 When an observer is a member of the group which he or she is observing, it is called
participant observation
 When he or she is observing without revealing any information to the is a non participant
observation

12.  It involves careful reviewing of data collected through different methods in
order to get a more accurate, appropriate, and correct estimate of qualitative
results for a particular construct.
 Can be employed in both qualitative as well as quantitative studies.
 It brings credibility to the qualitative analyses.
 By combining multiple observation, methods, theories and empirical materials
researched can hope to overcome the flaws , intrinsic biases and problems that
come from single method, single observation and single theory studies.

13. Basic types of triangulation
• Consists of using more than one
theoretical measure in the interpretation
of the phenomenon being investigated.
Theory
triangulation
• The researcher uses more than one
method and may also consist of
method within or between strategies
Methodological
triangulation
• The researcher combines
multiple observers in one
investigation.
Multiple
triangulation

14.  It is not possible to observe everything at once, so try to decide what the
main goal of your observation is.
 Make notes on a regular basis to avoid subsequent reinterpretation of what
happened.
 Note the details: the initial impressions of appearances, reactions and
behaviors, sounds, smells, and so on.
 It may be easier to focus on your own feelings instead of reactions of
 the observed people; however, the latter should be the center of your
attention.
 Try to understand what the event means for the observed individuals and
communities, but making your notes, do not ascribe motifs to the
 observed behavior (e.g. to someone’s display of emotions).
 Describe rather than make judgments. Avoid quick and unjustified
generalizations.
 It is preferable to record and transcribe speech than simply summarize the
topics of conversation.
 Your notes should address your research topic.
 The selection of the material depends on both the research problem and the
views of the researcher of what may be important and interesting.
Guidelines