1. Introspection Method 2. Observation Method 3. Case Study Method 4. Experimental Method

1. METHODS OF STUDYING LEARNERS
BEHAVIOURS
Dr. Manju N. D
Assistant Professor
SVK National College of Education,
Balarajurs Road, NES Campus,
Shivamogga - 577201.

2. METHODS OF STUDYING LEARNERS PSYCHOLOGY
• Educational Psychology is the scientific study
of the behaviour of the learner in relation to
his education / her educational environment.
• To study the behaviour of the learner, there
are different approaches or methods used.

3. • Following are the important methods of
studying learner behaviour are:
1. Introspection
2. Observation
3. Case study
4. Experimental method

4. INTROSPECTION METHOD

5. INTROSPECTION METHOD
• Historically introspection is the oldest method
of all,
• which was formerly used in philosophy, and
then in psychology to collect data about the
conscious experience of the subject.
• To understand one’s own mental health and
the state of mind.
• This method was developed by the
structuralists in psychology who defined
psychology as the study of conscious
experiences of the individual.

6. • The word ‘Introspection is made up of two
Latin words.
• “Intro” means within
and
• “Spection” means looking.
Hence it is a method where an individual is
looking within one self.

7. • Self-observation.
• looking within, looking inward.
• Looking within, observes, analyses and reports
his own feelings.
• Angel considered it as “looking inward”.
• In introspection,
– the individual peeps into his own mental state and
– observes his own mental processes.
• Stout considers that ‘to introspect‘ is to
attend to the working of one‘s own mind in a
systematic way.

8. • It is a process of self – examination where
one perceives, analyses and reports one‘s own
feelings.
• It is said you are introspecting your own
mental feelings and examining what is going
on in your mental process in the state of
happiness.
• Similarly, you may introspect in a state of
anger or fear; etc Introspection is also
defined as the notice, which the mind takes
of itself.

9. Characteristics of Introspection:
Introspection is the self- observation and it
has the following characteristics:
1. The subject gets direct, immediate and
intuitive knowledge about the mind.
2. The subject has actually to observe his own
mental processes. He cannot speculate about
them.

10. stages of introspection
1. During the observation of external object, the
person beings to ponder over his own mental
state. For example While listening to music,
which is to him pleasant or unpleasant, he starts
thinking about his own mental state.
2. The person begins to question the working of
his own mind. He thinks and analyses: Why has
he said such and such thing? Why has he talked in
a particular manner? And so on.
3. He tries to frame the laws and conditions of
mental processes: He thinks in terms of
improvement of his reasoning or the control of
his emotional stages. This stage helps in the
advancement of our scientific knowledge.

11. Merits of Introspection Method:
1. It gives information about one’s own self which is
difficult by other methods.
2. It is an easy method and needs no equipment.
3. it is simplest, economical and is readily available to
the individual.
4. it provides adequate knowledge to know about
internal behaviour of an individual or actual facts of
mental activities are understood properly.
5. It makes a base for other methods such as
experimental and observation method.

12. Demerits of Introspection Method:
1. This method is highly subjective in
nature and lacks scientific objectivity.
2. Our mental process is under constant
changes so when one attempts to
introspect, the sate of mental process
disappears and it becomes a retrospect.
4. Introspection can not be employed on
children, animals and abnormal propel.

13. 5. There are conflicting reports, as regards the
findings collected from different
introspectionists.
6. there is no way to prove the reliability of
the data.
7. Introspection method Hide facts.
8. it requires highly trained and skilled
workers to introspect.

14. OBSERVATION METHOD

15. OBSERVATION METHOD
• In introspection we can observe the mental
process of ourselves only, but
• in observation, we observe the mental
processes of others.
• Hence Observation is the most commonly
used method for the study of human
behaviour.

16. • Literally Observation means looking outside
oneself. Facts are collected by observing.
• In the words of Good, “ Observation deals
with the overt behaviour of persons in
appropriate situations.”
• Observation has been defined as
“Measurement without instruments.”
• Finally observation is
– Seeing things as they are in their natural setting.
– Overt behaviour of person in appropriate
situations.
– Measurement without instrument.

17. • For example students in a classroom have
been labeled as good, fair or poor in
achievement and lazy or diligent in study etc.
on the basis of observation. Observation is
indirect approach to study the mental
processes of others through observing their
external behaviour.
• For example if someone frowns, howls, grinds
his teeth, closes his fists, you would say that
the person is angry by only observing these
external signs of his behaviour.

18. Steps of observation method
1. Observation of behaviour.
is directly perceiving or observing the
behaviour of individuals under study.
2. Recording the behaviour observed.
carefully and immediately noted and
recorded.
Minimum time should be allowed to pass
between happening and recording.

19. 3. Analysis and Interpretation of behaviour.
After completed observed, they are analyzed
objectively and scientifically in order to
interpret the behaviour patterns
4. Generalization.
Social development and behaviour of children
have been described by Child Psychologists on
the basis of generalization based on analysis
and interpretation of the data gathered
through the observation method.

20. TYPES OF OBSERVATION:
1. Natural Observation:
Observe the specific behavioral characteristics
of children in natural setting.
2. Participant observation:
The observer becomes the part of the group,
which he wants to observe. It discloses the
minute and hidden facts.

21. 3. Non-participant observation.
The specific behaviour is observed in natural
setting without subjects getting conscious that
they are observed by some one.
Non-participant observation permits the use of
recording instruments.
4. Structured observation:
The observer sets up a form and categories in
terms of which he wishes to analyse the
problem. The observer always keeps in view
a] A frame of reference
b] Time units.
c] Limits of an act

22. 5. Unstructured observation.
– is also called as uncontrolled or free observation.
– the individual is observed when he is in his
class, playground or when he is moving about with
his friends and class follows without knowing that
he is being observed.

23. MERITS:
1. Being a record of actual behaviour of the
child, it is more reliable and objective than
introspection.
2. It is an excellent source of information about
what actually happens in classroom.
3. It is a study of an individual in a natural
situation and is therefore more useful than
the restricted study in a test situation.

24. 4. The method can be used with children of all
ages. Younger the child, the easiest it is to
observe him.
5. This method has been found very useful with
shy children.
6. It can be used in every situation-physical
activities, workshop and classroom
situations.
7. It is adaptable to both the individual and the
groups.

25. DEMERITS:
1. There is great scope for personal prejudices and
bias of the observer.
2. The observers interest, values can distort
observation.
3. Records may not be written with hundred
percent accuracy as the observations are
recorded after the actions are observed.
4. There is some time lag.
5. The observer may get only a small sample to
study behaviour.
6. It is very difficult to observe everything that the
student does or says. As far as possible
observation should be made from several
events.

26. 8. It reveals the overt behaviour only- behaviour
that is expressed and not that is within.
9. It lacks replicability as each natural situation
may occur only once.
10. Records not written with 100% accuracy.

27. CASE STUDY METHOD

28. CASE STUDY METHOD
• The credit of case study method was introduced
by the English philosopher Frederic Leplay
• Herbert Spencer adopted it and Healey was the
first supporter of this method and studied
Juvenile Delinquency.
• Later on sociologists, Anthropologists,
Ethnologists and other researcher were
interested in the study of various cultures by
case study method.
• Case study “studying individual in depth” or
• One individual is examined intensively to find out
as much as possible about a certain problem or a
issue as it relates to that person.

29. • It is the study of an individual case.
• It is usually used for studying the behaviour
problems of a maladjusted or deviant individual.
 It is most often used to investigate the abnormal
behavior.
 In order to prepare a case history of data are
taken from many sources for example his or her
family history, educational life, medical history
and social life.
 This method is very popular in clinical
psychology and life span developmental
psychology.

30. According to P.V. Young Case study is a
comprehensive study of a social unit, be it a
person, a group of persons, an institution, a
community or a family.
Groode and Hatt. it is a method of exploring and
analyzing the life of a social unit.
According to Johoda. Case study is a small
inclusive and intensive study of an individual
in which investigators brings to bear their
skills and method.

31. case study is specially used in education psychology. It
deals in education the following problems;
Lack of interest in students
Aggressive behaviour in student
Day dreaming
Poor academic performance
Emotional problem
Social problems
Empathetic understanding
Find the problem
Establish report
Treatment

32. • The ‘Case Study’ method deals with the
emotional and mental state of an individual.
• This method is applied to study special
behavioural problems of an individual by
specially trained teachers, psychologist and
psychiatrists.
• Through this method total information of
family background, schooling and also social
conditions of the individuals is obtained;
hence it can be called a cumulative record
which is of great help in understanding the
source of an individual’s fears, anxiety, worry,
or any kind of maladjustment.

33. Objective of the case study Method
• The main objective of this method is
– to help the individual to adjust better with the
environment and
– gain self confidence to attain higher levels of
achievement.

34. Steps in case study:
• Identification and defining a problem.
• Determination of the most probable
antecedents of the case.
• Formulation of hypothesis.
• Verification of hypothesis.
• Remedial steps.
• Follow-up of the case.

35. Procedure of Case Study Method
• Different steps/procedures may be used in the
case study method are mentioned below:-
1. Basic preliminary information about the
subject’s name, age, sex, parent’s age,
education, occupation as well as social status.
2. Proper physical check-up of the individual is
done to ascertain whether his/her behavioural
problem is due to any disease. Only in the
absence of any physical ailment can
psychological treatment start.

36. • The subject should be very comfortable with
the investigator while the latter takes the
information.
• The investigator (teacher or psychologist)
should be friendly and the language of
collecting data must be simple so that free
and frank responses can be available.
• The investigator must not tire the subject;
instead, regular intervals of rest should be
given.
• The method cannot be applied quickly - it
may go on for several weeks or months.

37. • The behaviour of the individual should be
observed in natural setting and working
conditions. Doing so will provide correct data
which ultimately in most cases, will lead to
proper understanding of the root cause of the
person’s problems.
• Special care must be taken in the post treatment
period so that there is no recurrence of the
problem.
• The parents and family members and other
associates must take care so that the subject can
modify his behaviour and prevent
maladjustment.

38. Method of Treatment
Treatment methods of maladjusted individuals
include the following :-
Efforts must be made to modify the
environmental factors so that the individual
can adapt better.
If the existing environment cannot be
modified then the individual should be
physically placed in a different environment
which is more congenial for his development.
Proper guidance and counseling should be
provided to the individual.

39. • Different types of therapies should be applied
like play therapy, group therapy,
psychotherapy etc. by experts.
• Case study method provides details about the
individual’s behaviour, an in-depth study
about the root cause of the behavioural
problems, and help to provide guidance to
modify the behaviour of the subject.

40. Sources of Data for Case Study
• Personal documents, viz diaries, memories,
autobiographies, letters etc of the researcher.
• Qualification and interest of the researcher.
• Life history of the respondents.
• Motives and objectives of the study.

41. Characteristics of case study method
Following are the characteristics
The number of unit to be studied is small.
It studies a social unit deeply and thoroughly.
It is qualitative as well as quantitative.
It covers sufficient wide cycle of time.
It has continuity in nature.

42. Types of Case Studies
• Enterprise level case study.
• Organization level case study.
• Function level case study i.e. marketing, finance,
production, IT etc.
• Success Story.
• Cases of Failures.
• Cases regarding mergers and acquisitions.
• Subject related case studies –Marketing, Finance,
HR, etc.

43. MERITS of CASE STUDY:
• Considers all aspects of the child, highly
reliable, suggests remedial measures.
• It provides comprehensive and complete
information about an individuals behaviour in
relation to his environment.
• It is best method for diagnostic study of the
cases.

44. • It provides information regarding the
behavioral problems of the individual and
possible remedial measures to overcome the
problem.
• This method is useful in solving problems of
backwardness in learning, reading disability,
emotional disturbances, isolation and
delinquent behaviour.

45. Demerits of Case Study:
• Time consuming, needs lot of effort, requires
technical proficiency.
• The data or information collected by the
individual, parents and his friends may or may
not be true.
• The information is not verifiable and is highly
subjective.
• It needs technically trained person to collect and
study human behaviour.
• The results cannot be generalized and limited in
scope.

46. EXPERIMENTAL METHOD

47. EXPERIMENTAL METHOD
• Most objective and scientific method for
studying behavior.
• Cause and effect relationship.
• It is the method, which is responsible for
assigning the status of Science to Psychology.
• Experiment conducted in a laboratory or
classroom or other field situations.

48. • In 1879, William Wundt established the first
psychological laboratory at Leipzing in
Germany.
• Since then, experimental method in
psychology has become popular, Experimental
method consists of actions performed under
pre-arranged or rigidly controlled conditions.
• J. W. Best describes, “Experimental research
is the description and analysis of what will
be, or what will occur under carefully
controlled conditions.”

49. • Psychological experiments performed in this
method essentially require two people;
• the experimenter or group of experimenters
who perform the experiments and
• the other is the subject or subjects on whom
the experiment is performed.
• Psychological experiments are always
conducted on living organisms.
• The key factor in this method is the controlling
of conditions or variables.
• The term ‘Variable‘ means that which can be
varied or changed.

50. Steps of experimentation
• For conducting a scientific experiment the
investigator follow the steps given below.
Selection of a problem.
Defining the problem
Formulating the hypotheses.
Selecting a appropriate experimental design.
Single group design and
one group pre-test post test design.
Selection of sample.
Conducting the experiment and data collection
Analysis of data.
Verification of hypotheses.
Drawing conclusions.

51. Merits of experimental method
1. Experimental method is the most systematic
method or getting reliable data.
2. Experimental method enables accurate
observations due to controlled conditions.
3. It allows us to establish cause effect
relationship between different phenomena.
4. The results obtained are valid and reliable.
5. The findings of the experimental method are
verifiable by other experiments under
identical conditions.

52. 6. It helps to protect from the subjective
opinions. Hence it provides objective
information about the problem.
7. It provides adequate information about the
problem.
8. In experimental method, experiments are
conducted under vigorously controlled
conditions. The experimenter can control the
application and withdrawal of independent
variables.
9. Experimental method increases ones
knowledge or psychological facts in child
psychology, social and abnormal psychology.

53. Demerits of the method
1. Experimental method is a costly and time
consuming method as it requires a laboratory
and apparatus to conduct it properly.
2. Experiments are conducted in artificially
determined pattern of behaviour. In real life
situation it is quite different.
3. It needs specialized knowledge and therefore
every teacher cannot be expected to conduct
the experiment.

54. 4. The scope is limited. All problems of psychology
cannot be studied by this method as we cannot
perform experiments for all the problems that
may come up in the diverse subject matter of
psychology.
5. Accurate measurements, in case of human
beings, are never possible.
6. It is difficult to always control the independent
variable. Therefore it is not possible to create
desired conditions in laboratory.
7. It is not possible to reach certainty in matters of
social science s including educational
psychology.