Table of ContentsThe Meaning of Data CollectionSystematic ObservationParticipant ObservationConclusionMuch of the functioning of today's world is controlled and fueled by information, which gives credence to this famous quote: “Information is power”. Professionals, researchers, organizations, businesses, industries and even governments cannot function without information serving as “fuel” for decision-making, strategy development, acquisition and storage of information. knowledge. But information is not something that is handed out to anyone on a silver platter. It starts with a small, raw fact or figure – or set of raw facts and figures – that are unorganized and, too often, without meaning or context. These are called “data”. By itself and in its raw form, data may seem useless. Data will cease to be useless once it has undergone processing, where it is organized, structured and put into context through interpretation and analysis. Processing gives it meaning, effectively transforming it into information that will eventually be of great use to those who need it. Collectively, all the information will constitute bodies of knowledge which, in turn, will benefit the various users of this knowledge. Say no to plagiarism. Get a Custom Essay on “Why Violent Video Games Should Not Be Banned”?Get an Original EssayThe Meaning of Data CollectionData collection is described as the “process of collecting and measuring information about variables of 'interest, in an established systematic manner that allows one to answer queries, formulate research questions, test hypotheses and evaluate results. Depending on the discipline or field, the nature of the information sought, and the objective or goal of the users, data collection methods will vary. The approach to applying the methods can also vary, adapted to the purpose and circumstances of the moment, without compromising the integrity, accuracy and reliability of the data. There are two main types of data that people work with – and need to collect. Quantitative data. It is data that deals with quantities, values ​​or numbers, making them measurable. So, they are usually expressed in numerical form, such as length, size, amount, price and even duration. Using statistics to generate and then analyze this type of data adds credence or credibility to it, so that quantitative data is overall considered more reliable and objective.Qualitative Data. This data, on the other hand, deals with quality, so it is descriptive rather than numerical in nature. Unlike quantitative data, it is generally not measurable and is only obtained through observation. Stories often use adjectives and other descriptive words to refer to data about appearance, color, texture, and other qualities. In most cases, these two types of data are used as preferences when choosing which method or tool to use for data collection. Actually, data collection methods are categorized into two and they are based on these types of data. Thus, we can confidently say that there are two broad classifications or categories of data collection methods: quantitative data collection methods and data collection methods. qualitative data collection methods. The definition of “data collection” alone already shows why data collectiondata is important: providing answers, which come in the form of useful information, converted from data. But for many, that still doesn't mean much. Depending on the user's perspective and the purpose of the information, data collection can have many concrete benefits. Generally speaking, here are some of the reasons why data collection is very important. The first question we will address is: “why collect data?” Qualitative data collection methods Exploratory in nature, these methods mainly aim to obtain information and understand the underlying reasons and motivations, so they tend to dig deeper. Since they cannot be quantified, measurability becomes an issue. This lack of measurability leads to a preference for methods or tools that are largely unstructured or, in some cases, perhaps structured, but only to a very weak and limited extent. Generally, qualitative methods are time-consuming and expensive to implement, so researchers attempt to reduce the costs incurred by reducing the sample size or number of respondents. Systematic Observation Observation involves the systematic recording and recording of events, behaviors, and artifacts (objects). in the social context chosen for the study. The observation record is frequently referred to as field notes - detailed, non-judgmental, concrete descriptions of what was observed. For studies relying exclusively on observation, the researcher makes no special effort to play a particular role in the context; it is enough to be tolerated as a discreet observer. Classroom studies are an example of observation, often encountered in education, in which the researcher documents and describes complex actions and interactions: their meaning can only be inferred without other sources of information. This method assumes that behavior is purposeful and expresses deeper values ​​and beliefs. Observation can range from very structured and detailed notation of behavior, structured by checklists, to a more holistic description of events and behavior. In the early stages of qualitative inquiry, the researcher typically enters the setting with broad areas of interest, but without predetermined categories or strict observation checklists. In this way, the researcher is able to uncover recurring patterns of behavior and relationships. Once these patterns are identified and described through early analysis of field notes, checklists become more appropriate and context sensitive. Focused observation is then used in later stages of the study, usually to see, for example, whether analytical themes explain behavior and relationships over a long period of time or in various contexts. Observation is a fundamental and very important method in any qualitative investigation. It is used to uncover complex interactions in natural social contexts. Even in studies using in-depth interviews, observation plays an important role as the researcher notes the body language and affect of the interviewer in addition to their words. However, it is a method that demands a lot from the researcher. Discomfort, uncomfortable ethical dilemmas, even danger, the difficulty of managing a relatively discrete role, and the challenge of identifying the big picture while keenly observing enormous amounts of complex and rapid behavior are just a few. some of the challenges. simply by observing from afar or finding a participant-observer role in the context, certain contexts canpresent dangers. Street ethnography is a term that describes research contexts that may be dangerous, physically or emotionally, such as working with police, drug addicts, cults, and situations in which political or social tensions may escalate into violence ( Weppner, 1977). more than just “hanging out.” Planned, self-aware observers use observation systematically (DeWalt & DeWalt, 2001). At the proposal stage, the researcher should describe the purpose of the observation, the phase of the study in which it is likely to be most fruitful, and the use of field notes to answer the research questions. Field notes are not scribbles. The proposal writer should have explicit strategies for organizing and managing notes. This example of edited and “cleaned up” field notes for a study of kindergarten teachers. O'Hearn-Curran (1997) formatted descriptive notes in a column on the left while reserving a second column on the right for his comments. These include his new analytical insights into behavior. Observer feedback is often a very fruitful source of analytical information and clues that help direct data collection more closely (more on this in Chapter 5). They can also ask important questions for later interviews. In this method, the researcher adopts a participatory stance, immersing himself in the context where his respondents find themselves, and generally techniques can be used, such as video and audio recording, photography and the use of tangible objects such as artifacts, souvenirs and other tools. (+) The participatory nature can lead the researcher to obtain more reliable information. (+) The data is more reliable and representative of what is actually happening, since it took place and was observed under normal circumstances. (-) Participation can end up influencing the opinions and attitudes of the researcher, so they will end up having difficulty being objective and impartial once the data they are looking for arrives. (-) Validity may arise due to the risk that the researcher's participation may impact the natural character of the place. The observed can become reactive to the idea of ​​being observed and observed. If he considered observing recovering alcoholic mothers in their natural environment (e.g. at home with their children), their presence might cause the subjects to react differently, knowing that they are being observed. This may lead to an alteration of the results.Participant observationDeveloped primarily from cultural anthropology and qualitative sociology, participant observation (as this method is generally called) is both a comprehensive approach to inquiry and a data collection method. To some extent, this is an essential element of all qualitative studies. As the name suggests, participant observation requires direct involvement in the social world chosen for study. Immersion in the setting allows the researcher to hear, see, and begin to experience reality as the participants do. Ideally, the researcher spends a lot of time on site, becoming familiar with daily life. This immersion offers the researcher the opportunity to learn directly from their own experience. Personal reflections are an integral part of the emergent analysis of a cultural group, as they provide the researcher with new perspectives and strange, familiar, and strangely familiar opportunities (Glens, 1999). Characteristics of systematic observations Observation is a methodsystematic: the observation is not random. or unforeseen. The length of observation periods, the interval between them, the number of observations, the area or situation of observation and the different techniques used for observation are carefully planned. There are often systematic managements to control the situation if particular factors need to be studied, for example the study of honest behavior, sportsmanship, leadership qualities, etc. Observation is specific: it is not just about observing general aspects of human behavior. Rather, it addresses specific aspects of the overall situation that are considered important from the point of view of the object of study. The layman may often overlook what is crucial when observing an event or phenomenon, but the scientific observer must look for specific elements that suit his purpose of study in order to save his time, money and effort. 'observation. Observation is objective: Observation should be objective and free from bias as far as possible. It should generally be guided by a hypothesis. The observer must maintain ethical neutrality. He must view the hypothesis as something to be tested. But at the same time, he must maintain a flexible attitude, so that he can deviate from his original plan when such a deviation seems inevitable. Observation is quantitative: Although many important phenomena cannot be quantified, it becomes almost imperative to use some means to quantify. observations in order to increase their precision and facilitate their analysis. Even quality needs to be converted into quantity because qualitative data is subjective and quantitative is objective and furthermore can be interpreted objectively. Observation is a matter of the eyes: PV Young notes that observation is a systematic and deliberate study through the eye. An observer collects data that he has seen with his own eyes. Collecting information through the eyes is probably the most reliable data collection technique in social research. Defined Purpose: The observation should have specific goals and objectives. It must be clearly defined before the actual observation process begins. Without the appropriate goals and objectives, observation will be unsystematic and costly. The record of the observation is established immediately: During the observation period, it is very difficult for the observer to remember each element of the observation. He may forget a lot of important information. If we rely on memory, the forgetting factor will come in and affect the observation data. Therefore, the observer should record all important information as soon as the observation is completed. The observation is verifiable: the result of the observation can be verified and verified. The observation must be verified with the usual criteria of reliability, validity and usability. It may be possible to verify the observation results by comparing the results of different observers by repeating the study. Focus groups are a method of data collection. Data is collected through a semi-structured group interview process. Discussion groups are moderated by a group leader. Focus groups are typically used to collect data on a specific topic. Focus group methods emerged in the 1940s with the work of Merton and Fiske who used focus groups to conduct audience research. Characteristics of target groups The design of research groups varies depending on the research question being studied. Below we highlight some general principles toconsider: Standardization of questions – Focus groups can vary in the extent to which they follow a structured protocol or allow discussion to emerge. Number of focus groups conducted – or sampling will depend on the “segmentation” or different stratifications (e.g. age, gender, socio-economic status, health status) that the researcher identifies as important to the research topic Number of participants per group - the rule of thumb was 6 to 10 homogeneous strangers, but as Morgan (1996) points out there may be reasons to have smaller or slightly larger groups. Level of moderator involvement – ​​can vary from a high to low degree of control exercised during focus groups (for example, the extent to which structured questions are asked and group dynamics are actively managed). Focus groups can be used. : To explore new areas of research To explore a subject that is difficult to observe (not easy to access) To explore a subject that does not lend itself to observation techniques (e.g. attitudes and decision-making) To explore sensitive subjects When you want to collect a concentrated set of observations in a short period of time about certain people's perspectives and experiences on a topic, especially when it comes to people who might otherwise be marginalized. In combination with other methods, focus groups can be used to: collect preliminary data assist in the development of surveys and interview guides clarify research findings from another method Record data from focus groups One of the challenges of recording focus group data is knowing who is speaking at any given time, as often several people speak overlappingly. Consider focus group sessions with audio or video recording (or even both). The video will be helpful in identifying who is speaking. The recordings also provide access to the nuances of the discussion and the ability to replay sessions during analysis. Transcribe focus group discussions. Ask at least 2 to 3 researchers (in addition to the moderator) to attend the focus group and take notes. The focus of each researcher's note-taking efforts may be different (e.g., nonverbal behavior, group dynamics, emerging themes). Note-taking is important to capture non-verbal data. Even if one videotapes a group, some nonverbal behaviors will be lost and may be recorded by a note taker. Advantages Ability to produce a large amount of data on a topic in a short period of time Access to topics that might otherwise be unobservable Can ensure that the data is directly targeted to the researcher's subject Conclusion A general review of studies based on a systematic observation schedule reveals many inherently questionable aspects. There has been considerable debate within the systematic observation tradition regarding the validity and reliability of the results produced (Hamersley, 1993). A general criticism concerns the predetermined nature of the categories of systematic observation. Researchers adapting this view (Walker & Adelman cited in McIntyre & Macleod, 1986) argue that a framework unrelated to the observed context may be imposed when using systematic observation programs, because many systems do not are not suitable for all types of classroom contexts. . Similarly, Delmont and Hamilton (1986) propose that systematic observation techniques fail to understand the perspectives from which classroom interaction occurs and specifically the intentions of students..