Data Collection

"Action research is … a set of theories and principles that guide research … [which include] multiple methods for gathering and analyzing data …  Methods are specific set of techniques for data collection or data analysis, such as interviews, questionnaires and so forth" (Klein, 2012, p. 5).

Before beginning your research, you need to reflect on your data collection plan (ATA, 2000, p. 26).

·      Why are you collecting the data?

·      Who is going to collect it?

·      What exactly are you collecting?

·      Where are you going to collect it?

·      When are you going to collect it?

·      How will the data be collected and reported? 

                                                            (National Staff Development Council 2000, p.5)

The purpose behind data collection is to "measure the impact of the intervention"(ATA, 2000, p.20).  "Baseline data determines the extent of a problem and clarifies the existing situation" (ATA, 2000, p.20).

As cited by ATA (2000), as per National Staff Development Council (2000) regarding collecting data related to your question or problem (p.21):

·      Match data sources to the research question.

·      Collect data from as many sources as possible.

·      Keep a data log that includes the date, time and data information collected.

·      Organize your data around themes, key issues or topics.

While there are many sources of research data available to the researcher, "you must ensure that the data relates to your research question" (ATA, 2000, p.22).  It is very easy to get overwhelmed by the amount of research collected, and then either use very little of it, or losing yourself in analyzing the research and not actually completing the research. "Most of the data collected in an action research project is qualitative, which means that the researcher must use his or her intellect to analyze and interpret the collected information."(ATA, 2000, p.27)

Fraenkel and Wallen (2003) suggest three categories of data collection techniques for action research in the classroom: observation, interviews and analysis of existing documents or records.

Document analysis

There are several methods available in document analysis to utilize.  Hinchey (2008) refers to artifacts and journals specifically because "artifacts are particularly useful because they are recorded bits of ongoing experience" (p.78).  Researchers "find [journals] a useful tool to capture events from everyday professional life" (Hinchey, 2008, p.78).

The ATA (2000) has listed various types of document analysis to consider using when conducting your action research.

❏ student achievement data         ❏ diagnostic assessment

❏ samples of student work          ❏ attendance records

❏ anecdotal records                     ❏ files

❏ behavior records                      ❏ literature review

❏ web research                            ❏ journal

❏ lesson plans                              ❏ portfolio

❏ activity reports                         ❏ pre-test and post-test

❏ self-evaluation                         ❏ standardized test scores

Observations

Another form of data collection is observations.  Hinchey (2008) reports that field notes are very useful because they record events as they unfold and the “immediacy often helps preserve accuracy” (p.79).  She also states “trying to take notes while concurrently performing professionally can be a challenge, but designing such aids to note-taking [checklist] can make the process manageable"  (p.79).

Another aspect that Hinchey (2008) describes is using audiotapes, videotapes and photographs.  Using these types of data collection allow for exact wording to be documented.  Limitations are how long it takes to watch/listen to the data and transcribe the information.  Researchers tend to get these transcribed to lessen the amount of time extracting the data - the challenge here though is that it is now up to the transcriber to interpret the intonation, body language, pauses as part of the transcript - thus possibly losing some of the meaning.  It is ideal for the researcher to work with both the transcript and the original document - thus being very careful as to how much data is collected.  Photos are used less often, because they are not as useful.  The data is in a picture, which sometimes does not describe the situation accurately, or with the entire picture in mind.  Photos have been used successfully for safety - i.e., safety at a bus stop.

The ATA (2000) has listed many forms of observational data collection below:

❏ checklists                              ❏ anecdotal records

❏ sociograms                            ❏ rubrics

❏ videotapes                             ❏ photographs

Interviews

The last category of data collection is interviews and focus groups.  The benefit of using these forms of collection is that "the people directly involved in a situation can and do provide the most reliable information available"  (Hinchey, 2008, p.81).  A limitation of using interviews is that people are not always truthful. 

Interviews can be structured, semi-structured or unstructured.  A structured interview involves questions prepared by the researcher.  A semi-structured interview has questions prepared by the researcher and also allows interviewees the opportunity to talk about other areas they think are relevant.  An unstructured interview is where the researcher asks very broad questions.

Something to consider is that it is better to record the interview then take notes because sometimes as the interviewer, we write what we think we heard rather than what was actually said.  As Hinchey (2008) claims, "misrepresenting what was said during an interview, accidently or otherwise, is not only grossly unfair to the interviewee but also something that can cost the researcher precious trust and access to other subjects in the future"  (p.83).

Focus groups are useful for bringing a "representative group of people together to focus on their perceptions of a particular issue or event"  (Hinchey, 2008, p.82).

Another type of interviewing is surveys.  Surveys are an efficient way to gather information on what people think about a particular topic.  Keeping surveys short helps to get people to complete the survey, but then that creates issues with what kinds of information you are actually going to attain.

Listed below are various types of interviews provided by the ATA (2000).

❏ students                                ❏ teachers

❏ administrators                      ❏ parents

❏ experts                                 ❏ focus groups

❏ surveys                                ❏ questionnaires

"Be systematic and objective as you examine your data.” Joan Richardson (NSCD 2000, 2) offers a rough outline to follow when analyzing data (ATA, 2000, p.28).

1.    Jot down the themes, patterns and big ideas in the data you’ve collected.

2.    Pare down your list to the essential points.

3.    Label information according to relevant themes, creating sub themes as   appropriate.

4.    Make notes as you go along.

5.    Review your information. Identify the points that occur more frequently and are the most powerful. 

6.    Write up your major points. Match collected data with each major point.