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Methods
Participants:
648 people were observed in total (approximately 1,900 males & approximately 1,600 females). Ages ranged 1- 55+, however 53.5 percent (355 people) were between the ages of 20-25, and 42.9% (285 people) were between the ages of 15-20. These were the top two age demographics. The ages of people observed were slightly positively skewed towards younger participants. Ethnicity of people observed included Caucasian (88.6%; 588 people), African-American (43.1%; 286 people), Hispanic/Latino (17%; 113 people), Asian/Pacific Islander (16.3%; 108 people), Indian/South Asian (5.9%; 39 people), Native American (1.1%; 7 people), ‘Other’ (2.6%; 17 people), and ‘No Answer’ (0.6%; 4 people).
Materials:
Student experimenters from Dr.
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Weast’s Research Methods and Statistics 2002 class entered their observed data onto a standard spreadsheet following their observations. The data were then compiled in a master class data file by Graduate Teaching Assistants from the class. Procedure: Class experimenters were directed to observe at least five different outdoor human activities over a period of one week.
The experimenters were told to be as discrete as possible making their observations. However, if a student experimenter participated in an activity which they were observing, it was indicated that this was satisfactory, as well. In their field notes, student observers recorded: the activity, the number of people involved in the activity, the gender of the participants, the ages of the participants, the ethnicities of the participants, the location of the activity, the time of day of the activity, any activity comments (further detailing the setup of the activity), and also any observation comments (detailing what happened with the activity under observation). The number of participants in the group was noted from 1-10, and anything larger than 10 participants was noted as 10+. Observations were made either on-campus or off-campus from the University of Cincinnati Main Campus, and could be made observing people whom the researcher was either familiar with or not. The observers located an activity (if they weren’t participating in it), and quietly observed the activity for at least a few minutes of time before leaving. There was no constraint on time of day of observation, however most observations were made between 11am –
9pm. Results Pearson product moment correlation coefficients were calculated for three pairs of variables. The pairs were: the number of persons in a group with the number of males in a group, the number of persons in a group with the number of females in a group, and the time of day of the activity with the location of the activity (either on-campus or off-campus). There was a significant positive correlation between the number of persons in a group and the number of males, r = .611, n = 648, p = .000. There was also a significant positive correlation between the number of persons in a group and the number of females, r = .546, n = 648, p = .000. Overall, there were moderately strong, positive correlations between each gender and number of persons in a group. The data suggest that as the number of people in a group increases, the number of males increase. Female numbers increase as the group increases size as well, but not as strongly as with males. No significant correlation was found between the time of day of the activity and the location of the activity.
When it comes to the observation part of forming the experiment as well as after the experiment was done, a lot of groups observed the same things. The most significant observations were we observed the
We conducted this experiment two times: once at night and the other in the late afternoon. The first group, during the night, consisted of Crance, Curtis, and Medici. The confederates entered the gym five minutes before the experimenter and observed and recorded the reactions of the other patrons. We observed that many people discretely watched the experimenter. When she first walked in, the bystanders at the front ...
Observation allows researchers to experience a specific aspect of social life and get a firsthand look at a trend, institution or behaviour. It promotes good communication skills, improves decision making and enhances awareness.
For this field assignment, I chose to observe a seventh grade self-contained math class at William A Morris I.S 61 on Staten Island. I am currently a substitute teacher at the school and has worked at this school for approximately two years. For the purpose of this observations, I worked with Mr. Karl Knutsen, a 6th and 7th grade math, special education and technology supervisor at the school. Mr. Knutsen has been a teacher for seven years and has worked in I.S 61 for five. He currently teaches all self-contained math classes and is the "tech guy" for the building, meaning he is the go-to guy for all SmartBoard or computer based questions and emergencies. I am currently observing and working with Mr. Knutsens first and second period 7th grade class, 717. This class has 12 students, 11 boys and 1 girl, ranging in ages 13-14. Each student has an IEP for varying
In my study I only observed a mixed sex pair of siblings. Where the sister was older than her brother. The mother and the two siblings were observed in the family's home, in their living room, instead of a playroom laboratory. I started the observation at 5:00 PM. Five minutes before I started my study I explained to the mother that she would have to interact with the children for almost an hour. Then I told her that she would have to leave the room for around the same time, so that the children may interact without her presence. I also explained that after the children were done playing together alone that she would have to come back and ask them to put their toys away. This was the order that the activities were executed and my observation was completed by 7:00 PM. I recorded all of their actions by keeping written notes. I had the mother's permission to record their activities. The mother was only aware of this, the children did not know that they were being observed.
Consequently, rather than interviewing all students who took part in the first section of the study, Langer and his assistants asked for volunteers of interviewed on their diaries. Furthermore, self-selected samples often used in research, have potential biases in this study, randomly choosing those with high positive or negative interest will
The experiment took place in a traditional classroom setting. Participants sat at one of three long tables, positioned in a u-shape, facing the front of the room. There was also a row of smaller desks behind the tables in which participants could sit. The experimenter used a series of 24 PowerPoint slides, which informed the participants of their role in the experiment. Consent forms were passed out to each participant. The consent form described how the experiment was not mandatory; therefore anyone wishing not to participate could simply return their consent form and exit the room.
In the method part, the article talks about the experiment done. In total 228 observers participated in this experiment most of them volunteered. This experiment needed a very specific material.
... the researchers debriefed them of what the researchers was studying, the participant’s role in the research, and that results of experiment would be e-mailed. Participants were asked preserve the validity of experiment by not discussing it outside of class.
Systematic social observation (SSO) is a method of observational science which relies on field research to accurately record, study and better understand police work. SSO relies on setting parameters and fixed variables to allow for a more standardized form of observation (Bachman & Schutt, 2012). In order for a systematic approach to be followed, observers, usually students, are pre-selected based on their ability to record information that is both reliable and
The school that I visited was new. It was the first year of the school opening. The school board had combined two schools into one, so the students had to adjust to their new environments and new individuals. They seemed to be getting along well with each other. Since the school is new the teacher has to adjust to new problems that araise. Times for the subjects and times for using the computer labs change. So the teacher must always be fixable for anything. In this observation of this classroom I learned about the enjoyment of teaching. How you have to adapt to each of the students.
This human reaction impacts the study treatment and may produce reactive results. Reactive arrangements relate to changes in individuals’ responses that can occur as a direct result of participants being aware of their involvement in a research study. For example, the mere presence of observers in a classroom may cause students to behave differently than if the observer was not present, thereby altering the observation findings. Additionally, reactions to the study procedures may occur and cause reactivity. For example, reactivity may be present if participants
I attended a second grade class at Smallville Elementary on February 22, 2014; the class began promptly at 0855. There are 26 children in this second grade class. There are 15 male students and 11 female students. The student diversity is 2 Hispanics, 1 African-American, 1 East Indian, and 1 New Zealander (White but with an extreme accent). Three children were left-handed.
The students that I observed in the classroom were of middle to high school. I went to see 8th, freshman, 10th , and seniors classes, they seemed excited and very curious to why I was there. The middle school was more alive and rambunctious while I observed them. The High school kids were more relaxed, more comical. Some were paying attention while others seemed tuned out to the lecture or involved in socialization with friends within the class. By the end of the class Mr. Hasgil had restored the attention of everyone by using tactics such as history jeopardy with candy as the prize with the high school kids. In both he middle school and high school the kids were mostly Caucasian with a mixture of black, Asian , and Hispanic in the classes.
For my observation experience I went to Southern High School in Harwood, MD. Southern High School has a special education department for the students with disabilities. The teacher that I met with for this classroom observation was Ms. West. In the classroom there were at least four assistant teachers that helped Ms. West throughout the school day. The assistant teachers helped Ms. West co- teach the class and were there to help the students if they needed extra help. The school also has a couple of student aides that come in to help the teachers and the students in the classroom. There were at least twelve students in the classroom. The students in the class had many different exceptionalities such as learning disabilities, Down syndrome,