4.8 Administration of research instruments 96
4.8.3 Observation processes 98
When conducting the observations, I was guided by Cohen and Manion (2007) who posit that in observation studies, investigators are able to discern on-going behaviour as it occurs and they are able to make appropriate notes about salient features. In the non-participant observation, which is the approach I applied to allow me to observe participants in their natural environments, the participant stands aloof from the group s/he is investigating. However, I was not ‘under cover’, as Cohen and Manion (2004) suggest that cover is not necessarily a prerequisite of participant observation. This approach, I believe minimised possible distractions as my active involvement could have interfered with the focus of my observations.
At appropriate times I conducted close-up observations of individual units to probe deeply and analyze intensely the multifarious school life phenomena. This was done to establish what aspects of the school life promoted or inhibited parent involvement. I used unstructured observations as one of the tools to gather information on incidental occurrences and that which I could have missed or could not capture in the interviews. This allowed me to compile ‘live’ data from naturally occurring social situations. I observed that which was taking place in reality rather than relying on second-hand accounts, as advised by Cohen et al. (2007).
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I adhered to the basic principles of field notes and recorded details of activities as they occurred.
I believe this added value to the research as Robson (2002) advises that what people do may differ from what people say they do. Cohen et al. (2007) posit that observing something live provides a reality check; it allows the researcher to look afresh at everyday behaviour that otherwise might be taken for granted, expected or go unnoticed.
I conducted observations from the first day I set out to visit the schools. However, I used four categories which served as a checklist for the observation and data capturing. I gave particular attention to the involvement of parents in the schools’ curricular programme, the school structures (such as finance committees), extramural and co-curricular programmes, and school development programmes. I observed parent involvement in the schools’ programmes under the following categories: parents assisting educators in the classrooms; assisting educators with playground duty, the schools’ nutrition programme, sport and cultural activities, as well as parents accompanying learners on sport trips and excursions.
Furthermore, I observed activities taking place over week-ends and during holidays to determine the level of involvement of working parents. I attended sports outings or excursions and observed the interaction between parents and educators or parents and learners. However, I tried unstintingly to ensure that the observations were conducted without interference so as to capture the involvement of parents as it occurred naturally.
I kept a record of dates and activities schools planned for the year. I kept contact with the schools to ensure that scheduled activities occurred as planned before I visited them. I also requested educators responsible for extramural and other activities to keep me informed where possible of date changes or additional activities the school planned to undertake.
I also acquired ward, circuit and district year programmes in the hope of observing parental involvement in school activities at levels outside the confines of the school. I sought and received permission from all relevant school structures to conduct the planned observations. I diarized planned school, ward, circuit and district activities and sought contact numbers of relevant persons to stay updated on the progression or cancellation of planned activities. The categories of activities observed were as follows:
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Table 4.2: Observation categories of possible activities that could involve parents
When conducting the observations I was guided by the advice of Cohen et al. (2007) in terms of validity and reliability. They posit that a researcher must decide whether to focus only on certain people rather than on the whole group. I also conducted close-up observations of the interaction between parents and learners; parents and educators; and parents and other stakeholders such as social workers. It was important to engage in holistic, wider focused and wider ranging observations with a wide angled lens to obtain a full-field view of the parents’ participation in the schools’ support services such as the extramural programme, involvement in fundraising activities and others.
CATEGORY POSSIBLE ACTIVITIES
Academic Activities • helping learners with reading/storytelling
• supervising classes when educators are away on official duty/sick leave
School meetings • SGB meetings
• participation of parents in drafting school policies
• budget meetings
• sub-committee meetings (discipline, safety and security meetings (DSSC); school nutrition, etc.)
• any meeting where the participation of parents is discussed
School improvement • school improvement plans (the involvement of parents in strategic planning for school improvement)
Extramural programme • coaching learners in sport
• accompany learners on trips
• assistance in cultural activities (e.g., creating traditional attire and musical instruments for plays)
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However, I was mindful that observations are potentially intrusive, or could change the dynamics of a situation. Brown and Dowling (1998) cite an experiment at Hawthorne, USA, where workers’ productivity increased simply because they were being researched. I therefore anticipated that as I engaged with participants in the various activities, they could behave differently. Cohen et al. (2007) warn that an observation exacts its price: it may take a long time to catch the required behaviour or phenomenon, it can be costly in time and effort and it is prone to difficulties of interpreting or inferring what the data mean.
Further, researchers such as Wilkinson (2000), Moyles (2002) and Robson (2002) caution that observation situations “…carry a risk of bias”; e.g., such as expectancy effects, reactivity, and attention deficit, to mention a few. I was mindful of these challenges and planned proactively to deal with them. I strove to develop some trust and to create a non–intimidating atmosphere where I was present so that people being observed would not view me as spying on them or trying to expose weaknesses.
Attention was also given to incidental activities which ‘popped up’ and added value to the study.
For example, in one incident I observed the principal dealing with an angry parent who visited the school with a complaint. In other incidents parents sought clarity on or assistance with a certain issue. The observations concentrated on the nature of the complaint, the manner in which the principal and parent/s dialogued, if or how an amicable solution was found through the implementation of ‘agreed’ school policy, and how or what assistance was provided to parents.