Observation and Teaching in Psychology

Chinwendu Enechi

Near East University, Nicosia North Cyprus Mersin 10

Department of Psychology (General Psychology)

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Effective classroom management is accomplished through three interrelated goals: (a)
maximizing time available for instruction, (b) maximizing student engagement through effective
instructional strategies, and (c) using effective behavior management strategies. Teachers use
many different teaching strategies to manage individual student behavior and academic
engagement, such as the observation method, inductive and deductive methods, depending on the
course of the study.

Psychology as a subject or discipline of study is the scientific study of human and animal
behavior as well as their physiological and mental processes. This means that the study of
psychology deals with behavior; and for one to understand behavior it needs to be measured and
for measuring behavior there are tools used to measure behavior which include observation,
interview, surveys and attitude tests. Based on this, it is inevitable that the use of observation
strategy or method in teaching psychology courses will be quite effective. Because psychology
deals with human behavior, one of the important measurement tools of which is observation.

The observation method is a method of gathering information in which a (usually trained) person
observes the subjects of events and records information about the characteristics of the events
(Ronald, 1997). Science begins with observation and also uses observation for ultimate
verification of findings. Observation is used quite frequently in the social sciences and is
supplemented by interviews and examination of records. Observation is considered a classical
method of scientific research.

Observation involves watching subjects or the research situation. The observation method is one
of the oldest methods of data collection and this technique is used by both scientists and social
scientists. The term observation sounds simple and gives the impression that collecting data
through this method is easy. However, this is not true in scientific research. There are also
criticisms that this method is unreliable, but its limitations can be overcome by doing it more
scientifically. This method of data collection is one of the oldest methods and can only be
considered scientific if criteria such as objectivity, freedom from bias, reliability and
systematization are met. So we can say that observing means "watching carefully in a scientific
way". In an observational study, the current state of the phenomenon is determined by observing,
not by asking (Ronald, 1997).

Definitions of Observation

It is difficult to find definitions of observation in the literature. Gorman and Clayton (2005)
define observation studies as studies that "involve the systematic recording of observable events
or behaviors in a natural environment." Other authors define observation within the broader
context of ethnography or within the narrower context of participation observation. What is
consistent across definitions, however, is the need to study and understand humans in their
natural environments. Spradley (1980) wrote that participation observation leads to ethnographic
description. He defined ethnography as the study of describing a culture whose main purpose is
to understand another way of life from the indigenous perspective. Chatman (1992) defined
ethnography as a method that allows the researcher to gain an insider view through observation
and participation in social environments that reveals the lived reality of members of those
environments. Becker and Geer (1970) defined participant observation as a covert or overt
activity in which the observer participates in the daily life of the people being studied, observes
what is happening, listens to what is said, and questions people for a certain period of time.

Observation involves three processes, Namely

• Sensation: Reports facts as observed. Using sensory organs (eyes, ears, nose, etc.) This process
depends on the physical alertness of the observer.

• Attention: This is concentration, which is deeply related to willpower. Training and experience
enable the observer to form a habit that can go a long way towards the archival concentration
required for scientific observation.

• Perception: This deals with the interpretation of sensory reports. This allows the observer's
mind to recognize the facts.
Observation in the teaching of Psychology enables the teacher to gather data on:

1. The physical setting (e.g., the physical environment and its organization)
2. The human setting (e.g., the organization of people, the characteristics and make-up of
the groups or individuals being observed, for instance, gender, class)
3. The interactional setting (e.g., the interactions that are taking place, formal, informal,
planned, unplanned, verbal, non-verbal etc.)
4. The Programme setting (e.g., the resources and their organization, pedagogic styles,
curricula and their organization)

Flick (1998) suggested that observation has to be considered along five dimensions:

1. Structured, systematic and quantitative observation versus unstructured and unsystematic

and qualitative observation
2. Participant observation versus non-participant observation
3. Overt versus covert observation
4. Observation in natural settings versus observation in unnatural, artificial settings (e.g., a
‘laboratory’ or contrived situation)
5. Self-observation versus observation of others

Furthermore, Cooper and Schindler (2001) suggested that observation can be considered along
three dimensions:

1. Whether the observation is direct or indirect: the former requiring the presence of the
observer, the latter requiring recording devices (e.g., video cameras)
2. Whether the presence of the observer is known or unknown (overt or covert research),
whether the researcher is concealed (e.g., through a one-way mirror or hidden camera) or
partially concealed, i.e., the researcher is seen but not known to be a researcher (e.g., the
researcher takes up a visible role in the school)
3. The role taken by the observer (participant to non-participant observation)
Types of Observations

Structure Observation: - It is often used to provide systematic explanation. It can be applied in

field behavioral studies and laboratory-type settings where the focus is on specific aspects of
behavior.

Unstructured Observations: - In this type of observation, the subject to be studied are the type
of behavior, the setting, duration and frequency of the behavior.

Participant Observation: - Participant observation is observation in which the teacher is part of

the group under observation. As an attentive listener, he shares the situation, records and
interprets the group's behavior. Like every member, he has an idea about the group's activities.
Participant observation has an important role in case studies.

Non-participant Observation: - In non-participant observation, the teacher assumes a former

position from which he can observe the subjects' behavior in detail with minimal disturbance.
When the teacher, who is also an observer, makes observations in such a way that the people he
observes are unaware of his existence, this type of observation is called covert observation.

Direct observation: - means that the teacher has a direct view. The teacher merely records what
occurs. No attempt is being to control / manipulate the situation.

Indirect observation: - It refers to indirect viewing, which involves using a camera, recorder, or
camcorder to record. Indirect observation is performed in cases where the subject dies or refuses
to participate in the study. The observer can make inferences about the subject by observing the
physical traces left behind. For example, in the practice of forensic psychology, the police may
visit the scene where the crime was committed and look for traces left by the criminal for further
investigation or study.

Covert observation: - In covert observation, the subjects / group being observed are not aware
that they are being observed. Participant observation could be covert observation as the teacher is
a participant in the group and their activities.

Overt observation: - In overt observation, subjects are aware that they are being observed.
There are all kinds of possibilities for changes in behavior once subjects learn that they are being
observed. We can give an example of a teacher's behavior towards a student even though the
teacher knows that he is being observed by other students. He or she will correct or punish a
student for his misdemeanor while other students observe and learn.

The effectiveness of using this observation method to teach a course in Psychology include:

1. Since psychology requires the study of human behavior, it directly helps to examine
behavior as it occurs.
2. To enable students to gain first-hand knowledge of behavior by monitoring themselves
and understanding it directly from the source as it occurs.
3. The observation method makes teaching more reliable.
4. It is one of the effective methods that can be used in situations where people cannot
express themselves meaningfully, such as research on the subject.
5. It helps in examining the entire event and hence can provide an opportunity to study
insights or all aspects of the lesson.
6. It is very effective in gathering information about emotional reactions.

References

Chatmann, R.S. (1992). Research Methods in Behavioural Sciences. Macmillan India Limited,
New Delhi.

Gorman, & Clayton, (2005). Research Methods in Education, Sixth Edition, Routledge 2 Park
Square, Milton Park, Abingdon, Oxon OX14 4RN.

Ronald, R. (1997). Basic research Method for Librarians. 3rd ed. Greenwich: Ablex

Spradley, J. P. (1980). Participant Observation. New York: Holt, Rinehart andWinston