BIR 60204 Qualitative

Research Methods and

Approaches
Classroom Observation Task:
Teaching Activities

GROUP MEMBERS:
MOHANDAS NAIDU PERUMAL (M20192001424)
PARAMESIVAN RANGAN (M20192001437)
AZNIDA ABU BAKAR (M20192001434)
PERAMALA PARTHIPAN (M20192001438)
MUHAMMAD AMIRUL IZZAT BAKHRY (M20192001439)
 BACKGROUND
INFORMATION ON A
PROPOSED OBSERVATION:

STRUCTUR - THE PURPOSE OF THE

OBSERVATION

E OF THIS - INSTRUMENT / SOURCE

- FINDINGS:

PRESENTAT ARTICLE REVIEW 1

ARTICLE REVIEW 2

ION ARTICLE REVIEW 3

ARTICLE REVIEW 4
 DISCUSSION /
CONCLUSION
PROPOSED
OBSERVATION:
PURPOSE OF OBSERVATION:

o To explore on how student- centered approach can result in active students’

engagement
o To investigate and explore on how student- centered approach affect teaching and
learning activities
o To facilitate the use of student- centered approach to overcome problems in
teaching and learning.
INSTRUMENT/SOURCE:

Open ended questions form:

 Consisting of open ended questions listed
in a sequential order to obtain ‘reliable and
comparable data.’
 To probe participants to feel free to share
any facts, opinions, ideas, understanding,
attitudes and attentions
 To ensure that the similarities and
differences or any lacking in details from
the observation is lessened or prevented.
PRE OBSERVATION
QUESTIONS:
 Observer:
 Observed Teacher:
 Date:
 Time:
 Level:
 What are the learning objectives for the lesson? In other words, what do you expect students to
learn by the end of the lesson?
 What are the type of activities going to be carried out for students to reach this objective?
 What activities do you use to assess students’ understanding on the topic?
WHILE OBSERVATION
QUESTIONS:
 What kind of activity is used for the pre , while and post lesson?

- name of activity:
- group/ pair/ individual:
- the procedures of each activity:
 What activity is used to assess students’ understanding on the topic?
 Is there any follow up activity? If yes, what is it?
 Is there any differentiation in the lesson? If yes, what is the activity?
 Are these activities planned learner- centered or student- centered?
POST OBSERVATION
GUIDELINES:
 This is the time when observer and observed teacher meet again where the “how to” and
“why” are questioned meant to further understand about the procedures or flow of activity and
no evaluative judgment is to be made (Badre, A., 2010).
 Observer check on the flow or procedures of each part of the lesson is carried out with the
observed teacher to see the similarities and differences or any lacking in details from the
observation done.
 Discuss on the strength of the activities and what activities or techniques that are more
effective to achieve better students’ outcome.
WHILE OBSERVATION
QUESTIONS:
 What kind of activity is used for the pre , while and post lesson?

- name of activity:
- group/ pair/ individual:
- the procedures of each activity:
 What activity is used to assess students’ understanding on the topic?
 Is there any follow up activity? If yes, what is it?
 Is there any differentiation in the lesson? If yes, what is the activity?
 Are these activities planned learner- centred or student- centred?
  Article 1: Flipped Classroom with
Problem Based Activities- Exploring
Self-regulated Learning in a
Programming Language Course
 Article 2: Student Centered Approach
to Teaching: What Does it Mean for
the Stakeholders of a Community
School
FINDINGS :  Article 3: The Effect of The
Classroom Activities on Classroom
Management in the Teaching-
Learning Process
 Article 4: Teacher’s Approaches in
Teaching Literature- Observation of
ESL Classroom
Research Questions Participants Instruments / Data Key Findings

1. To what extend did the students 25 male & 5 female students in 1. Observation form was developed 1. The development of students in
develop self regulated learning Mechatronics department of a public to where the behaviours, perspectives self regulated learning skills is
skills in the flipped classroom university in Turkey who received and interaction were recorded as considerably high for both face-
with problem based learning? introductory programming course for the positive or negative. to face learning environment
first time. They had the knowledge to 2. Discussion messages through a and at home sessions– students
follow the video but had no experience Facebook group. repeatedly watch the videos to
in flipped learning. 3. Interviews- carried out with 6 understand the concepts. Then,
selected participants through a they study individually in
structured form. cooperative groups. After that
they present their suggestions /
ideas for solutions.

ARTICLE 1:
FLIPPED CLASSROOM WITH
PROBLEM BASED ACTIVITIES-
EXPLORING SELF-REGULATED
LEARNING IN A PROGRAMMING
LANGUAGE COURSE. EDUCATIONAL
TECHNOLOGY & SOCIETY
ARTICLE 2:
STUDENT CENTERED APPROACH TO TEACHING: WHAT DOES
IT MEAN FOR THE STAKEHOLDERS OF A COMMUNITY SCHOOL
Research Questions Participants Instruments / Key Findings
Data
1. To have a complete Seven students and 1. Semi structured 1. From the classroom observation and views
understanding on the teachers from a interview consisting of from teachers and students, it is found out that
relationship of student- community school in open ended questions in student centered activities (group work,
centered approach in achieving Karachi, Pakistan were a sequential order. problem based activities) is an interactive
quality education selected as technique of teaching.
participants. 2. Classroom
2. To investigate and explore observation is 2. This variety of activities such as group work
on how student- centered employed to get a and problem based learning provide plethora of
approach affect teaching and clearer picture of the learning opportunities and students’
learning activities situation. engagement.

3. To facilitate the use of 3. Triangulation process 3. The observation conducted also highlights
student- centered approach to was also done as to the importance of observing learners’
overcome teaching and ensure the validity and participation in the activities by asking them
learning. reliability. questions in order to check their
understanding.

4.It is also important to provide appropriate

feedback during the activities.
ARTICLE 3:
THE EFFECT OF THE CLASSROOM ACTIVITIES ON CLASSROOM
MANAGEMENT IN THE TEACHING- LEARNING PROCESS
Research Questions Participants Instruments / Key Findings
Data
1. What kind of activities do the 1. A study group 1. Structured interviews 1. Teachers of lower socio-economic
teachers of the different socio- consisting of three with the teachers and standard schools:
economic class schools do in order to different schools in students Besides the skill based activities they
construct the classroom management Uşak(one middle also gave examples of other activities.
in teaching and learning process? standard and one low 2. Data collected about
standard school) the frequency of 2. Teachers of the middle socio-
2- How are the students’ conceptions appearance of the economic standard school:
about the classroom activities in 2. 50 teachers in the activities in classroom - Gave examples of activities that are
different socio-economic level different schools management based on course subjects, methods and
schools? randomly answer the construction techniques
questionnaire - They didn’t suggest any out-of-class
3- What are the teachers’ arguments 3. After conducted the activity.
on the relation between the activities 3. Five teachers and ten pilot study, editing or
they do in classes and their classroom students were chosen omitting the items 3. Teachers of high socio-economic
management? from each of the schools including redundant standard school:
above responses or creating a Gave examples of activities addressing
vagueness were done. to course subjects, methods and
4. The study group techniques. They did not suggest
involves fifteen teachers activities addressing to the other sub-
and thirty students in codes.
total.
ARTICLE 4:
TEACHER’S APPROACHES IN TEACHING LITERATURE-
OBSERVATION OF ESL CLASSROOM
Research Questions Participants Instruments Key Findings
/ Data
1. To evaluate 1. 5 teachers who taught English for 1. Observation 1. Teachers employed variety of
approaches employed by Standard Five – 2. Of the five 2. Semi approaches and activities in order to
teachers in the teaching respondents, four of the structured ensure students’ understanding of
respondents were Malay and the literary text.
of Contemporary other one was Chinese and they interview 2. Information-Based Approach and
Children’s Literature were all females. Paraphrastic Approach were among the
Program? 2. Three of the teachers were below most favoured by teachers in the
2. To examine challenges the age of 30 while another two teaching of CCL Program
encountered by teachers were below the age of 25. 3. Teachers were seen to use list of
in implementing the 3. Two of the teachers were having questions provided in the text to ensure
more than thirty years of teaching student understands the learning.
Contemporary Children’s
experience, while another three 4. Students were instructed to utilize all
Literature Program? were having less than twenty nine materials provided by teachers and to
years of teaching experience. finish the task in time.
4. Two of the teachers were having
more than thirty years of teaching
English, while another three were
having below than twenty years of
teaching English experience.
 DISCUSSION /
CONCLUSION

1. The use of questions is one of the ways teachers convey the

content of lessons to their students. The questions posed have
the potential to help students achieve optimal cognitive ability.
Through the questions posed by teachers in the learning and
teaching (T&L) process can reveal students using existing
knowledge and compare the information obtained and then use
it to solve problems.
Students act actively rather than passively in their learning
process
2. Failure to produce an effective T&L process can lead to
various problems in schools. Ineffective T&L factors are one of
the factors identified to cause disciplinary problems in schools
such as skipping, noise, lack of focus in the classroom, lack of
interest in subjects and teachers, and the moral decay of
students.
 the use of language that is easily understood by students while interacting is important to
attract students to learn. Bilateral interaction will result in an effective T&L process.
 In fact, effective T&L depends on three main factors, namely teacher factors, student factors
and classroom physical factors. There are several aspects that affect the effectiveness of the
T&L process in the classroom. Among them are the achievement of teaching objectives, the
delivery of structured and smooth teaching content, effective communication, the use of
teaching aids, student-centered teaching methods and evaluation of T & L processes.
 The use of various methods and techniques will make a lesson interesting and will provide
space to allow students to be actively involved and active throughout the teaching session
without feeling tired and bored. In teaching and learning, there are several effective methods
and techniques that can be used by teachers. Therefore, the selection of methods and
techniques must be done carefully so that these methods do not prevent teachers from
implementing the process of forming concepts easily and effectively. The project method
founded by John Deney for example, encourages students to learn something through
experience, observation and experimentation. Students enjoy experimenting with other
activities performed in real and meaningful situations. Usually this method gives students the
opportunity to use the facilities of their sensory devices to make observations and perceptions
effectively.
 Willingness to learn from one individual to another is usually unequal. This is because the
level or process of their growth or development is not the same and one-way. Although there is
a kind of similar tendency in their growth but their physical, mental, emotional and social are
still different. Usually things like this cause a lot of problems to teachers, either at the planning
readiness stage or at the stage of implementing their lessons. The problem of learning
readiness differences can be attributed from three perspectives in terms of maturity.
 In a teaching and learning environment, skills mean a person is trained and has high and deep
experience. In the process of teaching and learning the ability to master certain skills should be
emphasized by teachers, especially basic skills such as problem solving, critical and creative
thinking skills, listening, speaking skills, reading and writing skills and so on. When students
master these basic skills will be able to help the student master other areas of knowledge more
easily.
Akan, Durdağı & Basar, Murat. (2013). The effect of the classroom activities on classroom
management in the teaching- learning process: The case of Uşak City. Mevlana International
Journal of Education. 3. 147-165. 10.13054/mije.13.63.3.4. Retrieved July 15, 2020 from
https://www.researchgate.net/publication/275516002_The_effect_of_the_classroom_activities_o
n_classroom_management_in_the_teaching-_learning_process_The_case_of_Usak_City

REFEREN
Badre, Abdeslam. (2010) Towards a Reflective Classroom Peer Observation. Retrieved July 14,
2020 from https://www.slideshare.net/abdeslambadre/towards-a-reflective-classroom-peerdoc

Çakıroğlu, Ünal & Öztürk, Mücahit. (2017). Flipped Classroom with Problem Based Activities:
Exploring Self-regulated Learning in a Programming Language Course. Educational Technology
& Society. 20. 337-349. retrieved July 14, 2020 from
https://www.researchgate.net/publication/312056149_Flipped_Classroom_with_Problem_Based
_Activities_Exploring_Self-regulated_Learning_in_a_Programming_Language_Course
CES
Mustakim, Siti & Lebar, Othman. (2013). TEACHER’S APPROACHES IN TEACHING
LITERATURE OBSERVATIONS OF ESL CLASSROOM.pdf. Retrieved July 15, from
https://www.researchgate.net/publication/260286411_TEACHER'S_APPROACHES_IN_TEAC
HING_LITERATURE_OBSERVATIONS_OF_ESL_CLASSROOMpdf

REFEREN
Qutoshi, Sadruddin & Poudel, Tikaram. (2014). Student Centered Approach to Teaching: What
Does it Mean for the Stakeholders of a Community School in Karachi, Pakistan?. Journal of
Education and Research. 4. 10.3126/jer.v4i1.9620. Retrieved July 14, 2020 from
https://www.researchgate.net/publication/261262304_Student_Centered_Approach_to_Teaching
_What_Does_it_Mean_for_the_Stakeholders_of_a_Community_School_in_Karachi_Pakistan
CES