Observation of the Behavioral Traits of the Participants - Coursework Example

Public Observation John J Swangler Walden (Insert (Insert In the argument of Creswell , works of research cannot be alienated from the use of observation. The author continues to postulate that observations have both merits and demerits; thus, it is the role of the researcher to weigh both options whilst carrying out research (Creswell, 2013). On the other hand, Janesick (2011) indicates that in the event that observations are done on a natural environment, then the study can be indicated to be a credible one. This paper shall analyze the observations made on participants Driving Under the Influence (DUI) in a classroom environment. This is under the mandate of Commonwealth of Alabama that directs that, for renewal of the participants’ licenses, they ought to take a 20-hour DUI course. Public Observation Introduction In the course of my thirty-minute observation, I was careful not to interfere with the behavioral traits of the participants at hand. Just as argued by Creswell (2013) and Janesick (2011), naturalistic observation need not be influenced or manipulated by the observer. In this observation, some unethical topics will be discussed; however, the issues will not be addressed in the final compilation. In the course of the observation, I was overt, and in ensured that the participants were well aware of my presence during the observation. Additionally, I did not let the participants know the aim of my presence in the classroom until after the first break of the session. Public Observation Aim: To study and describe a DUI classroom of participants’ behaviors in the course of a 30-minute observation Problem: To examine the participants in different positions in the classroom setting. Time: 15-minute observation in a seat seated at the centre of the classroom and 15 more minutes observing the participants from the back of the classroom. Activity Tables are set up in a model classroom environment – there are 3 computer desk tables set in length against one another stretching across the whole diameter of the classroom – 3 rows of 3 tables. This setting allows me to have manifold advantage points for observation of the classroom activities. The participants are also able to participate in the classroom activities. Next, there are 16 swivel chairs of black cloth material behind the tables with a white writing board to the participants’ right and another across the room to their left. There is a video feed from a laptop through a projector that is being fed through to the wall in front of the class that shows a Prime for Life emblem. I also placed 6 participant books with a scratch paper around the room in various positions on the tables. The participants would sit there; though there is no hint to the participants that they ought to sit in specific places. There is also a pen to write with, with each placement of a book. Aim: In the course of the allocated 30-minute time period, I will monitor normal behaviors of the participants from their of entry into the learning setting for 15 minutes and repeat the same in the latter 15 minutes, but on a different position in the classroom. This will be of great essence to my observation, as I will visualize different characteristics of the participants in the learning environment and at different time intervals. The observation will be summarized in a field note plan. Field Notes Date: Tuesday July 2, 2013 Time: 9 AM – 9:30 AM Location: Birmingham, VA Training Room Veterans DUI class Type: Participant Observation NOTES Observations 8:55 AM Seated in class in the middle seat on the 2nd row of tables. On board are the instructor, who arrived before I did, and a female participant. The female participant neither acknowledges me nor the instructor who was already set for her lesson. I inscribe my name on the book, peruse through the pages, all in an attempt to familiarize myself with the day’s activity. One could have imagined I had seen the book for the first time. From my sitting position at the centre of the room I am able to see two doors that act as the entry into the room – one to my left leads to the outer hall and the exit doors and another directly behind me about 7 feet. On the corkboard, there is information on employment requirements on it, while the bookcase contains coffee and some materials on the programs. A coat rack hangs on the right of the bookcase, with its hooks clear, since I was not in a coat just like the female participant. The instructor is busy with her laptop, and is also going through her notes on the workbook. The female participant stares at the book on the table, with her purse in her lap. Note to self: Another participant enters the room; this time she is somehow frightened by my presence in the room. She sits with her head down, and seems not friendly at all. She also clutches her purse tightly, what allows me notice her wary being in the room. 9:03 AM Participants 3 and 4 are late for the lesson. Upon entering, they look around the room, and find seats next to each other with books placed right next. The arrangement of the books forces the participants to sit where there is a book. The two participants settle on their seats, but cannot resist staring at the instructor and I. The entire scene makes me smile, though the participants do not respond to my alert. The instructor confirms that with the arrival of one more participant, the lesson would start immediately. While we wait, the instructor explains the aim of the day’s lesson, and its timeline. She introduces herself by writing her personal details on the writing board, and emphasizes on the attendance of all participants in all sessions. Another male participant dashes in, and apologizes for being late. This does not interrupt the session, as the instructor neither turns nor acknowledges the apology from the late participant. The male participant also makes faces to the other participants behind the instructor’s back. 2 of the female participants are in their mid 40s and the 3 males vary from early to late 20s. The instructor appears to be in her early 40s. The lesson begins with a DVD display. Participants 2 and 3 remove their jackets. This exposes their hip-hop outfits, an indication of their age difference with other participants. Three participants have their mobile phones on the table right beside. The 1st participant- the woman in class earlier- puts her purse on the floor, removes her mobile phone out of pocket and begins to appear to text, in a way like she could be hiding something under the table in her lap. The participants seem disinterested in the content from the instructor; to an extent that the instructor is forced to ask the participants keep away their phones but no one responds. In fact, one participant clearly indicates that he is waiting for an important call from his work place and must be online. The instructor however requests him to keep it on vibration mode, which he complies. The participants create a lot of animosity with their instructor; they are constantly rude and non-compliant to her directives. 9:20 AM At this time I shift my sitting position quietly to the back of the classroom carefully not to cause disturbance. The participants on the other hand watch me closely until I settle on another seat. I doodle on my pad repeatedly to watch their interactions with the instructor. I notice that the participants in the middle of the class are middle class Americans. So far none of the participants answered the questions from the instructor. She also continues to make notes on the board but none of the participants are keen to take any notes down. Despite her efforts to engage them, none of the participants gains interest in her lesson. One of the participants is busy chatting behind her back, while another also removes his phone. The female also removes her phone, not one, this time three of them, texts and plays games. 9:28 AM The instructor keeps on with the lesson, but catches one male participant with his phone out and stops the lesson for a while. She passes a basket so as all participants could keep their phones and says she would return after the lesson. The participants are resistant especially two male participants who fold their arms across their chest. The lesson proceeds. 9:30 AM Exit Observation Area Conclusion Conclusively, the entire observation course was a tasking one. I had to struggle with my flu all along as well as my poor health. It was not easy to keep focus on the participants throughout the observation; thus, distort the aim of the observation intermittently. At most times, I wanted to leave and take a nap instead. It was also quite tasking to participate in the observation without causing interruptions even the minutest ones. References Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Thousand Oaks, CA: Sage Publications, Inc. Janesick, V. J. (2011). “Stretching” exercises for qualitative researchers (3rd ed.). Thousand Oaks, CA: Sage Publications. Read More