ERIC Number: EJ1085583
Record Type: Journal
Publication Date: 2016-Feb
Abstractor: As Provided
Reference Count: 44
Comparison of Observational Methods and Their Relation to Ratings of Engagement in Young Children
Wood, Brenna K.; Hojnoski, Robin L.; Laracy, Seth D.; Olson, Christopher L.
Topics in Early Childhood Special Education, v35 n4 p211-222 Feb 2016
Although, collectively, results of earlier direct observation studies suggest momentary time sampling (MTS) may offer certain technical advantages over whole-interval (WIR) and partial-interval (PIR) recording, no study has compared these methods for measuring engagement in young children in naturalistic environments. This study compared direct observations of child engagement using WIR, PIR, and MTS methods to continuous duration recording (CDR), using measurement error, correlations, and inter-observer agreement. Results indicated that MTS consistently demonstrated measurements closer to CDR compared with PIR and WIR, although in this study, the differences between MTS and PIR across indicators were not as great as has been demonstrated in the literature. WIR, PIR, and MTS were all strongly correlated with CDR, although there were issues with under and overestimations. Finally, the four observational methods were all moderately to strongly correlated with expert ratings of engagement, although none was significantly correlated with teacher rankings of classroom engagement.
Descriptors: Young Children, Research Methodology, Observation, Intervals, Error of Measurement, Measurement Techniques, Correlation, Student Participation, Learner Engagement, Early Intervention, Preschool Education, Video Technology, Coding
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Authoring Institution: N/A
Identifiers - Location: Pennsylvania