Educational observations have gained increasing attention because of the potential to understand behavior and motivation in classroom environments. Momentary Time Sampling (MTS) is an observational method most commonly used to measure behavior in educational studies. MTS is a preferred method of observation because it allows for interval time sampling rather than continuous recording, which can often times be impractical. However, researchers are unfamiliar with how MTS’ accuracy is affected when other parameters are involved. This proposals purpose is to simulate data collected in classroom domains to evaluate the accuracy of MTS since there is no “ground truth” data. In previous studies, researchers have been using a prototype tool to simulate the data collected. However, the prototype lacked the ability to simulate and compare multiple classrooms, simulate classrooms with different student profiles, and conduct statistical analyses on the result of the simulations. With the development of the new tool, we will be able to collect student data based off of their behaviors and affective states in classrooms and compare them to test the accuracy of MTS in that context. The proposed study will build on the previously implemented simulation tool and will be used to evaluate the accuracy of MTS under different parameters when used in the context of classroom observations.
University of Nebraska at Omaha
Dr. Luc Paquette
Department of Research Advisor:
Curriculum & Instruction
Year of Publication: