Accuracy of Long Momentary Time-Sampling Intervals: Implications for Classroom Data Collection

1990 ◽  
Vol 8 (1) ◽  
pp. 74-85 ◽  
Author(s):  
Kathleen Kearns ◽  
Ron Edwards ◽  
Daniel H. Tingstrom
Keyword(s):  
Data Collection ◽  
Time Sampling ◽  
Momentary Time Sampling ◽  
Sampling Intervals ◽  
Classroom Data

Momentary and Partial Interval Time Sampling: A Reply to Harrop, Daniels and Foulkes (1990)

1991 ◽  
Vol 19 (4) ◽  
pp. 333-336 ◽  
Author(s):  
Robert M. Adams
Keyword(s):  
Intervention Studies ◽  
Sampling Error ◽  
Small Sample Size ◽  
Large Error ◽  
Small Sample ◽  
Time Sampling ◽  
Momentary Time Sampling ◽  
Target Behaviour ◽  
Sampling Intervals ◽  
Partial Interval

Momentary time sampling (MTS) is described as an unbiased method of estimating time spent engaging in target behaviour. Conclusions that MTS with long sampling intervals or for short sessions results in large error are based on studies which use too few observations (a too-small sample size) to expect small sampling error. Partial interval (PI) sampling is a biased method, and the degree of bias changes as the characteristics of the behaviour change, a particular problem for intervention studies.

Observer Accuracy under Two Different Methods of Data Collection: The Effect of Behavior Frequency and Predictability

1991 ◽  
Vol 11 (3) ◽  
pp. 155-166 ◽  
Author(s):  
Richard Van Acker ◽  
Sharon H. Grant ◽  
James E. Getty
Keyword(s):  
Data Collection ◽  
Continuous Data ◽  
Time Sampling ◽  
Momentary Time Sampling ◽  
Teacher Student ◽  
Behavior Frequency ◽  
Trained Observers ◽  
Transitional Probabilities ◽  
Observer Accuracy ◽  
Selection Of

The present study compared the accuracy of observers employing momentary time sampling vs. continuous data collection systems when scoring behaviors that differed along the dimensions of frequency and predictability. Twelve trained observers were randomly assigned to one of the two methods of data collection when scoring a series of four videotapes of teacher-student interaction. The results indicated that there was no overall difference in observer accuracy between the two methods of data collection. Interesting disordinal interactions, however, were identified. Continuous data collection significantly enhanced observer accuracy when scoring high frequency behaviors and behaviors with high transitional probabilities to other behaviors. Continuous data collection, however, impeded accuracy when behaviors displayed low levels of predictability (low transitional probabilities). Momentary time sampling produced the most stable levels of observer accuracy. Some implications of these findings for the selection of recording procedures and observer training are presented.

Perceptions of Using Sit-to-Stand Desks in a Middle School Classroom

2017 ◽  
Vol 19 (1) ◽  
pp. 68-74 ◽  
Author(s):  
Heather Erwin ◽  
Aaron Beighle ◽  
Ash Routen ◽  
Ben Montemayor
Keyword(s):  
Physical Activity ◽  
Middle School ◽  
Time Sampling ◽  
Learning Behaviors ◽  
Momentary Time Sampling ◽  
Sit To Stand ◽  
Behavioral Observations ◽  
School Classroom

The purpose of this study was to explore the feasibility of sit-to-stand desks in a middle school classroom. Participants used sit-to-stand desks during health class. Momentary time sampling was used for physical activity and behavioral observations. Results indicate students sat 37%, stood 59%, and walked 4% of the time. Misbehaviors occurred 4% of the observed period. The following themes emerged: focus, freedom, distractions, and design. Sit-to-stand desks appear to encourage standing during instruction while simultaneously limiting misbehaviors. Students indicated some distractions but were generally positive toward desk implementation and suggested they supported learning behaviors. The teacher echoed most of the student themes.

scholarly journals A comparison of frequency, interval, and time-sampling methods of data collection

1976 ◽  
Vol 9 (4) ◽  
pp. 501-508 ◽  
Author(s):  
Alan C. Repp ◽  
David M. Roberts ◽  
Daniel J. Slack ◽  
Christina F. Repp ◽  
Margo S. Berkler
Keyword(s):  
Data Collection ◽  
Sampling Methods ◽  
Frequency Interval ◽  
Time Sampling

Enacting Proof-Related Tasks in Middle School Mathematics: Challenges and Opportunities

2010 ◽  
Vol 41 (4) ◽  
pp. 351-382 ◽  
Author(s):  
Kristen N. Bieda
Keyword(s):  
Middle School ◽  
Data Collection ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
Connected Mathematics Project ◽  
Challenges And Opportunities ◽  
Mathematical Justification ◽  
Connected Mathematics ◽  
Classroom Data

Discussions about school mathematics often address the importance of reasoning and proving for building students' understanding of mathematics. However, there is little research examining how teachers enact tasks designed to engage students in justifying and proving in the classroom. This article presents results of a study investigating the processes and outcomes of implementing proof-related tasks in the classroom. Data collection consisted of observations of 7 middle school classrooms during implementation of proof-related tasks—tasks providing opportunities for students to produce generalizations, conjectures, or proofs—in the Connected Mathematics Project (CMP) curriculum by teachers experienced in using the materials. The findings suggest that students' experiences with such tasks are insufficient for developing an understanding of what constitutes valid mathematical justification.

A program evaluation of classroom data collection with bar codes

1993 ◽  
Vol 14 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Muriel D. Saunders ◽  
Jay L. Saunders ◽  
Richard R. Saunders
Keyword(s):  
Program Evaluation ◽  
Data Collection ◽  
Bar Codes ◽  
Classroom Data
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