From the technology point of views, twenty first century digital students are immersed in the varieties of innovations from a very young age. According to Prensky (2001a) , he rightly called the present generation students that grew up in a society immersed in technology “digital natives”, the generation that had spoken the language of technology from birth,(Prensky, 2001). Students are immersed in technology in nearly all aspects of their daily lives such that boundaries between formal, semi-formal and informal education is partially differentiable. With the availability of social networking Sites , multimedia devices , smartphones , smart television, computers , e-contents (compact disc read only memory -CD-ROMs, digital versatile disc-DVD-ROMs), memory card storage devices, digital story books(e-books) , electronic downloadable, internet and more specifically the world wide web (w3), 3-D world , computer educational games, [EA1] scientific simulation and of course channel programmes, access to education , knowledge and information had grown exponentially.

The educators (professors, lecturers, instructors and teachers) need to adjust the manners in which educational training are administered in what can be regarded as the paradigm shift amidst COVID-19 global pandemic. The ongoing COVID-19 pandemic is an eye opener that the current educational technology and innovation in Nigeria and Africa are far behind the reality of the twenty first century education model. In the 21st century education system , robots are part of modern classroom teaching , mobile computing technology and augmented reality technologies are essential tools for education, e-learning education , distance education, smart learning, blended learning and digital libraries are adapted to provide access to the curriculum of education that will help students connect with the world and understand issues that our world faces.

i do participant observation ,sit in class and observe Raj Kumar Baral

The best tool is the instructional register, lesson plan used and notes of the student. With this, you can analyse how the curriculum is implemented. Follow up and supervision is an added advantage.

i have done sociogram in the class room. There is a narrative about a class voyage somewhere and then the pupil can explain with whom he/she wants to share room, sit in the train and so on. Then you can draw the chart between individuals and you see if somebody is left alone. This happened to me and surprised me.

Definition of sociogram

: a sociometric chart plotting the structure of interpersonal relations in a group situation

You say you have done 'in-class' observation of what is happening.

You therefore have data showing what teachers and learners are actually 'doing' ' in the observed lessons.

I imagine that you also have access to the curriculum?

This will explicitly or implicitly state what it is hoped that teachers will 'do' in the science classroom-

• the topics that teachers are expected to cover
• the teaching materials /activities that the curriculum hopes teachers will use
• the approaches to teaching and learning ( eg: transmission- interactive- dialogic) that the curriculum hopes the teachers will use to support learning

You can use this knowledge to establish what the curriculum hopes that the classroom will be like

One way to analyse your data would be to compare what the curriculum hopes to see happening in the classroom, with what you have actually seen happening

In what ways are teachers implementing (the spirit of) what the curriculum inte

• what examples can you see them of them teaching in ways that are consistent with the curriculum?
• what examples can you see of them doing something different to what the curriculum expects? -
• how is it different?-
• do these differences affect the extent to which learners benefit from the curriculum reform?
• why are teachers implementing the curriculum in this way?

All school subjects have their perculiar curricular. However, their general components of the curriculum that must be observed in the classroom.

They include; the problems and issues the subject intends to solve in the society, the objectives of the subject being taught in the classroom, the contents of the lesson being taught, the relevant strategies and techniques employed by the teacher in the classroom, the relevant information along resources (human, materials and online), and evaluation techniques for feedback. Any tool to be used by a researcher must capture these components.

You might consider using the theory/theories as construct/s for analysing the phenomenon of your interest. You might start by looking into some of the theoretical perspectives that you have reviewed in your literature or theoretical framework.

If you can share the nature of your observations then we can talk about the analysis

I use PEAR Institute Dimension of Success observation (class/program) tool. It is in line with Next Generation Science Standards. It was created by Harvard University and McLean Hospital. https://www.thepearinstitute.org/stem

Initially it was created for informal STEM activities; but, where its aligned to Next Gen Science, Common Core Math and national engineering and technology standards it allows for in class usage with small modification.

It has 12 dimensions you observe and a really thorough rubrics to help you navigate your observations. Once you have the rubrics filled out, there is a table you use to provide the final points. Then there is another training that teaches you how to talk to the teacher about the findings in a positive manner. If you have conducted observations, then you have had factors you were looking at, if so you will need to provide a rubrics (with research based findings) to justify the points/ranking assigned.

This is one of the main reasons we use the DoS in our NASA program and I am glad for it as there is a lot of work going into justifying your observation techniques, ratings and findings.

You have to take the for fee training (a few hundred dollars- US) and it allows you free usage to other assessment tools (for students/teachers) if you share your information.

I think it is a really good start for anyone that is going to perform classroom observations as it really opens your eyes as to all the factors beyond curriculum and technique that go into a successful classroom to include social emotional wellness and relationships which is most often overlooked in class observations.

Hope this helps.

Ihave read mpst of the answers and I considers the provide bu Babagana Muktar a better application

In experimental study it is very complicated i think.

Experimental studies may not complicated when we know the variables to test for

Yes, the lesson plan is the theoretical document that the researcher will have to observe. In the area of analysis, the items of the observation schedule must have been allocated unit scores to enable the researcher derive the relevant to answer the relevant research questions, using mean scores, standard deviation, and possibly any inferential statistics, if there are hypotheses to be tested.

Ishare the bviess of Emmanuel Danladi on this matter.

I still share the views of Emmanuel Danladi on this matter

Classroom observation depend upon the learning approach used (Project Based Learning, Problem Based, Inquiry, Blended Learning). The better way to analyse is preparing checklist type instruments, where indicators of learning match to the syntax of each learning approach used. For example, Project Based Learning should indicate:

1. The theme of Project

2. Learning Output (product, presentation, or exhibition)

3. Cooperative Team Work (how they discuss, make planning, producing together, sharing knowledge, solving problems, and greeting success

4. Exploration of idea, creativity

5. Communication skills (presentation, discussion, make report orally or written)

6. Leadership

7. etc

True, the best classroom observation depends upon the learning.approach used.

personally i used the wincoxon test for a classroom observation

You don't say in what grade year the students are in. Elementary grades in the U.S. is K-6th grade, ages 6-12 yrs. old roughly. Any science in these grades will need a person to encourage and observe students throughout each step of the process, creating a hypothesis, gathering data, understanding why integrity in the data is vital, helping them do the math, understanding if the results answer the hypothesis or further investigation is required. The three observable measurements would be critical thinking skills by students, field data skills, understand why math calculation is used in science, and methodology and presentation skills at the end of the experiment.

If you have science in grades 9-12, ages15-18 yrs. old, it would be a step up from the K-6 grade students as far as the science methods and data collection skills. The same observable measurements from K-6 I listed above with one addition of highlighting presentation of results. The presentation indicates if the student understood the entire process and how to apply scientific concepts.

I, strongly, agree with Rodia. An integration of the strategies and techniques will guarantee the achievement of the cognitive, affective and pschomoto objectives of the curriculum.

First, be clear about your aims and objectives and any hypotheses you may wish to test. These areas should be addressed before data collection.

The suggestion by Michael B Cahapay is on the right track. .using that , you can.proceed to test those constructs you may have hypothi in the work