The use of video recording as a research tool and feedback: Advantages and disadvantages

Abstract

The use of video-recording as a means of research in psychology is not new but it is not often used in Singapore for a number of reasons. Manpower, lack of technical assistance and time constraints are some comely cited reasons for the reluctance to use video-taping as a form of record taking. But the extensive use of video-recording by Prof. Jim Stigler in a substudy of the TIMSS on the comparison of classroom practices has given compelling evidence on the versatility of the use of video-recording in comparative research. Encouraged by the powerful evidence provided by the TIMSS, the writers have attempted video-recording in a comparative study of classroom practices in primary mathematics. The process of video analysis is undoubtedly time-consuming, but it is also an invaluable learning experience. This paper attempts to discuss the advantages and disadvantages of using video-recording as a form of research record keeping and for feedback in learning–teaching situations.