Laboratory classes are complex learning environments in which student engagement is dynamic and often difficult to assess using conventional self-report measures (Hofstein & Lunetta, 2004). Questionnaires are commonly used to capture students’ perceptions, and various observation methods such as structured observation protocols, video recordings, and audio recordings have also been applied in competency-based assessments and educational research (Velasco et al., 2016; Wei et al., 2018). However, insufficient attention has been directed toward the systematic evaluation and comparison of these observation methods for capturing student behaviour in laboratory settings, particularly through the application of a rubric to assess which method or combination of methods is most appropriate for addressing varying research or instructional objectives.
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Using a pilot study focusing on titration and the chemistry of sticky things experiments conducted by volunteer undergraduate chemistry students at the University of Sydney, this research addresses three key questions: (1) the accuracy of the revised observation protocol; (2) differences between observation techniques; and (3) the effectiveness of the method in controlled versus authentic laboratory environments. In addition, the revised observation protocol has been applied to real-laboratory settings across science disciplines, including chemistry and biology, to further refine it for wider applicability. The findings will offer valuable insights into observation methods using this protocol, contributing to both methodological advances in educational research and practical improvements in science education assessment.