What did the woman find difficult about the different research techniques she us

M: So, let’s look in detail at how you gathered your data. Let’s start with lesson observation.
W: Well, it generally went quite smoothly. I chose my focus and designed my checklist. Then teachers allowed me into their classes without any problems, which surprised me. It was afterwards that the gruelling work started!
M: Yeah, it’s very time consuming, isn’t it? Making sense of... analysing... your observation notes.
W: Absolutely. Much more so than interview data, for example... that was relatively easy to process, though I wanted to make sure I used a high-quality recorder... to make transcription easier and I had to wait until one became available.
M: Right. And did you interview some kids as well?
W: In the end, yes, I talked to ten, and they were great. I’d imagined I’d be bored listening to them, but...
M: So it was easy to concentrate?
W: Sure. One of the teachers was a bit worried about the ethics, you know, whether it was right to interview young pupils, and it took a while for him to agree to let me talk to three of the kids in his class but he relented in the end.
M: Good. What other methods did you use?
W: I experimented with questionnaires, but I really regret that now. I decided to share the work with another student but we had such different agendas it ended up taking twice as long.
M: That’s a shame... it might be worth you reflecting on ways you might improve on that for future projects.
W: You’re right, yeah.
M: OK.
W: And the other thing I did was stills photography. I didn’t take as many pictures as I’d hoped to.
M: Lack of time?
W: It’s pretty easy just snapping away... but I wanted each snap to have a purpose, you know, that would contribute to my research aims and I found that difficult.
M: Well, that’s understandable, but remember...