What did Selina find difficult about the different research techniques she used?

J: So, let’s look in more detail at how you gathered your data. Let’s start with lesson observation.
S: 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!
J: Yeah, it’s very time-consuming, isn’t it? Making sense of... analysing... your observation notes.
S: 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.
J: Right. And did you interview some kids as well?
S: In the end, yes, I talked to ten, and they were great. I’d imagined I’d be bored listening to them, but...
J: So it was easy to concentrate?
S: 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.
J: Good. What other methods did you use?
S: 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.
J: That’s a shame... it might be worth you reflecting on ways you might improve on that for future projects.
S: You’re right, yeah.
J: OK.
S: And the other thing I did was stills photography. I didn’t take as many pictures as I’d hoped to.
J: Lack of time?
S: 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.
J: Well, that’s understandable, but remember...