Lesson

Research Instruments
4
Enabling Objectives
At the end of this lesson, the students are able to:
1. Define research instrument;
2. Determine the characteristics
of good research instrument;
3. Differentiate the various research
instruments used in the conduct of research;
4. Explain the characteristics
of a good research instrument.

Let’s Try This

Instructions: Answer the following questions. Choose the letter of your best
answer. Write your answer on the space provided.
___________ 1. Sources of qualitative data
A. Interview and observation
B. Questionnaires and survey
C. Primary sources and secondary sources
D. Books and journal
___________ 2. It involves an intensive interaction between the researcher and the subjects or
participants.
A. Simulation
B. Nonparticipant Observation
C. Naturalistic Observation
D. Participant observation
___________ 3. This data collection strategy makes use of books, journals, magazine, art works,
songs, pictures and others to obtain common themes or construct for analysis.
A. documentary analysis
B. focus group discussion
C. observation
D. interview
___________ 4. Most surveys are structured, which means that
A. there is a one-on-one relationship between the researcher and the
respondent.
B. they use random selection to select respondents.
C. the interviewer decides when, where, and how to ask the questions.
D. the same questions are asked in the same order for all respondents
___________ 5. A telephone interview survey tends to have a higher response rate than a
__________ study and shorter answers to open-ended questions than a
__________ study.
A. mailed questionnaire; mailed questionnaire
B. mailed questionnaire; face-to-face interview
C. face-to-face interview; face-to-face interview
D. face-to-face interview; mailed questionnaire

1
___________ 6. What is the best placement for the following survey question: “What is your
age?”
A. opening question
B. toward the beginning
C. middle
D. end
___________ 7. Compared with experiments, surveys generally are
A. less economical.
B. less susceptible to reactive measurement effects.
C. less effective in testing causal relationships.
D. lower in generalizability.
___________ 8. Which does NOT refer to validity?
A. relatedness
B. appropriateness
C. truthfulness
D. meaningfulness
___________ 9. Threats to validity could be minimized by
A. appropriate design
B. proper sampling
C. instrumentation
D. testing
___________ 10. These are information collected directly from the subjects being studied…
A. primary data
B. qualitative data
C. quantitative data
D. secondary data

Let’s Read This

Research instrument is a tool used to collect, measure, and analyze data related to the researcher’s
interests. These tools are most commonly used in health sciences, social sciences, and education to
assess patients, clients, students, teachers, staff, etc. A research instrument can include interviews,
tests, surveys, or checklists. The research Instrument is usually determined by researcher and is tied
to the study methodology.

Questionnaire. This is a data collection instrument mostly used in normative surveys. This is a
systematically prepared form or document with a set of questions deliberately designed to elicit
responses from respondents or research informants for the purpose of collecting data or
information.
- It is a form of inquiry document, which contains a systematically compiled and well
organised series of questions intended to elicit the information which will provide insight
into the nature of the problem under study.
- It is a form that contains a set of questions on a topic or group of topics designed to be
answered by the respondent.
- The respondents are the population samples of the study. The answers provided by the
respondents constitute the data for the report.

2
The effective use of questionnaire for data collection depends on the mode of formulation and
administration of the questions, the medium of delivering the questionnaire and the method of
contacting respondents for retrieval of the questionnaire. These modes affect the credibility and
quality of the data obtained. Note that the respondent is not under any obligation to respond to the
questionnaire. The respondent therefore has to be influenced in order to submit accurate data to
the questions administered.

Types of Questionnaires
Questionnaires may be designed as structured or closed
form unstructured, open ended form
1. Structured questionnaires. They are those in
which some control or guidance is given for the
answer. This may be described as closed form
because the questions are basically short,
requiring the respondent to provide a ‘yes’ or ‘no’
response, or checking an item out of a list of given
responses. Questions that require yes or no
answers are also termed as Dichotomous
questions. It may, also be multiple choice options
from which the respondent selects the answer
closer to their own opinion. The respondent's
choices are limited to the set of options provided.

2. Unstructured questionnaire. This type is also termed as open-ended or unrestricted type of

questionnaire calls for a free response in the respondent's own words. The respondent
frames and supplies the answer to the question raised in the questionnaire. It also
constitutes questions which give the respondent an opportunity to express his or her
opinions from a set of options. Spaces are often provided for respondents to make their
inputs.

Interviews become necessary when researchers feel the need to meet face-to-face with individuals
to interact and generate ideas in a discourse that borders on mutual interest. It is an interaction in
which oral questions are posed by the interviewer to elicit oral response from the interviewee.
Specifically with research interviews, the researcher has to identify a potential source of
information, and structure the interaction in a manner that will bring out relevant information from
his respondent. The creation of a cordial atmosphere is therefore vital to the success of such an
interaction. Apart from face-to-face interviews, they can also be conducted over the phone or the
computer terminal via video conferencing technology.

Interviews range from formal to less formal and to completely informal interviews. There are four
main kinds of interview: (a) the structured interview; (b) the unstructured interview; (c) the non-
directive interview; and (d) the focus interview.

The structured interviews are formal because, sets of questions known as interview questionnaire
are posed to each interviewee visited and the responses are recorded on a standardized schedule. It
is therefore characterised as being a closed interview situation. In structured interview, the
interviewer follows a set pattern usually adhering as much as possible to the order of questions on
the interview questionnaire whilst posing the questions in a formal manner. Interviewers must
always ensure that the atmosphere of an interview is congenial to establish interviewer-interviewee
rapport.

3
The unstructured interview is the less formal type in which although sets of questions may be used,
the interviewer freely modifies the sequence of questions, changes the wording and sometimes
explains them or adds to them during the interaction. Hence the researcher has to be careful in
order not to deviate from his focus. The atmosphere is often casual. This is conducted in what is
characterised as an opened situation because there is more flexibility and freedom in the
interaction.

The non-directive interview or the unguided gives excessive freedom for the respondent to express
his or her ideas subjectively and spontaneously as she chooses or is able to. There are no set
questions in this style. It is the most appropriate type of interview to use when investigating issues
where the respondent has to be allowed to talk uninterrupted on a very broad topic which
will unconsciously reveal personal motives, feelings, attitudes etc.

Focus interview as the name suggests, focuses on the

respondent’s subjective responses and experience on the
subject matter to elicit more information. This method is
used by researchers to render the non-directive interview
more interviewer control with the use of verbal cues that
serve as a stimulus to inspire respondents to volunteer
more information on the subject. As the story unfolds the
researcher can hum in approval of what the respondent
submits or chip in a stimulating question to encourage the
flow of the conversation.

Transcription must be made from the original recordings

of any speech or interview. Even though interviews are
always dotted with non-verbal communication such as
hand, face and body gestures, they must not influence the
transcription in anyway. It is also not appropriate to put words in the respondent’s mouth as one
transcribes.

Observation. The study of photographs, videotapes, tape recordings, art objects, computer software
and films fall within this type of data collection procedure. The procedure should be unobtrusive to
enable informants to share their reality directly with researchers. It is creative and captures
attention visually. The presence of a photographer or the video technician may be intrusive and
influence responses.

Observation is one of the very important methods for obtaining comprehensive data in qualitative
research especially when a composite of both oral and visual data become vital to the research. A
researcher obviously needs an audio-visual recorder for a complete collection of such
comprehensive record. By the use of observation strategy, researchers are able to obtain first-hand
information about objects, and eventful happenings like durbar and festivals. The possibility of
distorting facts and records are reduced to the barest minimum. Fine artists, industrial artists and
graphic designers employ sketching as they observe nature to collect data in design-based research.

With this instrument, the researcher may become a participant observer or non-participant
observer.

1. Participant observer. In this type of observation the researcher lives as a member of the
subjects of the study while observing and keeping notes of the attributes of the subject that
is being researched so that he can directly experience, the phenomenon being studied. Even
though he is seen by the subjects of the study, he conceals his real identity as a researcher.

4
 By this approach the researcher gets first-hand experience with informants. This is the type
of observation which deals with covert investigation for which information may be sensitive
and informants may feel uncomfortable to disclose.

2. Non-participant observer. In this approach the researcher does not live as a member of the
subjects of the study. The researcher watches the subjects of his or her study, with their
knowledge of his status as a researcher, but without taking an active part in the situation
under study. This approach is sometimes criticized on the grounds that the very fact of their
being observed may lead people to behave indifferently, thus invalidating the data obtained.

Reading Documents. Although reading is more do with literature review, it is also an instrument for
studying public documents such as newspapers, minutes of meetings, and private documents such
as letters, biographies and diaries to enable the researcher obtain the language and words of
informants who may not be alive at the time of the research. The limitation or difficulty in this
approach is that the documents may be protected and researchers may not have access to them
either because they are national security documents or confidential documents. Letters and diaries
can also be studied at both the researcher and the informant's convenience

Characteristics of Good Research Instrument

Validity. The most important characteristics of any good test are validity. Moreover, it refers to the
amount to which the test serves its purpose. Or in other words, is describes the efficiency at which it
measures the performance what it aims to measure. This validity also tests the concern and
measures and how well it does its work. For example, to judge the validity of any test it is necessary
to know what this test is for. Also, it ascertains what the purpose of the test is. If a test doesn’t fulfil
the real purpose still after showing consistent score then it is invalid. An example of this that, if class
8 is given to class 5 then it is invalid. Moreover, the validity of a test is classified into 4 types:

- Content validity. It refers to the extent to which the content of the test represents the
content of the course. In addition, a well-constructed test should not only contain the
subject matter but also the objective of instructions. Besides, its three main domains are
cognitive, affective and psychomotor.
- Concurrent validity. This refers to the degree to which the test correlates to the criterion of
the test and acceptable for the measure. Moreover, at the time of testing this criterion is
always available. Also, it establishes a statistical tool that correlates and interprets test
results.
- Predictive validity. This relates the actual performance of a student in a test with its
achievement so that we can predict they are true results. This is very helpful to predict the
future outcomes of the test giver. Also, this predicted result is available for future use of
validation after a long period.
- Construct Validity. This measure the theoretical trait of the test. Moreover, test items must
include some mental factors like intelligence, reading comprehension, critical thinking, or
mathematical aptitude.

5
Reliability. The meaning of reliability is accuracy and consistency. Also, it refers to the extent to
which a test is consistent, stable and dependent. In other words, the test approves what it
represents. In addition, the result in it is consistent and taking a test, again and again, will not
change the result. Furthermore, it gives the same result every time.

Example: Suppose if a student scores 70 marks in the maths paper on Wednesday. And on the next
Wednesday on the same test she/he scores 25 marks then we cannot rely on this data. Besides, the
inconsistency of the result of a single test limits and
affects the person score. In addition, it limits the samples
to certain areas of the subject matter. Also, the disturbed
mind of examinee also affects his score.

Usability. It refers to the extent to which the test can be

used without much expenditure of money effort and time.
Most noteworthy, it means practicability. Besides, there
are certain factors that determine the usability that we
have mentioned below.
- Administrability. It means that a test can be
administered with clarity, ease, and uniformity.
Also, the direction is simple, concise, and clear.
Besides, it specifies a time limit, sample questions,
and oral instructions. The provision for the test
material is definite.
- Scoreability. It concerns the score of the test.
Also, a good test is easy to score. Scoring
direction, scoring key is simple, and an answer is
available. Most noteworthy the test score is
useful for evaluation of students.

6
 Task 1.1 To be submitted
Making a research instrument

Instructions:
1. Choose from these research titles:
A. Self-esteem and Speaking Ability of Junior High School Students
B. Use of Fables in Improving Grade 2 Comprehension
C. The Effectiveness of Bandello in the Dissemination of Barangay Ordinances
2. Make data gathering instruments for your chosen research title.
3. Read the marking rubrics before doing the task.
4. Write you answer on the A4 bond paper handwritten or computerized.
5. Submit in the Edmodo or in the designated collection areas.

Research Instrument Making Rubrics

Criteria Poor Fair Satisfactory Very Satisfactory

2 points 3 points 4 points 5 points
Organization The instrument The instrument The instrument The instrument
had no had little was somewhat was appropriate
connection with connection with connected to the to the title.
the title. the title. title.
Structure The questions The questions The questions The questions
couldn’t be were clear but were were clear.
understood. needs major understandable
revision. but needs minor
revision.
Grammar The questions The questions The questions The questions
had many had 3-4 had 1-2 were
grammatical grammatical grammatical grammatically
errors. errors. errors. correct.

References
1. Munir, U. (2017). Research instruments for data collection. Retrieved from
https://www.academia.edu/34823600/RESEARCH_INSTRUMENTS_FOR_DATA_COLLECTION
2. Researcher Instruments example (2021). Retrieved from
https://www.tc.columbia.edu/media/administration/institutional-review-board-/irb-
submission---documents/Published_Study-Material-Examples.pdf