GRADE 12-PRACTICAL RESEARCH 2

Name of Learner: _____________________________ Subject Teacher: ______________

Section: ___________________________ Date: _______________________
LEARNING ACTIVITY SHEET -WEEK 6 (FEB. 15-19 , 2021)
Research Instrument and Intervention

Learning Competency with Code

Constructs an instrument and establishes its validity and reliability CS_RS12-IIa-c-4
Describes intervention CS_RS12-IIa-c-5

Lesson Proper
Lesson 1:Quantitative Research Instrument
What do you think will happen if tools for building a house is not prepared meticulously? The
same thing when getting information for answers to a research problem, tools, or instruments should be
prepared carefully. In constructing a quantitative research instrument, it is very important to remember
that the tools created should require responses or data that will be numerically analyzed.
Research Instruments are basic tools researchers used to gather data for specific research
problems. Common instruments are performance tests, questionnaires, interviews, and observation
checklists. The first two instruments are usually used in quantitative research, while the last two
instruments are often in qualitative research. However, interviews and observation checklists can still be
used in quantitative research once the information gathered is translated into numerical data.
In constructing the research instrument of the study, there are many factors to be considered.
The type of instrument, reasons for choosing the type, and the description and conceptual definition of its
parts are some of the factors that need to be decided before constructing a research instrument.
Furthermore, it is also very important to understand the concepts of scales of research instruments and
how to establish validity and reliability of instruments.
Characteristics of a Good Research Instrument
1. Concise. A good research instrument is concise in length yet can elicit the needed data.
2. Sequential. Questions or items must be arranged well. It is recommended to arrange it from
simplest to the most complex. In this way, the instrument will be more favorable to the
respondents to answer.
3. Valid and reliable. The instrument should pass the tests of validity and reliability to get more
appropriate and accurate information.
4. Easily tabulated. Since you will be constructing an instrument for quantitative research, this
factor should be considered. Hence, before crafting the instruments, the researcher makes sure
that the variable and research questions are established. These will be an important basis for
making items in the research instruments.
Ways in Developing Research Instrument
There are three ways you can consider in developing the research instrument for your study.
● First is adopting an instrument from the already utilized instruments from previous related
studies.
● The second way is modifying an existing instrument when the available instruments do
not yield the exact data that will answer the research problem.
● The third way is when the researcher made his own instrument that corresponds to the
variable and scope of his current study.
Questionnaire Conceptualization

1. Choose response scale where the respondents answer the question in your study.

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 2. Generate questions based on the objectives of the research study. These are the guidelines in
developing questions for your questionnaire
▪ The questions should be clear, concise and simple. Avoid lengthy and confusing questions
▪ Classify question under each statement based on your problem statement
▪ Questions should be consistent within the needs of study
▪ Avoid sensitive and debatable question
▪ Avoid jargon or unfamiliar words
3. Choose the type of questions in developing the statement. It can be:
▪ Dichotomous questions. A question with only two choices such as “Yes/No” or “Like/Dislike”.
▪ Open-ended questions. A question that normally answers the question “why”.
Example: Why do you prefer online mode of learning?
▪ Closed questions. It is also called multiple-choice questions. It consists of three or more
choices.
Example: What is the highest education of your mother?
___ elementary ___ high school ___ college
▪ Rank- order Scale questions. A type of question that asks for ranking the given choices or
items.
Example: Rank the following base on their importance in work as SHS student
(3= highest and 1=lowest)
__ doing homeroom activities __ going to library __ using computer
▪Rating Scale questions. It is the Likert scale form.

Another important consideration in constructing a research instrument is how to establish its

validity and reliability.
Validity of Instrument
A research instrument is considered valid if it measures what it is supposed to measure. When
measuring oral communication proficiency level of students, speech performance using rubric or rating
scale is more valid than students are given multiple choice tests. Validity also has several types: face,
content, construct, concurrent, and predictive validity.
Types of Validity of Instrument
1. Face Validity. It is also known as “logical validity.” It calls for an initiative judgment of the
instruments as it “appear.” Just by looking at the instrument, the researcher decides if it is valid.
2. Content Validity. An instrument that is judged with content validity meets the objectives of the
study. It is done by checking the statements or questions if this elicits the needed information.
Experts in the field of interest can also provide specific elements that should be measured by the
instrument.
3. Construct Validity. It refers to the validity of instruments as it corresponds to the theoretical

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 construct of the study. It is concerning if a specific measure relates to other measures.
4. Concurrent Validity. When the instrument can predict results similar to those similar tests
already validated, it has concurrent validity.
5. Predictive Validity. When the instrument is able to produce results similar to those similar tests
that will be employed in the future, it has predictive validity. This is particularly useful for the
aptitude test.
Reliability of Instrument
Reliability refers to the consistency of the measures or results of the instrument.
1. Test-retest Reliability. It is achieved by giving the same test to the same group of respondents
twice. The consistency of the two scores will be checked.
2. Equivalent Forms Reliability/ Split Half Method. It is established by administering two identical
tests except for wordings to the same group of respondents.
3. Internal Consistency Reliability. It determines how well the items measure the same construct.
It is reasonable that when a respondent gets a high score in one item, he will also get one in
similar items.
There are three ways to measure the internal consistency; through the split-half coefficient,
Cronbach’s alpha, and Kuder-Richardson formula.
Pilot testing of the questionnaire.
Once you have done assessing the validity and reliability of the instrument, the next step to take
is to pilot test the questionnaire before distributing it to the target respondents of the study. Pilot testing is
like pre-testing the instrument. You may find 10-15 people to answer the questionnaire. In this process,
participants could put remarks on some questions. This could help you to enhance your questions.
Revise the questionnaire
After identifying some problems in your questionnaire, revise the questionnaire based on the
feedback of the participants during pilot testing. However, do not forget that the questionnaire should
match the research objective.
Lesson 2: Research Intervention
In experimental research, the researcher decides the nature of intervention or treatment.
Intervention pertains to what is going to happen to the subjects of the study. This decision covers who
will receive the intervention and to what extent it will be applied to them.
For example, in a study of determining the effects of a special tutorial program to learners’ at risk
of failing (LARF), researchers decide the group of LARF who will receive intervention. In this example, a
special tutorial program is the research intervention. Furthermore, the extent to which the program will be
administered to the learners is determined.
SUMMATIVE TEST 3
I. Write TRUE if the statement is correct, otherwise write FALSE if it is not.
____________ 1. Avoid making lengthy and confusing questions in your survey questionnaire.
____________ 2. Adopting an instrument from the already utilized instruments from previous related
studies is not allowed in quantitative research.
____________ 3. Intervention is present in any kind of research.
____________ 4. Dichotomous questions are questions where three or more choices are provided.
____________ 5. Likert scale is used in measuring the perspective or behavior of the respondents
qualitatively
II. Read and analyze the questions below. Choose the letter of the correct answer.
____1. What type of reliability is measured by administering two tests identical in all aspects except the
actual wording of items?
A. Internal Consistency Reliability C. Test-retest reliability
B. Equivalent Forms Reliability D. Inter-rater Reliability
____2. . What type of validity is when an instrument produces results similar to those of another
instrument that will be employed in the future?
A. Predictive Validity C. Criterion Validity

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 B. Face Validity D. Content Validity
____3. . The Ability Test has been proven to predict the mathematical skills of Senior High School
students. What type of test validity is shown in the example?
A. Construct Validity C. Content Validity
B. Criterion Validity D. Face Validity
____4. The researchers proceed to three people who are experts in the field related to their study. They
ask him to assess the validity of their instrument. What type of validity is this?
A. Criterion Validity C. Construct Validity
B. Face Validity D. Content Validity
III. Based on the sample research instrument below, identify the type of research questions used.

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 CHOICES: A. Dichotomous Question D. Rating Scale Question
B. Open - ended Question E. Rank-order Scale Question
C. Close- ended Questions
1. Gender_________
2. Age _________
3. Question #1 ________
4. Question #2 ________
5. Question #3 ________
6. Question #4 _______

Sources:
Barrot, J.S.(2017) Practical Research 2 for Senior High School. Quezon City, Philippines: C&E Publishing, Inc.
Cristobal, A.P, Cristobal M.D. Practical Research for Senior High School. Quezon City, Philippines: C&E Publishing, Inc.
Faltado, R.E., Bombita, M.B., & Boholano, H.B. (2017) Practical Research 2 (Quantitative Research for SHS) (pp.79-82). Cubao, Quezon City:
Lorimar Publishing Inc.
Luzano R. A, Napone M. P., Okit K.L. & Bañares M.C. Practical Research 2 Alternative Delivery Mode. Division of Cagayan de Oro:
Department of Education .
Prieto, N.G., Naval, V.C., & Carey, T.G. (2017). Practical Research 2: Quantitative. (pp. 112-114). Cubao, Quezon City: Lorimar Publishing Inc.

Prepared by: LYNJI S. PEDROSA, EdD- Master Teacher II