12

Practical Research 2
Quarter 2 – Module 2
Research Instrument and
Intervention

Page i
Practical Research 2 – Grade 12
Alternative Delivery Mode
Quarter 2 – Module 2 Research Instrument and Intervention

First Edition, 2020

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Published by the Department of Education

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Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Stalin S. Baja

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Editors: Arcadio J. Malmis PhD
Principal III

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Principal II

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Principal I

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EPS, Mathematics

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Learning Competencies:
1. construct an instrument and establish its validity and reliability (CS_RS12-IIa-c-3);
2. describe intervention (if applicable) (CS_RS12-IIa-c-4);

At the end of the lesson, you are expected to:

 define research instrument
 identify the characteristics of a good research instruments
 identify the different kinds of research instruments

Lesson 1: Characteristics of a
Good Research Instrument

What is it

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 that 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

Concise. Have you tried answering a very long test, and because of its length, you just pick the
answer without even reading it? A good research instrument is concise in length yet can elicit the needed
data.
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.
Valid and reliable. The instrument should pass the tests of validity and reliability to get more
appropriate and accurate information.
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. This 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. And the third way is when the researcher made his own instrument
that corresponds to the variable and scope of his current study.

Common Scales Used in Quantitative Research

Likert Scale. This is the most common scale used in quantitative research.
Respondents were asked to rate or rank statements according to the scale provided.

Example: A Likert scale that measures the attitude of students toward distance learning.

Strongly Strongly
Items Agree Disagree
Agree Disagree
There would be difficulty in
communicating our concerns to our
teacher.
There would be many distractions
when learning at home than in
school.

Semantic Differential. In this scale, a series of bipolar adjectives will be rated by the respondents.
This scale seems to be more advantageous since it is more flexible and easy to construct.

Example: On a description of an active student in school activities.

Pleasant 5 4 3 2 1 Unpleasant
Enthusiastic 5 4 3 2 1 Not Enthusiastic
Competent 5 4 3 2 1 Incompetent

What’s More

Direction: Write your answers on the space provided.

________________________1. In order to get more appropriate and accurate information, a research

instrument should possess what characteristics?
________________________2. It is the basic tools that researchers used to gather data for specific
research problems.
________________________3. This is known to be the most common scale used in a quantitative
research wherein respondents are asked to rank statements according to
the scale provided.
________________________4. This characteristic describes that a good research instrument is short in
length yet can produce the needed data.

Lesson 2: Type of Validity of Instruments

What is it

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

validity and reliability.

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Types of Validity of Instruments
Validity
Face Validity. It is also known as “logical validity.”
It calls for an initiative judgment of the instruments as it A research instrument is
“appear.” Just by looking at the instrument, the researcher considered valid if it
decides if it is valid.
measures what it is
Content Validity. An instrument that is judged with supposed to measure
content validity that meets the objectives of the study. It is ========
done by checking the statements or questions if this elicits When measuring oral
the needed information. Experts in the field of interest can communication
also provide specific elements that should be measured by proficiency level of
the instrument.
students, speech
Construct Validity. It refers to the validity of performance using rubric
instruments as it corresponds to the theoretical construct of or rating scale is more
the study. It is concerning if a specific measure relates to valid than students are
other measures. given multiple choice
tests.
Concurrent Validity. When the instrument can
=======
predict results similar to those similar tests already
validated, it has concurrent validity. Validity also has several
types: face, content,
Predictive Validity. When the instrument is able to construct, concurrent,
produce results similar to those similar tests that will be and predictive validity.
employed in the future, it has predictive validity. This is
particularly useful for the aptitude test.

Reliability of Instrument
Test-retest Reliability. It is achieved by giving the same test to
Reliability refers to the the same group of respondents twice. The consistency of the two scores
consistency of the will be checked.
measures or results of the Equivalent Forms Reliability. It is established by administering
instrument two identical tests except for wordings to the same group of
respondents.

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.

What’s More

Direction: Write your answers on the space provided.

________________________1. It is achieved by giving the same test to the same group of respondents
twice.
________________________2. A research instrument is considered valid if it measures what it is
supposed to measure.
________________________3. What should need to be met in order an instrument be judged as content
validity?
________________________4. It refers to the consistency of the measures or results of the instrument.

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 Lesson 3: Research Intervention
What is it

Nature of 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 special tutorial program to learners’ at risk of
failing (LARF), researcher decides 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.

Steps in Describing the Research Intervention Process

A section that explains the details of research intervention is added in the research paper if it is an
experimental design. In this section, the procedure of research intervention is explained clearly.
Write the Background Information. It is an introductory paragraph that explains the
relevance of the intervention to the study conducted. It also includes the context and
duration of the treatment.
Describe the Differences and Similarities between the Experimental and Control Group. State
what will happen and what will not both in the experimental and control groups. This will clearly illustrate
the parameters of the research groups.
Describe the Procedures of the Intervention. In particular, describe how will the experimental
group receive or experience the condition. It includes how will the intervention happens to achieve the
desired result of the study. For example, how will the special tutorial program will take place?
Explain the Basis of Procedures. The reason for choosing the intervention and process should
clear and concrete reasons. The researcher explains why the procedures are necessary. In addition, the
theoretical and conceptual basis for choosing the procedures is presented to establish the validity of the
procedures.

What’s More

Direction: Write your answers on the space provided.

________________________1. What specific type of quantitative research design that includes and
explains the details of research intervention in the research paper?
________________________2. In writing a research intervention, what are these 2 reasons that you
should consider for choosing the intervention and process?
________________________3. This step emphasize that research intervention process includes the
context and duration of the treatment.
________________________4. This describe how the research intervention or program will take place.

Assessment
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Multiple Choice. Answer the question that follows. Choose the correct answer from among the given
choices.

1. What is the type of validity when an instrument produces results similar to those of another
instrument that will be employed in the future?
A. Predictive Validity C. Content Validity
B. Criterion Validity D. Face Validity

2. What is the type of reliability when measured by administering two tests identical in all aspects
except the actual wording of items?
A. Internal Consistency Reliability C. Equivalent Forms Reliability
B. Test-retest Reliability D. Inter-rater Reliability

3. The Ability Test has been proven to predict the writing 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. Inter-rater Reliability

4. What common scaling technique consists of several declarative statements that express viewpoint on
a topic?
A. Semantic Difference Scale C. Content Validity
B. Completion Type D. Face Validity

5. What indicator of a good research instrument when items are arranged from simple to complex?
A. Easily Tabulated C. Valid and Reliable
B. Sequential D. Concise

6. The following are examples of a research instruments, except one.

A. Performance Test C. Quiz Bee
B. Questionnaire D. Observation Checklist

7. Liza will conduct her research study using her own instrument being made. What should she must
consider in making the instrument?
A. It should be clear, accurate and simple in its form.
B. The items must not too lengthy and easy to understand.
C. Corresponds to the variable and scope of his current study
D. It must in question form and based on previous related studies.
8. What should NOT be considered in describing a research intervention process?
A. Its reason should be indistinct and abstract.
B. It includes the procedure on how it will take place.
C. It should explain the relevance to the study conducted.
D. It clearly illustrates the parameters of the research groups

9. What specific type of quantitative research design that includes and explains the details of research
intervention in the research paper?
A. Descriptive Research C. Correlational Research
B. Experimental Research D. Ex Post Facto

10. What should NOT be the ways in developing research instrument?

A. Utilizing from previous related studies C. Making his own instrument
B. Modifying an existing instrument D. Referring from a close friend

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 Answer Sheet
Name: ____________________________________________________________________

Grade & Section: ________________ Score: ______________

PRACTICAL RESEARCH 2
Quarter 2 – Module 2

Lesson 1: What’s More

1)

2)

3)

4)

Lesson 2: What’s More

1)

2)

3)

4)

Lesson 3: What’s More

1)

2)

3)

4)

Assessment

1) 2)

3) 4)

5) 6)

7) 8)

9) 10)

So, we say with confidence,

“The Lord is my helper; I will not be afraid. What can mere mortals do to me?”
Hebrews 13:6

Congratulations! You made it! 😊 Keep it up!

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 Answer Key

10. D 5. A
9. B 4. D
8. A 3. B
7. C 2. C
6. C 1. A
Assessment

4. Describe the Procedure of the Intervention

3. Write the Background Information
2. Clear and Concrete reason
1. Experimental Research
Lesson 3. What’s More

4. Reliability
3. Objectives of the Study
2. Validity
1. Test-retest
Lesson 2. What’s More

4. Concise
3. Likert Scale
2. Research Instruments
1. Valid and Reliable
Lesson 1. What’s More
Quarter 2 - Module 2

References
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Barrot, J. S. (2017). Practical Research 2 for Senior High School. Quezon City, Philippines: C & E
Publishing, Inc.
Center for Quality Research. (2015). "Overview of Quantitative Research Methods." YouTube. Accessed
June 3, 2020. https://bit.ly/36A5idj
Creswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. 3rd
ed., SAGE Publications, Inc. https://bit.ly/2X3Bra3
Cristobal, A. and De La Cruz-Cristobal, M. (2017). Practical Research 1. Quezon City, Philippines: C &
E Publishing, Inc.
Fraenkel, J. R. and Wallen, N. E. (2006). How to Design and Evaluate Research in Education. Asia: Mc-
Graw Hill Companies, Inc.
Fraenkel, J. R. and Wallen, N. E. (2020). How to Design and Evaluate Research in Education. 6th ed.,
McGraw-Hill Global Education Holdings, LLC. Accessed June 3, 2020. https://bit.ly/3eBIVrs
I Hope. (2020). "Kinds of Quantitative Research Designs." YouTube. Accessed June 3, 2020.
https://bit.ly/2LZVLCS
Keyton, J. (2020). "Chapter 7: Multiple Choice Quiz." McGraw-Hill Global Education Holdings, LLC.
Accessed June 3, 2020. https://bit.ly/3eojlWk