PROJECT

CLAID (Contextualized and Localized Activities Intended for Distance Learning)

Name: ___________________ Date: ____________ Score: __________

PRACTICAL RESEARCH 2
Quarter 2 – Week 2
Competencies:
1. Constructs an instrument and establishes its validity and reliability.
2. Describes intervention (if applicable)
Objectives:
1. Define an instrument and give its two types.
2. Construct a questionnaire for survey
3. Establish the validity and reliability of research instrument.
4. Describe an intervention.

Recap
DIRECTIONS: Identify the probability sampling technique being described
by the following illustrations. Choose from Stratified, Cluster, Random, Systematic
and Multi-stage.

1._________________ 2._______________ 3. _________________

4.
_____________________ 5. ___________________
 Lesson
RESEARCH INSTRUMENT

An important part of the research study is the instrument in gathering the

data.The quality of research output depends to a large extent on the quality of research
instruments used.
An instrument is a measuring device. In conducting a study, a research
instrument may be used to gather data of the study. The instrument may be researcher-
developed, it may be an adaptation of an existing instrument, or it may be an
adopted instrument. Since the development of a research instrument may take time, a
researcher may opt to adopt an existing instrument. Two of the most commonly used
instruments are interview and questionnaire.
Questionnaire as a Tool to Gather Data
To be able to reach a bigger number of respondents in a shorter period of time, the use
of questionnaire is usually resorted to. The main purpose of a questionnaire is to help
extract data from respondents.Questionnaires are also important part in the data
collection methodology.
Research Questionnaire
⮚ a research instrument is consisting of a series of questions for the purpose of
gathering information from respondents.
⮚ is a technique for collecting data in which a respondent provides answers to a
series of questions.
⮚ provide a relatively quick and efficient way of obtaining large amounts of
information from a large sample of people.
Questionnaires can appear in three types:
1- Closed-ended (or Structured) questionnaires. Collect quantitative data. The
questionnaire is planned and designed to gather precise information 2- Open-ended (or
Unstructured) questionnaires. Collect qualitative data. They use a basic structure and
some branching questions but nothing that limits the responses of a respondent. The
questions are more open-ended to collect specific data from participants.
3- A mixture of closed-ended and open-ended questionnaires.
HOW TO DEVELOP A QUESTIONNAIRE FOR RESEARCH Part 1.
Designing Your Questionnaire
1. Identify the goal of your questionnaire.
• What kind of information do you want to gather with your questionnaire? •
What is your main objective?
• Is a questionnaire the best way to go about collecting this information?
2. Choose your question type or types.
Two basic types of questions may be used in conducting surveys:
∙ Open-ended questions are used when there are many possible responses to a
particular problem. Respondents may answer freely and provide a detailed
 response to a query. Open-ended questions are easy to to construct but difficult to
tabulate and analyze.
∙ Closed-ended questions have limited responses which is predetermined, such as
gender which is limited to male or female. Close –ended questions are more
difficult to construct, but are easier to tabulate and analyze. They are also easier
to answer by the respondents.
Types of Closed-Ended Questions
A. Dichotomous questions- require respondents to answer two point questions Ex.
“yes” or “no”, “satisfied or unsatisfied”.
B. Multiple choice questions -require respondents to choose one among the
different choices enumerated.
Ex. How many hours per day do you spent studying? Four choices: less than 1
hour, 1 to less than 2 hours, 2 to less than 3 hours, 3 hours or more C. Scaled
questions – Responses are graded on a continuum (example : rate the appearance
of the product on a scale from 1 to 10, with 10 being the most preferred
appearance). Examples of types of scales include the Likert scale, semantic
differential scale, and rank-order scale.
⮚ Rank order questions -require the respondents to indicate their order of
preference from a list of options.
Ex.Rate a given list of learning modalities according to preferrence, with 1
as the most preferred and 4 as the least preferred. The list contains
Modular Learning, Broadcast Learning, Online Learning and Blended
Learning
⮚ Rating scale -requires the respondents to rate their agreement or
disagreement with a particular statement. The scale uses a Likert scale where
interpretation can be ‘ strongly adree’ to ‘strongly disagree’, ‘great extent’ to
‘least extent’ or ‘very often’ to ‘never’. A 4-point, scale may be used, be used ,
such as excellent,good, poor, very poor to avoid the choice of selecting a
middle option.
3. Develop questions for your questionnaire.
∙ The questions that you develop for your questionnaire should be clear, concise, and
direct. This will ensure that you get the best possible answers from your
respondents.
4.Restrict the length of your questionnaire.
∙ Keep your questionnaire as short as possible.
∙ Only include questions that are directly useful to your research question. ∙
Avoid asking redundant questions.
5 Identify your target. demographic
∙ Is there a certain group of people who you want to target with your questionnaire?
∙ Consider if you want your questionnaire to collect information from both men and
women. Some studies will only survey one sex.
Part 2. Writing your questionnaire
1. Introduction
∙ Introduce yourself. Your introduction should explain who you are, and what your
credentials are.
∙ It is normally scripted and lays out the purpose of the study and any aspects of
confidentiality.
∙ You should clarify if you are working alone or as a part of a team.
2. Explain the purpose of the questionnaire.
∙ This questionnaire will ask you 15 questions about your eating and exercise habits.
We are attempting to make a correlation between healthy eating, frequency of
exercise, and incidence of obesity in children.
∙ Instruction refers to the interviewer and respondent’s directions on how to move
through the questionnaire.
3. Make sure your questionnaire looks professional.
∙ Always proofread. Check for spelling, grammar, and punctuation errors. 4. Include a
title. This is a good way for your respondents to understand the focus of the survey as
quickly as possible.
5. Thank your respondents. Thank them for taking the time and effort to complete your
survey.
There are normally five sections in a questionnaire namely:
1) Respondent’s Identification Data include respondent’s name, address, date of the
interview and name of the interviewer.
2) An introduction is the interviewer’s request for help.
3) Instruction refers to the interviewer and respondent’s directions on how to move
through the questionnaire.
4) Information is the main body of the document and is made up of many questions
and response codes.
5) Classification data and information establish the important characteristics of the
respondent.
SAMPLE SURVEY QUESTIONNAIRE

Dear Student Respondent,

We, the Group 3 of Grade 12 Humanities and Social Sciences A are currently conducting
a study entitled “FACTORS AFFECTING THE SCIENCE PERFORMANCE OF GRADE 11
STUDENTS”. This study aimed primarily to determine the factors affecting the science
performance of grade 11 students. In line with this, please take a few minutes in answering this
survey questionnaire. Rest assured that the data and information gathered will be dealt with strict
confidentiality.
Your time and effort is highly appreciated. Thank you and God bless!
 12 HUMSS A-Group 3 Researchers PART I: RESPONDENT’S DEMOGRAPHIC
PROFILE
Name (optional): _____________________________
Age: _________ Gender: _________ Section: _________

PART II.
Direction: Please put a check mark (✔) to the appropriate box that corresponds to your answer
using the following rating scale:
4- Always 3- Sometimes 2- Often 1- Never

I. Student - Related Factors

A. Study Habit 4 3 2 1

1. I spend my vacant time in studying my lessons.

2. I study the lessons I missed If I was absent from the class.

3. I prefer to finish my assignments first before watching any

television program.

4. I spend less time with my friends during school days to

concentrate more with my studies.

5. I study harder to improve my performance when I get low gardes.

VALIDITY AND RELIABILITY OF RESEARCH INSTRUMENT

Questionnaires are doubtless one of the primary sources of obtaining data in any
research endeavor. However, the critical point is that when designing a questionnaire, the
researcher should ensure that it is “valid, reliable and unambiguous” (Richards & Schmidt,
2002, p. 438). Considering the importance of the questionnaire to be used for a survey,
it is imperative that the validity and reliability of the measurement instrument be
established.
Validity is the extent to which a research tool measures what it is extended to
measure. Forms of Validity
1. Content Validity Content validity measures the extent to which the items that comprise
the scale accurately represent or measure the information that is being assessed. It also
refers to the appropriateness of the content of the instrument. Are the questions that are
asked representative of the possible questions that could be asked?
2.Construct Validity has to be established if a questionnaire is used to measure
characteristics which are not directly observable or measurable. Experts will check on
the way test questions are constructed so that the test taker will demontrate the
characteristic being studied.
3. Criterion Validity is any other instrument that measures tha same
variable.Correlations can be conducted to determine the extent to which the different
instruments measure the same variable.
Sample Calculation on Validity
Validity Indicators/ Validators Validators Ave

A B C D E

The items are valid representatives of the scope. 4 5 4 5 5 4.6

The test items cover the course content and the desired learning 3 4 4 4 4 3.8
competencies.

The items are clear and do not warrant misconceptions. 4 5 5 4 5 4.6

The test items are written based on the respondet’s 4 3 4 5 4 4.0

understanding.

The items lead to an acceptable answer. 5 4 5 5 5 4.8

The items are free from any errors. 3 3 4 5 4 3.8

Generally, the questionnaire measures what it intends to measure. 4 3 4 5 4 4.0

Average 3.86 3.86 4.29 4.71 4.43 4.23

Note: high and very high levels are desired

Sample Interpretation:The research tool has a validity rating of 4.23, very high validity. This
implies that the research tool can significantly measures what it intends to measure.

Levels of Validity
Points Statistical Range Descriptive Equivalent Rating

5 4.21-5.00 Very High Validity (VHV)

4 3.41-4.20 High Validity (HV)

3 2.61-3.40 Moderate Validity (MV)

2 1.81-2.60 Poor Validity (PV)

1 1.00-1.80 Very Poor Validity (VPV)

Reliabilty is the extent to which a research tool ascertains dependability and

consistency. The instrument should be able to obtain the same response when applied
to respondents who are similarly situated.
Rule of Thumb!
When the research tool necessitates quantitative data, reliability testing is a
must. When the research tool is more of qualitative, reliability testing is not done.
Establishing The Reliability of the Research Instrument
The following table enumerates the most often used reliability tools and highlights
when the tools are used:
Reliability Tools When to Use

KR-20 It is used in measuring reliability of tests, especially multiple choice

tests; DO NOT use in research tool employing LIKERT scale

Split-half It is also used in dichotomous type tests.

Cronbach;s coefficient or It is used in research tools employing LIKERT SCALE (Perception

Alpha statistic based tools); DO NOT use in multiple-choice type tests.

Spearman-Brown It is used when there is no correct answer;just measuring the extent to

Formula KR-21 which an indicator is attained or not attained.

INTERVENTION
An intervention is a combination of program elements or strategies designed to
improve a research study. Interventions may include conducting an awareness
programe or educational programs, new or stronger policies, improvements in the
study , or a promotion campaign. Consider if you intend to manipulate the research
variables.

Activity 1. Concept Explanation

DIRECTIONS: Fill in the blanks with the correct answers to complete the text .

An important part of the research study is the (1)_____________in gathering the

data. A research instrument is consisting of a series of (2)____________ for the
purpose of gathering information from respondents.The main purpose of a
(3)______________ is to help extract data from respondents. Considering the
importance of the questionnaire to be used for a survey, it is imperative that the
(4)______________and (5)_____________of the measurement instrument be
established. There are normally (6)________sections in a questionnaire.
Questionnaires can appear in three types and two basic types of questions may
be used in conducting surveys. The (7) ____________________questionnaires
collect quantitative data while (8)____________________ questionnaires collect
qualitative data. Open-ended questions are used when there are (9)
____________________ responses to a particular problem. questions are used
when there are many possible responses to a particular problem and Closed-ended
questions have (10)______________responses which is predetermined.

Activity 2. Concept Elaboration

DIRECTIONS: Construct five stuctured questions in a questionnaire
based on the given study below .
Research Study: A study on the effect of involvement in extra-curricular activities
and study habits on the academic performance of senior high school students.
1._______________________________________________________________
2.______________________________________________________________
_
3.______________________________________________________________
_
4.______________________________________________________________
_
5.______________________________________________________________
_
Activity 3. Concept Extension
DIRECTIONS:Considering all the given values in the validity form, compute for
the mean of each validator and indicator. Actualize your computed mean by
giving the interpretation.
Calculating the Validity Coefficient
Validity Indicators Validat Validat Validat MEAN
or A or B or C

The items are valid representatives of the scope. 4.5 3 4.5

The test items cover the course content and the desired 4 4 5
learning competencies.

The items are clear and do not warrant misconceptions. 3 3 4.5

The test items are written based on the respondet’s 3 4 3.5

understanding.

The items lead to an acceptable answer. 5 3 3.5

 The items are free from any errors. 3 3.5 3.5

MEAN

Interpretation:

Wrap-Up
Concept-Learning Assessment (Summary)
Directions: Using the space below, write a reflective essay about your learning
experience on the research instrument, validity and reliability. Let your essay reveal
how much you learned about each concept behind each topic dealt with in this lesson.
Express which concepts are the most understood, slightly understood, and the least
understood ones.
Did I learn
much or little?

Reflect…..
Reflect….

Concept Transformation (Application)

Directions: Using a 4- LIKERT SCALE, construct a research questionnaire based on
the given research title.

Research Title:
READING COMPREHENSION SKILLS OF THE GRADE 7 STUDENTS OF PUBLIC
SECONDARY SCHOOLS IN MANDALUYONG CITY
Introduction:
________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

PART 1. Respondent’s Demographic Profile

PART 2.
Direction: Please put a check mark (✔) to the appropriate box that corresponds to your
answer using the following rating scale:
4 3 2 1

REFERENCES:
1. Baraceros, Esther L. Practical Research 2. Manila: Rex, 2016
2. Faltado III, Ruben E. et al. Practical Research 2 Quantitative Research.
Manila: Lorimar, 2016
3. Uy, Chin. et al. Practical Research 2. Quezon City: Vibal Group, 2016 4.
I Help to Study Useful Information for students, “Sample Questionnaire
Survey for Thesis Proposal” Original article, 2016
 https://ihelptostudy.com/sample-questionnaire-survey-f or-thesis
proposal.html.
5. wikiHow, “How to Develop a Questionnaire for Research” Feb. 14, 2020
https://www.wikihow.com/Develop-a-Questionnaire-for-Research
Prepared by:

MARIA CRISTINA M. CAMANGEG

(Mandaluyong High School)
SDO Mandaluyong

Approved:

RESTITUTO I. RODELAS
Education Program Supervisor, Practical Research