Professional Documents
Culture Documents
DEPARTMENT OF EDUCATION
SESSION OBJECTIVES
1. differentiate the instruments used in data
collection;
2. identify the characteristics of a good data
collection instrument;
3. determine the appropriate data collection
instrument to be used for a given problem;
4. enumerate the procedures in data collection;
and
5. develop appropriate data collection instruments.
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DEPARTMENT OF EDUCATION
PRIMING ACTIVITY
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DEPARTMENT OF EDUCATION
Y UR S V E
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DEPARTMENT OF EDUCATION
E I T R NWE I V
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DEPARTMENT OF EDUCATION
S IDS I SCUON
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DEPARTMENT OF EDUCATION
OVTEAOS B I R
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DEPARTMENT OF EDUCATION
LOC L E T CON I
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DEPARTMENT OF EDUCATION
ACTIVITY: Write Me!
*Groups 1 & 2
• Construct five (5) interrelated questions (in a
form of a Checklist) related to your strand
*Groups 3 & 4
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DEPARTMENT OF EDUCATION
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DEPARTMENT OF EDUCATION
Planning the Data Collection Procedure
BEFORE
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DEPARTMENT OF EDUCATION
Planning the Data Collection Procedure
5. Obtained
informed 6. Pilot test
consent from the
the instruments.
participants.
BEFORE
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DEPARTMENT OF EDUCATION
Planning the Data Collection Procedure
2. Administer
1. Provide the instrument,
instructions to 3. As much as
and implement
the participants. possible, utilize
the intervention
triangulation.
or treatment, if
applicable..
During
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DEPARTMENT OF EDUCATION
Planning the Data Collection Procedure
3. Later, examine
1. Immediately 2. Safeguard the and analyse your
encode or confidentiality of data using the
transcribe and your data. appropriate
archive your
statistical tools
data.
(Barrot,2017).
After
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DEPARTMENT OF EDUCATION
Questionnaire
Allows us to collect the most complete and accurate
data in a logical flow.
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DEPARTMENT OF EDUCATION
Why pilot test the questionnaires?
• In-order to identify and solve the confusing points, we need
to pre-test the questionnaire.
• During the pilot trial: the participants should be randomly
selected from the study population
• Results of the pilot test shall be used to determine
instrument’s reliability.
• To ensure validity, a panel of experts may be requested to
check the instrument.
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DEPARTMENT OF EDUCATION
In Summary,
3. My 4-H SD D N A SA
involvement will
allow me to make a
difference.
4. My 4-H advisor SD D N A SA
was always there for
me.
5. Collegiate 4-H is SD D N A SA
important in the
selection of a
college.
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DEPARTMENT OF EDUCATION
Likert Scale Best Practices & Tips:
1. Keep it labelled.
3. Keep it odd.
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DEPARTMENT OF EDUCATION
With regard to Likert scales,
1. Likert scales are totals or averages of answers
to multiple Likert items.
2. Likert scales contain multiple items and are
therefore likely to be more reliable than single
items.
3. Likert scales contain multiple items and can be
taken to be interval scales so descriptive
statistics can be applied.
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DEPARTMENT OF EDUCATION
With regard to Likert scales,
4. If a researcher presents the means and
standard deviations (interval scale) for
individual Likert items, he/she should also
present the percent or frequency of people
who selected each option (a nominal scale)
and let the reader decide how to interpret the
results at the Likert-item level.
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DEPARTMENT OF EDUCATION
INTERVIEW
• Conversation with a purpose
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DEPARTMENT OF EDUCATION
Collect complete information with greater
understanding.
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DEPARTMENT OF EDUCATION
Data analysis—especially when there
is a lot of qualitative data..
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DEPARTMENT OF EDUCATION
When is Interview useful?
Individual perspectives and experiences
Sensitive topics
Situations where there is perceived danger of
reprisal
Topics that cannot be investigated through surveys
Gathering in-depth information about a topic
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DEPARTMENT OF EDUCATION
Challenges of Interview:
• Can be expensive, labor intensive, and time
consuming
• Selective hearing on the part of the interviewer
may miss information that does not conform to
pre-existing beliefs
• Cultural sensitivity: e.g., gender issues
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DEPARTMENT OF EDUCATION
Semi-
In-depth
structured
interview
interview
Focused
Structured
group
interview
Interview discussion
Types
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DEPARTMENT OF EDUCATION
Structured Interview
questions as well as their order is already
scheduled.
your additional intervention consists of giving more
explanation to clarify your question (if needed),
ask your respondent/s to provide more explanation
if the answer they provide is vague (probing).
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DEPARTMENT OF EDUCATION
Semi-Structured Interview
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DEPARTMENT OF EDUCATION
In-depth Interview
In-depth interview is less formal and the least
structured, in which the wording and questions are
not predetermined.
This type of interview is more appropriate to collect
complex information with a higher proportion of
opinion-based information.
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DEPARTMENT OF EDUCATION
Activity: Answer Me!
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DEPARTMENT OF EDUCATION
RELEVANCE
• Does the measure capture what matters?
• Do not measure what is easy instead of what is
needed
CREDIBILITY
• Is the measure believable? Will it be viewed as a
reasonable and appropriate way to capture the
information sought?
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DEPARTMENT OF EDUCATION
INTERNAL VALIDITY
• How well does the measure capture what it is supposed
to?
• Are waiting lists a valid measure of demand?
RELIABILITY
• A measure’s precision and stability- extent to which the
same result would be obtained with repeated trials
• How reliable are:
– birth weights of newborn infants?
– speeds measured by a stopwatch? 3
DEPARTMENT OF EDUCATION
Activity: Act Me Out!
1. Each group is given 5 minutes to plan and
prepare for simulation based on the given
task.
2. Each group is given 3 minutes to simulate.
3. After each presentation, one member from
the other group will give insights to what
was presented.
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DEPARTMENT OF EDUCATION
Are you familiar with the
other instruments in data
collection?
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DEPARTMENT OF EDUCATION
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DEPARTMENT OF EDUCATION
OTHER INSTRUMENTS IN DATA COLLECTION
.
Textual data
Observation
• various data collection • learns about behaviours
such as surveys, stories,
• in natural setting; learns
diaries, documents..
about cultural aspect of
setting context.
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DEPARTMENT OF EDUCATION
Focus Group Discussion (FGD)
structured discussion with the purpose of
stimulating conversation around a specific topic.
led by a facilitator who poses questions and the
participants give their thoughts and opinions.
gives us the possibility to cross check one
individual’s opinion with other opinions gathered.
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DEPARTMENT OF EDUCATION
Focus Group Discussion (FDG)
A well organized and facilitated FGD is more than a
question and answer session.
In a group situation, members tend to be more
open and the dynamics within the group and
interaction can enrich the quality and quantity of
information needed.
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DEPARTMENT OF EDUCATION
Focus Group Discussion (FDG)
Generating narrative data in a focused discussion
Group dynamics: Widens the range of responses
(different perspectives and views on common
experience) Activates forgotten details Releases
inhibitions
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DEPARTMENT OF EDUCATION
Focus Group Discussion (FGD)
Useful for: Characterizing social and cultural norms
Sharing and comparing Revealing how people talk
about an issue Exploring sensitive topics
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DEPARTMENT OF EDUCATION
Focus Group Discussion (FGD) Process
Phase Action
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DEPARTMENT OF EDUCATION
FGD are Inappropriate when:
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DEPARTMENT OF EDUCATION
OBSERVATION
• Enable researcher to learn what is taken for granted in
a situation and to discover what is going on by
watching and listening.
• Techniques differ primarily in the visibility and
involvement of researcher in the setting:
Participant observation & Nonparticipant observation
• Field notes (also photographs, video)
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DEPARTMENT OF EDUCATION
APPLICATION 1
1. A metacard will be distributed to each
group.
2. Develop data gathering tools given the
research questions in the metacard.
3. Assign a representative to present the
group’s output.
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DEPARTMENT OF EDUCATION
APPLICATION 1
Prepare the following:
• Profile Survey of Barrio X folks
• Entrepreneurial skills Questionnaire
• Honey-Bee Keeping and Honey Production
Questionnaire
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DEPARTMENT OF EDUCATION
dribbble.com
APPLICATION 2
Develop appropriate
instrument/s in data collection
related to your identified
research problems in the
previous sessions.
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DEPARTMENT OF EDUCATION
Remember, in data collection technique:
• Choose more than one data collection
technique
• No “best” tool
• Do not let the tool drive your work but rather
choose the right tool to address the evaluation
question
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DEPARTMENT OF EDUCATION
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DEPARTMENT OF EDUCATION