​ Module in Practical Research 2

Grade 12
Second Quarter
Week 2
MOST ESSENTIAL LEARNING COMPETENCIES
● Constructs an instrument and establishes its validity and reliability (CS_RS12-IIa-c-3)
● Describe an intervention (if applicable) (CS_RS12-IIa-c-4)
WHAT’S IN
Relationship of Review of Related Literature (RRL) and Questionnaire
Review of related literature (RRL) are sets of discussions of principles and facts about the current study. Its
main purpose is to give you sources that you can use to support and evaluate your study. It may also be used to identify
the gaps or conflicts in existing literature that you can address or resolve through your study.
On the other hand, a questionnaire are sets of questions used to seek answers from the respondents which are
anchored to the review of related litereature.
Writing an RRL requires you to research and write as many literature as possible. By doing this, you are giving
yourself a way to narrow down your topic. In addition, it also means that you have to gather information and evidences
from different sources. These sources can be classified into two categories.
Primary and Secondary Sources
A ​primary source ​gives you a raw and first-hand evidences about the people, events, or phenomena that you are
researching. It gives you a direct access to the subject of your study. Examples of primary resources are letters and
diaries, photographs and video footage, official documents and records, physical objects, novels and poems, paintings
and art installations, films and performances, interview transcripts, recordings of speeches, newspapers and magazines,
social media posts, court records, legal texts (Philippine Constitution), government documents, emperical studies and
statistical data, original documents such as birth certificates, biographies, authobiographies, manuscripts, and journal.
A ​secondary source ​however, involves analysis, synthesis, interpretation, or evaluation of primary sources. In
other words, it simply describing and explaining what is in the primary resources. Examples are academic books, articles,
documentaries, synopses and descriptions of artistic works, encyclopedias and textbooks, reviews and essays,
dissertations, biographies, political commentary, newspaper editorial/opinion pieces, and journal articles to test
arguments against new evidences or ideas.
As you can see, there are primary and secondary sources that are not fixed and depend on your study. Example
is newspaper editorial pieces that can be both primary and secondary. If you are determining how an event affected
people at a certain time, this type of source would be considered a primary source. However, if you exploring the event,
then the opinion piece that would tackle the event and therefore considered to be secondary source.
Elements of Questionnaire
A questionnaire should have a clear and precise title, with general introduction that gives also the purpose of the
study, specific instructions, questionnaire items, additional information and a message at the end to show gratification to
the respondent.
Characteristics of a Good Research Questionnaire
1. A good questionnaire deals with important topic.
2. A good questionnaire should be short as possible, enough to get all the essential data.
3. A good questionnaire should be attractive in appearance, arranged neatly, and clearly printed and duplicated.
4. The significance of the questionnaire is carefully stated or written on its cover letter.
5. A good questionnaire should have directions that are clear and complete.
6. The items (questions) in the questionnaire should be objective, with no leading suggestions or clue to the desired
response.
7. Questions in the questionnaire should be presented from simple to complex questions.
8. You can put two questions in one item (question).
9. Good questionnaire seeks information which cannot be obtained from other sources like books, reports, and
records.
10. A good questionnaire should be valid and reliable.
 Types of Questionnaire
Generally, a questionnare has three categories namely unstructured questionnaire (open-ended questions),
structured questionnaire (closed-ended questions) and the semi-structured questionnaire (mixed).
Unstructured questionnaire ​includes open-ended questions that gives your respondents the opportunity to
express their opinions in a free-flowing manner. Examples are thematic apperception test, word associate,
sentence/story or and picture completion.
Structure questionnaire ​includes closed-ended questions such as dichotomous questions (Yes or No, True or
False, Agree or Disagree and etc.), multiple choice, Likert questions, Likert scale, bipolar questions (are the ones with
having two extreme answers written at the opposite ends of the scale), matrix, and contingency.
In some situations, s​ emi-structured questionnaire ​(mixed) is also used epecially if the researcher wanted to ask
the repondents to justify his/her answer. Example is a dichotomous question “Sports performance always counted as
No pain No gain.” Is it true or false? Explain or account for your answer

V
​ alidity and Reliability
Validity indicates the degree to which an instrument measures what is supposed to measure while reliability
indicates the degree to which an instruement produces stable and consistent results (Silpa, 2015)
Types of Vality
1. Content Validity​ - ​it’s a validation that a test is relevant to and covers a given area of content or abilty.
2. Face Validity - T​ he content of the questionnaire appears to reflect the construct being measured.
3. Criterion Validity​ – Evaluates how close is the results of the test corresponds to the results of other test.
a. Concurrent Validity - ​Tool gives similar scores as other tools on the same subjects.
b. Predictive Validity - T ​ ool predicts significant differences among different groups.
4. Construct Validity - ​Deals with whether the assessment tool is measuring the correct construct
(trait/attribute/ability/skills).
a. Convergent Validity - T ​ he degree to which two attempts to measure the same concept through maximally
different methods are convergent.
b. Divergent Validity - The extent to which two measurements that are supposed to be unrelated are actually
uncorrelated.
c. Discriminant Validity​ - Tool gives high scores for well people and low score for sick people.
d. Statistical-conclusion Validity​ - The degree to which statistical analyses lead to good conclusions.
5. Internal Validity - ​The degree to which a research design leads to conclusions in which a researcher has
confidence.
6. External Validity - The degree to which a researcher can generalize the results of the study to larger
population.
Types of Reliability
1. Stability​ - The degree to which two scores on the same instrument are consistent overtime.
a. Test-retest reliability - The reliability coefficient obtained with repetition of an identical measure on a
second occasion.
b. Parallel-from reliability​ - The reliability coefficient obtained by two comparable sets of measures.
2. Internal Consistency​ - The degree to which one instrument yiels consitent results.
a. Inter-item​ ​reliability​ - A test of consistency of respondents’ responses to all the items in a measure.
b. Inter-rater ​reliability - The consistency of the judgement of several raters on how they see a
phenomenon or interpret some responses.
c. Split-half reliability​ - Reflects the correlations between two halves instruments.
3. Equivalence​ - The degree to which identical instruments yield identical scores.
What is an Intervention in Research?
An intervention in research is a systematic process of assessing and planning to resolve or prevent specific
problem. Intervention allows the researchers to manipulate intensity, dose or frequency of exercise to determine the
minimal and practical effort to solve a problem.
An intervention includes the following steps:
1. Make a plan. ​Failing to plan means planning to fail. Without a doubt that planning is one of the crucial part
in conducting a research. By making a plan, it makes your intervention less prone to errors.
2. Gather information. ​Remember that you are trying to solve a problem, therefore, it requires a lot of
information to fully understand it so that you can device several ways to systematically solve it.
3. Form the intervention team. ​Trully two heads are better than one. Working alone is not bad at all. But,
sometimes you came to a point that you don’t know what to do next that lead you to stop. Additionally,
working with a team, makes the work easy.
4. Decide on specific consequences. If the participant in your intervention don’t accept the treatment, you
should decide together with your team what action he/she needs to take. It is like doing a reward and
punishment. But, you have to make sure that the consequence should still help your participant learn
something from it.
5. Make notes what to say. Like disciplining a child, you have to be prepared on what to say why you as the
researcher gave that consequence to your participant so that he/she will understand it.
6. Hold the intervention meeting. ​It is very important that your team talk with your observations on a daily
basis. This will help your team what needs to improve with your intervention.
7. Follow up. An intervention has a set timeline. But, it is important to follow up your respondent even after
the research so that you can see the extent of the effectiveness and efficiency of your intervention.
Practical Research 2 ​Q2W2 Prepared by: Cabarles, John Carl P.