FIRST CITY PROVIDENTIAL COLLEGE

Narra, Francisco Homes, City of San Jose Del Monte, Bulacan

Bachelor of Science in Psychology/Bachelor of Arts in Psychology

3rd Year
Learning Module 2

Course: Research in Psychology 1

Semester: 2nd
Course Outcome #: 2
Lesson Number: 2
Topic: Quantitative Instrumentation
Part One
Session 1 What to learn Asynchronous
I. Program Educational Objectives
Within three years after graduation, the graduates of Bachelor of Science in Psychology
shall:
1. Show the ability to continuously synthesize knowledge in solving problems for the
welfare of promoting mental health.
2. Perform work responsibly guided by the institution’s core values.
3. Engage in career advancement for professional development in the field of
Psychology.
4. Actualize ethical and professional standards as practitioners in the field of
Psychology.
II. Program Outcomes

1. Demonstrate the capability to discuss and analyze the major theories and concepts
in psychology (knowledge in psychology)
2. Demonstrate and apply the methods of psychological inquiry in building knowledge
on local culture and context (psychological research)
3. Demonstrate and apply psychological theories and methods in personal and
professional setting (application of psychology)
4. Demonstrate capability for self-reflection and independent learning in graduate
education or in a professional context (independent learning)
5. Demonstrate professional and ethical behaviors in research and practice in
Psychology (ethics)
6. Demonstrate harmonious interpersonal relationship with colleagues, clients and
others (interpersonal skills) in diverse cultural setting
7. Demonstrate the ability to conduct psychological assessments and evaluation
 8. Pursue lifelong learning for personal and professional growth through varied
experiential and field-based opportunities

III. Explanation of the Lesson

In this lesson, four most common affective assessment instruments will be

introduced. These are :
• Likert scale
• Semantic Differential scale
• Bogardus Social Distance scale
• Dichotomous scale
What is Likert Scale?
A Likert scale is a set of multi-item scale, which ranges from three-point to nine-point. It can
be in the facets of agreement, frequency, importance, quality, likelihood and extent. It is used
to measure attitudes, perspectives, opinions, views, estimations, beliefs, judgment, outlook,
perceptions, stance, and feelings based on frequency, importance, quality, likelihood and/or
extent.
Adjectival Ratings

The most common scale is the five-point scale. The following table illustrates the five-
point scale across its different facets:

Agreement Frequency Quality Importan Likelihood/Inten Extent

ce sity
Strongly agree Frequently/Alwa Of highest Of Most probable Greates
ys quality greatest t exent
importanc
e
Agree Occasionally/Of Of high Of great Largely probable Great
ten quality importanc extent
e
Neutral/Undeci Rarely/Seldom Of Of Moderately Modera
ded moderate moderate probable te
quality importanc extent
e
Disagree Sometimes Of poor Of little Rarely probable Lesser
quality/bar importanc extent
ely e
acceptable
 Strongly Never Of poorest Of least Hardly ever Least
disagree quality/har importanc probable extent
dly e
acceptable

When the researchers do not allow neutrality in the scale, perhaps because they really want
the respondents to make decision, like to agree or disagree and not just to be neutral about
it, then the middle rating is removed. The five point scale becomes a four point scale with the
middle scale absent.

Agreemen Frequency Quality Importanc Likelihood/Intensit Extent

t e y
Strongly Frequently/Alway Of highest Of greatest Most probable Greates
agree s quality importance t exent
Agree Occasionally/Ofte Of high Of great Largely probable Great
n quality importance extent
Disagree Sometimes Of poor Of little Rarely probable Lesser
quality/barel importance extent
y acceptable
Strongly Never Of poorest Of least Hardly ever Least
disagree quality/hardl importance probable extent
y acceptable

Furthermore, when the researchers only want a three-point scale, then the extreme ratings
are removed, but the neutral element is retained.

Agreement Frequency Quality Importance Likelihood/Inte Extent

nsity
Agree Occasionally/ Of high Of great Largely Great
Often quality importance probable extent
Neutral/Und Rarely/Seldom Of Of moderate Moderately Moderate
ecided moderate importance probable extent
quality
Disagree Sometimes Of poor Of little Rarely probable Lesser
quality/bar importance extent
ely
acceptable

Scoring the Scale

The scale can be composed of purely positive statements, purely negative statements or a
combination of positive and negative statements. The scoring procedure, however differ
based on the composition of the statements. A scale of purely positive is usually scored with
five (5) as the highest and one(1) the lowest.

A respondent is given a score of five (5) if he strongly agrees to the positive statement and
one (1) if he strongly disagrees to the positive statement.

For example:

Adjectival Rating Mode A Scoring

Strongly Agree to a positive statement 5
Agree to a positive statement 4
Neutral to a positive statement 3
Disagree to a positive statement 2
Strongly Disagree to a positive statement 1

In unlike manner, the scale of purely negative statements is scored inversely.

For example:

Adjectival Rating Mode A Scoring

Strongly Agree to a negative statement 1
Agree to a negative statement 2
Neutral to a negative statement 3
Disagree to a negative statement 4
Strongly Disagree to a negative statement 5

IV. Recorded Teaching

Directions: Watch the recorded teaching on Quantitative Instrumentation

V. Read and learn more

o https://www.scribbr.com/methodology/likert-scale/
o https://www.statisticshowto.com/likert-scale-definition-and-examples/

VI. Research Analysis

o Explore Google Scholar and find research in Psychology that made use of
Likert scale.
VII. Links
Watch the video: https://www.youtube.com/watch?v=PDjS20kic54

Extract the key concepts from this video related to Research methodology.

VIII. Want to Ask Questions

Write questions about the lesson in the FORUM section of NEO, for online students.
Send your questions to your teacher, for the offline students.

Session 2 Learn More Synchronous

I. Motivation:

https://bestank.com/sgst-ss-water-storage-tanks-1

Suppose that the researcher wants to determine how much water is in the tank. He
gets a meter stick and found out that the water in the tank measures two (2 ) meters.

Was the researcher correct in his findings/conclusion?

 II. Articulation of Purpose and Objectives
In the aforementioned question, the researcher is wrong with his findings because the
instrument he used was a meter stick which is not appropriate to measure how much water is
in the tank. Meter stick is used to measure length/distance but not the volume of water. He
should have used a gallon to measure how much water is in the tank. In research, once the
instrument used is wrong, everything would be wrong even if you have your findings and
conclusion. The instrument must always be valid and reliable.
The objective of this lesson is how to make an instrument valid and reliable.

III. Development of the Lesson

Objective # 1: Illustrate the construction of the Likert scale

How do a researcher construct a Likert Scale? If it is supposed to measure perspectives,
opinions, views, beliefs, outlooks, perceptions, stance, feelings etc., then the best source
would be the people themselves.
For instance, if a student researcher wants to determine the common problems of
psychology students which are speculated to affect their academic performance, it is best
that he conducts a focus group discussion session with comparable samples.
Comparable samples are people who have the same characteristics with the target
population of the study. In this case, the psychology students are the target population,
therefore, the comparable samples would be those psychology students who would not be
part of the study.
What happens in the focus group discussion session? It is in this session that the student
researcher would try to discuss the problems the psychology students are experiencing as
hypothesized to affect their academic performance. From the discussion the student
researcher can formulate and construct the first draft of the Likert scale.

Validation of the Likert Scale

 The most basic procedure for a student researcher to use in validating the scale is content
validity, in which experts evaluate the content or the substance and meaningfulness of the
items in the scale.
In simple terms, a panel of experts or specialists in the field, composed of not less than
three members will peruse the items in the scale and determine whether those are
appropriate and accurate.

What is the process of checking for appropriateness and accuracy in content validation? It
is the process of finding out whether the items are able to measure what the researcher
intends to measure. It is the process of evaluating the suitability, the correctness and
exactness of the item in relation to the objectives of the study.

Objective # 2: Illustrate the reliability procedures for the Likert scale

After the scale had been content validated, the instrument would be subjected to dry-run or
pilot testing. At least 30 comparable samples would be considered to respond to the scale.
After which, the data would b subjected to item discrimination and reliability process using
Cronbach-alpha command as statistical tool. All items in the scale that have a Cronbach-alpha
value of 0.7 and above would be considered reliable and will be included in the final
questionnaire.

Objective # 3: Describe the processing and presentation of the Likert Scale

Cardinal Rule: Gather and process the data in the highest form. Transform the data into interval
or scale data.
To describe the scale, the mean and the standard deviation are the most acceptable tool
for central tendency and variability.

1. Nominal method (Frequency count and percentages)

Statements Agree Neutral Disagree
1. xxxxxxxx 10 50% 5 25% 5 25%
2. xxxxxxxx 5 25% 10 50% 5 25%

2. Interval Method (mean, standard deviation)

Statements Mean Standard Deviation Verbal Rating
 1. xxxxxxxx 3.65 0.4521 Agree
2. xxxxxxxx 1.23 2.1042 Strongly disagree
Over-all 2.44 0.5123 Moderately favorable

LEGEND:
1.00 - 1.49 = Strongly disagree
1.5 - 2.49 = Disagree
2.5 - 3.49 = Neutral
3.5 - 4.49 = Agree
4.5 - 5.00 = Strongly agree

Holistic Interpretation

1.00 – 2.33 = Not/ less favorable

2.34 – 3.66 = moderately favorable
3.67 – 5.00 = favorable

IV. 6 Facets of Understanding Questions

Explanation: What is the process of checking for appropriateness and accuracy in content
validation?
Interpretation: Instead of constructing the Likert scale, why not look for the common
problems of psychology students from the books?
Application: In doing the reliability procedures, where are you supposed to pilot-test your
scale?

Perspective: Do you see yourself using a Likert scale instrument in your research?
Empathy: During Focus Group Discussion, how would you spot if someone is feeling
awkward or uncomfortable?
Self-Knowledge: What type of research that would make use of a Likert scale instrument?
V. Explanation Application Reflection (EAR)

Explanation: Explain the process of validity and reliability procedures of Likert scale.
Application: As a researcher, you would like to know the extent of the psychology
students love for research, are you going to use a five point scale, four point or three
point scale? Why?
Reflection: What connections can you make to your lesson today from any previous
research lessons or experiences you had?

VI. Formative Assessment

Session 3 Assess My Learning Asynchronous

I. Formative Assessment
Directions: Read each item carefully and choose the best answer..

1. It refers to the degree of consistency or accuracy with which an instrument measures the
variables of the study.
A. validity C. efficiency
B. reliability D. objectivity
2. It refers to the degree to which an instrument measures what it intends to measure.
A. validity C. efficiency
B. reliability D. objectivity
3. What should be the first step in the construction of a Likert scale?
A. ask an expert to validate the scale C. conduct a focus group discussion
B. pilot testing D. discriminative item analysis
4. Which of the following must be the value of Cronbach alpha to determine the items in the
scale are reliable?
A. 0.7 and above
B. 0.7 and below
C. 0.07 and below
D. 0.07 and above
5. It is an instrument used to measure perceptions, views, opinions, knowledge and stance.
A. Likert scale
B. Bogardus-social distance scale
C. Semantic- differential scale
D. Guttman-scale
II. Learning Assessment
Directions: Read each item carefully and choose the best answer.

1. Which of the following statements is correct?

a. Self-completion questionnaires are a type of postal survey

b. Postal surveys can include self-completion or email surveys
c. Self-completion questionnaires can include postal or email surveys
d. Email surveys are a type of postal questionnaire
2. One of the advantages of self-completion questionnaires over structured interviews is
that:
a. They are quicker and cheaper to administer
b. They create interviewer effect.
c. They have greater measurement validity
d. They are less prone to inter-coder variation
3. Which of the following is not a disadvantage of self-completion questionnaires compared
to structured interviews?
a. The respondent can read the whole questionnaire before answering the first question
b. The researcher cannot ask many closed-ended questions
c. The researcher cannot probe or prompt respondents for more detail
d. The respondent may not answer all questions, resulting in missing data

4. Which of the following steps can be taken to improve response rates to postal
questionnaires?

a. Write a personalized covering letter to introduce the research

b. Enclose a stamped addressed envelope with a postal questionnaire
c. Send out polite reminder letters
d. All of the above
5. Why is it generally better to present fixed choice answers in vertical rather than horizontal
form?
a. It takes up less space on the page
b. It encourages respondents to choose more than one answer
c. It allows questions to be spread over more than one page
d. It makes the layout of the questionnaire more clear and unambiguous

III. Verification of attainment of the objectives, with at least 80% quality and
quantity standards through the item analysis of the NEO LMS
Part Two
1. Recorded Teaching
2. Power Point Presentation
References:
Textbook
• Baraceros. E.,(2016). Practical Research.Rex Book Store.
• Yap-Aizon, J.G., Research Made Easy.

Other References
• Prieto, N.G., Naval, V. C. , & Carey,T. G. (2017). Practical Research 2. LoriMar
Publishing
• Dela Cruz, N. (2011). A Guide to Thesis Writing. Mega-Jesta Prints, Inc.
• https://global.oup.com/uk/orc/sociology/brymansrm5e/student/mcqs/ch10/

Prepared by:

Engr. Roberto R. Lizardo

Checked by:

Maria Luisa P. Valderama, Coordinator Psychology Department

Approved by:
Echel Simon-Antero, Ph. D, Vice President for Academic Affairs and Research
Estrella O. Simon, Ph. D, President FCPC