SELECT STUDY SITES APPROPRIATELY

Research locale or study sites is one of the section in Chapter 3 – the Methodology. In writing
a research, this section may or may not be present. In this lesson, it will help you to decide whether
this section must be present in your study, what are the things you should consider in the selection of
study sites and how you will describe it.

At the end of the lesson, you should be able to:

 decide whether the Research Locale section must be present or not in your methodology;
 choose Research Locale properly based on the nature and purpose of your study;
 describe the Research Locale of your study.

Define the terms:

RESEARCH LOCALE
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MAP
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1
 LET’S ENGAGE

Look for three (3) key informants (it could be a teacher, fellow students, or your
parents). Then interview them with the question: How did you selected your study sites when you
were doing your thesis? Write their responses in the table below. Then answer the guide question.

Key Informants Responses

GUIDE QUESTION

1. Is there any commonalities in the responses of your key informants? How did they select their
research locale?
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2
 LET’S EXPLORE

Read the Research Locale taken from the study of Alibon et al. (2019) entitled
“Incidence of Ice-Ice Disease Associated with Kappaphycus alvarezii in the Seaweed Farms in
Zamboanga Peninsula, Mindanao, Philippines” and from the study Tenorio et al. (2017) entitled
“Psychosocial Dynamics of Texting among Junior High School Students in a Private School in
Zamboanga City, Philippines”. Then, answer the guide questions.

STUDY 1: Incidence of Ice-Ice Disease Associated with Kappaphycus alvarezii in the Seaweed
Farms in Zamboanga Peninsula, Mindanao, Philippines
Research Locale
Seaweed farm in Mampang, Zamboanga City is associated with mangrove area (6.9139°N,
122.1462°E) using fixed off-bottom method. The water depth in this farm ranged from 0.3-0.5
meters at low tide up to 2meters at high tide. Therefore, this farm is exposed to light intensity during
low tide. In Lapuyan, Zamboanga del Sur (7°38’11”N, 123°11’45”E), floating monolines method
was used and located away from the shore. Fig. 1 shows the map of Zamboanga Peninsula,
Mindanao, Philippines and the actual site of the two selected seaweed farms; Mampang, Zamboanga
City (A) and Lapuyan, Zamboanga del Sur (B).

3
STUDY 2: Psychosocial Dynamics of Texting among Junior High School Students in a
Private School in Zamboanga City, Philippines
Research Locale
This study was conducted in School A, a private – sectarian school in Zamboanga City,
Philippines. The school stands at over 3 hectares, which offers basic and tertiary education. It is 2
kilometres away from the city proper. The classroom are well lighted and ventilated.
The focus of this study are the Grade 9 students. Based on the preliminary survey conducted,
majority of the Grade 9 students owned or borrowed cellphones and utilized it with different
purpose.

GUIDE QUESTIONS

1. How did the researchers in study 1 describe their research locale?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. How did the researchers in study 2 describe their research locale?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3. Are there any differences on how the researchers presented their Research Locale? What are
these? How about any similarities?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

4
 LET’S EXPLAIN

Research Locale or Study Sites (in some format) describes the place or setting of the
study. The selection of place or setting where to conduct the study is purposive in nature. Thus, a
researcher may ask the following questions to serve as a guide in the selection of place:

 Does the characteristics of the place has something to do with my study?

 Are the data needed for my study enough and available in that place?
 Are the key respondents capable in generating valid and reliable data?
 Is the place safe for me?
 Is the place less exploited from the same study?
 Is the problem under investigation present in that place?

HOW TO DESCRIBE THE RESEARCH

LOCALE?

 In doing biodiversity or ecological studies, you need to provide a description (e.g. latitude
and longitude of the place using GPS or GIS device and water depth if the site is bodies of
water) and map of the study sites. The map can be generated using existing map in the city
hall or barangay hall. Physical attributes (e.g. temperature, humidity, salinity, pH of the
soil) must not be included in this section, rather it must be presented in the results and
discussion.
 In experimental studies which are purely conducted in a laboratory (either in school or in
agencies such as DOST and PCA), this section is absent. Instead, you need to highlight this
in scope and limitation.
 If you are conducting an educational or social science research or science research which
involves survey or interview in schools, you need to code the name of the school to hide
its identity (e.g. School A). You need also to provide its description (highlight the physical
features which are relevant to your study; you may get some idea on the school’s vision
and mission or based on your observation) and no map is presented. For instance, instead
of writing “This study was conducted in Zamboanga National High School – West”, you
may write it as “This study was conducted in School A. School A is a DepEd secondary
school located along the University belt of Zamboanga City. It is one of the oldest school
that caters 5, 000 students coming from different barangay”.

5
 LET’S ELABORATE

Given the following scenario below, construct a Research Locale.

SCENARIO 1
Maria is conducting a study entitled “Climate Change Consciousness among Junior High School
Students in Selected Schools in Zambanga City, Philippines”. Her respondents are Grade 10
students who are enrolled in Talon – Talon National High School, Zamboanga City High School –
Main and Don Pablo Lorenzo Memorial High School.

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(You may use additional sheets of paper)

6
SCENARIO 2
Diana is conducting a study entitled “Identification and Abundance of Ferns in La Paz, Zambanga
City, Philippines”. She selected three sites: Site A is situated in a lower elevation, Site B is in
moderately elevated land, and site C is in highly elevated land.

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(You may use additional sheets of paper)

7
 LET’S EVALUATE

COMPREHENSION CHECK

Given the following research titles below, identify if the Research Locale or Study Site section
should be present or not. Write PM if the section is present and it requires a map; PN if the section is
present but does not requires a map; and A if the section is absent.
__________1. Cytoxicity Assay of Annona muricata (Guyabano) Leaf Extract
__________2. Preliminary Assessment of Bats at Guisao Cave, Zamboanga City
__________3. Disaster Awareness and Preparedness Among Senior High School in a Public High
School in Zamboanga City
__________4. Formulation of Pomacea canaliculata (Golden Apple Snail) Meal as Protein Source
for Chanos chanos (Bangus)
__________5. Nerium oleander (Adelfa) Leaf Extract as Mosquito Repellant

REFLECTION

Complete the sentences below:

After exploring this lesson, I felt… After exploring this lesson, I realized…

8
 EXTENSION ACTIVITY

With your desired research topic, if applicable, write a description of your Research
Locale or Study Site.
Title : _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Research Locale
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(You may use additional sheets of paper)

9
 MY PERFORMANCE

WORD POWER
Criteria 3 2 1 Score
Accuracy All terms were Some terms were All terms were not
defined accurately. defined accurately. defined accurately
Total

LET’S ENGAGE
Criteria 3 2 1 Score
Ability to reflect on Communicate ideas Communicate ideas Poorly communicate
Information and eloquently and clearly and completely. ideas.
Communicate Ideas thoroughly and provide
additional ideas.
Understanding Demonstrates a Demonstrates an Does not demonstrate
of the Questions thorough average understanding understanding on the
understanding on the on the question question presented.
question presented. presented.
Mechanics Responses are Responses are logically Responses are lack of
logically arranged and arranged, yet it has organization and
no spelling and minor spelling and numerous spelling and
grammar errors. grammar errors. grammar errors.
Total

LET’S EXPLORE
Criteria 3 2 1 Score
Ability to reflect on Communicate ideas Communicate ideas Poorly communicate
Information and eloquently and clearly and completely. ideas.
Communicate Ideas thoroughly and provide
additional ideas.
Understanding Demonstrates a Demonstrates an Does not demonstrate
of the Questions thorough average understanding understanding on the
understanding on the on the question question presented.
question presented. presented.
Mechanics Responses are Responses are logically Responses are lack of
logically arranged and arranged, yet it has organization and
no spelling and minor spelling and numerous spelling and
grammar errors. grammar errors. grammar errors.
Total

10
 LET’S ELABORATE
Indicators Evident Somewhat Not Evident Score
Evident 1
3 2
Highlights the characteristics of the
place that meets the need of the study.
Map is provided (if applicable)
Total

LET’S EVALUATE (Comprehension Check)

Score
Number of Correct Answers

LET’S EVALUATE (Reflection)

Criteria 3 2 1 Score
Ability to reflect on Communicate ideas Communicate ideas Poorly communicate
Information and eloquently and clearly and completely. ideas.
Communicate Ideas thoroughly and provide
additional ideas.
Understanding Demonstrates a Demonstrates an Does not demonstrate
of the Questions thorough average understanding understanding on the
understanding on the on the question question presented.
question presented. presented.
Mechanics Responses are Responses are logically Responses are lack of
logically arranged and arranged, yet it has organization and
no spelling and minor spelling and numerous spelling and
grammar errors. grammar errors. grammar errors.
Total

EXTENSION ACTIVITY
Indicators Evident Somewhat Not Evident Score
Evident 1
3 2
Highlights the characteristics of the
place that meets the need of the study.
Map is provided (if applicable)
Total

11
 SUMMARY OF SCORES
Word Power Checked by:
Let’s Engage
Let’s Explore __________________________
Let’s Elaborate Research Teacher
Let’s Evaluate (Comprehension Check) Noted by:
Let’s Evaluate (Reflection)
Extension Activity __________________________
Total Parent’s Signature

REFERENCES

Bueno, D. (2016). Educational Research Writing Made Easy. Quezon City: Great Books Trading.

The Biology and Natural Science Faculty. (2013). A Guide to Thesis Writing. 3 rd Edition. Western
Mindanao State Univeristy. Zamboanga City.

CREDITS

Examples used in Let’s Explore:

Alibon, R., Gonzales, J.M., Ordoyo, A.E. & Echem, R. (2019). Incidence of Ice-Ice Disease
Associated with Kappaphycus alvarezii in the Seaweed Farms in Zamboanga Peninsula,
Mindanao, Philippines. SSR Inst. Int. J. Life. Sci., 5(1): 2148-2155.

Tenorio W.M., Polaron, V.A. & Molina, R. (2017). Psychosocial Dynamics of Texting among Junior
High School Students in a Private School in Zamboanga City, Philippines. Unpublished
Research. Pilar College of Zamboanga City, Inc. Zamboanga City.

12
 DESCRIBE AND CHOOSE THE SAMPLE OF THE STUDY

The aim of every research is to learn things out from the population. As a researcher, you need
to explain how and where the population are taken. You can include all members of the population, to
be part of your study if it is small. But if the population is large, then it is impractical to include them
all because it is too expensive and time consuming. Thus, you must use research sampling techniques.

At the end of the lesson, you should be able to:

 compute sample size;
 differentiate probability and nonprobability sampling;
 determine the strengths and weaknesses of every types of probability and nonprobability
sampling;
 write Respondents of the Study.

Define the following terms:

POPULATION
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SAMPLE
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SAMPLING DESIGN
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_____________________________________________________________________

13
 LET’S ENGAGE

There are different types of sampling design that a researcher can utilize. These types
are grouped into probability and nonprobability sampling. Based on what you have learned in your
subject Statistics and Probability, compare and contrast the different types of sampling using the table
below:
Probability Sampling
Definition:

Types Descriptions Advantages Disadvantages

Simple
Random
Sampling

Systematic
Sampling

Cluster
Sampling

14
 Stratified
Sampling

Nonprobability Sampling
Definition:

Types Descriptions Advantages Disadvantages

Quota
Sampling

Purposive
Sampling

Snowball
Sampling

Convenient
Sampling

15
 LET’S EXPLORE

Visit the school library, then borrow a complete research. Read the Respondents of the
Study, then evaluate it using the checklist below:
Thesis Title:
_________________________________________________________________________________
_________________________________________________________________________________
Authors:
_________________________________________________________________________________
_________________________________________________________________________________
Year:
_________________________________________________________________________________

EVALUATION CHECKLIST
Questions Yes No Comments
1. Are the major
characteristics of the
respondents
described?
2. If sample was
taken, did the
researcher explained
how the sample size
were established?
3. If sample was
taken, did the
researcher used the
appropriate sampling
technique?
4. Did the researcher
came up with
unbiased sample after
employing the
sampling technique?
5. Did the researcher
avoid the use of
representatives?

16
 LET’S EXPLAIN

The Respondents of the Study is a subsection is Chapter 3 that must be short and should
tell the readers who are your respondents, how many respondents are in the sample size and how will
you select them. The purpose of this subsection is to inform your readers to whom the findings is
applicable and if the study is replicated, it can have a comparable data.

In telling who the respondents of your study are, you need to highlight the characteristics which
are relevant to your study. For example, if the study aims to explore the factors of absenteeism among
Grade 7 students, then tell your readers that your respondents are grade 7 students who committed
many absences.

Your respondents can be the entire population if it is small and manageable. Thus, you are
conducting a census. For example, if your target respondents are Grade 12 STEM students and the
total population is 95, then you may consider all of them.

However, you may just get representatives or samples out from the population if it is too big.
For example, if your target respondents are Grade 12 students and the population is 1,200, then it is
advisable for you to take a sample. In taking a sample, you need first to determine the sample size and
what sampling design you will employ.

Population under Study

Census (All Members of the Sample (A Fraction of the Population)

Population)

Sampling

Probability Sampling Nonprobability Sampling

Simple Random Sampling Quota Sampling

Systematic Sampling Purposive Sampling
Cluster Sampling Snowball Sampling
Stratified Sampling Convenient Sampling

17
 COMPUTING THE SAMPLE SIZE
 You need to determine first the total population size. If the research locale is in a school,
you may ask the number of students from the registrar.
 Then, decide and set the margin of error. As much as possible, your margin of error should
not go higher than 5%.
𝑁
 Use the formula 𝑛 = 1+𝑁𝑒 2 (Where n= size of sample; N= the size of population; e= margin
of error)
Example: There are a total of 300 Grade 12 students in School A. Then, the researcher
decided to have 5% margin of error.
300
𝑛=
1 + (300)(0.05) 2
300
𝑛=
1 + (300)(0.0025)
300
𝑛=
1 + (300)(0.0025)
300
𝑛=
1 + 0.75
300
𝑛=
1.75
𝑛 = 171.42
Thus, the sample size is 171 or we can round it off to 175 for convenience purposes.
 If the sampling is stratified, divide the computed sample to the total population size then multiply
it by 100. The computed percentage will be multiplied to the population of each strata. The product
will be the number of respondents you need to take from every strata.
For example: Assuming that there were 6 sections, since the computed sample is 276 and
the total population is 887, then
175
𝑛 = 300= 0.58 or 58 %

Section Number % Sample

A 47 58 28
B 50 58 29
C 48 58 28
D 52 58 30
E 50 58 29
F 53 58 31
Total 300 175

18
 SAMPLING DESIGN

Sampling is a technique used by any researchers to obtain sample from a population. More so,
in doing sampling, you should consider the nature of population, population size, objectives of the
study, nature of investigation, techniques of the sampling to be employed and accuracy needed in
making inference about the population. In addition, you must also have a sampling frame. A sampling
frame contains the list of members in the population. For example, if your target respondents are Grade
7 students, then you must have all names of the Grade 7 students. A good sampling frame includes all
individuals of the target population with their information that can be used to contact the selected
individuals and excludes other individuals who are not part of the target population.
There are two general types of sampling: probability and nonprobability sampling. In
probability sampling, all members of the population has the chance to be selected as respondents of
the study. Thus, it decreases sampling errors and sampling bias. Below are the different types of
probability sampling.
Types of Description Methods Advantages Disadvantages
Sampling

Simple All members Lottery Method. Every member Decrease Costly

Random of the has an assigned number. The sampling bias.
Sampling population numbers are written in a slips of Time
has an equal paper of the same size and The sample is consuming
chance to be color. The slips are mixed a good
representative Requires more
selected as together in a bowl. Then the effort
sample. decided number of slips are of the
However, the drawn out of it. population.
population
must be Random numbers are generated
homogenous through the use of computers.
and finite.
Systematic Respondents Identify first the total Spread the Costly
Sampling are selected at population (N) and the sample sample more
a regular (n). evenly over the Time
interval from population. consuming
a homogenous Divide N/n to determine the
interval. Easier to Requires more
population. effort
conduct than
For instance, the population is simple random
100 and you need 50 If the order of
sampling. the list is
participants. Thus, 100/50 = 2.
biased, then
In this way, 2nd, 4th, 6th 8th and systematic
soon in the list will comprise error will take
the respondents. place.

19
 Cluster The members Clustered of population is being Can be used if May lead to
Sampling of the done. the population sampling and
population are is widely systematic
being Random or systematic sampling spread. errors.
clustered then will be utilized in the selection
of clusters. Consumes less If the cluster is
sampling of not
clusters will time and
All individuals in the selected homogenous,
take place. efforts. then the sample
cluster will be invited to be
may not
respondents. Sampling
represent the
frame is not population.
needed.

Stratified All people in Decide the basis for Produces Requires lots
Random sampling stratification. It can be gender, sample which of effort.
Sampling frame are socioeconomic status, ethnicity are well
divided into and age. represented if Time
strata. The the population consuming.
strata are Classify all members in the is
identified strata. Example, if the If the selection
formed based heterogeneous. of criteria is
on the gender is the basis, then you
classify all members into male incorrect, then
characteristics your research
being or female.
may go in vain.
investigated. Simple random sampling can be
utilized to select respondents
from the identified strata.

On the other hand, nonprobability sampling is purely based on researcher’s judgement, and the
members of the population does not have equal chance to be selected as respondents. Below are the
different types of nonprobability sampling:
Types of Description Methods Advantages Disadvantage
Sampling
Quota The selection Identify the characteristics to be Low cost and The sample is
Sampling of sample is investigated. Not time not
based on the consuming. representative.
characteristics Identify subgroups.
under No sampling Problem on
Set the quota for every frame is generalization
investigation. subgroup. needed. may
Similar with Example: the subgroup is male encountered.
stratified It ensures
and female, so the first 50 male every subgroup
sampling. and 50 female encountered will is present in
be the respondents. the sample.

20
Purposive Also known The researcher will just select Provide Vulnerable in
Sampling as judgmental, the respondents based on the set justification in judgment error
selective or of criteria of the study. making by researcher if
subjective generalizations. judgment is not
sampling. In Low cost and based on clear
this sampling, Not time criteria.
the selection consuming.
is purely There is a low
based on the Appropriate if level of
researcher’s there is a reliability and
judgment. limited highly prone to
primary source bias.
of data. Inability to
make
generalizations
from research
findings.
Snowball Also known The researcher will look for one Useful if the Subject to
Sampling as chain person who met the criteria of population sampling bias
sampling. One the study. under and systematic
member of the investigation is error.
population is Then, the researcher will ask for not readily
approached at referral to another person who available.
a time, then meets the criteria.
ask to refer The process will continue until
the researcher a chain is made.
to another
member of the
same
population.
Convenient Also known The researcher will approach It consumes Subject to
Sampling as accidental and ask to participate any fewer effort. sampling bias
or opportunity members of the target and systematic
sampling. The population who are available. Less error.
researcher expensive.
includes
respondents
who are easy
or convenient
to approach.

21
 LET’S ELABORATE

Perform the following task below:

Task 1: Read the following scenario, then compute the sample size using slovin’s formula.
1. Sarra is conducting a survey on food preference of junior high school students in School
A. There were a total of 5, 500 students. Compute for the sample size using
a. 2.5% margin
b. 3% margin
c. 5% margin.

2. Martin is assessing the research competencies of Grade 12 TVL students in School A, B

and C. There were a total of 2, 000 students. Compute for the sample size using
d. 2.5% margin
e. 3% margin
f. 5% margin.

22
Task 2: Suggest the possible sampling technique or design that best suited in the following
studies. Then support your answer.
Research Topic: Leadership and Management Style of Senior High School Students

Rationale: This study aims to determine the leadership and management style of Grade 11 students
in 3 schools. School A has 2 sections, school B has 2 sections and School C has 3 sections. The
researcher is planning to have 50 respondents per school.
Type of Sampling: Why?

Research Topic: Traditional Healing Practices in Zamboanga City

Rationale: This study aims to document the different traditional healing practices performed by
selected Shamans in Zamboanga City.
Type of Sampling: Why?

Research Topic: Outside Science Strategy in Teaching Senior High School Biology

Rationale: This study aims to determine the effect of Outside Science Strategy in teaching Biology
in Senior High School A. School A has only 2 STEM sections with 45 students per class. Section 1
will be the OSS (treated) group, while section 2 will be the conventional group.
Type of Sampling: Why?

Research Topic: Senior High School Admission Test as Predictor of Student Performance in
Science, Technology, Engineering and Mathematics Strand

Rationale: This study aims to determine the predictive validity of the SHS Admission test in the
academic performance of STEM students in School A. School A has 3 sections, with a population
of 150. The target sample size is 50.
Type of Sampling: Why?

23
 LET’S EVALUATE

COMPREHENSION CHECK

Write T if the statement is True and F if the stamen is False. Write your answer on the space
provided.
_____1. Census is obtained by collecting all information about each member of the population.
_____2. Population refers to the group of people or items under study.
_____3. Quota, Convenient, Snowball and Purposive are all examples of probability sampling.
_____4. Lottery method is used when the researcher will employ simple random sampling.
_____5. In computing for the sample size, the margin of error must be higher than 5%.
_____6. Snowball sampling is also known as chain sampling.
_____7. In stratified sampling, the members of the target population were being clustered.
_____8. A good sampling frame includes all individuals who are not part of the target population.
_____9. n/N is being used to determine the interval for systematic sampling.
_____10. Population size is one of the factors to be considered in sampling.

REFLECTION

How did you feel after exploring this lesson? Check your answer, then explain.
Exemplary Very Satisfactory Satisfactory Fair
_______________________________________________________________________________
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24
 EXTENSION ACTIVITY

With your desired research topic, if applicable, describe the Respondents of the Study.
Title : _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Respondents of the Study

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(You may use additional sheets of paper)

25
 MY PERFORMANCE

WORD POWER
Criteria 3 2 1 Score
Accuracy All terms were Some terms were All terms were not
defined accurately. defined accurately. defined accurately
Total

LET’S ENGAGE
Criteria 3 2 1 Score
Ability to reflect on Communicate ideas Communicate ideas Poorly communicate
Information and eloquently and clearly and completely. ideas.
Communicate Ideas thoroughly and provide
additional ideas.
Understanding Demonstrates a Demonstrates an Does not demonstrate
of the Questions thorough average understanding understanding on the
understanding on the on the question question presented.
question presented. presented.
Mechanics Responses are Responses are logically Responses are lack of
logically arranged and arranged, yet it has organization and
no spelling and minor spelling and numerous spelling and
grammar errors. grammar errors. grammar errors.
Total

LET’S EXPLORE
Criteria 3 2 1 Score
Ability to reflect on Communicate ideas Communicate ideas Poorly communicate
Information and eloquently and clearly and completely. ideas.
Communicate Ideas thoroughly and provide
additional ideas.
Understanding Demonstrates a Demonstrates an Does not demonstrate
of the Questions thorough average understanding understanding on the
understanding on the on the question question presented.
question presented. presented.
Mechanics Responses are Responses are logically Responses are lack of
logically arranged and arranged, yet it has organization and
no spelling and minor spelling and numerous spelling and
grammar errors. grammar errors. grammar errors.
Total

26
 LET’S ELABORATE - Task 1
Criteria 3 2 1 Score
Understands the Understands the Understand enough to Does not understand
Problem problem solve part of the enough to solve the
comprehensively. problem. problem.
Uses of Use all information Use some information Use the information
Information accurately. appropriately. inappropriately.
Computations The computation is The computation has The computation has
and Procedures complete and accurate, small errors yet derived several errors that
and derived with with correct answer. affects the answer.
correct answer.
Total

LET’S ELABORATE - Task 2

Criteria 3 2 1 Score
Understands the Understands the Understand enough to Does not understand
Problem problem solve part of the enough to solve the
comprehensively. problem. problem.
Uses of Use all information Use some information Use the information
Information accurately. appropriately. inappropriately.
Explanation Explanation Explanation Explanation
demonstrates strong demonstrates some demonstrates limited
understanding of the understanding of the understanding of the
concept. concept. concept.
Total

LET’S EVALUATE (Comprehension Check)

Score
Number of Correct Answers

LET’S EVALUATE (Reflection)

Criteria 3 2 1 Score
Ability to reflect on Communicate ideas Communicate ideas Poorly communicate
Information and eloquently and clearly and completely. ideas.
Communicate Ideas thoroughly and provide
additional ideas.
Understanding Demonstrates a Demonstrates an Does not demonstrate
of the Questions thorough average understanding understanding on the
understanding on the on the question question presented.
question presented. presented.
Mechanics Responses are Responses are logically Responses are lack of
logically arranged and arranged, yet it has organization and
no spelling and minor spelling and numerous spelling and
grammar errors. grammar errors. grammar errors.
Total

27
 EXTENSION ACTIVITY
Indicators Evident Somewhat Not Evident Score
Evident 1
3 2
Highlights the characteristics of the
respondents that meets the need of the
study.
The sample size were computed
accurately.
Appropriate sampling design was
utilized.
Total

SUMMARY OF SCORES
Word Power Checked by:
Let’s Engage
Let’s Explore
Let’s Elaborate - Task 1 __________________________
Let’s Elaborate - Task 2 Research Teacher
Let’s Evaluate (Comprehension Check) Noted by:
Let’s Evaluate (Reflection)
Extension Activity __________________________
Total Parent’s Signature

REFERENCES

Alvi, M. (2016). A Manual for Selecting Sampling Techniques in Research. Retrieved from:
https://mpra.ub.uni-muenchen.de/70218/1/MPRA_paper_70218.pdf.

Bueno, D. (2016). Introduction to Statistics (Concepts and Applications in Research). Quezon City:
Great Books Trading.

Calderon, J. (1993). Methods of Research and Thesis Writing. Manila: National Bookstore.

Mesa, J., Chica, D., Duquia, R., Bonamigo, R. & Bastos, J. (2016). Sampling: how to select
participants in my research study?. Anais brasileiros de dermatologia, 91(3), 326–330.

Sharma, G. (2017). Pros and Cons of Different Sampling Techniques. International Journal of
Applied Research, 3(7), 749-752.

28
 CONSTRUCT RESEARCH INSTRUMENTS

Research instruments can be an observation checklist, interview guide or questionnaire. The

selection of which research instrument is a crucial step in the research process. The research instrument
can be adopted from existing studies, provided permission from the author was secured. Another way
is for you to develop your own.

At the end of the lesson, you should be able to:

 design and develop a research instrument with the following characteristics:
a. valid;
b. reliable.

Define the following terms:

RESEARCH INSTRUMENT
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
VALIDITY
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
RELIABILITY
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

29
 LET’S ENGAGE

Update your facebook status by answering the question in the status box. Then, ask
your four (4) classmates to react using the emoji below and ask them to justify their reactions.
or if they are in favour of your status;
or if they are amaze with your status;
or if they are in doubt of your status.

How do you construct a research instrument?

Reactions Comments

30
 LET’S EXPLORE

Visit the school library, then borrow a complete thesis. Evaluate the research
instrument used by the researchers using the checklist below:
Thesis Title:
_________________________________________________________________________________
_________________________________________________________________________________
Authors:
_________________________________________________________________________________
_________________________________________________________________________________
Year:
_________________________________________________________________________________

EVALUATION CHECKLIST
Indicators Yes No Comments
1. The researchers set the
objectives of the instrument.
2. The instruction is clear.
3. It contain items/
statements that measure
what seeks to be measured.
4. The language used in
every items are simple, easy
to read and easy to respond
to.
5. The items are
representative and
comprehensive sample of
the topic.
6. The instrument is relevant
to the purpose of the study.
7. Interpretation of tool score
is clear.
8. The instrument has been
evaluated by set of experts.
9. The result of the expert’s
evaluation is within the
acceptable range.
10. The instrument is
reliable.

31
 LET’S EXPLAIN

Both qualitative and quantitative research uses an instrument. Observation checklist or

interview guides are commonly used in a qualitative study, while questionnaires are commonly used
in a quantitative study.

OBSERVATION CHECKLIST

 This instrument contains items to be observed and a space where to put the checkmarks or
short verbal entries. Below shows sample items of an observation checklist on Waste
Segregation and Management.
Indicators Yes No Comments
1. The classroom has 3 trash bins.
2. The trash bins are properly labelled: Plastics; Papers;
Bottles/Cans.
3. The trash bins are regularly emptied.
 When you want to develop and use observation checklist in your study, you need to follow the
following steps:
STEP 1 – Decide the important factor/s under investigation. You may get ideas from existing
literatures.
STEP 2 – Create a checklist either answerable by yes/no; observed/not or you jotting down
your verbal entries. Items for the checklist can be obtained from existing
instruments and literatures. Always paraphrase the statement and acknowledge
the source.
STEP 3 – Ask your research teacher to evaluate the first draft of your checklist. Revise the
checklist based on the comments.
STEP 4 – Select at least three (3) experts and ask them to evaluate the second draft of your
checklist. Note: your experts must be knowledgeable towards the topic. For
instance, if your study focuses on academic stress, then your experts must be a
psychologist or guidance counselor. Revise the checklist based on their
comments and suggestion.
STEP 5 – Pilot test the revised checklist using at least ten (10) individuals who are not part
of the study.
STEP 6 – Analyze the data obtained from the pilot testing. Note where the unmanageable data
occurs.
STEP 7- Revise the items in the checklist especially those with unmanageable data.

32
 INTERVIEW GUIDE
 This instrument contains guide questions that will allow the researcher to freely understand in
depth the respondents. Below is an example of interview guide on Research Experiences of
Senior High School Students.
1. What are your expectations before taking the subjects Practical Research 1 and 2?
2. What are the challenges you have encountered during:
a. Research Conceptualization Phase
b. Selection of Research Methods Phase
c. Gathering, Processing and Analysis of Data
3. How did you overcome these challenges?
4. Are you satisfied with the facilities of your school to facilitate your study?
 When you want to use interview guide, you need to do the following:
STEP 1 – Construct questions which are relevant to your research problem. You may get
questions from existing instruments and literatures. Always cite the source.
STEP 2 – Ask your adviser to evaluate the first draft of your interview guide. Revise the
instrument based on the comments.
STEP 3 – Select at least three (3) experts and ask them to evaluate the questions. Experts must
be knowledgeable towards the topic. Revise the interview guide based on their
comments.
STEP 4 – Pilot test the instrument using ten (10) nonparticipating individuals. Focus on the
clarity and amount of data that can be generated.
STEP 5 – Revise the questions where nonparticipating individuals finds difficult to
comprehend.

QUESTIONNAIRE

 Questionnaire is a set of questions with a choice of answer, created for survey or statistical
study. Below shows sample items on Energy Conservation Practices Checklist.
Energy Use 4 3 2 1
1. Use LED bulbs.
2. Clean bulbs regularly to keep light output high.
3. Take advantage of natural light.
 When you want to develop a questionnaire, you need to do the following:
STEP 1 – Conduct a literature review. Define the constructs of your study.
STEP 2 – Construct the first draft of the questionnaire. You may extract items out from
existing instrument and literatures. Always paraphrase the statements and cite
the source. You may also extract some items based on your experience. Ask
your research adviser or consultant to initially evaluate the questionnaire.
Revise the questionnaire based on the comments.

33
 STEP 3 – Ask at least three experts to evaluate the second draft of the questionnaire. Revise
the questionnaire based on their comments.
STEP 4 – Subject the questionnaire for pilot testing using at least thirty (30) nonparticipating
individuals.
STEP 5 – Use Cronbach’s alpha to determine the reliability of the instrument.
STEP 6 – Finalize your questionnaire by revising those items which generate unmanageable
data.

VALIDITY OF THE INSTRUMENTS

 Validity indicates the accuracy of the instrument to measure something. If the instrument
measures what it tends to measure and the generated results are closely match to the real world,
then the instrument is valid. There are four types of validity:
a. Construct validity ensures that the instrument measures the construct you want to measure.
Construct refers to the traits which cannot be observed directly, but can be measured by
using some indicators. For example, depression cannot be observed directly, but you can
develop an instrument to measure it. See to it that the items in the questionnaire talks about
depression and not about mood, self – esteem or other constructs.
b. Content validity evaluates if the instrument represents all aspects of the construct. For
example, you want to determine the level of competence of Grade 12 students in General
Chemistry 1 through a test. Thus, to ensure content validity, your test should include all
topic in General Chemistry 1.
c. Criterion validity evaluates how the results of your instrument closely related to the results
of other instrument. For example, you developed a Mental Health Awareness Test
(MHAT). The results generated from MHAT will be compared to an existing valid
instrument that measures mental health awareness. If the result is similar to one another,
then your MHAT has a high criterion validity.
d. Face validity refers to the presentation of the instrument as to whether the items in the
instrument is relevant, unambiguous and clear. This type of validity is weak because it is
subjective. For example, you develop a Solid Waste Management Checklist (SWMC), you
review the items such as practicing 3R, no plastic policy, etc. By looking at it, items seems
have a good representation, so it is regard with high face validity.
 To address all these validity to your instrument, you can adopt and use the Survey/ Interview
Validation Rubric for Expert Panel (VREP) by Jacquelyn White and Marilyn Simon which can
be downloaded from http://dissertationrecipes.com/wp-content/uploads/2011/04/Expert-
Validation-v3.pdf.

34
 You can also adopt, modify and use this validation instrument from Molina (2019):
Scale Descriptive Rating for Content Interpretation

4 Strongly Agree Very Highly Valid (VHV)

3 Agree Highly Valid (HV)
2 Disagree Moderately Valid (MV)
1 Strongly Disagree Fairly Valid (FV)

Indicators Level of Validity

1. The instrument measures what is tend to measure in the study. 4 3 2 1
2. The instrument measures the items of variables within a given time
4 3 2 1
frame.
3. The instrument has the ability to distinguish the properties of
4 3 2 1
differing attributes of the subjects under study.
4. The instrument can generate factual data. 4 3 2 1
5. The instrument can generate data within the time frame. 4 3 2 1
6. The instrument is clear, simple and in order. 4 3 2 1
7. The instrument can generate data that will be valuable and practical
4 3 2 1
use to the respondents concerned in the study.
8. The instrument has no influence on the variables being measured. 4 3 2 1
9. The items listed in the instrument consistently and accurately
4 3 2 1
measure each variables of the investigation.
Note: You may add more indicators depending on the nature of your study, provided it will be
checked by your research adviser.

Comments and Suggestions:

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
 To determine the level of validity, you can compute for the Aiken Value of Validity using the
formula:
∑(𝑟 − 𝑙𝑜)
𝑉=
𝑛 (𝑐 − 1)
Where lo is the lowest score in the expert’s validation tool which is 1, c is the highest score in
the expert’s validation tool, r is average of all items for each validation aspects and n is the
number of validator. V value which is greater than or equal to 0.60 is interpreted valid, while
value less than 0.60 are interpreted as invalid.

35
 For example, below shows the evaluation of 3 experts on the Research Competency Inventory
Checklist of Molina (2019).
Expert Expert Expert
Indicators
1 2 3
1. The RCIC evaluates what seeks to be measured in the
4 4 4
study.
2. The RCIC distinguishes the properties of different
3 4 3
attributes of the subjects under study.
3. The RCIC can generate factual data. 4 4 4
4. The RCIC can generate data within the time frame. 3 4 3
5. The RCIC is clear, simple and in order. 4 4 4
6. The RCIC can generate data which are valuable and of
3 4 4
practical use to the respondents in the study.
7. The RCIC has influence on the variables being
3 1 2
measured.
8. The competencies listed are congruent to the target
4 4 4
competencies of the course Practical Research.
9. The competencies listed in the RCIC consistently and
4 4 4
accurately measure each variables of the investigation.
10. All competencies listed in the RCIC are essentials in
3 4 4
the process of doing research.
Mean 3.5 3.75 3.60

∑(𝑟 − 𝑙𝑜)
𝑉=
𝑛 (𝑐 − 1)
(3.5 − 1) + (3.75 − 1) + (3.60 − 1)
𝑉=
3 (4 − 1)
2.5 + 2.75 + 2.60
𝑉=
3 (3)
7.85
𝑉=
9
𝑉 = 0.87
Since the computed value is 0.87, which is greater than 0.60, so the instrument is highly valid.

36
RELIABILITY OF THE INSTRUMENTS

 Reliability refers to how consistently an instrument measures what it desires to measure. If the
instrument consistently generate the same result under circumstances, the instrument is
reliable. There are four (4) types of reliability:
a. Inter – Rater Reliability is the degree of agreement among raters/ experts/ evaluators. If
everyone agrees, then the inter – rater reliability is 1; if everyone disagree, then the inter –
rater is 0. You may use percentage to compute inter – rater reliability. For example, let’s
determine the inter – rater reliability using the evaluation of 3 experts on the Research
Competency Inventory Checklist of Molina (2019).
Step 1 – Determine the Agreement (1 if the evaluation is the same; 0 if the evaluation is not
the same) between experts.
Expert Expert Expert Agreement
Indicators 1 2 3 E1 & E2 E1 & E3 E2 & E3
1. The RCIC evaluates what
seeks to be measured in the 4 4 4 1 1 1
study.
2. The RCIC distinguishes the
properties of different
3 4 3 0 1 0
attributes of the subjects under
study.
3. The RCIC can generate
4 4 4 1 1 1
factual data.
4. The RCIC can generate data
3 4 3 0 1 0
within the time frame.
5. The RCIC is clear, simple
4 4 4 1 1 1
and in order.
6. The RCIC can generate data
which are valuable and of
3 4 4 0 0 1
practical use to the respondents
in the study.
7. The RCIC has influence on
3 1 2 0 0 0
the variables being measured.
8. The competencies listed are
congruent to the target
4 4 4 1 1 1
competencies of the course
Practical Research.
9. The competencies listed in
the RCIC consistently and
4 4 4 1 1 1
accurately measure each
variables of the investigation.
10. All competencies listed in
the RCIC are essentials in the 3 4 4 0 0 1
process of doing research.

37
 STEP 2 – Add up the agreement between experts. Then divide the total to the number of experts
Agreement Number Total Agreement/
Indicators E1// E1/ E2/ Total of Number of
E2 E3 E3 Experts Experts
1. The RCIC evaluates what
seeks to be measured in the 1 1 1 3 3 1.00
study.
2. The RCIC distinguishes the
properties of different
0 1 0 1 3 0.33
attributes of the subjects under
study.
3. The RCIC can generate
1 1 1 3 3 1.00
factual data.
4. The RCIC can generate data
0 1 0 1 3 0.33
within the time frame.
5. The RCIC is clear, simple
1 1 1 3 3 1.00
and in order.
6. The RCIC can generate data
which are valuable and of
0 0 1 1 3 0.33
practical use to the respondents
in the study.
7. The RCIC has influence on
0 0 0 0 3 0
the variables being measured.
8. The competencies listed are
congruent to the target
1 1 1 3 3 1.00
competencies of the course
Practical Research.
9. The competencies listed in
the RCIC consistently and
1 1 1 3 3 1.00
accurately measure each
variables of the investigation.
10. All competencies listed in
the RCIC are essentials in the 0 0 1 1 3 0.33
process of doing research.

STEP 3 – Sum up the quotient with the total number of indicators.

1.00 + 0.33 + 1.00 + 0.33 + 1.00 + 0.33 + 0 + 1.00 + 1.00 + 0.33
10
0.63 or 63 %
The inter – rater reliability is 63 %.
 The percentage must be 70% or higher to establish high inter –rater reliability. A percentage
higher than 60% is considered somewhat acceptable.

38
b. Test and Retest Reliability measures how consistent is the result generated from an
instrument administered at different point in time using the same sample. This method is
used when you are measuring something to stay constant in the sample. You can use
Pearson Product Moment Correlation to determine if there is significant difference on the
result. If significant difference exist, then the instrument has low test and retest reliability.
c. Parallel Forms Reliability measures the correlation between two equivalent versions of the
instrument. The researcher will generate many items, then divide these items into two sets
of instrument. These two sets will be both answered by the same group of respondents.
Establish the correlation of the two sets. High correlation indicates high parallel form
reliability.
d. Internal Consistency Reliability measures the consistency of results across items. It is
measured using Cronbach’s Alpha. Below shows the step in doing Cronbach’s Alpha using
excel:
STEP 1 – Click Data, then look for Data Analysis. If Data Analysis is absent, click FILE,
then click OPTIONS. Click Add – Ins, then click GO beside Manage Excel Add – Ins.
Mark check in Analysis ToolPak, then click OK.

STEP 2 – Input the data.

STEP 3 – Click DATA ANALYSIS, the select ANOVA: TWO – FACTOR WITHOUT
REPLICATION. Then click OK.

39
STEP 4 – For the INPUT RANGE, select all encoded data. Then for the OUTPUT
OPTIONS, click OUTPUT RANGE then just select any cell. Results will be shown in the
selected cell.

STEP 5 – If result is shown, look for the ANOVA table.

STEP 6 – To determine the Cronbach’s Alpha value, use the formula:

𝑀𝑆 𝐸𝑟𝑟𝑜𝑟
α = 1 – ( 𝑀𝑆 𝑅𝑜𝑤𝑠 )
0
α=1–( )
2
α = 0.90

STEP 7 – Interpret the alpha value using the guide of George and Mallary (2003).

Cronbach’s Alpha Value Interpretation

> 0.90 Excellent
> 0.80 Good
> 0.70 Acceptable
> 0.60 Questionable
> 0.50 Poor
< 0.50 Unacceptable

In this example, the alpha value is 0.90, which is interpreted as excellent internal
consistency. If the alpha value is below 0.70, then you need to revise your instrument.

40
 LET’S ELABORATE

Below are list of different research titles, choose one (1) then design and develop a
research instrument. Establish its validity and reliability.
Title1: Climate Change Awareness Among Grade 11 Students
Title 2: Disaster Resiliency Level Among Senior High School Students
Title 3: Perception on the Water Quality of Selected Riverbank Residents of Barangay Tumaga
and Guiwan, Zamboanga City

(You may use additional sheets of paper)

41
 LET’S EVALUATE

COMPREHENSION CHECK

Match Column A with the correct answer on Column B. Write your answer in the space
provided.
Column A Column B
_____1. Vexana developed a Biology Concept Test. She a. Construct Validity
asked three (3) biology teachers to evaluate it. Then she
used percentage to determine the agreement among
teachers.
_____2. It evaluates if the instrument covers all aspects of b. Content Validity
the constructs.
_____3. Last Monday, Lancelot asked his 45 students to c. Criterion Validity
answer a checklist. Then on the following week, he asked
again his students to answer the same checklist. Then, the
results were correlated.
_____4. This instrument contains items to be observed d. Face Validity
and a space where to put the checkmarks or short verbal
entries.
_____5. Zilong developed a pool of items. Then he came e. Test and Retest Reliability
up with two sets of checklist. Both checklist were utilized
by his students. The results were subjected to correlation.
_____6. This instrument contains series of questions that f. Parallel Forms Reliability
will allow the researcher to gain an in – depth
understanding on his respondents.
_____7. Lylia developed an observation checklist to g. Internal Consistency Reliability
monitor the growth of bacterial colony. By looking in the
indicators, it is unambiguous, clear and relevant.
_____8. Ruby developed a natural pH indicator. She test h. Inter – Rater Reliability
the indicator using 4 samples. She also used red and blue
litmus paper on the samples. The results generated from
the developed indicator were compared.
_____9. It ensures that the developed instrument measures i. Observation Checklist
what it tends to measure.
_____10. Lesley pilot tested her adopted instrument which j. Interview Guide
explores career motivational factors of engineering
students. Then she subject the results to Cronbach’s
Alpha.
k. Questionnaire

42
 REFLECTION

How did you feel after exploring this lesson? Complete the facial expression below and explain
why you feel this way.

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____

43
 EXTENSION ACTIVITY

Construct a research instrument of your desired topic. Then establish its validity and
reliability. Please attach the instrument you developed and the experts’ validation.
Title : _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

44
 MY PERFORMANCE

WORD POWER
Criteria 3 2 1 Score
Accuracy All terms were Some terms were All terms were not
defined accurately. defined accurately. defined accurately
Total

LET’S ENGAGE
Criteria 3 2 1 Score
Ability to reflect on Communicate ideas Communicate ideas Poorly communicate
Information and eloquently and clearly and completely. ideas.
Communicate Ideas thoroughly and provide
additional ideas.
Understanding Demonstrates a Demonstrates an Does not demonstrate
of the Questions thorough average understanding understanding on the
understanding on the on the question question presented.
question presented. presented.
Mechanics Response are logically Response are logically Response are lack of
arranged and no arranged, yet it has organization and
spelling and grammar minor spelling and numerous spelling and
errors. grammar errors. grammar errors.
Total

LET’S EXPLORE
Criteria 3 2 1 Score
Ability to reflect on Communicate ideas Communicate ideas Poorly communicate
Information and eloquently and clearly and completely. ideas.
Communicate Ideas thoroughly and provide
additional ideas.
Understanding Demonstrates a Demonstrates an Does not demonstrate
of the Questions thorough average understanding understanding on the
understanding on the on the question question presented.
question presented. presented.
Mechanics Response are logically Response are logically Response are lack of
arranged and no arranged, yet it has organization and
spelling and grammar minor spelling and numerous spelling and
errors. grammar errors. grammar errors.
Total

45
 LET’S ELABORATE
Indicators Evident Somewhat Not Evident Score
Evident 1
3 2
1. The researchers set the objectives of
the instrument.
2. The instruction is clear.
3. It contain items/ statements that
measure what seeks to be measured.
4. The language used in every items are
simple, easy to read and easy to respond
to.
5. The items are representative and
comprehensive sample of the topic.
6. The instrument is relevant to the
purpose of the study.
7. Interpretation of tool score is clear.
8. The instrument has been evaluated by
set of experts.
9. The result of the expert’s evaluation is
within the acceptable range.
10. The instrument is reliable.
Total

LET’S EVALUATE (Comprehension Check)

Score
Number of Correct Answers

LET’S EVALUATE (Reflection)

Criteria 3 2 1 Score
Ability to reflect on Communicate ideas Communicate ideas Poorly communicate
Information and eloquently and clearly and completely. ideas.
Communicate Ideas thoroughly and provide
additional ideas.
Understanding Demonstrates a Demonstrates an Does not demonstrate
of the Questions thorough average understanding understanding on the
understanding on the on the question question presented.
question presented. presented.
Mechanics Response are logically Response are logically Response are lack of
arranged and no arranged, yet it has organization and
spelling and grammar minor spelling and numerous spelling and
errors. grammar errors. grammar errors.
Total

46
 EXTENSION ACTIVITY
Indicators Evident Somewhat Not Evident Score
Evident 1
3 2
1. The researchers set the objectives of
the instrument.
2. The instruction is clear.
3. It contain items/ statements that
measure what seeks to be measured.
4. The language used in every items are
simple, easy to read and easy to respond
to.
5. The items are representative and
comprehensive sample of the topic.
6. The instrument is relevant to the
purpose of the study.
7. Interpretation of tool score is clear.
8. The instrument has been evaluated by
set of experts.
9. The result of the expert’s evaluation is
within the acceptable range.
10. The instrument is reliable.
Total

SUMMARY OF SCORES
Word Power Checked by:
Let’s Engage
Let’s Explore __________________________
Let’s Elaborate Research Teacher
Let’s Evaluate (Comprehension Check) Noted by:
Let’s Evaluate (Reflection)
Extension Activity __________________________
Total Parent’s Signature

47
 REFERENCES

Bueno, D. (2016). Educational Research Writing Made Easy. Quezon City: Great Books Trading.

Calderon, J. (1993). Methods of Research and Thesis Writing. Manila: National Bookstore.

George, D. and Mallery, P. (2003). SPSS for Windows Step by Step: A Simple Guide and
reference. 11.0 update (4th ed.). Boston: Allyn & Bacon.

Herr, K. et al. (n.d.). Criteria for Updated Tool Evaluation. Retrieved from:
https://prc.coh.org/PainNOA/Eval%20Crit.pdf

Middleton, F. (2019). The Four Types of Validity. Retrieved from:

https://www.scribbr.com/methodology/types-of-validity/.

Middleton, F. (2019). Types of Reliability and How to Measure Them. Retrieved from
https://www.scribbr.com/methodology/types-of-reliability/.

Oluwatayo, J. (2012). Validity and Reliability Issues in Educational Research. Journal of Education
and Social Research, 2(2), 391-400.

Statistics How To. (2019). Inter – Rater Reliability IRR: Definition, Calculation. Retrieved from
https://www.statisticshowto.datasciencecentral.com/inter-rater-reliability/

CREDITS

Examples used in Let’s Explore:

Molina, R. and Matondo, D. (2019). Senior High School Research Competencies: Basis for
Development of Practical Research Workbook. Unpublished Thesis. Western Mindanao State
University.

Simon, M. and White, J. (n.d.). Survey/ Interview Validation Rubric for Expert Panel (VREP).
Retrieved from: http://dissertationrecipes.com/wp-content/uploads/2011/04/Expert-
Validation-v3.pdf.

48