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Redeveloped Division Initiated Self-Learning Module

Department of Education
i
– Division of Palawan
Practical Research 2 – Grade 12
Redeveloped Division Initiated - Self-Learning Module
Quarter 2 – Module 2: Instrument Development and Description of Intervention
Second Edition, 2021

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Published by the Department of Education, Division of Palawan

Schools Division Superintendent:
Roger F. Capa, CESO VI
OIC - Assistant Schools Division Superintendents:
Rufino B. Foz
Arnaldo G. Ventura, Ph.D.

Development Team

Writer: Chona R. Necio

Editors: Corazon A. Quintos, Marianne R. Valdez
Management Team:
Aurelia B. Marquez
Rosalyn C. Gadiano
Rodgie S. Demalinao

Department of Education – MIMAROPA Region – Division of Palawan

Office Address: PEO Road, Barangay Bancao-Bancao, Puerto Princesa City
Telephone: (048) 433-6392
E-mail Address: palawan@deped.gov.ph
Website: www.depedpalawan.com

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Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can
continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each
lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each SLM.
This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better
understanding of the lesson. At the end of each module, you need to answer
the post-test to self-check your learning. Answer keys are provided for each
activity and test. We trust that you will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how
they can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests.
And read the instructions carefully before performing each task

If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.

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 Practical
Research 2 Instrument Development and
Second Quarter Description of Intervention
Week 2

MELCs: Constructs an instrument and establishes its validity and reliability

(CS_RS12-IIa-c-3)
Describes intervention (if applicable) (CS_RS12-IIa-c-4)
Objective/s:
1. Construct a research instrument; and
2. Describes research intervention

What I Know
Directions: Read the questions carefully and choose the letter of the best
answer. Write the letter of your answer on a separate sheet of paper.

1. Research Instruments are basic tools that the researchers used to gather
data for specific research problems.
A. The statement is true C. The statement is false
B. The statement is neither true nor false D. The statement is not valid

2. Which of the following does NOT belong to the group?

A. Performance test C. Interviews
B. Questionnaire D. Literature

3. What will you consider in constructing a good research instrument for

your study?
A. The type of instrument to be used and how to establish its validity and
reliability.
B. The type of instrument to be used and the availability of the
respondents.
C. The description of the research instruments
D. The experts will establish the validity and reliability of the research
instruments.

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4. The Questions or items must be arranged well. This statement pertains
that a research instrument must be_________.
A. Valid B. Reliable C. Sequential D. Concise

5. It is a Research Instrument where the research constructs his questions

that corresponds to his current study.
A. Adopted Instrument C. Researchers-made Instrument
B. Modified Instrument D. Prepared Instrument

6. What do you call an instrument that consists of a series of questions that

respondents provide answers to a research study?
A. performance tests C. Questionnaire
B. Checklist D. Observation note

7. Which of the following is a first step to do in designing a questionnaire?

A. Conceptualize the questionnaire
B. Establish the validity of the questionnaire
C. Do basic research on the background
D. Revise the Questionnaire

8. Which of the following is a rating scale used to measure behaviors and

attitudes quantitatively?
A. Yes/No B. Likert Scale C. Yes/No/Don’t Know D. Yes/Yes Scale

9. When do you consider that the Research Instrument is valid?

A. Research Instrument is valid if it measures what it is supposed to
measure.
B. The research Instrument is valid if it measures the research questions.
C. The research Instrument is valid if it is checked by the experts.
D. The research Instrument is valid if it was approved by the respondents
of the study.

10. The following are types of Instrument validity, EXCEPT;

A. Test-Retest validity C. Predictive validity
B. Face Validity D. Construct validity

11. It is a type of reliability that is established by administering two identical

tests except for wordings to the same group of respondents.
A. Test-Retest Reliability C. Equivalent Forms Reliability
B. Internal Consistency Reliability D. Construct validity

12. Research Intervention is usually applied in what type of research?

A. Descriptive Research C. Correlational Research
B. Experimental Research D. Ex Post Facto

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13. In the Research Intervention process, the focus of the description is for
the experimental group only as not to create confusion for the readers.
A. The statement is true C. The statement is false
B. The statement is neither true nor false D. The statement is not valid

14. What is the purpose of presenting the theoretical and conceptual basis
in the research intervention process?
A. To establish confidence in the researchers
B. To establish the validity of the procedures
C. To establish the reliability of the process
D. To establish consistency of the procedures

15. The Ability Test has been proven to predict the writing skills of Senior
High School students. What type of test validity is shown in the
example?
A. Construct Validity C. Content Validity
B. Concurrent Validity D. Face Validity

What is It

A. Solve it!
Suppose you plan to conduct a study among 550 grade 12 students
enrolled in Senior High School. How many respondents are needed using a
margin of error of 2%?

Given:

N=550

e= 2%

Solution:

n= __N____

1+Ne2

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B. Check the Questions!
The student-researchers will conduct a survey for their research entitled,
"The Influence of Social Media Use on Academic Performance of Senior High School
Students." This study focuses solely on the number of hours students spend on
social media and how it affects their academic performance as measured by
their first-semester general average. What do you think are the questions that
should be included in the questionnaire that are aligned to the research title?
Write 3 questions to be included in the research questionnaire.

TOPIC 1: DESIGNING THE INSTRUMENT AND ESTABLISHING VALIDITY AND

RELIABILITY

Research Instruments are basic tools researchers used

Research to gather data for specific research problems.
Instruments Common instruments are performance tests,
questionnaires, interviews, and observation checklists.
The first two instruments are usually used in quantitative
research, while the last two instruments are often in
qualitative research. However, interviews and
observation checklists can still be used in quantitative research once the
information gathered is translated into numerical data.
In constructing the research instrument of the study, there are many
factors to be considered. The type of instrument, reasons for choosing the type,
and the description and conceptual definition of its parts are some of the
factors that need to be decided before constructing a research instrument.
Furthermore, it is also very important to understand the concepts of scales of
research instruments and how to establish validity and reliability of instruments.

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 The characteristics of a good research instrument are
the following;
Characteristics
1. Concise. Have you tried answering a very long test,
of a Good
and because of its length, you just pick the answer
Research
Instrument without even reading it? A good research instrument is
concise in length yet can elicit the needed data.
2. Sequential. Questions or items must be arranged well.
It is recommended to arrange it from simplest to the
most complex. In this way, the instrument will be more favorable to the
respondents to answer.
3. Valid and reliable. The instrument should pass the tests of validity and
reliability to get more appropriate and accurate information.
4. Easily tabulated. Since you will be constructing an instrument for quantitative
research, this factor should be considered. Hence, before crafting the
instruments, the researcher makes sure that the variable and research
questions are established. These will be an important basis for making items in
the research instruments.

Ways in
There are three ways you can consider in developing
Developing the research instrument for your study. First is adopting
Research an instrument from the already utilized instruments from
Instrument previous related studies. The second way is modifying
an existing instrument when the available instruments
do not yield the exact data that will answer the
research problem. The third way is the researcher-
made instrument, in which the researcher creates his or her own questionnaire
that corresponds to the variable and scope of his or her current study.

A questionnaire is one of the research instruments used

Designing the for collecting data. It consists of a series of questions
Questionnaire that respondents provide answers to a research study.
Here are the steps in developing research
questionnaires:
Step 1-Background
You do basic research on the background of the chosen variable or
construct. Choose a construct that you can use to craft the purpose and
objective of the questionnaire. In research, the term construct refers to a trait
or characteristics that you like to evaluate or measure. Some examples of
constructs are weight, height, intelligence levels, levels of satisfaction,
aggressions, skills, academic achievement, or work performance. After
identifying the construct, you can easily state the purpose and objective of the

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questionnaire and the research questions as well; only then you can frame the
hypothesis of the study.

Step 2- Questionnaire Conceptualization

Choose the response scale to use. This is how you want your respondents
to answer the questions in your study. You can choose from the following
response scales:
a. Yes/No
b. Yes/No/Don’t Know- this type allows the respondent to select only
one answer. The “Don’t Know” answer is the neutral response.
c. Likert Scale-Used to measure behavior and attitudes
quantitatively. It consists of choices that range from one extreme
to another from where respondents choose a degree of their
opinions.

Here are some Likert-Scale sample ratings

Frequency of Occurrence Frequency of Use Degree of Importance

 Very frequently  Always  Very Important

 Frequently  Often  Important
 Occasionally  Sometimes  Moderately Important
 Rarely  Rarely  Of little Importance
 Very rarely  Never  Not Important
Quality Level of Satisfaction Agreement

 Strongly Agree  Very satisfied  Strongly Agree

 Agree  Satisfied  Agree
 Undecided  Undecided  Undecided
 Disagree  Unsatisfied  Disagree
 Strongly Disagree  Very Unsatisfied  Strongly Disagree

Once you have decided on the construct and the response scale you
will use, you may develop the questions for your questionnaire using the
following guidelines in mind:
a. the questions should be clear, concise, and simple using a minimum
number of words. Avoid lengthy and confusing layouts.
b. Classify your questions under each statement based on your
problem statement.
c. Questions should be consistent with the needs of the study.
d. Avoid sensitive or highly debatable questions.

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 Choose the types of questions in developing statements. The types of
questions may be one of the following:

a. Dichotomous question
This is a “yes/no” or “Like/Dislike” question where only two choices are
provided. Male/Female and Good/Bad are also examples of
dichotomous choices.
b. Open-ended questions
This type of question usually answers the question “why”. It allows the
respondents to give their ideas and insights on a particular issue.

Example: What do you like most about your school?

c. Closed questions
These are called multiple-choice questions. These questions may
consist of three or more mutually exclusive questions with different
categories.

Example: What is the highest level of education that your mother has
completed? Put a checkmark on one box only.

Elementary Level

Elementary Graduate
High School Level
High School Graduate
College Level
College Graduate

d. Rank-order scale questions

Respondents are asked to rank their choices on each statement or
item.

Example: Please rank the following activities in order of importance in

your work as a senior high school student. Please use 1 as the most
important activity and 5 as the least important.

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 Activities Importance Ranking
Doing Homeroom activities
Going to the library
Using the Computer
Joining academic organizations
Doing assignments

Step 3- Establish the Validity

A research instrument is considered valid if it measures what it is supposed to

measure.

Types of Validity of Instrument

a. Face Validity. It is also known as “logical validity.” It calls for an initial

judgment of the instruments as it“appears.” Just by looking at the
instrument, the researcher decides if it is valid.
b. Content Validity. An instrument that is judged with content validity meets
the objectives of the study. It is done by checking the statements or
questions if this elicits the
c. needed information. Experts in the field of interest can also provide
specific elements that should be measured by the instrument.
d. Construct Validity. It refers to the validity of instruments as it corresponds
to the theoretical construct of the study. It is concerning if a specific
measure relates to other measures.
e. Concurrent Validity. When the instrument can predict results similar to
those similar tests already validated, it has concurrent validity.
f. Predictive Validity. When the instrument can produce results similar to
those similar tests that will be employed in the future, it has predictive
validity. This is particularly useful for the aptitude test.

Step 4- Establish Reliability

Reliability refers to the consistency of the measures or results of the

instrument.

a. Test-retest Reliability. It is achieved by giving the same test to the same

group of respondents twice. The consistency of the two scores will be
checked.
b. Equivalent Forms Reliability. It is established by administering two
identical tests except for wordings to the same group of respondents.
c. Internal Consistency Reliability. It determines how well the items measure
the same construct. It is reasonable that when a respondent gets a high
score in one item, he will also get one in similar items. There are three

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 ways to measure the internal consistency; through the split-half
coefficient, Cronbach’s alpha, and Kuder-Richardson formula.

Step 5-Pilot testing of the Questionnaire

Pre-testing or pilot testing a questionnaire is important before you use it

to collect data. Through this process, you can identify questions, which are not
clear to the participants. After designing a questionnaire, you may find 10-15
people from your target group to pre-test the questionnaire. You provide
spaces where the testers can freely indicate their remarks. Such remarks may
be any of the following:
 “Delete this statement. I don’t understand the
question/statement.”
 “Revise the question/statement. Indicate the specific variables to
be measured.”
 “There are missing options in the list of choices.”
 “The question is so long. It’s getting boring”

Step 6- Revise the Questionnaire

After identifying, the problem areas in your questionnaire, revise the

instrument as needed based on the feedback provided during the pre-testing
or pilot testing. The best questionnaire is one that is edited and refined towards
producing clear questions arranged logically and in sequential order. The
questionnaire matches the research objectives.

TOPIC 2. NATURE OF RESEARCH INTERVENTION

In experimental research, the researcher decides the nature of the

intervention or treatment. Intervention pertains to what is going to happen to
the subjects of the study. This decision covers who will receive the intervention
and to what extent it will be applied to them.
For example, in a study of determining the effects of a special tutorial
program on learners’ at risk of failing (LARF), the researcher decides the group
of LARF who will receive the intervention. In this example, a special tutorial
program is the research intervention.
Furthermore, the extent to which the program will be administered to the
learners is determined.

Steps in Describing the Research Intervention Process

A section that explains the details of research intervention is added in

the research paper if it is an experimental design. In this section, the procedure
of research intervention is explained clearly.

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 1. Write the Background Information. It is an introductory paragraph
that explains the relevance of the intervention to the study
conducted. It also includes the context and duration of the
treatment.
3. Describe the Differences and Similarities between the Experimental
and Control groups. State what will happen and what will not both in
the experimental and control groups. This will clearly illustrate the
parameters of the research groups.
4. Describe the Procedures of the Intervention. In particular, describe
how will the experimental group receive or experience the condition.
It includes how will the intervention happen to achieve the desired
result of the study. For example, how will the special tutorial program
take place?
5. Explain the Basis of Procedures. The reason for choosing the
intervention and process should be clear and concrete reasons. The
researcher explains why the procedures are necessary. In addition,
the theoretical and conceptual basis for choosing the procedures is
presented to establish the validity of the procedures.

What I Can Do

Activity 1. Qualify and Rate the Instrument

Directions: Look for sample research instruments from previously conducted

researches. Rate it on a scale of 1 to 5 (1 = lowest, 5 = highest) based on the
criteria given, then justify your rating.

Title of the Study:_______________________________________________________

Type of Research Instrument:___________________________________________
Purpose of the Research Instrument:_____________________________________
Number of items:_______________________________________________________
Scale Used:____________________________________________________________
Criteria for Evaluation Rating Justification
of Instrument

Concise

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 Sequential

Valid and Reliable

Easily Tabulated

Activity 2. Qualify and Determine the Intervention

Directions: Search for a sample research study. Distinguished the procedure

used in the experimental and control group. Use the table below for your
answers.

Title of the Research Study

▪ Research Intervention Conducted

▪ Procedure Used in Control Group

▪ Procedure Used in Experimental

What’s More
A. The Research Instrument of my Study!

Now you can do more on your study. This time, construct a research
instrument for your current study. Follow the guidelines discussed in this lesson.

Title of your study

Research Questions

Research Instrument

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B. Establish its validity and Reliability

After constructing your research instrument, answer the questions below:

1. How will your research instrument be validated?

2. How will the reliability of your research instrument be established?

What I Have Learned

Directions: As you have learned from this lesson, answer each question
comprehensively.

1. Why is it important to have a good research instrument?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. Differentiate validity and reliability. Explain how they complement each

other to make a good research instrument.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. What I know about research intervention is…

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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 Assessment

Direction: Choose the letter of the best answer. Write the letter of your answer
on a separate sheet of paper.

1. Which of the following is a description of research instruments?

A. Research instruments are consist of a series of questions.
B. Research instruments are basic tools researchers used to gather
data for specific research problems.
C. Research instruments are the tools used in research for the literature
of the study.
D. Research instruments are used in establishing the validity of the
research study.

2. Which of the following instruments are usually used in qualitative research?

A. Performance test and observation checklist
B. Performance test and Interviews
C. Interviews and Observation checklists
D. Questionnaires and Performance Test

3. The following are the good characteristics of research instrument,

EXCEPT;
A. A good research instrument must be lengthy.
B. Questions or items must be arranged well.
C. The instrument should pass the tests of validity and reliability.
D. The researcher makes sure that the variable and research questions
are established.

4. A group of researchers decided to use an already utilized instrument from

previous related studies. What do you call that type of instrument?
A. Adopted Instrument C. Researchers-made Instrument
B. Modified Instrument D. Prepared Instrument

5. Jenny and her group wanted to find out how significant gadgets are in
the lives of Grade 10 students. Which of the Likert-scale ratings below
could they use in their questionnaire?
A. Frequency of Occurrence C. Level of Satisfaction
B. Degree of Importance D. Degree of Quality

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6. Which of the following is an example of the open-ended question?
A.
What are your favorite movies? Please specify their titles

B.
How often do you watch TV at home?

____ Never

____ 1 to 2 times a week

____ 3 to 4 times a week

____ Nearly everyday

C.
What is the highest educational attainment of your father?

___ Elementary Graduate

___ High School Graduate

___ College Graduate

D.
Are you in favor of the Death Penalty?

____ Yes

____ No

____ I don’t know

7. Just by looking at the instrument, the researcher decides if it is valid. What

type of validity is being described?
A. Construct Validity C. Content Validity
B. Criterion Validity D. Face Validity

8. The Ability Test has been proven to predict the writing skills of Senior High
School students. What type of test validity is shown in the example?
A. Construct Validity C. Content Validity
B. Concurrent Validity D. Face Validity

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9. What is the type of reliability when measured by administering two tests
identical in all aspects except the actual wording of items?
A. Internal Consistency Reliability C. Equivalent Forms Reliability
B. Test-retest reliability D. Inter-rater Reliability

10. It refers to the consistency of the measures or results of the instrument.

A. Validity B. Consistency C. Reliability D. Face Validity

11. Why there is a need for a pre-testing or pilot testing of a questionnaire?

A. To identify questions that are not clear to the participants
B. To identify statements that are needed to revise the research
questions
C. To measure if the participants are willing to answer the questionnaires.
D. To know if the questionnaires are difficult to answer.

12. Which of the following is the last step to do in designing a questionnaire?

A. Conceptualize the questionnaire
B. Establish the validity of the questionnaire
C. Do basic research on the background
D. Revise the Questionnaire as needed.

13. When do you consider that the Research Instrument is valid?

A. Research Instrument is valid if it measures what it is supposed to
measure.
B. The research Instrument is valid if it measures the research questions.
C. The research Instrument is valid if it is checked by the experts.
D. The research Instrument is valid if it was approved by the respondents
of the study.

14. In Descriptive research, the researcher decides the nature of intervention

or treatment. This decision covers who will receive the intervention and to
what extent it will be applied to them.
A. The statement is correct
B. The statement is incorrect
C. The statement is neither correct nor incorrect
D. The statement is incomprehensible.

15. The following are the steps in describing research intervention, EXCEPT:
A. Write the Background Information.
B. Describe the Differences between the Descriptive and Control groups.
C. Describe the Procedures of the Intervention.
D. Explain the Basis of Procedures.

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 Answer Key

15. B 15. B
14. B 14. B
13. C 13. A
12. B 12. D
11. C B. Answers may vary 11. A
10. A A. Answers may vary
10. C
9. A 9. C
8. B What’s more 8. B
7. C B. Answers may vary 7. D
6. C 6. A
5. C A. Answers may vary 5. B
4. C What I can do 4. A
3. A 3. A
B. Answers may vary
2. D 2. C
1. A. A. n=451 1. B
What I Know What is it Assessment

References

Aliswag, E., et al. Professional Guidelines in Research Writing. Aliswag Review

Series 3. Second Edition. Philippines. 2020

Prieto, Nelia G., Naval, Victoria C. and Carey, Teresita G. Practical Research 2
for Senior High School, (LORIMAR Publishing, Inc. Quezon City, Metro
Manila, 2017) 8-12, 27-28, 29-31, 32-33

Practical Research 2. Alternative Learning Modules. Department of Education

16
For inquiries or feedback, please write or call:

Department of Education – SDO Palawan

Curriculum Implementation Division Office

2nd Floor DepED Palawan Building
Telephone no. (048) 433-3292

Learning Resources Management Section

LRMS Building, PEO Compound
Telephone No. (048) 434-0099

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