Pr2 q2 mod2 Instrument-Development (Practical Research 2)

BS Psychology

0 0
Practical Research 2
Quarter 2 – Module 2:
Instrument Development

0 0
 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

SENIOR HS MODULE DEVELOPMENT TEAM

Author : Janina Mae V. Malibiran

Co-Author - Content Editor : Felina L. Sarmiento
Co-Author - Language Reviewer : Arleen A. Garces, MaLEd
Co-Author - Illustrator : Janina Mae V. Malibiran
Co-Author - Layout Artist : Joriel J. Cruz

Team Leaders:
School Head : Feliza C. Bravo
LRMDS Coordinator : Milyn B. Alcaide

DIVISION MANAGEMENT TEAM:

Schools Division Superintendent
OIC- Asst. Schools Division Superintendent
Chief Education Supervisor, CID
Education Program Supervisor, LRMDS
Education Program Supervisor, AP/ADM
Project Development Officer II, LRMDS
Division Librarian II, LRMDS
: Romeo M. Alip, PhD, CESO V
: William Roderick R. Fallorin, CESE
: Milagros M. Peñaflor, PhD
: Edgar E. Garcia, MITE
: Romeo M. Layug
: Joan T. Briz
: Rosita P. Serrano

Printed in the Philippines by Department of Education – Schools Division of Bataan

Office Address: Provincial Capitol Compound, Balanga City, Bataan
Telefax: (047) 237-2102
E-mail Address: bataan@deped.gov.ph

0 0
Practical Research 2
Quarter 2 – Module 2 :
Instrument Development

0 0
Introductory Message
For the facilitator:

Welcome to the Practical Research- 2 Grade 12 Alternative Delivery Mode

(ADM) Module on Drawing Conclusion and Formulating Recommendation for
Findings.

This module was collaboratively designed, developed, and reviewed by

educators both from public and private institutions to assist you, the teacher, or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners in guided and

independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st Century skills while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

0 0
For the learner:

Welcome to the Practical Research 2 -Grade 12 Alternative Delivery Mode

(ADM) Module on Drawing Conclusion and Formulating Recommendation for
Findings.

The hand is one of the most symbolized parts of the human body. It is often
used to depict skill, action, and purpose. Through our hands, we may learn, create,
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant competencies
and skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity, or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentences/paragraphs to be filled into the
process what you learned from the lesson.

0 0
 What I Can Do This section provides an activity that will help
you transfer your new knowledge or skill in
real-life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends to the
retention of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain a deep understanding of the relevant competencies. You can do it!

0 0
 What I Need to Know

This module is designed and written to help you in the process of developing
instruments in quantitative research.

Specifically, by the end of this module you will be able to:

1. Construct an instrument and establish its validity and reliability (CS_RS12-

IIa-c-3)

What I Know

Compare the two terms below. How do they differ from each other? Write their
distinctive characteristics inside each box.

Questionnaire Interview

0 0
 Lesson
Developing an Instrument
1
What’s In

Developing a good instrument is the most crucial part in conducting a research

study. When an instrument is poorly designed, it may lead to inaccurate data that
may produce misguided conclusions. However, developing an instrument takes a lot
of work and requires advanced preparation. Therefore, researchers must be careful
when developing their instrument.

Notes to the Teacher

This module explains how to develop a questionnaire and how to
conduct an interview which are used in the data collection of the

0 0
 What’s New

Study the illustration below. What do you think is wrong with the interviewer’s
question to the interviewee? Briefly explain your answer.

“Good day! I’m here to

ask you a few questions
about Computer
Literacy. How much is “What does my
your monthly salary?” salary have to do
with it?”

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________

What is it

Developing Questionnaire

A questionnaire is a research instrument wherein a researcher poses a set of pre-

determined questions.

0 0
It typically has three parts:

1. General instructions

2. Profile of the respondent

3. Body/Questionnaire items

Part 1: General Instructions – the purpose of giving general instructions is to give

the participant an idea of the purpose of your research and gives an overview of the
topic of your questionnaire. This part includes:

• Title/Introduction of the researcher – Introduce the title of your study and

you may give your name and the institution you are affiliated with.
• Purpose of the questionnaire – State the purpose or aim of your study.
• Confidentiality statement – Assure that the participant’s responses will
remain confidential.
• Voluntary participation – Make the participants aware that they don’t have
to complete the questionnaire, or they don’t have to answer any items that
they are uncomfortable with.
• How to submit the questionnaire – Instruct the participants on how to
return the questionnaire if the researcher is not present when it is
administered.

Part 2: Profile of the respondent – this asks the personal information of the
participant. It may also be called demographic characteristics or biodata. Consider
which variables are relevant and capture information only that are important to
your study.

Part 3: Body/Questionnaire Items – this contains the questions or items that

need to be answered by the participant.

Consider the following when constructing the questionnaire items:

Clarity • The questions are direct and specific.

• Only one question is asked at a time.
• The participants can understand what is being asked.
• There are no double-barreled questions (two questions
in one).
Wordiness • Questions are concise.
• There are no unnecessary words.
Negative • Questions are asked using the affirmative (e.g., Instead
Wording of asking “Which methods are not used?”, the researcher
asks, “Which methods are used?”)
Overlapping • No response covers more than one choice.
responses • All possibilities are considered.

0 0
 • There are no confusing questions.
Balance • The questions are unbiased and do not lead the
participants to a response. The questions are asked
using a neutral tone.
Use of Jargon • The terms used are understandable by the target
population.
• There are no clichés or hyperbole in the wording of the
questions
Appropriateness • The choices listed allow participants to respond
of Responses appropriately.
Listed • The responses apply to all situations or offer a way for
those to respond with unique situations.
Use of • The use of technical language is minimal and
Technical appropriate.
Language

Developing Interview Questions

An Interview is a research instrument wherein the researcher verbally asks questions

to participants of the study to answer what the research is trying to look for.

Order of Interview Questions:

First set of questions: Opening questions that establish friendly atmosphere or

mood of the participant.
Example: “How are you today?”

Second set of questions: Open-ended questions that generate the participant’s

views or ideas about the topic.
Example: “What ideas do you have about Distance Learning?”

Third set of questions: Close-ended questions that elicit specific answers

about the research topic or questions answerable with ‘Yes’ or ‘No’.
Example: “What modality are you comfortable with in Distance Learning?”

Fourth set of questions: Closing questions that give the participants a chance
to give their views or comments about the topic.
Example: “What has been your overall impression on the new normal in
education?”

0 0
 What’s More

Directions: Develop your own interview questions based on the order of Interview
questions previously discussed in the lesson. Write your answers on the flowchart
below.

First set of questions:

Second set of questions:

Third set of questions:

Fourth set of questions:

0 0
 What I Have Learned

Directions: Complete the statements by writing what you have learned in this lesson.
Cite at least 3 to 5 concepts you have learned.

In this lesson, I have learned that

__________________________.
Moreover, I also learned that

What I Can Do

Directions: Construct a questionnaire based on your chosen Research topic. Write

your answer on a separate sheet of paper. Use the guide below. You may choose to
alter some parts/details of the questionnaire.

Questionnaire
Title: _______________________________
Part I: GENERAL DIRECTIONS
Dear Respondents,
The researcher is in the process of completing a basic research entitled:
___________________________________________________________________________
This study aims to _________________________________________________________
In connection to this, I the researcher adopted and revised a
questionnaire to gather information hence, participation in this study by way
of answering the questionnaire is very important. Please feel assured that your
anonymity and the information you will give would be treated with UTMOST
CONFIDENTIALITY.
Thank you for your participation.
Respectfully yours,
The Researcher

0 0
 Part II: PROFILE OF THE RESPONDENTS
Directions: Please fill out the given space with your personal information.
Name: _____________________________ (Optional)
Gender: _____Male ______Female Age: ______ (Please Specify)

Part III: QUESTIONNAIRE ITEMS

Directions: Please read the statements carefully. Put a check mark (/) on the
column provided that corresponds to your answer. Please answer it honestly.
Weight Descriptive Equivalent
3 Always
2 Sometimes
1 Never
Always Sometimes Never
Statement
(3) (2) (1)

Assessment

Directions: Write True if the statement is correct and False if it is not.

_________1. Items in a questionnaire should not be biased or lead participants to a

response.
_________2. An open-ended question is likely to start with, or include, one of the
following words: what, how or why.
_________3. In questionnaires, the profiles of the subjects must fit the topic.
_________4. Questions should be as neutral as possible.
_________5. Participants are not allowed to explain their answers during interviews.
_________6. Get the participants involved in the interview before asking direct
questions about the topic.
_________7. The researcher must always use jargons or technical terms in
questionnaires.
_________8. Questions are asked using affirmative language.
_________9. The researcher does not need to establish a friendly atmosphere before
the interview.
_________10. The researcher needs to assure that the participant’s responses will
remain confidential.

0 0
 Additional Activities

Directions: Consider whether the following are good or poor survey questions.

Good Poor
Sample Questions

1. “Are illegal drugs bad for teens?”

2. “Which effective education strategies prevent drug abuse in

teens?”
3. “When tested for efficiency and durability how does ‘Brand
X’ and ‘Brand Y’ compare?”

4. “Is Brand X better than Brand Y?”

5. “Is owning a pet good for the elderly?”

6. “In what ways does owning a pet improve the quality of life
for the elderly?”

7. “Which national park is the best?”

8. “What features do most of popular national parks have in

common?”
9. “How much do you support the RH bill?”

10. “What is your view on the enactment of Reproductive

Health Law in the Philippines?”

0 0
 Lesson
Validity and Reliability of
2 the Research Instrument

What’s In

Now that you have learned how to develop an instrument, it must then be evaluated
for its reliability and validity. Not all instruments are created equally - some are good,
some are bad, and others are mediocre. It is important that the instrument has been
carefully critiqued, thoroughly evaluated, and pilot-tested by the researcher and
others before it is administered for the actual study, and once the instrument has
been administered, it cannot be changed. The researcher must completely redo the
data collection process if there are any problems with the instrument after it has
been administered, which is why it needs to be pilot tested first to avoid waste of
significant time and money.

This lesson will provide a deeper understanding on evaluating an instrument’s

validity and reliability.

0 0
 Notes to the Teacher

Ask the students what he or she knows

about testing for the validity and reliability
of an instrument.

What’s New

Think of synonyms or other words or phrases related to the two words

below. Write your answers inside each box.

Reliability Validity

0 0
 What is It

Reliability and validity are the two ways that researchers evaluate the quality
of an instrument. Briefly, reliability is the degree to which the instrument is
consistent whereas validity is how well the instrument measures what it is
supposed to measure.

One example of validity and reliability is an alarm clock that rings at 7:00 a.m.
each morning, but is set for 6:30 a.m. It is very reliable (it consistently rings the same
time each day), but is not valid (it is not ringing at the desired time). It's important
to consider validity and reliability of the instruments when either conducting or
evaluating a research.

The different attributes of reliability are described in Table 1 below.

Table 1.
Attributes of Reliability

Attributes Description
Homogeneity (or internal The extent to which all the items on a
consistency) scale measure one construct
Stability The consistency of results using an
instrument with repeated testing
Equivalence Consistency among responses of multiple
users of an instrument, or among
alternate forms of an instrument

Homogeneity or internal consistency can be assessed with the use of split-half

reliability, Kuder-Richardson coefficient and Cronbach's α.

• Split-half reliability- Here, the results of a test, or instrument, are divided in

half Correlations are calculated comparing both halves. Strong correlations
indicate high reliability, while weak correlations indicate the instrument may
not be reliable.
• Kuder-Richardson test- It is a more complicated version of the split-half test.
In this process the average of all possible split half combinations is determined
and a correlation between 0–1 is generated. This test is more accurate than
the split-half test but can only be completed on questions with two answers
(eg, yes or no, 0 or 1).

0 0
 • Cronbach's α- It is the most commonly used test to determine the internal
consistency of an instrument. In this test, the average of all correlations in
every combination of split-halves is determined. Instruments with questions
that have more than two responses can be used in this test. The Cronbach's
α result is a number between 0 and 1. An acceptable reliability score is one
that is 0.7 and higher.

Stability can be tested with the use of test–retest and parallel or alternate-form
reliability testing.

• Test–retest reliability- It is assessed when an instrument is given to the same

participants more than once under similar circumstances or situations. A
statistical comparison is made between participant's test scores for each of
the times they have answered it.
• Parallel-form reliability (or alternate-form reliability)- It is similar to test–retest
reliability except that a different form of the original instrument is given to
participants in subsequent tests. The domain, or concepts being tested are
the same in both versions of the instrument, but the wording of items is
different. For an instrument to demonstrate stability there should be a high
correlation between the scores each time a participant completes the test.
Generally speaking, a correlation coefficient of less than 0.3 signifies a weak
correlation, 0.3–0.5 is moderate and greater than 0.5 is strong.

Equivalence is tested through inter-rater reliability.

• Inter-rater reliability- This test includes a process for qualitatively determining

the level of agreement between two or more observers. A good example of this
is the scores of judges for a competition. The level of consistency across all
judges in the scores given to the participants is the measure of inter-rater
reliability. An example in research is when researchers are asked to give a
score for the relevancy of each item on an instrument. Consistency in their
scores relates to the level of inter-rater reliability of the instrument.

There are four types of validity. These are described in Table 2 below.

Table 2.
Types of Validity
Types Description
The extent to which a research
Content validity instrument accurately measures all
aspects of a study
The extent to which a research
Construct validity instrument (or tool) accurately measures
what it intends to measure
The extent to which a research
instrument is related to other
Criterion validity
instruments that measure the same
variables
The extent to which a research
Face validity instrument appears to be valid and
measure what it is supposed to measure

0 0
Ways to improve Validity and Reliability:

1. Define your goals and objectives clearly.

2. Match your instrument to your goals and objectives. Additionally, have the
test reviewed by others to obtain feedback from an external party who is less
invested in the instrument.
3. Assess for troublesome wording, or other technical errors.
4. Compare your instrument with other measures, or data that may be
available.

Adopting or Adapting an Instrument

The researcher may also choose to adopt or adapt pre-existing instruments to

save time and effort in developing a new one. To use an instrument that another
researcher has developed and validated is a good way to determine that the
instruments used in a research study are both reliable and valid. This will help you
in three ways:

• You can ensure that you have accurately measured the variables you are
studying.
• The significance of your study can be related to previous research that has
already been conducted in your field.
• It saves time and energy for not having to develop a new instrument.

Adopting an instrument requires very little effort and is quite simple. However,
there still might be a few modifications that are necessary even though an instrument
is adopted. When adopting an instrument, the researcher must include the following
in the instrument description:

• Who developed the instrument?

• Who validated the instrument?
• What are the other studies that have used the instrument?

Adapting an instrument requires more changes than adopting an instrument. In

this situation, the researcher follows the general format of another instrument but
adds items, removes items, and/or changes the content of each item. When adapting
an instrument, the researcher should report the same information in the
Instruments section as when adopting the instrument, but should also include the
following in the instrument description:

• What changes were made to the instrument?

• Why were they changed?

0 0
 What’s More
Directions: Both validity and reliability can be visualized using the
game of darts. If you are unfamiliar with the game, the goal is to throw a little dart
and hit the bulls-eye in the middle of the board. Validity represents the ability to hit
the bullseye accurately on the dartboard; while reliability is how many times you can
hit the same mark on the dartboard in a row. Study the illustrations below and try
to explain each in your own words.

Target A: Target B:
Poor Validity, Good Reliability Poor Validity, Poor Reliability

1. ____________________ 2. ____________________
____________________ ____________________
____________________ ____________________
____________________ ____________________

Target C: Target D:
Good Validity, Poor Reliability Good Validity, Good Reliability

3.________________________ 4.________________________
_________________________ _________________________
_________________________ _________________________
______ ______

0 0
 What I Have Learned

Directions: Complete the statements by writing what you have learned in this lesson.
Cite at least 3 to 5 concepts you have learned.

In this lesson, I have learned that

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Moreover, I also learned that

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

0 0
 What I Can Do

Directions: Evaluate the quality of the questionnaire that you have developed in the
previous lesson. Put a check mark (/) on the column that corresponds to your rating.

1-Below
4-Excellent 3-Meets 2-Average
expectations
(no expectations (some
Criteria (major
modification (with minor modification
changes
needed) changes) s needed)
needed)
Validity of the
instrument

Reliability of the
instrument

Clarity

Wordiness

Negative Wording

Overlapping responses

Balance

Use of Jargon

Appropriateness of
Responses Listed

Use of Technical
Language

0 0
 Assessment

Directions: Identify the word or group of words that corresponds to the following
statements.

______________1. It is the extent to which a research instrument accurately measures

what it intends to measure.

______________2. It is the consistency of results using an instrument with repeated

testing.

______________3. It is the extent to which a research instrument accurately measures

all aspects of a study.

______________4. It is the consistency among responses of multiple users of an

instrument, or among alternate forms of an instrument.

______________5. It is the extent to which a research instrument appears to be valid

and measure what it is supposed to measure.

______________6. It is the degree to which the instrument is consistent.

______________7. It is how well the instrument measures what it is supposed to

measure.

______________8. It is the extent to which a research instrument is related to other

instruments that measure the same variables.

______________9. It is the extent to which all the items on a scale measure one
construct.

______________10. This test includes a process for qualitatively determining the level
of agreement between two or more observers.

0 0
 Additional Activities

Directions: Complete the Venn Diagram by comparing the process of adapting and
adopting an instrument. Then briefly explain your answers below.

Adapting an Instrument Adopting an Instrument

Explanation:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

0 0
 0 0

Lesson 2
Assessment:

1. Construct Lesson 2:
Lesson 2 validity
What I Can Do:
2. Stability
Additional 3. Content
Activities: Answers may vary.
validity
4. Equivalence
Answers may vary.
5. Face validity
6. Reliability
7. Validity
8. Criterion
validity
9. Homogeneity
10. Inter-rater
li bilit

Lesson 2: Lesson 1: Lesson 1:

What’s New: Additional Assessment:

Lesson 2:
Activities:
Depends 1. True
What’s More:
on the 1. poor 2. True
Answers may vary. 2. good 3. True
student’s
3. good 4. True
answer.
4. poor 5. False
5. poor 6. True
6. good 7. False
7. poor 8. True
8. good 9. False
9. poor 10. True

Lesson 1:
Lesson 1:
What’s New:
What I Can Do:
Depends Lesson 1:
Depends on the Lesson 1: on the
student’s answer. What I Know:
student’s
What’s More:
answer.
Answers may vary.
Answers may vary.

Answer Key
References

Baraceros, E. L. (2016). Practical Research 2. Quezon City: Rex Book Store Inc.

DepEd (2016). Practical Research 2. Teacher’s Guide. First Edition.

DepEd (2020). Most Essential Learning Competencies (MELC). Practical Research 2

Conducting Educational Research. Katrina A. Korb. Retrieved October 13, 2020

from http://korbedpsych.com/R00Steps.html

0 0