VALIDATION MATRIX FOR THE SURVEY QUESTIONNAIRE

Research Title: Integrated Schools Teachers’ knowledge and skills on Classroom-Based

Action Research: Basis for Community Extension Program

Proponent: Kimberly C. Rivera, et. al.

College: Education

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Survey Questionnaire
Direction: Please rate the validity of the content included in this self-made survey questionnaire
by checking the appropriate scale and by appending needed suggestions/recommendations for
improvements in the ‘Remarks’ column.

4 – Highly Relevant
3 – Relevant with Minor Revision
2 – Relevant with Major Revision
1 – Not Relevant
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Dear Respondent,

The Bataan Peninsula State University research team would like to know your experiences on
action research to help us design professional development program on Classroom-based
Action Research (CBAR). Rest assured that your answers will be held confidential. Thank you
very much.
Sincerely,
BPSU-Research Team

Name (optional): _______________________________________

Age: 25-30 31-35 36-40 41-45

46-50 51-55 56-60 61-65
Sex: Male Female
Highest Educational Bachelor’s Degree With Master’s Degree
Attainment: With Units in Master’s With Units in Doctoral
With Doctoral Degree

Specialization:
 Note for Reviewer: 4 – Highly Relevant, 3 – Relevant with Minor Revision, 2 – Relevant
with Major Revision, 1 – Not Relevant [are scales for this validation].

Part A. Please describe how competent are you in the identified competencies in conducting
Classroom-Based Action Research:

4 - Highly competent,
3 - Moderately competent
2 - Low level of competence
1 - Not competent

Objective Items 4 3 2 1 Remarks

(Suggestions /
Recommendations)
1. 1. To assess the teachers’ level of competencies selecting a focus, collecting data,
analysis and interpretation of data and taking actions in classroom-based action
research.
Selecting a 1. Spotting research interest/ 
Focus topic clearly related to
classroom observation,
experiences and reflections
2. Narrowing the topic / 
interest in a researchable
concept
3. Writing the justification/  This should be
reason for conducting the deleted ‘coz it will
research not form part of
framing the research
question/topic being
selected.
4. Designing concise 
classroom-based research
questions
5. Searching literatures in 
relation to the problem
6. Synthesizing information  Change to: Making
from the literature reviews an Annotated
bibliography to
provide overview of
the research
7. Stating hypotheses of the  Include: hypotheses/
study assumptions
Collecting Data 1. Proposing intervention to  Make this as item no.
 solve the identified problem 6 instead of no. 1
2. Selecting appropriate  Make this as item no.
research approach and 1 instead of no. 2
methodology
3. Designing sampling  Make this as item no.
procedures 2 instead of no. 3
4. Constructing research  Make this as item no.
instrument and its validity 3 instead of no. 4
and reliability
5. Deciding appropriate  Make this as item no.
statistical data tool for data 4 instead of no. 5
collection and hypothesis
testing
6. Designing data gathering  Make this as item no.
protocols 5 instead of no. 6
Analysis and 1. Using technology in  Designing a
Interpretation presenting data through systematic approach
of Data charts, tables, graphs etc. to analyze the data
through charts….
2. Inferring patterns and 
themes from the generated
data
3. Utilizing statistical tools to 
analyze data
4. Relating the findings with 
the related literature
5.
Taking Actions 1. Summarizing key results / 
findings of the study
2. Making conclusions based 
from the gathered data
3. Proposing recommendation 
baes on the conclusion
4. Writing terminal report of 
the study

Part B. Please describe your training needs in conducting Classroom-Based Action

Research:

Objective Items 4 3 2 1 Remarks

(Suggestions /
Recommendations)
 2. To identify the teachers’ competencies in classroom-based action research which
needs improvements.
Selecting a 1. Spotting research 
Focus interest/ topic clearly
related to classroom
observation,
experiences and
reflections
2. Narrowing the topic / 
interest in a
researchable concept
3. Writing the justification/  This should be
reason for conducting deleted ‘coz it will
the research not form part of
framing the research
question/topic being
selected.
4. Designing concise 
classroom-based
research questions
5. Searching literatures in 
relation to the problem
6. Synthesizing  Change to: Making
information from the an Annotated
literature reviews bibliography to
provide overview of
the research
7. Stating hypotheses of  Include: hypotheses/
the study assumptions
Collecting Data 1. Proposing intervention  Make this as item no.
to solve the identified 6 instead of no. 1
problem
2. Selecting appropriate  Make this as item no.
research approach and 1 instead of no. 2
methodology
3. Designing sampling  Make this as item no.
procedures 2 instead of no. 3
4. Constructing research  Make this as item no.
instrument and its 3 instead of no. 4
validity and reliability
5. Deciding appropriate  Make this as item no.
statistical data tool for 4 instead of no. 5
data collection and
 hypothesis testing
6. Designing data  Make this as item no.
gathering protocols 5 instead of no. 6
Analysis and 1. Using technology in  Designing a
Interpretation presenting data through systematic approach
of Data charts, tables, graphs to analyze the data
etc. through charts….
2. Inferring patterns and 
themes from the
generated data
3. Utilizing statistical tools 
to analyze data
4. Relating the findings 
with the related
literature
5.
Taking Actions 1. Summarizing key
results / findings of the
study
2. Making conclusions 
based from the
gathered data
3. Proposing 
recommendation baes
on the conclusion
4. Writing terminal report 
of the study
5. 

Part C. Please explicitly answer the following questions:

Objective Items 4 3 2 1 Remarks

(Suggestions /
Recommendations)

2. To identify the teachers’ competencies in classroom-based action research which

needs improvements.

1. Describe the long-lasting  Might consider in

effects, if any, that you believe asking first the
the action research project will awareness of the IS
have on your professional teachers in
 career? conducting CBAR
before eliciting any
effects of CBAR, if
any.

2. In what ways will the action  Do you think CBAR

research experience empower empowers you to and
you and/or your teaching? /or your teaching? If
yes, how? If no, why?

3. How will your research 

inform your instructional
practices?

4. What problems/difficulties  Were there any

do you anticipate while problems/difficulties
engaging in action research (issues/challenges) do
and how will you resolve you anticipate in
them? engaging CBAR?

5. Which field in education 

(e.g. pedagogy, assessment,
curriculum) do you anticipate
issues and problems for your
action research?

Validated by:

ANDRES C. MATAWARAN, EdD

Printed Name Over Signature
Date Validated: October 9, 2023 (Monday)

Time Validated: 9:25 AM

 For face validation:

SURVEY INSTRUMENT VALIDATION RATING SCALE

Instruction: Please indicate your degree of agreement or disagreement on the statements

provided below by encircling the number which corresponds to your best judgment. The
statements were adapted from the criteria for evaluating survey questionnaire set forth by Good
and Scates (1972), definition of content validity given by Polit and Beck (2004) and Chavez and
Canino (2005) criteria for Cultural Equivalency Model for Translating and Adapting
Instruments.

4 – Strongly Agree 3 – Agree 2 – Disagree 1 – Strongly Disagree

Criteria 4 3 2 1

1 The items in the instrument are relevant to answer the objectives of the 
study.

2 The items in the instrument can obtain depth to constructs being measured. 

3 The instrument has an appropriate sample of items for the construct being 
measured.

4 The items and their alternatives are neither too narrow nor limited in its 
content.

5 The items in the instrument are stated clearly. 

6 The items on the instrument can elicit responses which are stable, definite, 
consistent and not conflicting

7 The terms adapted in the scale are culturally appropriate. 

8 The layout or format of the instrument is technically sound. 

9 The responses on the scale show a reasonable range of variation. 

10 The scale is not too short or long enough that the participants will be able to 
answer it within a given time.

11 The instrument is interesting such that participants will be induced to 

respond to it and accomplish it fully

12 The instrument as a whole could answer the basic purpose for which it is 
designed

13 The instrument as a whole is culturally acceptable when administered among 

 teachers in the Philippine setting.

Comments and Suggestions:

Run the tool for validity and reliability testing using Cronbach Alpha

Validated by:

ANDRES C. MATAWARAN, EdD

Printed Name Over Signature
Date Validated: October 9, 2023 (Monday)

Time Validated: 9:25 AM

Adapted from Oducado, R. F. (2020, April 1). Survey Instrument Validation Rating Scale.
https://doi.org/10.13140/RG.2.2.25263.59040