Module Code: PASAY-PR2-Q2-W2-D1

Name: ____________________________________________________ Track/Strand: _______________

Teacher: ___________________________________________________ Grade Level: _______________

DEPARTMENT OF EDUCATION – NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN PRACTICAL RESEARCH 2

Second Quarter/ Week 2/ Day 1

OBJECTIVE: Identifies types of instrument for data collection in quantitative research Your Lesson for Today

It cannot be denied that in educational research, data collection forms an essential component of the research
process. This is because it enables the researcher to obtain relevant information or gain the experience of others
from which he or she imbibes lessons for the enrichment of his/her study. In this respect, different procedures
and data collection instruments must be employed. For today’s lesson, you are expected to identify different
types of research instrument that may be used in your research study specially the one that may suit in this kind
of set-up which is non-face to face collection of data.

WHAT I KNOW?

Directions: Based on what you already know about the topic, label the following pictures with the instruments
used in collecting data for research. Write your answers on the blank provided.

1.___________ 4._________

2.__________
5.________

3.__________ 6._________ Page 1 of 20

Module Code: PASAY-PR2-Q2-W2-D1

Name: ____________________________________________________ Track/Strand:

_______________ Teacher: ___________________________________________________ Grade
Level: _______________
 WHAT I WANT TO KNOW?
A Research Instrument is a tool used to collect, measure, and analyze data related to your
research interests. These tools are most used in health sciences, social sciences, and education to assess
patients, clients, students, teachers, staff, etc. A research instrument can include interviews, tests, surveys,
or checklists. The research instrument is usually determined by researcher and is tied to the study
methodology.
Essentially the researcher must ensure that the instrument chosen is valid and reliable. In data
collection, it is important to find out which instrument or tool will better serve the purpose of the study, to
obtain the right information that will answer the research questions. Please note that the validity and reliability
of any research project depends largely on the appropriateness of such instruments. Whatever procedure one
uses to collect data, it must primarily be critically examined to check the extent at which it is likely to give you
the expected results Today, the use of both digital and analogue recorders enhance data collection. Technical
gadgets such as the audio and video recorders, cameras, telephones, computers, fax, and e- mail systems have
gained importance as auxiliary tools and equipment in the data collection processes, especially in this present
time.
REMEMBER:
Do not commence crafting research instrument when.
1. a research problem and suitable topic has not been identified and stated
2. your aims and objectives have not been specified
3. the research question has not been stated
4. your hypothesis, if necessary, has not been stated.
The above, obviously set the parameters within which the scope and delimitations of an academic
research activity can be defined.

Types of Research Instruments

❖ Questionnaire
This is a data collection instrument mostly used in normative surveys. This is a systematically prepared
form or document with a set of questions deliberately designed to elicit responses from respondents or research
informants for the purpose of collecting data or information.
The effective use of questionnaire for data collection depends on the mode of formulation and
administration of the questions, the medium of delivering the questionnaire and the method of contacting
respondents for retrieval of the questionnaire. These modes affect the credibility and quality of the data
obtained. Note that the respondent is not under any obligation to respond to the questionnaire. The respondent
therefore has to be influenced in order to submit accurate data to the questions administered. Types of
Questionnaire
Questionnaires may be designed as
➢ Structured (closed form) or
➢ Unstructured,(open ended form).
Structured Questionnaire
They are those in which some control or guidance is given for the answer. This may be described as
closed form because the questions are basically short, requiring the respondent to provide a ‘yes’ or ‘no’
response, or checking an item out of a list of given responses. The results of this kind of instrument is easier to
tabulate compared with the unstructured questionnaire which requires grouping and forming a theme out of the
responses.
Unstructured Questionnaire
This type, which is also termed as open-ended or unrestricted type of questionnaire calls for a free
response in the respondent's own words. The respondent frames and supplies the answer to the question raised
in the questionnaire. It also constitutes questions which give the respondent an opportunity to express his or her
opinions from a set of options. Spaces are often provided for respondents to make their inputs. The advantages
of using this kind of instrument is the breadth and depth that the different answers could give compared with the
structured questionnaire. However, this maybe take extra effort in the part of the researchers to tabulate the data
since responses may not vary.

Page 2 of 20
Module Code: PASAY-PR2-Q2-W2-D1

Name: ____________________________________________________ Track/Strand:

_______________ Teacher: ___________________________________________________ Grade
 Level: _______________

❖ Interviews
Interviews become necessary when researchers feel the need to meet face-to-face with individuals to
interact and generate ideas in a discourse that borders on mutual interest. It is an interaction in which oral
questions are posed by the interviewer to elicit oral response from the interviewee. Specifically with research
interviews, the researcher has to identify a potential source of information, and structure the interaction in a
manner that will bring out relevant information from his respondent. The creation of a cordial atmosphere is
therefore vital to the success of such an interaction. Apart from face-to-face interviews, they can also be
conducted over the phone or the computer terminal via video conferencing technology. Interviews range from
formal to less formal and to completely informal interviews.
There are four principal types of interview

Structured Interviews
The Structured Interviews are formal because, sets of questions known as interview questionnaire are
posed to each interviewee visited and the responses are recorded on a standardized schedule. It is therefore
characterized as being a closed interview situation. In structured interview, the interviewer follows a set pattern
usually adhering as much as possible to the order of questions on the interview questionnaire whilst posing the
questions in a formal manner. Interviewers must always ensure that the atmosphere of an interview is congenial
to establish interviewer-interviewee rapport.

Unstructured Interview
The Unstructured Interview is the less formal type in which although sets of questions may be used, the
interviewer freely modifies the sequence of questions, changes the wording, and sometimes explains them or
adds to them during the interaction. Hence the researcher must be careful in order not to deviate from his focus.
The atmosphere is often casual. This is conducted in what is characterized as an opened situation because there
is more flexibility and freedom in the interaction.

Non-Directive Interview
The Non-Directive Interview or the unguided gives excessive freedom for the respondent to express his
or her ideas subjectively and spontaneously as she chooses or can. There are no set questions in this style. It is
the most appropriate type of interview to use when investigating issues where the respondent must be allowed
to talk uninterrupted on a very broad topic which will unconsciously reveal personal motives, feelings, attitudes
etc.
Focus Interview
Focus Interview as the name suggests, focuses on the respondent’s subjective responses and experience
on the subject matter to elicit more information. This method is used by researchers to render the non-directive
interview more interviewer control with the use of verbal cues that serve as a stimulus to inspire.

❖ Observations
Observation (watching what people do) is a type of correlational (non-experimental) method
where researchers observe ongoing behavior.

Structured Observations:
Research conducted at a specific place, time, where participants are observed in a standardized
procedure. Rather than writing a detailed description of all behaviors observed, researchers code
observed behaviors according to a previously agreed upon scale.

Naturalistic Observation:
The study the spontaneous behavior of participants in natural surroundings. The researcher
simply records what they see in whatever way they see it.

Participant Observation:
A variation on natural observations where the researcher joins in and becomes part of the group
they are studying to get a deeper insight into their lives.

Page 3 of 20
Module Code: PASAY-PR2-Q2-W2-D1
 Name: ____________________________________________________ Track/Strand:
_______________ Teacher: ___________________________________________________ Grade
Level: _______________

❖ Test (POST or PRE-POST TEST)

The basic premise behind the pretest–posttest design involves obtaining a pretest measure of the
outcome of interest prior to administering some treatment, followed by a posttest on the same measure after
treatment occurs. Pretest–posttest designs are employed in both experimental and quasi-experimental research
and can be used with or without control groups. For example, quasi-experimental pretest–posttest designs may
or may not include control groups, whereas experimental pretest–posttest designs must include control groups.
Furthermore, despite the versatility of the pretest–posttest designs, in general, they still have limitations,
including threats to internal validity. Although such threats are of concern for quasi-experimental pretest–
posttest designs, experimental pretest–posttest designs also contain threats to internal validity.

❖ Laboratory Studies
Data can be collected either in the laboratory or in the field. Laboratory research takes place in an
environment designed by the researcher, whereas field research takes place in an environment not designed by
the researcher. Most of the experimental and nonexperimental designs that will be discussed in subsequent
chapters can be carried out either in the laboratory or in the field. However, it is true that experimental designs
are more likely to be implemented in the laboratory and nonexperimental designs are more likely to be
implemented in the field. As we will see, high levels of control characterize experimental designs. The
experimenter controls the assignment of participants to conditions, manipulates the levels of the independent
variable, and seeks to eliminate extraneous variables that may affect the dependent variable. These objectives
are much easier to accomplish in a laboratory environment than in a natural setting. Thus, the researcher is often
more confident in drawing strong cause–effect conclusions when the experiment is conducted in the laboratory
Advantages of lab studies
• More controlled
• You can simulate software and products that don’t exist yet
• You can trigger events that might normally be infrequent or hard to observe in the
wild • You can observe normally risky activities in a safe environment
• You can more easily instrument devices and the environment for data collection

PRACTICE EXERCISES 1
DIRECTIONS: Decide whether the following instruments for collecting data maybe conducted through remote
or online platform or not possible. Put a check mark on the column provided.
Can be Not Possible
Conducted for Online or
Through Phone Phone
or Online Platform
Platform

1. Structured questionnaire (closed form) with yes/no

and multiple-choice options.

2. Unstructured questionnaire with open-ended questions that

require respondents to answer with short or paragraph
responses.

3. Structured interview with sets of prepared questions

and scheduled ahead of time with the interviewees

4. Unstructured interview with sets of questions, however

the interviewer could freely modify the sequence of
questions, changes the wording, and sometimes explains
them or adds to them during the interaction.

5. Structured observations where there is a specific place,

time, where participants are observed in a standardized
procedure. Rather than writing a detailed description of all
behaviors observed, researchers code observed behaviors
according to a previously agreed upon scale.
 6. Pre/Post test to gather data from target respondents given on a
predefined set of schedules with time allotment for the duration
of the test.

Page 4 of 20
Module Code: PASAY-PR2-Q2-W2-D1

Name: ____________________________________________________ Track/Strand:

_______________ Teacher: ___________________________________________________ Grade
Level: _______________

PRACTICE EXERCISES 2
DIRECTIONS: Complete grid below with the needed information and explanation about the title of your
research and the type of instrument that you will use in collecting data for your study in this non-face to face
situation. Communicate with your group mates for your answers.
Research Title

Research Questions 1.
(Write at least three)
2.

3.

Target Respondents

Type of instrument you

will use in collecting data

Reasons on why you

choose this instrument

GENERALIZATION
Collecting data for quantitative research maybe done through different research instruments such as
interview, survey questionnaire, paper and pen test, observation or through laboratory activities. However,
given the current situation where face to face interaction is not possible, some of these instruments might not be
realizable while others could be possible such as online survey or through email, phone interview or even a test
with definite time scheduled.

EVALUATION
DIRECTIONS: Identify the research instrument used in the following statements.
1. A type of instrument where researchers observe ongoing behavior of the samples
in their natural environment with the used of checklist and notes

2. A way of collecting data that may be done through face to face, phone call or even
email where a researcher interacts with the respondents to elicit possible information and
data.

3. The researcher is often more confident in drawing strong cause–effect conclusions

when collection of data is conducted in this set up. He/she can control the assignment of
participants to conditions, manipulates the levels of the independent variable, and seeks
to eliminate extraneous variables that may affect the dependent variable.

4. This is a data collection instrument mostly used in quantitative research with

systematically prepared form or document with a set of questions deliberately designed
to elicit responses from respondents or research informants for the purpose of collecting
data or information that can be done through face-to-face or online form.

5. A type of questionnaire where respondents could freely express their answers based
 on the given questions and where blanks spaces are often provided for their responses.

References: MODULE WRITER: VICTOR L. TUBILAN PASAY CITY SOUTH HIGH

https://www.tc.columbia.edu/media/administration/institution SCHOOL
al-review-board
https://ag.purdue.edu/extension/pdehs/Documents/Quantitati
veFieldGuide
https://uca.edu/psychology/files/2013/08/Ch6-Methods-of-Da
ta-Collection

Page 5 of 20
Module Code: PASAY-PR2-Q2-W2-D2

Name: ____________________________________________________ Track/Strand:

_______________ Teacher: ___________________________________________________ Grade
Level: _______________

DEPARTMENT OF EDUCATION – NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN PRACTICAL RESEARCH 2

Second Quarter/ Week 2/ Day 2

OBJECTIVE: Chooses appropriate instrument for the research conducted

Your Lesson for Today

The total outcome of every research depends on the over-all plan of the researcher as well as the type
and quality of instrument used in the collection of data. The appropriate instrument to be employed in the study
entails a careful and tedious planning in the part of the researcher; however, the product of it would definitely
be rewarding. For today’s lesson, you are expected to decide on the type of instrument that shall be appropriate
with your current research study. Given the present situation, you are also expected to consider crafting a
research instrument that will not utilize face-to-face interaction in collecting the data. Good luck and enjoy
constructing your original or adaptive research instrument.

WHAT I KNOW?

Directions: Based on what you already knew about the topic discussed in the previous lesson, complete the
definition of the following research instruments including their usages and advantages.

1.Survey Questionnaire-
 2. Test-

3. Interview

5.Laboratory Studies/Experiment

6. Observation

Page 6 of 20
Module Code: PASAY-PR2-Q2-W2-D2

Name: ____________________________________________________ Track/Strand:

_______________ Teacher: ___________________________________________________ Grade
Level: _______________

WHAT I WANT TO KNOW?

Instrument is the general term that researchers use for a measurement device (survey,
test, questionnaire, etc.). To help distinguish between instrument and instrumentation, consider that the
instrument is the device and instrumentation is the course of action (the process of developing, testing, and
using the device).
Instruments fall into two broad categories, researcher-completed and subject-completed, distinguished
by those instruments that researchers administer versus those that are completed by participants. Researchers
chose which type of instrument, or instruments, to use based on the research question. Examples are listed
below:
Researcher-completed Instruments Subject-completed Instruments

Rating scales Questionnaires

Interview schedules/guides Self-checklists

Tally sheets Attitude scales

Flowcharts Personality inventories

Performance checklists Achievement/aptitude tests

Time-and-motion logs Projective devices

Observation forms Sociometric devices

Here are some of the actual samples of these instruments:

 RATING SCALE

In choosing research instrument, it is important to consider the kind of variables involve in the study
since they are the basis on what data should be collected from the samples. Also, you need to consider how an
instrument can be easily utilized by the respondents as well as the ease on the parts of the researcher in
interpreting the gathered data. Remember that one of the factors that could mainly affect the result of research is
its instrument and instrumentation aside from a good benchmarking of supporting literatures.

PRACTICE EXERCISE I
Directions: Complete the grid below with the needed information based on your research study.
Research Title

Variables of your research study

Respondents /Samples

3 questions from your statement of

the problem/research questions

Instrument appropriate for your study

REMEMBER:

Page 7 of 20
Module Code: PASAY-PR2-Q2-W2-D2

Name: ____________________________________________________ Track/Strand:

_______________ Teacher: ___________________________________________________ Grade
Level: _______________

Do not commence crafting research instrument when;

1. a research problem and suitable topic has not been identified and stated
2. your aims and objectives have not been specified
3. the research question has not been stated
4. your hypothesis, if necessary, has not been stated.
You may also consider the following important discussions below on how instrument should be selected.
❖ Criteria for selection of a data collection instrument.

1. Practicality of the instrument:

Concerns its cost and appropriateness for the study population. Ask the following questions before
deciding on the instrument.
➢ How much will the instrument cost?
➢ How long will it take to administer the instrument?
➢ Will the population have the physical and mental abilities to complete the instrument?
➢ Are special motor skills or language ability required of subjects?
➢ Does the researcher require special training to administer or score the instrument?
➢ If so, is this training available?
➢ Is money available, and someone available to analyze the data?

2. Reliability of the instrument:

➢ Concerns the instrument’s consistency and stability.
➢ Is the degree of consistency with which the instrument measures the attributes?
➢ There are three different types of reliability.
A. Stability Reliability:
- Refers to an instrument consistency over time.
The same scores are obtained when the instrument is used with the same subjects twice.
The correlation coefficient (coefficient of stability) range between -1.00 and + 1.00.
B- Equivalence Reliability
Concerns the degree to which two different forms of an instrument obtain the same
results or two or more observers using a single instrument obtain the same results.
C- Internal Consistency Reliability:
The extent to which all items on an instrument measure the same variable.

3. Validity of the instrument:

Refers to the degree to which an instrument measures what it is supposed to be
measuring. Validity may be established using a panel of experts or through an examination of the
existing literatures on the topic.

❖ On Developing a New Instrument for Research

Developing a new instrument means conducting an additional research project that will require
considerable effort and time to be carried out. The scientific literature on the development and adaptation of
instruments emphatically condemns this decision. Often, researchers who choose to develop new instruments
overestimate the deficiencies of the existing ones and disregard the time and effort needed to construct a new
and appropriate prototype.
In most cases, the optimistic and to some extent naive expectations of these researchers are frustrated by
the development of a new instrument whose flaws are potentially like or even greater than the ones found in
existing instruments, but with an additional aggravating factor: the possibility of comparing the results of a
study performed with the newly developed instrument to those of previous studies employing other measuring
tools is, at least initially, nonexistent. In general, we recommend developing new instruments only when there
are no other options for measuring the phenomenon in question or when the existing ones have huge and
confirmed limitations.

Page 8 of 20
Module Code: PASAY-PR2-Q2-W2-D2

Name: ____________________________________________________ Track/Strand:

_______________ Teacher: ___________________________________________________ Grade
Level: _______________
PRACTICE EXERCISES 2
DIRECTIONS: Answer the following questions in no more than 20 words.
1. Will you develop a new instrument for your research? Why or why not?
____________________________________________________________________________________
______________________________________________________________________________________ 2.
Why is practicality of instrument important in research?
____________________________________________________________________________________
________________________________________________________________________________________

Here are the types of instruments again discussed in the previous lesson, read gain the concepts and decide
which could be the best one that may fit your research study.

❖ Questionnaire
This is a data collection instrument mostly used in normative surveys. This is a systematically prepared
form or document with a set of questions deliberately designed to elicit responses from respondents or research
informants for the purpose of collecting data or information. The effective use of questionnaire for data
collection depends on the mode of formulation and administration of the questions, the medium of delivering
the questionnaire and the method of contacting respondents for retrieval of the questionnaire. Questionnaires
may be designed as
➢ Structured (closed form) or
➢ Unstructured, (open ended form).
❖ Interviews
Interviews become necessary when researchers feel the need to meet face-to-face with individuals to
interact and generate ideas in a discourse that borders on mutual interest. It is an interaction in which oral
questions are posed by the interviewer to elicit oral response from the interviewee. Interviews can be structured
interviews that are formal because, sets of questions known as interview questionnaire are posed to each
interviewee visited and the responses are recorded on a standardized schedule. It can also be unstructured
interview which is less formal type in which although sets of questions may be used, the interviewer freely
modifies the sequence of questions, changes the wording, and sometimes explains them or adds to them during
the interaction. In some instances, they can also be non-directive or the unguided gives excessive freedom for
the respondent to express his or her ideas subjectively and spontaneously as she chooses or can. Another type is
focus interview as the name suggests, focuses on the respondent’s subjective responses and experience on the
subject matter to elicit more information. This method is used by researchers to render the non-directive
interview more interviewer control with the use of verbal cues that serve as a stimulus to inspire.

❖ Observations
Observation (watching what people do) is a type of correlational (non-experimental) method
where researchers observe ongoing behavior.
Structured Observations:
Research conducted at a specific place, time, where participants are observed in a standardized
procedure. Rather than writing a detailed description of all behaviors observed, researchers code
observed behaviors according to a previously agreed upon scale.
Naturalistic Observation:
The study the spontaneous behavior of participants in natural surroundings. The
researcher simply records what they see in whatever way they see it.
Participant Observation:
A variation on natural observations where the researcher joins in and becomes part of the group
they are studying to get a deeper insight into their lives.

❖ Test (POST or PRE-POST TEST)

The basic premise behind the pretest–posttest design involves obtaining a pretest measure of the outcome
of interest prior to administering some treatment, followed by a posttest on the same measure after

Page 9 of 20
Module Code: PASAY-PR2-Q2-W2-D2
 Name: ____________________________________________________ Track/Strand:
_______________ Teacher: ___________________________________________________ Grade
Level: _______________

treatment occurs. Pretest–posttest designs are employed in both experimental and quasi-experimental research
and can be used with or without control groups.

❖ Laboratory Studies/ Experiment

Data can be collected either in the laboratory or in the field. Laboratory research takes place in an
environment designed by the researcher, whereas field research takes place in an environment not designed by
the researcher. These objectives are much easier to accomplish in a laboratory environment than in a natural
setting. Thus, the researcher is often more confident in drawing strong cause–effect conclusions when the
experiment is conducted in the laboratory

GENERALIZATIONS
Deciding on what research instrument should be used in collecting data entails several considerations like the
usability, validity, and reliability of it. Since instrument depends heavily on the types of data to be collected, it
could possibly be from researcher’s -completed instruments like performance checklist, observation forms or
tally sheets .It may also come from subject-completed instruments personal checklists, questionnaire, or test
results. If a researcher wishes to make a new instrument due to its unavailability of a ready-made one, he/she
should be aware that the process of doing so requires effort and time but rewarding. Other research experts
highly recommend adapting available instruments online that may fit the needed data to be collected.

EVALUATION
DIRECTIONS: Based on the current research conducted, decide what instrument shall be used in collecting
data. Work with your groupmate through non-face to face conference in answering the item below.

What instrument will be used in collecting data for your study? Why did you choose this instrument? What are
the considerations of choosing this instrument?

Writer: VICTOR TUBILAN

PASAY CITY SOUTH HIGH SCHOOL

References:
https://www.tc.columbia.edu/media/administration/institutional-review-board-/irb-submission-
-- documents/Published_Study-Material-Examples
https://ag.purdue.edu/extension/pdehs/Documents/QuantitativeFieldGuide
https://uca.edu/psychology/files/2013/08/Ch6-Methods-of-Data-Collection
 Page 10 of 20
Module Code: PASAY-PR2-Q2-W2-D3

Name: ____________________________________________________ Track/Strand:

_______________ Teacher: ___________________________________________________ Grade
Level: _______________

DEPARTMENT OF EDUCATION – NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN PRACTICAL RESEARCH 2

Second Quarter/ Week 2/ Day 3

OBJECTIVE: Constructs instrument appropriates of the study using Google Form and traditional form

Your Lesson for Today

The total outcome of every research depends on the over-all plan of the researcher as well as the type
and quality of instrument used in the collection of data. The appropriate instrument to be employed in the study
entails a careful and tedious planning in the part of the researcher. For today’s lesson, you are expected to craft a
research instrument that will not utilize face-to-face interaction in collecting the data such as Google Form as
well as construct an instrument using the traditional way. Careful planning on the construction is required in
order to achieve the goal of every instrument, i.e. to be valid and reliable. Good luck and enjoy constructing
your research instrument.

WHAT I KNOW?
Directions: Based on what you already know about the topic, answer the puzzle below. You may seek help
with your research group mates.

WHAT I WANT TO KNOW?

The written questionnaire is the heart and soul of any survey research project. Whether you conduct
your survey using online questionnaires, in person, by email or over the phone, the way you design your
questionnaire plays a critical role in shaping the quality of the data and insights that you’ll get.
Clarification on Survey vs. Questionnaire – what’s the difference?
Before we go too much further, let us consider the differences between surveys and questionnaires. These
two terms are often used interchangeably, but there is an important difference between them.
A survey is the process or method of collecting data from a set of respondents and using it to gather insights.
A questionnaire is the list of questions you circulate to your respondents.
In other words, the survey is the task you are carrying out, and the questionnaire is the instrument you are using
to do it. By itself, a questionnaire does not achieve much. It is when you put it into action as part of a survey that you
start to get results.

Page 11 of 20
Module Code: PASAY-PR2-Q2-W2-D3

Name: ____________________________________________________ Track/Strand:

_______________ Teacher: ___________________________________________________ Grade
Level: _______________

Crafting Your Questionnaire

It is essential to carefully craft a questionnaire to reduce survey error and optimize your data. The best
way to think about the questionnaire is with the result in mind. But the question is, how do you do that? Start
with questions, like: What is my research purpose? What data do I need? How am I going to analyze that data?
What questions are needed to best suit these variables? Once you have a clear idea of the purpose of your
survey, you will be in a better position to create an effective questionnaire. Here are a few steps to help you get
into the right mindset.
1. Keep the respondent front and center
A survey is the process of collecting information from people, so it needs to be designed around human
beings first and foremost. In his post about survey design theory, David Vannette, PhD, from the Qualtrics
Methodology Lab explains the correlation between the way a survey is designed and the quality of data that is
extracted. “To begin designing an effective survey, take a step back and try to understand what goes on in your
respondents’ heads when they are taking your survey
2. Ask questions the right way
Your questionnaire should only be as long as it needs to be, and every question needs to deliver value.
That means your questions must each have an individual purpose and produce the best possible data for that
purpose, all while supporting the overall goal of the survey. A question must also be phrased in a way that is
easy for all your respondents to understand and does not produce false results. To do this, remember the
following principles:
Get into the respondent's head. The process for a respondent answering a survey question looks like this:

➢ The respondent reads the question and determines what information they need to answer it.
➢ They search their memory for that information.
➢ They make judgments about that information.
➢ They translate that judgment into one of the answer options you have provided.
This is the process of taking the data they have and matching that information with the question that is
asked. When wording questions, make sure the question means the same thing to all respondents. Words
should have one meaning, few syllables, and the sentences should have few words. Only use the words
needed to ask your question and not a word more.
Note that it is important that the respondent understands the intent behind your question. If they do not, they
may answer a different question and the data can be skewed.
Some contextual help text, either in the introduction to the questionnaire or before the question itself,
can help make sure the respondent understands your goals and the scope of your research. Use mutually
exclusive responses. Be sure to make your response categories mutually exclusive.
respondents that are 40 and 55. As your age?
Consider the question: What is your a result, it is impossible to predict 18-30
age? 18-31 which category they will choose. 31-39
31-40 This can distort results and 40-54
40-55 frustrate respondents. It can be 55+
55+ easily avoided by making responses This question is clear and will give us
Respondents that are 31 years mutually exclusive. better results.
old have two options, as do This question is much better: What is
It is important to ask specific questions. Nonspecific questions can confuse respondents and influence results.
more specific answers that
Consider the question: Do are actionable.
you like orange juice? o
Like very much
o Like
o Neither like nor Page 12 of 20
dislike This question is much better:
o Dislike How much do you like the
o Dislike very much current price of orange
This question is very unclear. juice? o Like very much
Is it asking about taste, o Like
texture, price, or the o Neither like nor dislike
nutritional content? Different o Dislike
respondents will read this o Dislike very much
question differently. A
specific question will get
Module Code: PASAY-PR2-Q2-W2-D3

Name: ____________________________________________________ Track/Strand:

_______________ Teacher: ___________________________________________________ Grade
Level: _______________

The last question is more specific and will get better results. If you need to collect responses about more
than one aspect of a subject, you can include multiple questions on it. (Do you like the taste of orange juice? Do
you like the nutritional content of orange juice? etc.)
Use a Variety of Question Types
If all your questionnaire, survey or poll questions are structured the same way (e.g. yes/no or multiple
choice) the respondents are likely to become bored and tune out. That could mean they pay less attention to how
they are answering or even give up altogether.
Instead, mix up the question types to keep the experience interesting and varied. It is a good idea to
include questions that yield both qualitative and quantitative data.
For example, an open-ended questionnaire item such as “describe your attitude to life” will provide
qualitative data – a form of information that is rich, unstructured, and unpredictable. The respondent will tell
you in their own words what they think and feel.
A quantitative / close-ended questionnaire item, such as “Which word describes your attitude to life?
a) practical b) philosophical” gives you a much more structured answer, but the answers will be less rich and
detailed.
Open-ended questions take more thought and effort to answer, so use them sparingly. They also require
a different kind of treatment once your survey is in the analysis stage.

PRACTICE EXERCISES 1
Directions: Answer the following questions in no more than 30 words each explanation.
1. What do mutually exclusive responses mean?

________________________________________________________________________________________
__
________________________________________________________________________________________
__
________________________________________________________________________________________

2. Why should researcher need to use variety of questions in a survey questionnaire?

________________________________________________________________________________________
__
________________________________________________________________________________________
__ _____________________________________________________________________________________

3. Pre-test Your Questionnaire

 Always pre-test a questionnaire before sending it out to respondents. This will help catch any errors you
might have missed. You could ask a colleague, friend, or an expert to take the survey and give feedback. If
possible, ask a few cognitive questions like, “how did you get to that response?” and “what were you thinking
about when you answered that question?” Figure out what was easy for the responder and where there is
potential for confusion. You can then re-word where necessary to make the experience as frictionless as
possible.
If your resources allow, you could also consider using a focus group to test out your survey. Having
multiple respondents road-test the questionnaire will give you a better understanding of its strengths and
weaknesses. Match the focus group to your target respondents as closely as possible, for example in terms of
age, background, gender, and level of education.
On Questionnaire Examples and Templates
There are templates and example questions available for all kinds of surveys, many of them free online. But
they are not all created equal and you should use critical judgement when selecting one. After all, the
questionnaire templates may be free but the time and energy you will spend carrying out a survey are not.
If you are using an online questionnaire template as the basis for your own, make sure it has been
developed by professionals and is specific to the type of research you are doing. As we have explored here,
using the wrong kinds of questions can result in skewed or messy data, and could even prompt respondents to
abandon the questionnaire without finishing or give thoughtless answers.
You will find a full library of downloadable survey templates in the Qualtrics Marketplace, covering
many different types of research from employee engagement to post-event feedback. All are fully customizable
and have been developed by Qualtrics experts.
Want to dive deeper? You will find more best practices in the survey methodology on the Qualtrics blog.

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Module Code: PASAY-PR2-Q2-W2-D3

Name: ____________________________________________________ Track/Strand:

_______________ Teacher: ___________________________________________________ Grade
Level: _______________

Since face to face collection of data is not possible in this new normal, it is only imperative that as a researcher
you should know how to create survey questionnaire in Google Form for online survey. You can create a Google Form
quickly: Google released a "one click" Chrome Web Store app to create a Google Form on October 23, 2013. The
release coincided with the launch of several one- click Chrome Web Store apps to create Docs, Sheets and Slides.
Chrome browser users can install these apps from their respective links in the Web Store.
Create a Simple Survey Form
To get started, let us assume you have four things: a Google account with Google Drive enabled, the Chrome browser,
and the Google "one click" Forms web app installed. Follow the links to get each of these three items, if needed.
1. Click on the Forms web app icon
The Forms icon will be listed alongside your other
Chrome web apps, which appear when you add a new tab.

2. One click
The "one click" Forms web app opens a new
browser tab, filled with a blank Form.

3. Survey setup
Give your survey a title, along with an
explanatory sentence or two. Three checkbox
options display at the top of the survey: 1) Allow users to edit responses, 2) Require sign-in to view this form, 3)
Automatically collect respondent's user name. I recommend you leave all three of these unchecked, unless you
are certain that all of your respondents will have either Google or Google Apps accounts.
4. Add and edit questions
Next, add your questions. Each question has a Question Title and Help Text field. The Help Text field can be
used to explain a ranking system (e.g., "Use 5 to indicate the best, 1 the worst."). Each question has a checkbox option
to "Make this a required question". Use this only if the
information truly is essential. When you move the cursor
over a question, editing controls appear. Click the pencil
icon to edit.
Google Forms offers seven distinct question types:
➢ Text, for short answers;
➢ Paragraph text, for essay-length responses;
➢ Multiple choice, where one response from
many may be selected;
➢ Check boxes, where multiple items may be
selected;
➢ Choose from a list (useful for demographic
category questions, for example);
➢ Scale, for ranking items from 0 to 10; and
➢ Grid, for providing a response from 1 to 5.

PRACTICE EXERCISES 2
Directions: Write one research question from your study and write a survey question with options that may give
data for your study.

(Research
Question:___________________________________________________________) Survey
Question #__: __________________________________________________

Options:

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Module Code: PASAY-PR2-Q2-W2-D3

Name: ____________________________________________________ Track/Strand:

_______________ Teacher: ___________________________________________________ Grade
Level: _______________

5. Edit the Survey Completion Confirmation

Customize the text that respondents will see after completing the survey. To do this, click on the "More actions"
drop-down menu found in the upper right corner,
then select "edit confirmation". Be sure to thank
people for their response.
6. Distribute the survey
Click "email this form" to distribute the survey.

7. View responses
Survey responses gather in a spreadsheet
saved to your Google Drive. Open the spreadsheet
to view the responses.
8. Edit the survey later
Should you need to edit the Google
Form
later, open the spreadsheet from your
Google
Drive. Click on the "Form" menu item,
and
choose "Edit Form". This will return you to the
original screen used to create the survey.

GENERALIZATION
Creating an instrument entails hard work and careful planning although you can adapt one in the web. However
adapting an instrument might not give you the needed data due to the survey questions it contain; hence, as researcher
you should learn how to create a survey questionnaire especially if you are conducting quantitative research. Questions
in the questionnaire shall be have variations from close ended to open ended so the respondents would not feel bored in
answering the instrument as well as it helps to gather enough and appropriate data. Online platform like Google Form is
needed in conducting non-face to face survey but the content of it is the same with the traditional paper and pen survey.

EVALUATION
Directions: Construct a survey questionnaire based on the research questions formulated in your study. For those who
have a good internet connection, utilize Google Form by following the steps on how to use it. Those who have no
internet connection must pass a separate sheet for their survey questionnaire. Write an example of one of your survey
questions below. Work with your research group mates.
https://www.tc.columbia.edu/media/administration/institutional-revie
w-board
https://ag.purdue.edu/extension/pdehs/Documents/QuantitativeField
https://uca.edu/psychology/files/2013/08/Ch6-Methods-of-Data-Colle
ction

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MODULE WRITER: VICTOR L. TUBILAN PASAY CITY
SOUTH HIGH SCHOOL

References:
Module Code: PASAY-PR2-Q2-W2-D4

Name: ____________________________________________________ Track/Strand:

_______________ Teacher: ___________________________________________________ Grade
Level: _______________

DEPARTMENT OF EDUCATION – NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN PRACTICAL RESEARCH 2

Second Quarter/ Week 2/ Day 4

OBJECTIVE: Establishes the validity and reliability of instrument for the research study

Your Lesson for Today

So far, we have discussed instrumentation as related to mostly quantitative measurement. Establishing

validity and reliability in quantitative research shall be taken seriously since this is considered as the heart of
research-the instrumentation and data collection. There are many considerations on how to establish the validity
and reliability of instrument of which you are going to learn in this module. Instrument might be valid but not
reliable or vice-versa. A neophyte researcher like you should learn the essence of validity and reliability of
instrument in research, whether you adapt or create a new instrument, still it should be validated by experts
before it can be considered reliable.

WHAT I KNOW?
Directions: Based on your prior knowledge of the topic, decide whether the following statement about validity
and reliability is TRUE or FALSE. Check the corresponding column for your answers.
TRUE FALSE
 1. An instrument can be reliable with only just one trial or used in a sample
s or respondents.

2. Validity refers to the extent that the instrument measures what it was designed
to be measured.

3. Reliability can be evaluated with the test-retest method, alternative form

method, internal consistency method, the split-halves method, and inter-rater
reliability.

4. The content or set of questions and options are parts to be validated.

5. The scores from the instrument that may lead to the generalization of the results
are not essential in validity.

WHAT I WANT TO KNOW?

Validity and reliability are two important factors to consider when developing and testing any
instrument (e.g., content assessment test, questionnaire) for use in a study. Attention to these considerations
helps to ensure the quality of your measurement and of the data collected for your study.
Like what is mentioned above, reliability and validity are important aspects of selecting a survey
instrument. Reliability refers to the extent that the instrument yields the same results over multiple trials, while
validity refers to the extent that the instrument measures what it was designed to measure.
In research, there are three ways to approach validity and they include content validity, construct
validity, and criterion-related validity.
➢ Content validity measures the extent to which the items that comprise the scale accurately
represent or measure the information that is being assessed. Are the questions that are asked
representative of the possible questions that could be asked? Subject matter expert review is

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Module Code: PASAY-PR2-Q2-W2-D4

Name: ____________________________________________________ Track/Strand:

_______________ Teacher: ___________________________________________________ Grade
Level: _______________

often a good first step in instrument development to assess content validity, in relation to the area
or field you are studying.
➢ Construct validity measures what the calculated scores mean and if they can be generalized.
Construct validity uses statistical analyses, such as correlations, to verify the relevance of the
questions. Questions from an existing, similar instrument, that has been found reliable, can be
correlated with questions from the instrument under examination to determine if construct
validity is present. If the scores are highly correlated it is called convergent validity. If
convergent validity exists, construct validity is supported.
➢ Criterion-related validity has to do with how well the scores from the instrument predict a
known outcome they are expected to predict. Statistical analyses, such as correlations, are used
to determine if criterion-related validity exists. Scores from the instrument in question should be
correlated with an item they are known to predict. If a correlation of > .60 exists, criterion
related validity exists as well.
On the other hand, reliability can be assessed with the test-retest method, alternative form method,
internal consistency method, the split-halves method, and inter-rater reliability.
➢ Test-retest is a method that administers the same instrument to the same sample at two different
 points in time, perhaps one- year intervals. If the scores at both time periods are highly
correlated, > .60, they can be considered reliable.
➢ The alternative form method requires two different instruments consisting of similar content.
The same sample must take both instruments and the scores from both instruments must be
correlated. If the correlations are high, the instrument is considered reliable.
➢ Internal consistency uses one instrument administered only once. The coefficient alpha (or
Cronbach’s alpha) is used to assess the internal consistency of the item. If the alpha value is .70
or higher, the instrument is considered reliable. Internal consistency reliability looks at the
consistency of the score of individual items on an instrument, with the scores of a set of items, or
subscale, which typically consists of several items to measure a single construct. Group
variability, score reliability, number of items, sample sizes, and difficulty level of the instrument
also can impact the Cronbach’s alpha value.
➢ The split-halves method also requires one test administered once. The number of items in the
scale are divided into halves and a correlation is taken to estimate the reliability of each half of
the test. To estimate the reliability of the entire survey, the Spearman-Brown correction must be
applied.
➢ Inter-rater reliability involves comparing the observations of two or more individuals and
assessing the agreement of the observations. Inter-rater reliability checks the degree of
agreement among raters (i.e., those completing items on an instrument). Common situations
where more than one rater is involved may occur when more than one person conducts
classroom observations, uses an observation protocol, or scores an open-ended test, using a
rubric or other standard protocol. Kappa statistics, correlation coefficients, and intra-class
correlation (ICC) coefficient are some of the commonly reported measures of inter-rater
reliability.
On Further Understanding and Testing Validity
Content validity indicates the extent to which items adequately measure or represent the content of the
property or trait that the researcher wishes to measure. Subject matter expert review is often a good first step in
instrument development to assess content validity, in relation to the area or field you are studying.

Page 17 of 20
Module Code: PASAY-PR2-Q2-W2-D4

Name: ____________________________________________________ Track/Strand:

_______________ Teacher: ___________________________________________________ Grade
Level: _______________

Construct validity indicates the extent to which a measurement method accurately represents a construct (e.g., a latent variable
or phenomena that can’t be measured directly, such as a person’s attitude or belief) and produces an observation, distinct from that which
is produced by a measure of another construct. Common methods to assess construct validity include, but are not limited to, factor
analysis, correlation tests, and item response theory models (including Rasch model).
Criterion-related validity indicates the extent to which the instrument’s scores correlate with an external criterion (i.e., usually
another measurement from a different instrument) either at present (concurrent validity) or in the future (predictive validity). A common
measurement of this type of validity is the correlation coefficient between two measures.
REMEMBER:
❖ Often times, when developing, modifying, and interpreting the validity of a given instrument, rather than
view or test each type of validity individually, researchers and evaluators test for evidence of several
different forms of validity, collectively (e.g., see Samuel Messick’s work regarding validity).
❖ Developing a valid and reliable instrument usually requires multiple iterations of piloting and testing
which can be resource intensive. Therefore, when available, I suggest using already established valid
and reliable instruments, such as those published in peer-reviewed journal articles.
❖ However, even when using online available instruments, you should re-check validity and reliability,
using the methods of your study and your own participants’ data before running additional statistical
 analyses. This process will confirm that the instrument performs, as intended, in your study with the
population you are studying, even though they are identical to the purpose and population for which the
instrument was initially developed
❖ Good research instrument should have the following characteristics:
➢ Based on a conceptual framework, or the researcher's understanding of how the variables in
the study connect with each other
➢ Must gather data suitable for and relevant to the research topic
➢ Able to test hypothesis and/or answer proposed research questions under investigation ➢
Free of bias and appropriate for the context, culture, and diversity of the study site ➢
Contains clear and definite instructions to use the instrument

PRACTICE EXERCISES 1
Directions: Below is an example of survey questionnaire, examine the content then answer the questions in the box.

1. Do you think the instrument

observe content validity? Why
or Why not?

2. Does the instrument has all

the characteristics of a good
research questionnaire?
Explain your answer.

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Module Code: PASAY-PR2-Q2-W2-D4

Name: ____________________________________________________ Track/Strand:

_______________ Teacher: ___________________________________________________ Grade
Level: _______________

PRACTICE EXERCISES 2
Directions: Below is a basic example of instrument validation sheet, self-validate your research instrument using
the criteria in this form. Make sure you have already finalized your survey questionnaire before you do this task.
PRACTICE EXERCISES 3
Directions: Give a short answer to the following questions based on your answer in Practice Exercises 2.
1. Which part of your instrument needs improvement and why?

__________________________________________________________________________________________
__________________________________________________________________________________________
____________________________________________________________________________________
2. Do you think your instrument is valid based on your self-rating of it?
_________________________________________________________________________________________
_
_________________________________________________________________________________________
_ ____________________________________________________________________________________

Page 19 of 20
Module Code: PASAY-PR2-Q2-W2-D4

Name: ____________________________________________________ Track/Strand:

_______________ Teacher: ___________________________________________________ Grade
Level: _______________
GENERALIZATION
The validity of research instrument relies on the way it is constructed and its content as well as the
criterion related aspects on how it would be answered or scored by the respondents. As a new in research work,
you should pay attention on the content validity which means the items that comprise the scale accurately
represent or measure the information that is being assessed. In other words, the items should answer the
research questions about the variables of the study. An instrument is considered reliable if it is consistent,
precise, and accurate. It cannot be considered reliable if it is only consistent and precise, it should also be
accurate in answering or giving enough information and data about the problem or research question.
Reliability can be assessed with the test-retest method, alternative form method, internal consistency method,
the split halves method, and inter-rater reliability.
EVALUATION
Directions: Establish the validity and reliability of your instrument by having the form answer by an expert
from the field of your research study. Send this form together with your survey questionnaire or instrument to
the validator then to your research teacher. Write the research title on the blank before sending the form.
Name of
Evaluator:__________________________________________________Age:________
Gender: ( ) Male ( ) Female
Educational Attainment : Bachelor’s Degree in______________________________
Master’s Degree in
Position :
Employment Status: ( ) Permanent ( ) Temporary ( ) Job Order ( ) Part-time
Instructions: Listed below are criteria for evaluating the study with the title____________________________

___________________________________________________________________________________
survey questionnaire. Please rate each item by checking (/) the corresponding equivalent on the four- point
scale. Being 4 - Very High, 3 – High, 2 – Low, and 1 – Very Low.

MODULE WRITER: VICTOR L. TUBILAN

PASAY CITY SOUTH HIGH SCHOOL

References:
https://www.tc.columbia.edu/media/administration/institutional-review-board
https://ag.purdue.edu/extension/pdehs/Documents/QuantitativeField
https://uca.edu/psychology/files/2013/08/Ch6-Methods-of-Data-Collection
https://www.scribbr.com/methodology/reliability-vs-validity

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