Research

Instruments
Samples
 What are Data?
 Data refers to the information researchers obtain on
the subjects of their research.
 Demographic information or scores from a test are
examples of data collected.
 The researcher has to determine what kind of data
they need to collect.
 The device the researcher uses to collect data is called
an instrument.
 Key Questions
 The instruments and procedures used in collecting data is called
instrumentation.

 Questions arise regarding the procedures and conditions under which

the instruments will be administered:
Where will the data be collected?
When will the data be collected?
How often are the data to be collected?
Who is to collect the data?

 The most highly regarded types of instruments can provide useless

data if administered incorrectly, by someone disliked by respondents,
under noisy, inhospitable conditions, or when subjects are exhausted.
 Validity, Reliability, and Objectivity
 Validity is an important consideration in the choice of an instrument to
be used in a research investigation
 It should measure what it is supposed to measure
 Researchers want instruments that will allow them to make warranted
conclusions about the characteristics of the subjects they study
 Reliability is another important consideration, since researchers want
consistent results from instrumentation
 Consistency gives researchers confidence that the results actually represent the
achievement of the individuals involved
 Objectivity refers to the absence of subjective judgments
 This should be eliminated with regards to achievement of the subjects, even if
its difficult to do so
 Usability
 An important consideration for any researcher in choosing or designing
an instrument is how easy the instrument will actually be to use.
 Some of the questions asked which assess usability are:
 How long will it take to administer?
 Are the directions clear?
 How easy is it to score?
 Do equivalent forms exist?
 Have any problems been reported by others who used it?
 Getting satisfactory answers can save a researcher a lot of time and
energy.
Types of Researcher-completed
Instruments
Excerpt from a Behavior Rating Scale for Teachers
(Figure 7.4)

Instructions: For each of the behaviors listed

below, circle the appropriate number, using
the following key: 5 = Excellent, 4 = Above
Average, 3 = Average, 2 = Below Average,
1 = Poor.

A. Explains course material clearly.

1 2 3 4 5
B. Establishes rapport with students.
1 2 3 4 5
C. Asks high-level questions.
1 2 3 4 5
D. Varies class activities.
1 2 3 4 5
Excerpt from a Graphic Rating Scale (Figure 7.5)

Instructions: Indicate the quality of the student’s participation

in the following class activities by placing an X anywhere along
each line.

AlwaysFrequently Occasionally Seldom Never

1. Listens to teacher’s instructions.

Always Frequently Occasionally Seldom Never

2. Listens to the opinions of other students.

Always Frequently Occasionally Seldom Never

3. Offers own opinions in class discussions.
Example of a Product Rating Scale (Figure 7.6)
Interview Schedule (Figure 7.7)
 Sample
Observation Form
(Figure 7.8)
 Discussion
Analysis Tally
Sheet (Figure 7.9)
 Participation
Flowchart (Figure
7.10)
Performance Checklist
Noting Student
Actions (Figure 7.11)
Time-and-Motion
Log (Figure 7.12)
Types of Subject-completed Instruments
Example of a
Self-
Checklist
(Figure 7.13)
 Example of
Items from a
Likert Scale
(Figure 7.14)
 Example of
the Semantic
Differential
(Figure 7.15)
 Pictorial
Attitude Scale
for Use with
Young Children
(Figure 7.16)
Sample Items
from a
Personality
Inventory
(Figure 7.17)
Sample Items
from an
Achievement
Test (Figure
7.18)
Sample Item
from an
Aptitude Test
(Figure 7.19)
Sample Items
from an
Intelligence
Test (Figure
7.20)
Example from
the Blum
Sewing
Machine Test
(Figure 7.21)
 Sample Items
from the Picture
Situation
Inventory
(Figure 7.22)
Example of a
Sociogram
(Figure 7.23)
Example of a
Group Play
(Figure 7.24)
REFERENCE:

McGraw-Hill (2006). Instrumentation. University of Arizona Pub.

https://cals.arizona.edu/classes/aed615/documents/fraenkel4_ppt_ch07.ppt