Learning Objectives
By the end of the session, students should be
able to:
[Link] common research instruments.
[Link] primary and secondary sources
of data.
[Link] appropriate data collection methods
for a research situation.
[Link] an appropriate instrument and
method for a given research problem.
But the researcher:
“RESEARCH • only asks ONE student,
DISASTER!” • uses confusing
questions,
• watches students
A researcher wants without recording
to know why anything,
students are • uses a 10-year-old
report,
frequently late to • and asks questions that
school. have nothing to do with
lateness
A researcher can have a
good research topic but
still collect BAD DATA if
the method and
instrument are poor.
“What do you think will
happen if a researcher
uses a poorly prepared
instrument?”
5-METHOD
SPEED ROUND
O-observation
I-interview
Q- questionnaire
T- test
S- secondary data
Situation 1
“A researcher asks 50 students about their study habits using a Google
Form.”
Situation 2
“A researcher watches how students behave during group activities and
records what happens.”
Situation 3
“A researcher talks directly with teachers about their experiences
handling large classes.”
Situation 4
“A researcher gives students a reading assessment to measure their
reading ability.”
Situation 5
“A researcher uses DepEd enrollment statistics from a published report.”
5 Data Collection Methods and Their Research Instruments
Common Research
Data Collection Method Simple Example
Instrument / Tool
Interview guide / List of questions asked to
1. Interview
interview schedule participants
Questionnaire / survey Printed or Google Forms
2. Questionnaire
form questionnaire
Observation checklist /
Checklist used while
3. Observation observation form / rating
watching student behavior
scale
Achievement test,
Test instrument /
4. Test knowledge test,
assessment test
proficiency test
Document/record review Form used to record
5. Secondary Data form or data extraction information from reports,
sheet records, databases, etc.
Choosing the correct
method is only half of the
job. What if your instrument
is BAD?
“Don't you agree that
social media is obviously
harmful to students and
should be limited?”
5. OBJECTIVE / UNBIASED
Does it avoid influencing the
respondent?
Bad:
“Don't you agree that students waste too
much time on TikTok?”
Better:
“How much time do you usually spend on
TikTok each day?”
3, 2, 1…
3
Name 3 data collection methods.
2
Name 2 characteristics of a good research instrument.
1
What is ONE mistake a researcher should avoid when
creating an instrument?
Then finish with:
“A good researcher doesn't simply collect data. A good
researcher collects the RIGHT data using the RIGHT
method and a GOOD instrument.” PPT SLIDE
3
Name 3 data
collection methods.
2
Name 2 characteristics
of a good research
instrument
1
What is ONE mistake a
researcher should avoid
when creating an
instrument?
“A good instrument
should measure the
RIGHT thing, consistently,
fairly, clearly, and
purposefully.”
CAN WE TRUST OUR
RESEARCH
INSTRUMENT?
example:
You want to measure students' study
habits.
Your questionnaire should contain questions
about:
• reviewing lessons
• managing study time
• taking notes
• preparing for tests
• studying at home
At first glance, the questionnaire
looks appropriate for measuring
study habits.
**Important note for students:
Face validity is based on appearance
or judgment, not strong statistical
evidence that the instrument is valid.
Research Topic:
Study Habits of Grade 12 Students
If the researcher creates 20 questions,
the questions should cover the important
aspects of study habits, not just one
small part of it.
How can it be checked?
• The instrument can be reviewed by experts or
knowledgeable persons in the field to
determine whether the items are appropriate and
relevant.
• This is especially useful when researchers
develop their own questionnaire. Reviews of
research-instrument validation identify content
validity as one of the established approaches to
validity
Example 1: Academic Motivation
Researcher says:
“Our questionnaire measures academic motivation.”
The questionnaire contains:
1.I set academic goals for myself.
2.I make an effort to complete difficult school tasks.
3.I continue studying even when the lesson is difficult.
4.I try to improve my academic performance.
The question is:
Do these items really represent academic motivation?
If the items actually reflect the theoretical concept of motivation,
there is evidence supporting construct validity.
• Research Design
• Research Locale/Setting
• Research Participants/Respondents
• Sampling Technique
• Research Instrument
• Validity and Reliability of the
Instrument
• Data Gathering Procedure
• Statistical Treatment/Data Analysis