Quantitative Research Instrument
➢ What do you think will happen if tools for
building a house is not prepared
meticulously?
➢ The same thing when getting information
for answers to a research problem, tools,
or instruments should be prepared
carefully. In constructing a quantitative
research instrument, it is very important to
remember that the tools created should
require responses or data that will be
numerically analyzed.
What is a Research Instrument?
➢ Research Instruments are basic
tools researchers used to gather
data for specific research
problems.
➢ Common instruments are
performance tests,
questionnaires, interviews, and
observation checklist.
What is a Research Instrument?
➢ The first two instruments are usually
used in quantitative research, while
the last two instruments are often in
qualitative research.
➢ However, interviews and observation
checklists can still be used in
quantitative research once the
information gathered is translated into
numerical data.
What is a Research Instrument?
➢ The first two instruments are usually
used in quantitative research, while
the last two instruments are often in
qualitative research.
➢ However, interviews and observation
checklists can still be used in
quantitative research once the
information gathered is translated into
numerical data.
Characteristics of a Good
Research Instrument
➢ 1. Concise. Have you tried answering a very long
test, and because of its length, you just pick the
answer without even reading it? A good research
instrument is concise in length yet can elicit the
needed data.
➢ 2. Sequential. Questions or items must be
arranged well. It is recommended to arrange it
from simplest to the most complex. In this way,
the instrument will be more favorable to the
respondents to answer.
Characteristics of a Good
Research Instrument
➢ 3. Valid and reliable. The instrument should
pass the tests of validity and reliability to get
more appropriate and accurate information.
➢ 4. Easily tabulated. Since you will be
constructing an instrument for quantitative
research, this factor should be considered.
Hence, before crafting the instruments, the
researcher makes sure that the variable and
research questions are established. These will
be an important basis for making items in the
research instruments.
Ways in Developing Research
Instrument
➢ There are three ways you can consider in
developing the research instrument for your study.
➢ First is adopting an instrument from the already
utilized instruments from previous related studies.
➢ The second way is modifying an existing
instrument when the available instruments do not
yield the exact data that will answer the research
problem.
➢ And the third way is when the researcher made his
own instrument that corresponds to the variable
and scope of his current study
Common Scales Used in
Quantitative Research
➢ Likert Scale. This is the most common scale
used in quantitative research. Respondents
were asked to rate or rank statements
according to the scale provided.
Common Scales Used in
Quantitative Research
➢ Semantic Differential. In this scale, a series
of bipolar adjectives will be rated by the
respondents. This scale seems to be more
advantageous since it is more flexible and
easy to construct.
➢ Another important consideration in
constructing a research instrument
is how to establish its validity and
reliability.
Validity
➢ A research instrument is considered valid if it
measures what it supposed to measure.
➢ When measuring oral communication
proficiency level of students, speech
performance using rubric or rating scale is
more valid than students are given multiple
choice tests.
➢ Validity also has several types: face,
content, construct, concurrent, and
predictive validity.
Types of Validity of Instrument
➢ Face Validity.
➢ It is also known as “logical
validity.” It calls for an initiative
judgment of the instruments as it
“appear.” Just by looking at the
instrument, the researcher
decides if it is valid.
Types of Validity of Instrument
➢ Content Validity.
➢ An instrument that is judged with
content validity meets the objectives of
the study. It is done by checking the
statements or questions if this elicits the
needed information. Experts in the field
of interest can also provide specific
elements that should be measured by
the instrument.
Types of Validity of Instrument
➢ Construct Validity.
➢ It refers to the validity of
instruments as it corresponds to the
theoretical construct of the study. It
is concerning if a specific measure
relates to other measures.
Types of Validity of Instrument
➢ Concurrent Validity.
➢ When the instrument can predict
results similar to those similar
tests already validated, it has
concurrent validity.
Types of Validity of Instrument
➢ Predictive Validity.
➢ When the instrument is able to
produce results similar to those
similar tests that will be employed
in the future, it has predictive
validity. This is particularly useful
for the aptitude test.
Reliability
➢ Reliability refers to the
consistency of the measures or
results of the instrument.
Types of Reliability
➢ Test-retest Reliability.
➢ It is achieved by giving the same
test to the same group of
respondents twice. The
consistency of the two scores
will be checked.
Types of Reliability
➢ Equivalent Forms Reliability.
➢ It is established by administering
two identical tests except for
wordings to the same group of
respondents.
Types of Reliability
➢ Internal Consistency Reliability.
➢ It determines how well the items
measure the same construct. It is
reasonable that when a respondent
gets a high score in one item, he will
also get one in similar items.
➢ 1. Split-half coefficient
➢ 2. Cronbach’s alpha
➢ 3. Kuder-Richardson formula.
Group Activity 1: Search in the internet for a
sample research study. Identify the research
design used and its sampling procedure.
Group Activity 2: Search for a sample research
study. Identify the ways of establishing the
validity and reliability of the instrument.