ILOILO CITY NATIONAL HIGH SCHOOL PRACTICAL RESEARCH 2 QUARTER 2
PRESENTED BY: RIZZALYN S. CAMBAS
ILOILO CITY NATIONAL HIGH SCHOOL PRACTICAL RESEARCH 2 QUARTER 2
LESSON 2.1: RESEARCH INSTRUMENTS
LESSON 2.2: VALIDITY AND
RELIABILITY OF THE RESEARCH
INSTRUMENT
ILOILO CITY NATIONAL HIGH SCHOOL PRACTICAL RESEARCH 2 QUARTER 2
AFTER GOING THROUGH THIS MODULE,
YOU ARE EXPECTED TO:
IDENTIFY AND DESCRIBE THE
DIFFERENT RESEARCH INSTRUMENTS
DIFFERENTIATE VALIDITY FROM
RELIABILITY
IDENTIFY WAYS OF DETERMINING
THE VALIDITY AND RELIABILITY OF A
RESEARCH INSTRUMENT
• Research Instruments are tools used to collect, measure
and analyze data for a specific research study or problem.
A researcher must identify the best research instrument to
collect and analyze data to answer a particular problem.
Common research instruments used are interviews, tests,
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• Choosing the right research instrument in collecting and
analyzing data requires factors to consider. The research
instrument should suit the research design and study posted.
• It must be concise. The research instrument should be concise yet
able to collect the needed data. The length of each question
should be less than 20 words.
• Questions must be arranged from simplest to complex.
• Questions must be in sequence based on the research problem
posted.
• Must be valid and reliable.
• Must be easily tabulated and interpreted.
• Must be free of bias.
Research instrument can be of the following:
• Adopting an Instrument - Instrument already used from
previous studies.
• Modifying an Instrument - Instruments from previous studies
that have been changed/improve to suit the study better.
• Researcher made Instrument - Researcher creates their
instrument to be used in the study.
1. Interview – It is an interaction where the interviewer posts verbal
questions to receive a verbal response from an interviewee. Interview
can be done in a single person (focus interview) or with a group of people
(focus group interview – composed of five to ten person). Interview can
be structured or semi-structured.
a. Structure Interview – the researcher/interviewer, has a specific set of questions
being followed.
b. Unstructured Interview – the researcher/interviewer does not follow a sequence of
questions but instead uses free-flowing, open-ended questions.
2. Observation – Data collection with the use of the senses. It is used to
gather information such as characteristics and conditions of individuals,
verbal and non-verbal communications, and environmental conditions.
Observation can be participant, non-participant, naturalistic, or
simulation.
2. OBSERVATION
a. Participant Observation – the researcher joins the group being observed. There is an
interaction between the researcher and the participants of the study.
b. Non-participant Observation – the researcher does not participate in the activities of
the group being studied or observed.
c. Naturalistic Observation – the researcher observes the participant of the study in their
natural setting and as situation occurs naturally.
d. Simulation – the researcher recreates a situation, environment, or system being
observed.
3. Questionnaire - It is a list of
questions about a particular
topic, with spaces for the
response to each question.
4. Content Analysis – using several oral or written forms of
communication to find answers to the problem. Analyzing printed
materials as well as photographs, films, drawings, and the like.
1. Questions should be in an affirmative form rather than
negative.
2. Avoid uncertain questions.
- Examples are those with words like many, always, usually, or the
like.
3. Avoid double negatives questions.
- Example: Don’t you disagree with the proposed grading system?
4. Avoid asking two questions in one.
- Example: Will you join the competition and lead your team?
1. Yes or No type – Questions
answerable by “yes” or “no.”
Examples:
Did SHS students attend the webinar on time? ( ) Yes ( ) No
Did you receive the allowance given by the LGU? ( ) Yes ( ) No
2. Recognition Type – Possible responses are already
provided. Participants of the study simply choose
among given possible responses.
3. Completion Type – uses open-ended questions,
where participants supply answers to a given
question.
4. Subjective Type – Participants of the study
provide opinion on a specific
question or topic.
5. Coding Type – participants are asked to rate
pertinent data needed on the research by using
numbers
1. Likert Scale – respondents are asked to rate or
rank statements
Example: Likert Scale to measure attitude towards
online learning
2. Semantic Differential – bipolar adjectives are
rated by the respondents
Example: Description of the webinar speaker.
ILOILO CITY NATIONAL HIGH SCHOOL PRACTICAL RESEARCH 2 QUARTER 2
How would you know if the chose research instrument is correct?
Will the content of the research instrument be enough to gather
all necessary data for the research?
Here comes the importance of checking the validity and reliability
of the research instrument used.
of an instrument is characterized by being able to measure what it needs to
measure. For example, A study on students' attitudes towards online learning,
an instrument focusing on how students view online learning is more valid than
an instrument focusing on students' online learning difficulties
FACE VALIDITY
CONTENT VALIDITY
CONSTRUCT VALIDITY
CONCURRENT VALIDITY
PREDICTIVE VALIDITY
Face Validity - Also known as “logical validity.” It is done by looking
at the “appearance” of the instrument. Includes question spacing,
font style, margin, or any factors that may distract the
respondents in answering the instrument.
Content Validity – It is determined if the questions/content of
the instrument measure what it needs to measure. Does it elicit
the needed information to answer the research questions or
problem?
Experts assess instruments in the field of study to suggest if the
instrument is valid or not.
Construct Validity – It is determined if the instrument answers
the theoretical design of the study.
Construct Validity – means your research instrument measures the
concept (construct) that it’s supposed to measure — not something else.
Concurrent Validity – Finding a correlation between a
standardized and a new test. If the result is similar, then there is
concurrent validity on the instrument use.
Concurrent Validity – Concurrent validity is a type of criterion-related validity that checks
whether the results of your new instrument agree with or are consistent with the results of
an already established (standard) instrument that measures the same thing — at the
same time.
Predictive Validity - Determines if a test or an instrument can
predict future results of similar standardized or new tests.
Predictive validity is another type of criterion-related validity that shows how
well your instrument or test can predict future performance or outcomes
related to the concept it measures.
refers to the consistency of results. An instrument is reliable if
it provides the same results to individuals who take the test not only once.
TEST-RETEST OR STABILITY TEST
INTERNAL CONSISTENCY
Test-retest or Stability Test - is determined by high correlation
or yielding the same results when the instrument is given twice
to the respondent.
Internal Consistency – Tests should be consistent or
correlated with one another. If a subject got a high score on the
first items, it is assumed that the subject will also get high
scores on similar items. Internal consistency can be measured
through the split-half coefficient or Kuder-Richardson formula.