Practical Research 2 – Grade 11

Quarter 4 – Module 6: Research Instrument

First Edition, 2020

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Published by the Department of Education - Schools Division of Pasig City

Development Team of the Self-Learning Module

Writer: Charlene B. Ballera
Editor: Dyan S. Escuadra
Reviewers: Liza A. Alvarez, EPS – Research
Illustrators: Renee Rose C. Reyes & Edison P. Clet
Layout Artist: Micaelle Lauren V. Tenorio
Management Team: Ma. Evalou Concepcion A. Agustin
OIC-Schools Division Superintendent
Carolina T. Revera, CESE
OIC-Assistant Schools Division Superintendent
Manuel A. Laguerta, EdD
Chief, Curriculum Implementation Division

Education Program Supervisors

Librada L. Agon, EdD (EPP/TLE/TVL/TVE)

Liza A. Alvarez (Science/STEM/SSP/Research)
Bernard R. Balitao (AP/HUMSS)
Joselito E. Calios (English/SPFL/GAS)
Norlyn D. Conde, EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports)
Wilma Q. Del Rosario (LRMS/ADM)
Ma. Teresita E. Herrera, EdD (Filipino/GAS/Piling Larang)
Perlita M. Ignacio, PhD (EsP)
Dulce O. Santos, PhD (Kindergarten/MTB-MLE)
Teresita P. Tagulao, EdD (Mathematics/ABM)

Printed in the Philippines by Department of Education – Schools Division of

Pasig City
Practical
Research 2
11
Quarter 4
Self-Learning Module 6
Research Instrument
Introductory Message

For the facilitator:

Welcome to the Practical Research 2 for Grade 11 Self-Learning Module on

Research Instrument!

This Self-Learning Module was collaboratively designed, developed and

reviewed by educators from Schools Division Office of Pasig City headed by its Officer-
In-Charge Schools Division Superintendent, Ma. Evalou Concepcion A. Agustin in
partnership with the Local Government of Pasig through its mayor, Honorable Victor
Ma. Regis N. Sotto. The writers utilized the standards set by the K to 12 Curriculum
using the Most Essential Learning Competencies (MELC) while overcoming their
personal, social, and economic constraints in schooling.

This learning material hopes to engage the learners into guided and
independent learning activities at their own pace and time. Further, this also aims
to help learners acquire the needed 21st century skills especially the 5 Cs namely:
Communication, Collaboration, Creativity, Critical Thinking and Character while
taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Moreover, you are expected to encourage and assist the
learners as they do the tasks included in the module.
For the learner:

Welcome to the Practical Research 2 Self-Learning Module on Research

Instrument!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning material while being an active
learner.

This module has the following parts and corresponding icons:

Expectations - These are what you will be able to know after

completing the lessons in the module

Pretest - This will measure your prior knowledge and the

concepts to be mastered throughout the lesson.

Recap - This section will measure what learnings and skills

that you understand from the previous lesson.

Lesson- This section will discuss the topic for this module.

Activities - This is a set of activities you will perform.

Wrap Up- This section summarizes the concepts and

applications of the lessons.

Valuing-this part will check the integration of values in the

learning competency.

Posttest - This will measure how much you have learned from
the entire module.
EXPECTATIONS
This module aims to help you understand the lesson on developing a research
instrument used in quantitative research. It provides concepts on different types of
questions used in the instrument as well as the concept on establishing its validity
and reliability.

After going through this module, you are expected to:

a. classify the types of questions used in research instrument;

b. recognize the types of validity/reliability used in the sample scenarios; and
c. construct a sample research instrument.

PRETEST

Directions: Read and analyze the following statements. Choose the letter of the best
answer and write it in your notebook.
1. What is the general term used in research for a measuring device such as a survey
questionnaire, checklist, and test?
A. Criterion C. Instrumentation
B. Instrument D. Sampling
2. Which statement shows the correct difference between instrument and
instrumentation?
A. Instrument is the process of developing, testing, and using the measuring
device while instrumentation is a measuring device.
B. Instrument is a measuring device while instrumentation is the process of
developing, testing, and using the measuring device.
C. Instrument is the process of analyzing data presents in the measuring device
while instrumentation is the characteristic that you want to measure.
D. Instrument is the characteristic that you want to measure while
instrumentation is the process of analyzing data presents in the measuring
device.

3. What type of question is presented in the box below?

Which of the following do you prefer in college courses?

a. Courses related to computer
b. Courses related to food/hotel services
c. Courses related to business

A. Close-ended question C. Rank-order question

B. Dichotomous question D. Rating-scale question
4. The researcher created a test to measure the reading skills of Senior High School
students. To ensure how well the test measures the reading skills of the students,
the researcher found an existing test that is considered valid and used it to the same
set of students who took the first test. The results of both tests were then compared.
What type of validity did the researcher apply in this scenario?
A. Content Validity C. Criterion Validity
B. Construct Validity D. Face Validity

5. Which of the following should be avoided in conceptualizing research questions?

A. Use of sensitive and debatable questions

B. Use of clear, concise, and simple questions
C. Use of questions based on the problem statement
D. Use of consistency questions within the needs of the study

RECAP

In the previous modules, you have learned the types of sampling techniques
applied in quantitative research. As a review, let’s have a short activity. Below is a
word hunt puzzle containing the types of probability and non-probability sampling
techniques. Transfer this activity to your notebook and write a short description of
each type that you found in the puzzle.
LESSON

One of the crucial parts of research that you might experience is the
construction of a research instrument. Why? Because developing a research
instrument requires a lot of checking or validation from the experts. Always take in
mind that the quality of your research findings depends on the quality of your
research instrument.

Instrument vs. Instrumentation

In research, an instrument is a general term used by the researcher for
measuring devices such as surveys, questionnaires, tests, checklist, etc. On the
other hand, instrumentation is the action which is the process of developing, testing,
and using the instrument. Take note that instrument is the device while
instrumentation is a course of action (Prieto, Naval, and Carey 2017).

Now that you have learned the difference between instrument and
instrumentation, let us now explore the process of developing a research instrument.

Guidelines in Developing Research Instrument

Below are the given guidelines on how to develop research instrument used in
qualitative research (Prieto, Naval, and Carey 2017; Faltado et al. 2017):

Step 1. Background
• Do basic research on the chosen variables or construct of the research study.
Choose a construct that you can use to create the objective of the
questionnaire. Construct means the characteristics that you wish to measure
or to evaluate in your research instrument (e.g. weight, academic
performance, etc.).
• After identifying the construct, it is easy to state the purpose or objective of
the questionnaire and the research questions as well.

Step 2. Questionnaire Conceptualization

• Select a response scale where the respondents answer the questions in your
research study. Some of the scales you might use in your research
questionnaire are given below:

▪ Yes / No or Yes/No/Neither
▪ Likert Scale. This scale is used to measure behavior quantitatively.
Here is an example of Likert Scale:

3-point scale 4-point scale 5-point scale

Always Strongly Agree Very Satisfactory
Sometimes Agree Satisfactory
Never Disagree Neutral
Strongly Disagree Unsatisfactory
Very Unsatisfactory

• Create questions based on the objectives of the research study. These are the
guidelines in developing questions for your questionnaire:

▪ The questions should be clear, concise, and simple. Avoid lengthy and
confusing questions.
▪ Classify question under each statement based on your problem
statement.
▪ Questions should be consistent within the needs of the study.
▪ Avoid using sensitive and debatable question.
▪ Avoid using jargon or unfamiliar words in question.

• Choose the type of questions in developing your questionnaire. It can be:

▪ Dichotomous questions. It refers to a question with only two choices

such as “Yes/No” or “Like/Dislike”.

▪ Open-ended questions. It refers to a question that normally answers

the question “why”. But take in mind that this type of question is
usually used in qualitative research.
Example: What do you like most about your school?
_______________________________________________________
___
▪ Closed-ended questions. It is also called multiple-choice questions. It
consists of three or more choices.

Example: What is the highest educational attainment of your

mother?
___ elementary ___ high school ___ college

▪ Rank- order Scale questions. This is a type of question that asks for
ranking the given choices or items.

Example: Rank the following based on their

importance in work as SHS student. (3= highest and
1=lowest)
__ doing homeroom activities
__ going to library
__ using computer
▪ Rating Scale questions. It is the Likert scale form. It is a type of
question that measures the weights of the response of the respondents.

Example:
Statement 3 2 1
I feel lazy doing homework.
I am motivated to learn because of interesting
learning tools.

Step 3. Establishing the validity of the questionnaire

Once you have already done creating your research instrument, the next thing
that you must accomplish is to establish the validity of your instrument. What is
validity in research? Why do you need to assure that your instrument is valid?

Validity refers to a degree to which the instrument measures what it intends

to measure. It involves collecting and analyzing data to assess the accuracy of an
instrument. An instrument could only be valid if it measures what it’s supposed to.
Establishing the validity of the instrument is important to ensure that the instrument
accurately measures what it really needs to measure.

Here are ways to assess the validity of a set of measurement:

• Face Validity. This is a subjective type of assessment of the research

instrument. This is the simplest and the easiest type of validity wherein the
validator skims the overview of the instrument in order to form an opinion.
Moreover, it is often criticized as the weakest type of validity used in research
instruments (Stephanie, 2015).

For instance, you happened to see a questionnaire that measures

mathematical ability and you read the set of questions. Right after reading
through the questions, you decided that it seems like this is a good measure
of mathematical ability. This shows that this is a subjective judgment that
clearly indicates its weakest form (Trochim 2020).

• Content Validity. This type of assessment refers to the appropriateness of

the content of an instrument. An expert to the content or professional that is
familiar to the construct being measured is needed in this type of validity. The
expert makes a judgment about the degree to which the items in the
questionnaire cover all the relevant parts of the construct it aims to measure.
If by chance, some aspects are missing from the instrument or irrelevant
aspects are included, then the validity of the instrument is threatened
(Middleton 2020).

For instance, you, as the researcher, proceeds to the expert to validate

your research instrument. The validator lays out all the criteria that should
be met by your research instrument. Then, the validator uses this set of
criteria as a checklist to assess your instrument (Ballera et.al 2019).
• Criterion Validity. This type of validity measures how well the relationship
between the result of your instrument to the result of another instrument. A
criterion is an external measurement of the same thing. To evaluate criterion
validity, the correlation between the result of your instrument and the result
of the other instrument is computed. If it resulted in high correlation, then
your instrument truly measures what it intends to measure (Middleton 2020).

For example, an English teacher makes an instrument to measure

students’ English writing ability. In order to assess how well the instrument
measures the student’s writing skills, she finds an existing instrument that is
considered a valid measurement of English writing ability and compares the
results when the same group of students takes both tests. If the results are
very similar, the instrument created by the teacher has a high criterion
validity.

• Construct Validity. It defines how well a test measures what it claims to

measure. It is used to know whether the operational definition of a construct
aligns with the true theoretical meaning of a concept.

A construct refers to a concept or characteristic that can’t be directly

observed but can be measured by observing other indicators that are
associated with it. For instance, there is no observable entity called
“depression” that we can measure directly. But based on existing
psychological research and theory, we can measure depression based on a
collection of symptoms and indicators, such as low self-confidence and low
energy levels (Middleton 2020).

Step 4. Establishing the reliability of the questionnaire

Reliability refers to how accurate and precise the measuring instrument is. It
yields consistent responses over repeated measurements. In order to have a reliable
instrument, you need to have questions that yield consistent scores when asked
repeatedly.

Here are ways to assess the reliability of an instrument:

• Stability or Test-retest reliability. This is the simplest type of reliability

where the same questionnaire is administered twice to the same sample at a
different point in time and the correlation between two sets of scores is
computed.

• Split-half method. Also called equivalent or parallel forms. This is done by

administering two different sets of questionnaires but with the same topic to
the same sample and the correlation between two sets of scores is computed.

• Internal consistency. This is when the instrument measures a specific

concept. It is an estimate based on a single form of a test administered on a
single occasion.
Take in mind that all valid instrument is reliable but not all reliable instrument
is valid. To clearly understand this statement, let us say that you have flu and take
a thermometer to measure your temperature. The thermometer you used gives a
reliable result but not always valid because the thermometer is not calibrated
accurately so the result might be 2 degrees lower than its true value.

Step 5. Pilot testing of the questionnaire

Once you have done assessing the validity and reliability of the instrument,
the next step to take is to pilot test the questionnaire before distributing it to the
target respondents of the study. Pilot testing is like pre-testing the instrument. You
may find 10-15 people to answer the questionnaire. In this process, participants
could put remarks on some questions. This could help you to enhance your
questions.

Step 6. Revise the questionnaire

After identifying some problem in your questionnaire, revise the questionnaire
based on the feedback of the participants during pilot testing. However, do not forget
that the questionnaire should match the research objective.

ACTIVITIES

Directions: Accomplish the following activities in your research notebook.

A. Based on the sample research instrument below, classify the types of questions
used.

STUDENT SATISFACTION ON PASIG LGU SERVICES IN RESPONSE TO THE

COVID-19 PANDEMIC
Dear student, thank you for being a respondent for this survey. Please help us improve
our services by completing this survey.

Gender: ___ Female ___ Male

Age: ___ 15-16 y/o ___ 17-18 y/o ___19-20 y/o ___21 & above

1. What is your overall satisfaction rating with our Pasig LGU response to COVID-19?
___ Very Satisfied
___ Somewhat Satisfied
___ Neither Satisfied nor Dissatisfied
___ Somewhat Dissatisfied
___ Very Dissatisfied
2. Please explain your answer in item 1.
______________________________________________________________________________________
______________________________________________________________________________________
3. Please rate your level of satisfaction in the quality of services provided by the Pasig LGU.
5= Very Satisfied 4= Somewhat Satisfied 3= Neither Satisfied nor
Dissatisfied
2= Somewhat Dissatisfied 1= Very Dissatisfied

5 4 3 2 1
Health Assistance
Transportation
Financial Assistance
Community Quarantine Security
Quarantine facility
Education

4. Please rank the following in order of importance from 1 to 5 with 1 indicating most
important, 2 second most important and so on.
_______ Financial Assistance to the poor family (AYUDA)
_______ Intensification of Transmission Tracing and/or mass testing
_______ Preparation for Balik-Eskwela 2020-2021
_______ More Vehicle for Free Transportation to the workers
_______ Immediate vaccine for Covid-19

1. Gender ________________________________________
2. Age ________________________________________
3. Question #1 ________________________________________
4. Question #2 ________________________________________
5. Question #3 ________________________________________
6. Question #4 ________________________________________

B. Recognize the types of validity/reliability used in each of the following scenarios.

Choose the letter of the best answer from the choices inside the box.

A. Face Validity E. Stability

B. Content Validity F. Split-half Method
C. Construct Validity G. Internal Consistency
D. Criterion Validity

____1. The expert assessed the instrument measuring the students’ ability to handle
stress based on the set of criteria that truly reflects the construct being measured.
What type of validity is used by the expert?
____2. An instructor distributes a set of tests to his class, a few weeks after, he
distributes another different test but on the same topic as the first set of tests. What
type of reliability is used by the instructor?
____3. An English class takes an English Proficiency Test and then take it again after
a month so the instructor can assess the reliability of the test. What type of reliability
is used by the instructor?
____4. The researcher examines the questions on the instrument measuring the
impact of mobile games on the sleeping habits of the teenagers by simply skimming
it. On its surface, the survey questionnaire seems like a good representation of what
it aims to measure. What type of validity is being used by the researcher?
____5. The researchers conducted two different tests to their respondents. Afterward,
they compared and correlated the result of the test they created to the result of the
test that already existed and validated. They did this to assess how well their
researchers-made-test measured what it intended to measure. What type of validity
is used by the researchers?
C. Construct a sample research instrument based on your research topic. You may
use different type of questions if you wish to. Follow the sample guide below in
constructing the draft of your research instrument.

________________________________________________________
(Research Title)
Objective:___________________________________________________________
_____________________________________________________________________

I. Respondents Profile (if needed) such as name, age, gender, etc.

II. Research Questionnaire

Direction: ____________________________________________________

1.
2.
3.
4.
5.

WRAP–UP

To summarize what you have learned today, complete the diagram on the
steps of developing or constructing a research instrument. Put some important notes
to remember in each step. Accomplish this activity in your notebook.

VALUING

Nowadays, social media is widely used by people to easily access news and
information around the world. Yet, a lot of fake news surround in social media that
threatened the knowledge and belief of an individual. As a responsible student, how
are you going to make sure that the news and information that you see in social
media are valid and reliable before believing and sharing them to others? How can
you relate your learnings in this situation? Write your answer in your notebook. You
may also share your idea to your family members or friends.
POSTTEST

Directions: Read and analyze the following statements. Choose the letter of the best
answer and write it in your notebook.
1. It is an assessment that refers to the consistency of the result.
A. Criterion C. Reliability
B. Instrument D. Validity

2. Which statement is correct about the validity and reliability of an instrument?

A. A reliable instrument is always valid.
B. A valid instrument is always reliable.
C. A valid instrument is not always reliable.
D. A reliable instrument does not need to be valid.

3. What type of question is presented in the box below?

What comes first to last when it comes to your most preferred mobile
game? Put 1 to your most preferred mobile game, 2 to your second preferred
game and 3 to the least preferred game.

___ Mobile Legend (ML) ___ League of Legend (LOL) ___ Call of Duty (COD)

A. Close-ended question C. Rank-order question

B. Dichotomous question D. Rating-scale question

4. In Senior high school, all the students were given a pretest at the beginning of the
semester. And then at the end of the semester, all the students were given a posttest.
The content of the pretest and posttest were usually the same. What type of reliability
is applied in this scenario?
A. Construct C. Internal Consistency
B. Criterion Validity D. Stability/Test-Retest

5. The researcher created an instrument to measure the perception of the people on

the effects of Covid-19 to their life. The researcher used some terms in his survey
questions that are known to be unfamiliar to the ordinary people. What do you think
is the mistake made by the researcher in formulating his questions?

A. Use of jargon words in the questions

B. Use of sensitive words in the questions
C. Use of words in the questions that are broad in meaning
D. Use of words in the questions that are not anchored in the aims of the study
KEY TO CORRECTION

5. Rank-order scale 5. D
A 5. 4. Rating Scale 4. A A 5.
D 4. 3. Open-ended 3. E C 4.
C 3. 2. Close-ended 2. F A 3.
B 2. 1. Dichotomous 1. B B 2.
C 1. Activity A Activity B B 1.
Posttest Activities Pretest

References
Ballera, Charlene B., Mary Jane A. Dalisay, Jonalyn D. Gungon, and Renee Rose C.
Reyes. 2019. Practical Research 2: Learning Module for Senior High School.
Unpublish.

Glen Stephanie. 2015. Face validity: Definition and examples.

StatisticsHowTo.com: Elementary Statistics for the rest of us!
https://www.statisticshowto.com/face-validity/

Faltado III, Reuben E., Medardo B. Bombita, Helen B. Boholano, and Angeline
Pogoy. 2017. Practical Research 2 (Quantitative Research for SHS), 79-82.
Cubao, Quezon City: Lorimar Publishing.

Middleton, Fiona. 2020. The four types of validity. Scribbr.

https://www.scribbr.com/author/fionamiddleton/

Prieto, Nelia G., Victoria C. Naval, and Teresita G. Carey. 2017. Practical Research
2: Quantitative, 112-114. Cubao, Quezon City: Lorimar Publishing Inc.

Trochim, William. 2020. Measurement validity types.

https://conjointly.com/kb/measurement-validity-types/