Practical Research 2 - Quarter 2 - Module 3: Validity and Reliability of Research Instruments - Department of Education - 2020 - PDF

Practical Research 2 Quarter 2 – Module 3: Validity and Reliability of Research Instruments Practical Research 2 – SHS Alternative Delivery Mode Quarter 2 – Module 3: Validity and Reliability of Research Instruments First Edition, 2020 Republic Act 8293, section 176 states that: No copyright sha...

Practical Research 2 Quarter 2 – Module 3: Validity and Reliability of Research Instruments Practical Research 2 – SHS Alternative Delivery Mode Quarter 2 – Module 3: Validity and Reliability of Research Instruments First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education OIC-Schools Division Superintendent: Carleen S. Sedilla CESE OIC-Assistant Schools Division Superintendent and OIC-Chief, CID: Jay F. Macasieb DEM Development Team of the Module Writer: Maria Cristina Balmores Editor: Edwin I. Salviejo EdD Reviewer: Ma. Cecilia Julieta G. San Jose Layout Artist: Charry Vida R. Cervantes Management Team: Neil Vincent C. Sandoval Education Program Supervisor, LRMS Edwin I. Salviejo EdD Division Science Coordinator/School Principal I \ Printed in the Philippines by the Schools Division Office of Makati City through the support of the City Government of Makati (Local School Board) Department of Education – Schools Division Office of Makati City Office Address: Gov. Noble St., Brgy. Guadalupe Nuevo City of Makati, Metropolitan Manila, Philippines 1212 Telefax: (632) 8882-5861 / 8882-5862 E-mail Address: [email protected]  What I Need to Know This module was designed and written with you in mind. It is here to help you master the Quantitative Research Methodology. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using. What I Know Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper. 1. The most practical quality of good research is __________________. a. reliability b. usability c. validity d. objectivity 2. To extent to which the topic of substance of a research instrument is truly a representative of the substance of the course is a. Construct validity c. Content validity b. Concurrent validity d. Predictive validity 3. The degree to which the research instrument measures what it purports to measure is? a. validity b. usability c. reliability d. objectivity 4. Which of the following does not belong to the group? a. validity b. reliability c. objectivity d. usability 5. The extent to which a research instrument measures a theoretical trait is a. Construct validity c. Content validity b. Concurrence validity d. Predictive validity Lesson Validity and Reliability of 1 Research Instruments What’s In In the previous lesson, you learned about the sample and the different sampling methods and techniques to select the sample from the population. In this lesson, you will learn about the data and the research What’s New instrument and the importance of designing a valid and reliable research instrument. Variables Before we start a new lesson, let us have a review of your knowledge of variables. Construct a Concept Map showing the classification of variables using the terms below. Continuity Values Intervening Continuous Moderate Constant Nominal Dependent Ordinal Discrete Ratio Functional Relations Scale of measurement Independent Variables Interval What is It Designing the Research Instrument and Establishing Validity and Reliability (Prieto, Naval and Carey, 2017) Step 1. Objectives of the Research Instrument (Background of the Variable) 1 What is a variable? What is data? Are data and variable the same? Is data a variable? Or is variable a data? Data is a variable, specifically it is the dependent variable based on functional relations. In quantitative research, your dependent variable is numerical in nature. Based on the scale of measurement, your numerical data could be nominal, ordinal, interval or ratio. Your numerical data may also be continuous or discrete, depending on the variables you are measuring. If the variable you are investigating can be counted, then the data should be discrete. But if your variable needs to be measured, then expect continuous data. Data is classified as primary or secondary according to the source of data. Primary data comes from primary sources such as individual persons, organized groups or organizations, established practices, documents in their original form, living organisms, manmade material things, and natural objects and phenomena. Secondary data comes from secondary sources such as books, articles published in professional publications, unpublished master’s theses and dissertations, monographs, manuscripts and all other second-hand sources. Based from what is gathered from the respondents, data are categorized as: a) facts, b) attitudes and feelings, c) judgments, d) psychomotor skills, e) results of tests and experiments, and f) all other data from the primary and secondary sources. (Calderon, Jose F. and Expectacion C. Gonzales, 1993) Step 2 Research Instrument Conceptualization Characteristics of a good research instrument 1. The instrument must be valid and reliable. An instrument is valid if it able to collect data that will answer the research question and complete the study. It is reliable if it is able to give the same result after several uses. 2. It must be based on the conceptual framework or the statement of the problem. The basis of the conceptual framework is an in-depth Literature Review that has formed the researcher’s expectation of the outcome of his study. 3. It must gather data relevant to the research problem and test the hypotheses. If the instrument collects data that cannot be related to the research problem or cannot be used to test the hypothesis, then they are useless data and becomes waste of effort and resources. 4. It must contain questions or items that are unequivocal. The questions must have only one interpretation, therefore requires only one answer. 5. It must contain clear and definite directions to be answered by respondents. 6. If the instrument is a mechanical device, it must be the best or latest model. 7. It must be accompanied by a good and proper cover letter. 8. It must be accompanied by a letter of recommendation from a sponsor. If the researcher is a student and doing research for academic requirement of the school, the letter must be signed by the Research Adviser and the School Head. Methods of Data Collection using Research Instruments The factors to consider when choosing the data collection method and tools are: a) nature of the problem, b) population or universe, c) budgetary requirement, and d) the time given to the study. A. Clerical tools. These are used when investigating the subject’s feelings, emotions, attitudes, judgments and the like. 1. questionnaire method 5. testing method 2. interview method 6. experimental method 3. empirical observation method 7. library method 4. registration method B. Mechanical devices. For experimental research in the physical and life sciences, microscopes, thermometers, meter sticks and monitors are used for observation of organisms and measurements of natural phenomena. The Research Instruments (Calderon, Jose F. and Expectacion C. Gonzales, 1993) 1. QUESTIONNAIRE. This instrument is a list of planned questions (based on the specific questions of the Statement of the Problem) that will be answered appropriately by properly selected respondents. The answers to the questions are supposed to provide the necessary data to complete the research study. This instrument is commonly used in social research or behavioral research. Types of questions asked in a survey questionnaire: A. According to form: 1. Free answer type. This is commonly called the open-ended questions, also called open forum, subjective, unrestricted, essay and unguided type. They could be stated in complete interrogative statement or phrases that the respondents will answer using their own words. 2. Guided response type. This is also known as closed form or restricted type. The respondents are guided to answer these questions that may be of these two types: recall and recognition. a. Recall type. The answer is known and just need to be recalled. Example: Age: ______ Date of Birth: _________ b. Recognition type. The possible answers are given as options to the respondent. There are three types: dichotomous, multiple choice and multiple response. b.1. Dichotomous. Only one answer is chosen from the two options. Example: Sex: _______ Male ______ Female b.2. Multiple Choice: Only one answer is chosen from several options. Example: Highest Educational Attainment ___ Elementary graduate ___ High School graduate 2  ___ College graduate ___ Vocational ___ Master’s/ Doctorate degree ___ Did not attend school ___ Others ______________ b.3 Multiple Response. All options that apply as responses may be chosen. Example: How do you go to school? Choose all that applies. ___ walking ___ public commute (land/water) ___ family-owned vehicle ___ school service B. According to the kind of data required 1) Descriptive (verbal) data Example: Type of dwelling _____ Concrete _____ Semi-Concrete _____ Wooden _____ Others ________ 2) Quantified (numerical) data a) How many siblings do you have? ______ b) What is your birth order? _____________ 3) Intensity of feeling, emotion or attitude Do you agree in banning provincial buses from traversing EDSA? _____ Strongly Agree _____ Agree _____ Fairly Agree _____ Disagree _____ Strongly Disagree 4) Degree of judgment How serious is the problem on online child sexual exploitation? _____ Very serious _____ Serious _____ Fairly serious _____ Not serious _____ Not a problem 5) Understanding Explain what leadership is. 6) Reasoning Do you prefer the imposition of death penalty? Why or why not? 2. INTERVIEW. This is a purposeful face-to-face method of data gathering between two persons, where the researcher is the interviewer and the respondent is the interviewee. Three Classes of Interview a) Standardized/ Structured. This type of interview is the formal interview where the interviewer cannot change the specific wordings in the interview schedule and the interview is conducted as planned and instructed. b) Nonstandardized/unstructured. This is the informal interview where the interviewer is allowed to conduct the interview in the manner he thinks will be more appropriate and which he thinks is the best for the situation. c) Semistandardized/semistructured. In this type of interview, the interviewer is required to ask a number of specific question, after which he may ask other questions as follow-up to the major questions as he thinks fit for the situation. * Focused. This type is otherwise known as depth interview. It is similar to nonstardardized interview but the series of questions to be asked are specifically focused on a specific idea or issue being investigated. * Nondirective. In this type of interview, the interviewee or respondent is encouraged to express his views without fear of rejection. The interviewee may express his feelings or opinions even without waiting for the questions. Most of the talking is done by the interviewee. The Interview Instrument a) Interview schedule. It is similar to a questionnaire except that the questions are read to the interviewee and the interviewer writes the answers of the respondent (interviewee). This is used when the researcher knows everything about the items to be tackled in the interview that are essential to the specific questions and the research hypothesis. b) Interview guide. The interview guide only provides general ideas and allows the researcher to explore more relevant topics related to the issue being investigated. This is used when the researcher has limited knowledge about the topic being investigated. Sample Interview Guide INTERVIEW GUIDE Name (optional)_______________________ Date _________________ Address ___________________________________________________ Track (in SHS): ______________________________________________ Strand: ____________________________________________________ Reason for choosing the strand_________________________________ Part-time employment_______________________________________ Time management___________________________________________ Study habits _______________________________________________ Work habits________________________________________________ Problems encountered in school________________________________ Problems encountered in the work place_________________________ Problems encountered at home________________________________ Proposed solutions to problems________________________________ Implications to reaching goals in life_____________________________ 3 3. OBSERVATION. This is a means of gathering data using the senses. With the sense of sight being frequently used in observation, this is the most direct way in gathering data. Observation method is widely used in investigating behavior. Types of Observation a. Participant and Nonparticipant observation Participant observation. The observer (researcher) lives and takes part in the daily activities of the group he is studying. Anthropology makes use of this method. Nonparticipant observation. Here the researcher is just a bystander observing the group of people he is studying. b. Structured and unstructured observation Structured observation. This is usually used in nonparticipant or controlled observation, where observations are directed to a specific aspect of the variable of the object, behavior, condition, situation, or event being studied. Unstructured observation. This also used in participant or uncontrolled observation, where the observation is not limited as long as the observation done is relevant to the research problem. c. Controlled and uncontrolled observation. Controlled observation. In most experimental studies, the variable under study is manipulated or changed while some variables are controlled so that the expected changes (data) will be observed and recorded. Most controlled observations are performed in the laboratory. Uncontrolled observation. These observations are usually done in field studies or subjects or organisms in their natural environment. No control is placed in the variable being studied within the observation area. The Observation Instrument 1. Checklist a. Checklist with short verbal entries. This checklist contains the item that needs to be observed followed by a space where descriptions of the behavior can be written. Name of Observed (optional) _________ Place of observation _____________________ Date _____________________ Direction for Observer: Give a brief of description of each item. 1. Type of dwelling _____________________________________ 2. Location for the garden ________________________________ 3. Access to sunlight ____________________________________ 4. Water provision ______________________________________ 5. Soil fertility _________________________________________ b. Checklist that indicates the presence or absence of items. Name of Observed (optional) _________ Place of observation _____________________ Date _____________________ Direction for Observer: Place a check mark (✓) if the item is present and a cross mark(x) if the item is absent on the space provided before each item. 1. Type of dwelling ___ concrete ___ wooden ___ semi-concrete 2. Location for the garden ___ front of house ___ back __ left side ___right side ___away from house c. Dichotomous checklist. Name of Observed (optional) _________ Place of observation _____________________ Date _____________________ Direction for Observer: Place a check mark (✓) on the space under Yes if the item is present or under the No if the item is absent. Yes No 1. Type of dwelling is concrete ___ ___ 2. Location for the garden is in front of house ___ ___ 2. Rating Scales. This is also a checklist with an evaluation standard. Rating scales can be used to study human behavior and physical conditions at home, at work, in school, cultural practices in the community, etc. The number of categories for a rating scale is two and usually up to five. You can always refer to your Related Studies to justify the number of categories you will use for your observation instrument. Example of dichotomous rating scale: Name of Observed (optional) __________________ Date _____________________ Class _____________ Sex ________ Age ______ Direction for Observer: Place a check mark (✓) on the space under the column that applies to the trait. Good Bad 1. Posture ___ ___ 2. Grooming ___ ___ 3. Punctuality ___ ___ 4  Example of rating scale with five categories: Name of Observed (optional) __________________ Date _____________________ Class _____________ Sex ________ Age ______ Direction for Observer: Place a check mark (✓) on the space under the column that applies to the trait. Always Very Often Often Usually Seldom Attends classes ___ ___ ___ ___ ___ Recites in class ___ ___ ___ ___ ___ 3. Anecdotal Forms. This is a checklist that is used for recording objective descriptions of behavior. Name ______________________________________ Area of Learning: __________________________ Date: ___________________ Time: ____________ Direction for Observer: In the spaces provided, enter statements of what happened, what you saw. Do not evaluate and avoid vague words. Anecdotal Observation: Interpretation/Recommendations 4. Mechanical Recording. Some devices used for recording data re listed below: a. Motion and still pictures b. Sound recording c. One-way vision screen or mirror d. Experimental or isolation cabinets for infants e. Photographic dome 5. Stenographic Recording. This is data recording where everything that is seen and heard are transcribed or written. 4. TESTS. This research instrument is made up of questions or tasks that forces responses from respondents such as learners, job applicants, current employees, professional licensure applicants. The responses indicate the respondent’s knowledge, skills, attitudes, etc. Classification of Tests for Research Purposes A. According to Standardization 1. Standard test. This type of test is prepared very carefully by specialists. This test has gone through several test preparation stages as principles of test construction had been followed so that it has followed established norms. Examples of this test include intelligence test and aptitude test. 2. Non-standard test. This is known as teacher-made test like quizzes and mastery tests. B. According to Function 1. Psychological tests. According to Good (Calderon and Gonzales, 1993), these are standardized tests that measures a person’s ability or personality as a result of the person’s life experiences. a. Intelligence test. This is usually called an I.Q. test and intend to measure general mental ability. b. Aptitude test. Like the National Career and Aptitude Examination (NCAE), this test measures special talents and abilities. c. Personality test. This test is designed to measure some aspects of an individual’s personality. The types of Personality are as follows: 1) Rating scale. Thus type is used to assess products, attitudes, characteristics of particular people. For evaluation, a chart is used for checking. 2) Personality inventory. This measures a person’s emotional adjustments or tendencies towards introversion or extroversion. It also measures a person’s dominance or submissiveness to others. 3) Projective test. This type of test makes use of some stimuli and the individual’s response to the stimuli reflects the individual’s personality. The Rorschach Test and the Thematic Apperception Test are examples of projective test. d. Vocational and professional interest inventory. This test asks items about a person’s like and dislikes relating to activities connected with work or professions. The results tell what type of work or profession the respondent is interested in. 2. Educational test. This is an achievement test that measures a learner’s knowledge. Skills, abilities and understanding after taking a course in school. This test may be standardized or non-standardized. 1. REGISTRATION. This type of research instrument refers to listings of items of the same kind in a systematic manner for record purposes. Items registered may be classified alphabetically, chronologically, qualitatively, quantitatively, and coded properly. Some registrations are found in the following institutions: a. Philippine Statistics Authority (National Statistics Office). Records of population, births, deaths, marriages b. Department of Education. Educational institutions, enrollees and graduates c. Land transportation Office. All kinds of vehicles d. Department of Interior and Local Government. Cities, municipalities and barangay officials e. Supreme Court and all lower courts of justices. Records of cases 5  f. Department of Health. Public health concerns g. Securities and Exchange Commission. Records of trades, industry and business establishments h. National Bureau of Investigations, Philippine National Police. Records of criminal cases i. School registrars. j. All others. 2. MECHANICAL DEVICES. These are apparatuses or equipment used for research that are classified according to the area of research that they used for. They are used to gather data for: i. Social and educational research. Camera, tape recorder, projector, ii. Biological and medical research. Microscope, X-ray machine, endoscope, PCR machines, monitors for vital life signs, thermal scanner iii. Physical science research. Machines that measure energy, force, gas pressure, liquid pressure, meter stick iv. Chemical science research. Devices used for pharmaceutical and drug preparation and research, weighing scales, thermometers v. Astronomy, space and atmospheric research. Telescope, barometer, hygrometer vi. All others. Computers and their special and specific application programs Research instruments fall into two broad categories, researcher-completed and subject-completed. Based on the research questions and Literature Review, the researcher can choose which type of research instrument is appropriate for the study. Examples are listed below: Examples of research instruments the researcher can choose from Researcher-completed Instruments Subject-completed Instruments Rating scales Questionnaires Interview schedules/guides Self-checklists Tally sheets Attitude scales Flowcharts Personality inventories Performance checklists Achievement/aptitude tests Time-and-motion logs Projective devices Observation forms Sociometric devices Source: (ResearchRundowns, 2020) Step 3 Establish the Validity and Reliability of the Research Instrument Characteristics of Research Instruments 1. Usability. A research instrument is said to be usable if it is easy to administer, understood by the participant, and easily scored/interpreted by the researcher. The following questions will help the researcher determine the usability of the research instrument: 1. How long will it take to administer? 2. Are the directions clear? 3. How easy is it to score? 4. Do equivalent forms exist? 5. Have any problems been reported by others who used it? 2. Validity. A research instrument is valid if it is able to correctly measure what it is supposed to measure. The following are methods to determine the validity of a research instrument: Face validity. This refers to the superficial or external inspection of the research instrument if it seems to be able to measure the variable under investigation. A thermal scanner may look like a gun pointed on a person’s forehead, but if it can read a person’s body temperature correctly, then it is valid. Content validity. Experts on the field of the variable being measured are the ones who decide a research instrument’s content validity. The measurements registered by a thermal scanner can be validated by a physical science expert. A test coordinator can validate a teacher’s test using the Table of Specifications containing the Learning Competencies that the test should be measuring. Criterion-related validity. A criterion is a basis for comparison. The research instrument’s intention to measure should relate well with its outcome. Concurrent validity. This validity determines if the research instrument can measure the variable it intends to measure if compared to other research instruments that can measure the same variable. Can a thermal scanner measure a person’s body temperature similar to a clinical thermometer? How valid is the locally developed personality test compared to the 16 Personality Factor Questionnaire? Predictive validity. This validity will show if the variable being measured by a research instrument can predict the behavior of a variable in the future. For example, will the results of the applicants’ admission test of a certain junior high school predict their performance in the National Achievement Test after finishing their junior high school? Construct validity. This validity determines how a research instrument measures how each aspect of one variable being measured is related to all other aspects of the variable being measured. One example is the Self–Perception Inventory for Filipino Children developed by Barit in1982 (Sevilla et al, 2001). The three aspects or constructs of the variable Self-Perception of Filipino Children are: Personal Self Value, Social Self Value, and Humanistic Self Value. So do these three constructs correlate with each other and validate Self-Perception of Filipino Children? 3. Reliability. This characterizes the consistency of the research instrument. It means that the research instrument will give the same accurate responses even if it is used several times in different occasions and if applicable, in different places. The reliability is usually computed by Pearson-Product Moment Correlation and the resulting reliability coefficient is the indication of reliability of the research instrument. Below are some ways to establish the reliability of a research instrument: 6  Test-Retest Reliability. The consistency of a measure evaluated over time. This is done by administering the research instrument twice with a given time interval. The two results are then correlated. Parallel-Forms Reliability. The research instrument is prepared with a parallel copy or set. Both sets are administered to the same group or individuals. The reliability of two tests constructed the same way, from the same content is determined by correlation. Split-Half Method Reliability. The research instrument is divided into two with the odd-even split- half technique. The scores of the respondents on all odd-numbered items are correlated with their scores on all the even-numbered items. Internal Consistency Reliability. The consistency of results across items, often measured with Cronbach’s Alpha. This reliability determines how correlated each item of the research instrument is to all items in the research instrument. Step 4 Pilot Testing of the Research Instrument Pilot testing the research instrument means pre-testing it. This done to a group of people with similar characteristics as the subjects or with panelists or with experts. By doing this process, you can identify areas for improvement like vague directions or confusing questions, grammatical errors or miscalculations in the time of administration or inappropriate level of difficulty to the ability or understanding of the target respondents. Step 5 Revising the Research Instrument After identifying the problem areas in the research instrument, it is now ready to be used for the actual data collection. Don’t forget that the research instrument is always accompanied by the cover letter. What’s More Activity 3.1 Understanding the Validity and Reliability of Research Instruments Given below is a Methodology of a sample research study. Read and analyze the sample by identifying what is being asked and writing your answers on the on the spaces provided for each item. Research Example 1: We created the Media Quotient survey tool to measure family media habits and observed media effects. Our first goal was to assess how many hours per week children and youth spend with media and family rules regarding the use of media. Our second goal was to gain insight into how media messages, habits, and usage were supported, reinforced, or contradicted by other family interactions. If there are rules, are they enforced consistently? If children are playing video games, do they also have structured family alternatives? Our third goal was to examine how all these factors—usage and family dynamics—might relate to school performance. 2.2. Questionnaire design The Media Quotient questionnaire was developed through a rigorous process of expert reviews and pretests. Panels of parents and media education experts met to discuss the issues and topics to be addressed in the questionnaire. Using information from these meetings, as well as information gleaned from a literature review, a draft was prepared. The questionnaire was pretested and revised multiple times with convenience samples of parents as well as with a national random sample of parents. The items were combined to create six indices. Each of the six Media Quotient indices is designed to measure an underlying construct. The reliability coefficient (Cronbach a) for the six indices is as follows: Media Use, a =.75; Monitoring, a =.89; Consistency, a =.73; Media Effects, a =.63; Media Knowledge, a =.25; and Alternative Activities, a =.66. The low alpha value for the Media Knowledge index was expected because of the wide range of topics measured by this index (e.g., it is entirely plausible that one could know that children can learn stereotypes from TV, but not know all of the TV ratings symbols). Because media habits (e.g., use, monitoring, etc.) are different for different ages children, parents of multiple children were asked to report on both their oldest (under 18 years) and youngest (at least 2 years old) children. These extremes were chosen to give the widest range of responses. Responses were averaged across children to give a general picture of children’s media habits. A separate convenience sample of 35 parents of children aged 2–17 completed the instrument twice in order to measure test–retest reliability. Thirty-three of the parents completed both instruments, with an average of 12 days (SD = 6.4, range 6–31 days) between the first and second administrations. Across all items, the mean test–retest correlation is r =.75. The mean test–retest correlation for the six indices is r =.85. The individual test–retest correlations for the six indices are as follows: Media Use, r =.96; Monitoring, r =.82; Consistency, r =.89; Media Effects, r =.84; Media Knowledge, r =.81; and Alternative Activities, r =.82. Source: (Gentile, Douglas A. and David A. Walsh, 2002) A B Question Answer A. What were the research problem/objectives of in the research example? B. Who were the respondents? C. What research instrument was used? D. How was the research instrument developed/constructed? E. How were the validity and reliability of the research instrument established? 7  What I Have Learned 1. ______ is the result or outcome the researcher intends to collect in an investigation or study. 2. The ____________ should be valid, reliable and sensitive in gathering the data from the subjects of the investigation. 3. The steps in designing the research instrument are: Step 1 _________ of the research instrument Step 2 Research instrument conceptualization Step 3 Establishing the _______ and _________ of the research instrument Step 4 _____________ of the research instrument Step 5 _____________ the research instrument 4. According to the methods of data collection, research instruments are classified as ______________ and _____________. 5. Research instruments that collect data using clerical tools are the _____________, interview, observation, test, and registration. What I Can Do Complete the table below. Column A is a list of research problems. Determine the possible Data collecting method in Column B. In Column C, determine the possible research instrument based on the data collecting methods in Column B. Give your reason for the use of the particular type of research instrument in Column D. A B C D Research Problem Data Research Reason Collection Instrument method Example: Clerical Questionnaire or The feelings and opinion How do parents feel about the K to 12 interview of parents of senior high program implementation? school are important for future improvement. 1. What is the antimicrobial effect of Cissus sicyoides (Princess Vine) Adventitious Root Ethanolic Extract on Escheria coli and Aspergillus niger? 2. What are the basic computer skills of ABC Senior High School Grade 11 and Grade 12 Students? 3. What are the effects of online marketing on the sales of small and medium enterprises? Assessment Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper. 1. Based on the type of variable according to functional relationship, what type of variable is the 2. expected outcome or result of an experiment? a. Controlled b. Dependent c. Independent d. Intervening 3. What is the most important step in designing the research instrument? a. Objectives of the research instrument b. Conceptualization of the research instrument c. Establishing the validity and reliability of the research instrument d. Pilot testing of the research instrument 4. If you plan to conduct an experimental research, which of the research instrument should you use? a. Interview guide b. Observation sheet c. Questionnaire d. Test 5. Paulo works in a food restaurant serving unli-wings. He would like to know the opinions of their customers about the quality of their food and services. Which of the following research instrument should he use? a. Audio-visual recorder c. Questionnaire b. Observation sheet d. Rating scale 6. Aya plans to determine how the students’ personality relates with the students’ choice of career. Which pair of research instruments should she use? a. Interview and rating scale c. Observation and registration b. Mechanical device and questionnaire d. Questionnaire and test 8