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The Research Instrument PDF

The document discusses quantitative research instruments, describing them as measurement devices used in surveys, tests, and questionnaires. It covers the development, testing, and use of instruments; different categories of instruments; considerations for usability such as administration time and clarity of directions; ensuring validity through pilot testing and measuring different types of validity including content and external validity; estimating reliability through measures like inter-rater reliability and test-retest reliability; and how reliability and validity are related when evaluating research instruments.

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MAUREN DAZA
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199 views27 pages

The Research Instrument PDF

The document discusses quantitative research instruments, describing them as measurement devices used in surveys, tests, and questionnaires. It covers the development, testing, and use of instruments; different categories of instruments; considerations for usability such as administration time and clarity of directions; ensuring validity through pilot testing and measuring different types of validity including content and external validity; estimating reliability through measures like inter-rater reliability and test-retest reliability; and how reliability and validity are related when evaluating research instruments.

Uploaded by

MAUREN DAZA
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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QUANTITATIVE RESEARCH

BY REYNOLD C. PADAGAS
THE INSTRUMENT

Instrument is the generic term that researchers


use for a measurement device (survey, test,
questionnaire, etc.).
INSTRUMENTATION

A process of developing, testing and


using the device
CATEGORIES OF INSTRUMENTS
USABILITY

Usability refers to the ease with which an


instrument can be administered, interpreted by
the participant, and scored/interpreted by the
researcher.
EXAMPLE 1

1. Students are asked to rate a lesson


immediately after class, but there are only a
few minutes before the next class begins
(problem with administration).
EXAMPLE 2

2. Studentsare asked to keep self-checklists of


their after school activities, but the directions
are complicated and the item descriptions
confusing (problem with interpretation).
EXAMPLE 3

3. Teachersare asked about their attitudes


regarding school policy, but some questions are
worded poorly which results in low completion
rates (problem with scoring/interpretation).
5 USABILITY CONSIDERATIONS

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?
VALIDITY

Validity is the extent to which an instrument


measures what it is supposed to measure and
performs as it is designed to perform.
VALIDITY

a. It is measured in degrees.
b. Instruments can not be 100% valid.
c. It involves PILOT TESTING.
EXTERNAL VALIDITY

External validity is the extent to which the results


of a study can be generalized from a sample to
a population.

An instrument that is externally valid helps obtain population


generalizability, or the degree to which a sample represents the
population.
CONTENT VALIDITY

Content validity refers to the appropriateness of


the content of an instrument.

Example: Instruments for achievement tests.


RELIABILITY

Reliability can be thought of as consistency.


4 ESTIMATORS OF RELIABILITY

1. Inter-Rater/Observer Reliability: The degree to which different


raters/observers give consistent answers or estimates.
2. Test-Retest Reliability: The consistency of a measure evaluated
over time.
3. Parallel-Forms Reliability: The reliability of two tests constructed
the same way, from the same content.
4. Internal Consistency Reliability: The consistency of results
across items, often measured with Cronbach's Alpha.
Relating Reliability and Validity

1. Reliability is directly related to the validity of the


measure.
2. Validity is more important than reliability.
3. the most useful instrument is both valid and
reliable.
CORRELATION

Question: Among 7th graders, what is the correlation


between math and science scores?

OR

Question: Among 7th graders, what is the relationship


between math and science scores?
LINEAR TREND
PERFECT RELATIONSHIP
SCATTER PLOTS
PEARSON PRODUCT MOMENT OF
CORRELATION (r)
SOMETHING TO THINK ABOUT.

 Highcorrelation does not imply causality.


You may only conclude that a linear
trend exists.
EXERCISE 1

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