Practical Research 2

Quarter 2 – Module 2:
Instrument Development
 What is it
Developing Questionnaire

A questionnaire is a research instrument wherein a researcher poses a set of pre-

determined questions.
It typically has three parts:

1. General instructions

2. Profile of the respondent

3. Body/Questionnaire items

Part 1: General Instructions – the purpose of giving general instructions is to give

the participant an idea of the purpose of your research and gives an overview of the
topic of your questionnaire. This part includes:

 Title/Introduction of the researcher – Introduce the title of your study and

you may give your name and the institution you are affiliated with.
 Purpose of the questionnaire – State the purpose or aim of your study.
 Confidentiality statement – Assure that the participant’s responses will
remain confidential.
 Voluntary participation – Make the participants aware that they don’t have
to complete the questionnaire, or they don’t have to answer any items that
they are uncomfortable with.
 How to submit the questionnaire – Instruct the participants on how to
return the questionnaire if the researcher is not present when it is
administered.

Part 2: Profile of the respondent – this asks the personal information of the
participant. It may also be called demographic characteristics or biodata. Consider which
variables are relevant and capture information only that are important to your
study.

Part 3: Body/Questionnaire Items – this contains the questions or items that

need to be answered by the participant.

Consider the following when constructing the questionnaire items:

Clarity  The questions are direct and specific.

 Only one question is asked at a time.
 The participants can understand what is being asked.
 There are no double-barreled questions (two questions
in one).
Wordiness  Questions are concise.
 There are no unnecessary words.
Negative  Questions are asked using the affirmative (e.g., Instead
Wording of asking “Which methods are not used?”, the researcher
 asks, “Which methods are used?”)
Overlapping  No response covers more than one choice.
responses  All possibilities are considered.
 There are no confusing questions.
Balance  The questions are unbiased and do not lead the
participants to a response. The questions are asked
using a neutral tone.
Use of Jargon  The terms used are understandable by the target
population.
 There are no clichés or hyperbole in the wording of the
questions
Appropriateness  The choices listed allow participants to respond
of Responses appropriately.
Listed  The responses apply to all situations or offer a way for
those to respond with unique situations.
Use of  The use of technical language is minimal and
Technical appropriate.
Language
Developing Interview Questions

An Interview is a research instrument wherein the researcher verbally asks questions

to participants of the study to answer what the research is trying to look for.

Order of Interview Questions

First set of questions: Opening questions that establish friendly atmosphere or mood of the participant.
Example: “How are you today?”

Second set of questions: Open-ended questions that generate the participant’s

views or ideas about the topic.
Example: “What ideas do you have about Distance Learning?”

Third set of questions: Close-ended questions that elicit specific answers

about the research topic or questions answerable with ‘Yes’ or ‘No’.
Example: “What modality are you comfortable with in Distance Learning?”

urth set of questions: Closing questions that give the participants a chance to give their views or comments about the top
Example: “What has been your overall impression on the new normal in
education?”
 What I Can Do
Directions: Construct a questionnaire based on your chosen Research topic. Write
your answer on a separate sheet of paper. Use the guide below. You may choose to
alter some parts/details of the questionnaire.

Questionnaire
Title:
Part I: GENERAL DIRECTIONS
Dear Respondents,
The researcher is in the process of completing a basic research entitled:

This study aims to

In connection to this, I the researcher adopted and revised a
questionnaire to gather information hence, participation in this study by way
of answering the questionnaire is very important. Please feel assured that
your anonymity and the information you will give would be treated with
UTMOST CONFIDENTIALITY.
Thank you for your participation.
Respectfully yours,
The Researcher
Part II: PROFILE OF THE RESPONDENTS
Directions: Please fill out the given space with your personal information.
Name: (Optional)
Gender: Male Female Age: (Please Specify)

Part III: QUESTIONNAIRE ITEMS

Directions: Please read the statements carefully. Put a check mark (/) on the
column provided that corresponds to your answer. Please answer it honestly.
Weight Descriptive Equivalent
3 Always
2 Sometimes
1 Never
Always Sometimes Never
Statement
(3) (2) (1)
 Lesson
Validity and Reliability of
2 the Research Instrument

What is It
Reliability and validity are the two ways that researchers evaluate the quality
of an instrument. Briefly, reliability is the degree to which the instrument is
consistent whereas validity is how well the instrument measures what it is
supposed to measure.

One example of validity and reliability is an alarm clock that rings at 7:00
a.m. each morning, but is set for 6:30 a.m. It is very reliable (it consistently rings the
same time each day), but is not valid (it is not ringing at the desired time). It's
important to consider validity and reliability of the instruments when either
conducting or evaluating a research.

The different attributes of reliability are described in Table 1 below.

Table 1.

Attributes of Reliability
Attributes Description
Homogeneity (or internal The extent to which all the items on a
consistency) scale measure one construct
Stability The consistency of results using an
instrument with repeated testing
Equivalence Consistency among responses of multiple
users of an instrument, or among
alternate forms of an instrument

Homogeneity or internal consistency can be assessed with the use of split-half

reliability, Kuder-Richardson coefficient and Cronbach's α.

 Split-half reliability- Here, the results of a test, or instrument, are divided in

half Correlations are calculated comparing both halves. Strong correlations
indicate high reliability, while weak correlations indicate the instrument may
not be reliable.
 Kuder-Richardson test- It is a more complicated version of the split-half test.
In this process the average of all possible split half combinations is
determined and a correlation between 0–1 is generated. This test is more
accurate than the split-half test but can only be completed on questions with
two answers (eg, yes or no, 0 or 1).
  Cronbach's α- It is the most commonly used test to determine the internal
consistency of an instrument. In this test, the average of all correlations in
every combination of split-halves is determined. Instruments with questions
that have more than two responses can be used in this test. The Cronbach's
α result is a number between 0 and 1. An acceptable reliability score is one
that is 0.7 and higher.

Stability can be tested with the use of test–retest and parallel or alternate-form reliability testing.

 Test–retest reliability- It is assessed when an instrument is given to the same

participants more than once under similar circumstances or situations. A
statistical comparison is made between participant's test scores for each of
the times they have answered it.
 Parallel-form reliability (or alternate-form reliability)- It is similar to test–
retest reliability except that a different form of the original instrument is
given to participants in subsequent tests. The domain, or concepts being
tested are the same in both versions of the instrument, but the wording of
items is different. For an instrument to demonstrate stability there should be
a high correlation between the scores each time a participant completes the
test. Generally speaking, a correlation coefficient of less than 0.3 signifies a
weak correlation, 0.3–0.5 is moderate and greater than 0.5 is strong.

Equivalence is tested through inter-rater reliability.

 Inter-rater reliability- This test includes a process for qualitatively

determining the level of agreement between two or more observers. A good
example of this is the scores of judges for a competition. The level of
consistency across all judges in the scores given to the participants is the
measure of inter-rater reliability. An example in research is when researchers
are asked to give a score for the relevancy of each item on an instrument.
Consistency in their scores relates to the level of inter-rater reliability of the
instrument.

There are four types of validity. These are described in Table 2 below.

Table 2.
Types of Validity
Types Description
The extent to which a research
Content validity instrument accurately measures all
aspects of a study
The extent to which a research
Construct validity instrument (or tool) accurately measures
what it intends to measure
The extent to which a research
instrument is related to other
Criterion validity
instruments that measure the same
variables
The extent to which a research
Face validity instrument appears to be valid and
measure what it is supposed to measure
Ways to improve Validity and Reliability:

1. Define your goals and objectives clearly.

2. Match your instrument to your goals and objectives. Additionally, have the
test reviewed by others to obtain feedback from an external party who is less
invested in the instrument.
3. Assess for troublesome wording, or other technical errors.
4. Compare your instrument with other measures, or data that may be
available.

Adopting or Adapting an Instrument

The researcher may also choose to adopt or adapt pre-existing instruments to

save time and effort in developing a new one. To use an instrument that another
researcher has developed and validated is a good way to determine that the
instruments used in a research study are both reliable and valid. This will help you
in three ways:

 You can ensure that you have accurately measured the variables you are
studying.
 The significance of your study can be related to previous research that has
already been conducted in your field.
 It saves time and energy for not having to develop a new instrument.

Adopting an instrument requires very little effort and is quite simple. However,
there still might be a few modifications that are necessary even though an
instrument is adopted. When adopting an instrument, the researcher must include
the following in the instrument description:

 Who developed the instrument?

 Who validated the instrument?
 What are the other studies that have used the instrument?

Adapting an instrument requires more changes than adopting an instrument. In

this situation, the researcher follows the general format of another instrument but
adds items, removes items, and/or changes the content of each item. When adapting
an instrument, the researcher should report the same information in the
Instruments section as when adopting the instrument, but should also include the
following in the instrument description:

 What changes were made to the instrument?

 Why were they changed?
 What I Can Do

Directions: Evaluate the quality of the questionnaire that you have

developed in the previous lesson. Put a check mark (/) on the column
that corresponds to your rating.

1-Below
4-Excellent 3-Meets 2-Average
expectations
(no expectations (some
Criteria (major
modification (with minor modification
changes
needed) changes) s needed) needed)
Validity of the
instrument

Reliability of the
instrument

Clarity

Wordiness

Negative Wording

Overlapping responses

Balance

Use of Jargon

Appropriateness of
Responses Listed

Use of Technical
Language

8 CO_Q2_SHS Practical Research 2_Module 2

Senior High School

PRACTICAL
RESEARCH 2
Quarter 2 -
Module 3
Research
Conclusions and
Recommendations

9 CO_Q2_SHS Practical Research 2_Module 2

 Lesson Drawing Conclusions
1
What I Need to Know

A conclusion is an important part of your research study. It wraps up your writing by

summarizing the main idea for your readers. This brings your writing to a smooth close and
creates well- written answers to your research questions. You have to consider the main idea
that you want to convey to your readers and have a sense of closure in the study. It usually
starts answering the specific moving to the general inquiry. It must avoid further elaboration
which has already been done in the presentation of the results and discussion, and summary
of findings.

In the conclusion part, no new information is expected. Researchers reconsider the

research questions and draw answers for these questions. It is very important that the
conclusions are limited within the main objective of the study and research questions
presented at the beginning of the research paper. Hence, conclusions are precise statement
that directly answers the stated research questions.

Furthermore, the purpose of your conclusion is to make the readers understand the
impact of your research on them. It is a synthesis of the key points and not just a summary of
the entire research study.

What’s New

Activity 1: Therefore, I Conclude…

Direction: Read the statements at the left column and write your conclusion at the right column.

Situatio Therefore, I conclude that….

n
1. You are attending your Math class at
3:00 P.M., and suddenly you heard a
loud bang from the sky.

2. You are about to open the door of your

house when you heard your mom and
dad arguing about your college plans.

3. You failed to remind your classmates at

your FB Group Chat (GC) to bring the
materials for the coastal clean-up drive.

4. Your teacher reminded you to study your

previous lessons for the upcoming
quarterly exam. However, a close relative
died in the next town, who is scheduled
to be buried on the same day of your
exam.

10 CO_Q2_SHS Practical Research 2_Module 2

5. Your friend invited you to her birthday
party. You failed to inform your
parents because you don’t have a
cellphone load.

11 CO_Q2_SHS Practical Research 2_Module 2

 What Is It

Guidelines in Writing Your Research Conclusion

In writing your conclusion, make sure to have a brief introductory statement before
itemizing the answers to your research questions. Remember that your conclusion should
address or answer every research inquiry you have in your research study. Here are some
points you have to keep in mind.

1. Avoid merely summarizing.

Make inferences from the summary of results.

2. State your conclusion in a clear and simple language.

Emphasize the purpose of your study then relate how your findings differ from other
studies.

3. Do not just reiterate the discussion of your results.

Provide a synthesis of arguments presented in the paper to show how these converge to
address the research problem and the overall objectives of your study.

4. Avoid using numerals, figures, or simply repeating the results.

The focus of this part of research paper is not presenting results nor findings. Inferences
and implications are emphasized in the conclusions of the study.

5. Indicate opportunities for future research.

Highlighting the need for further studies provides the reader with that evidence that you
have an in-depth awareness of the research problem.

Please take note that there are different ways of formatting your conclusion. You can have
it numbered or in paragraphs, depending on your institutional format.

Research Implications

Research Implications are important content of your conclusion. It refers to the

logical relations and their result in a given situation. The conclusions you draw from the
findings, how you linked those to a specific theory or practice comprises the implication of
the study. There are two forms of implications: the practical and theoretical implications.

Practical Implication is also called as convenient implication. It is a realistic

explanation of what your research findings might mean and the fact that would arise if those
circumstances were met.

Example: Studying the implications of room-to-room campaign reveals that, it is

more effective in increasing awareness of how to fight COVID-19 than
announcing it during the students’ morning assembly.

12 CO_Q2_SHS Practical Research 2_Module 2

 Theoretical implication is a statement that supports or contradicts a theory,
previous study findings, or creates something entirely new. It also represents the literature in
your theoretical section.

Example: Based on Bolman’s Leadership Framework, results indicate that majority of

the Student Government officers significantly possess symbolic
leadership. Given that this is their strength, it supports that the results
that leadership style is significantly correlated to two-way communication
of the organization. Results also support that avenue for open forum or
discussion were provided.

Here is an example of how conclusion answers the research questions and was
drawn from summary of findings.

Research
Title:
Predominant Factors Affecting the Career Choice
of Grade 12 Students in Bamega National High School
Research Questions Summary of Findings Conclusion
1. What are different Career choice of In light of the findings,
influences in the career students is largely the following conclusion is
choice of Grade 12 influenced by drawn, the chose career of
students? environmental factor. students are influenced by
someone significant to
them. People who have
made an impact in
someone’s life affects major
decisions in life.

What’s More

Activity 2: In a Relationship and More!

Directions: Based on the findings of the study, draw the possible conclusions that would
relate to the research questions. Write your answers on the space provided.

Study 1

Research Questions:

What is the age group with the highest and the lowest number of workers?
Which employment sector has the highest and the lowest number of workers?

13 CO_Q2_SHS Practical Research 2_Module 2

 Table 1 Employment distribution of the working force in the city of Cadero.

Employment Sector Age Group

18-30 31-45 46-60
Agriculture 10 25 20
Education 50 60 60
Health 15 40 35
Law 15 30 45
Manufacturing 40 45 40
Business 45 55 65
Others 35 40 30

Summary of Findings:

Conclusions:

Study 2
Research Questions:

1. Is there a significant relationship between media literacy and online class

participation?

Table 1 Correlation Analysis of Media Literacy and Online Class Participation.

Online
Variables Interpretation
Participatio
n
Pearson
Media Literacy Correlatio .973 Significant
n
Sig. (2-tailed) .000

Summary of Findings:

Conclusions:

14 CO_Q2_SHS Practical Research 2_Module 2

Activity 4: Summarizing the findings

Directions: Perform the following tasks. Use the space below or you may use a separate paper for your
answers. Submit your output to your teacher for checking. Refer to your research study.
Summarize the findings of your research study and fill in the table below. You may have less or
more than three (3) research questions.

Research Questions/Objectives Summary of Relevant Findings

1.

2.

3.

Activity 5: Drafting Conclusion

Directions: Read the Results and Discussion in Chapter 4 of your research study, craft your
conclusions, and include also the implications. Be guided by answering your research questions.

Research Questions:

Conclusions:

Lesson
Formulating
2 Recommendatio
ns
.
What I Need to Know

Research Recommendations

Recommendations can be described as a suggestion regarding the best course of action to take as a
result of your summary of findings and conclusion. The purpose of a recommendation is to provide a useful
guide that will not only address certain problems but result in a successful outcome.

Take note that, no matter how similar the studies are in content and context, their findings may be
different because they will depend heavily on the outcomes and current situations that have occurred during
the timeframe of the study. Your recommendations should point specific actions to be addressed. An
excellent advice would direct those affected by the situation to take concrete action on what needs to be done
to solve the issue or to resolve the situation.

15 CO_Q2_SHS Practical Research 2_Module 2

 Generally, recommendations include how to further improve the pertinent variables or treatment
used in the study, suggestions to concerned individuals or agencies, future researchers who may want to
pursue similar studies, and suggests variables or research methods for future use.

Two Functions of Recommendations

Two major purposes of the research recommendations should be considered to be to craft good
recommendations.

1. Implications of your findings must identify the areas of concern that needs to be addressed.
2. How can future studies address the limitations you encountered in your research?
What’s New

Activity 1: I’ll recommend you to…

Read the statement at the left column and write your conclusion at the right column.

Situatio I’ll recommend you to…

n
1. You failed in your posttest.
2. You had a heated conversation with your friend.
3. You are forgetful.
4. You can’t sleep.
5. You’re stressed.

These are the Guidelines in writing your Research Recommendations.

1. Make sure to align your research recommendations. Your conclusion of the study should lead you to
crafting your recommendation.
2. Write specific recommendations. In this way, the recommendation actions are doable.
3. No need to discuss too much. Make your recommendation practical, clear, and concise.

Please take note that there are different ways of formatting your recommendations. You can have it
numbered or in paragraphs, depending on your institutional format.
Here is an example of how recommendations must relate to the findings and conclusions.

Research Title:
Predominant Factors Affecting the Career Choice
of Grade 12 Students in Bamega National High School

Research Summary
Conclusion Recommendation
Question of
s Findings

16 CO_Q2_SHS Practical Research 2_Module 2

 What are Career choice In light of the Parents are encouraged
different of students is findings, the following to discuss about career
influences in largely influenced conclusion is drawn, choices of their children.
the career by environmental the chose career of They should also
choice of Grade factor. students are influenced determine the significant
12 by someone significant others in the life of their
students? to them. People who children.
have made an impact
in someone’s life Career guidance
affects major decisions counselors should
in life. conduct a discussion on
how the students will
determine sound choices
from those people who
might influence their
career choice.

Further research might

do on the degree of impact
of significant others not
only on career choices but
other decisions made by
an adolescent.

AdditiActivity

Directions: Now that your research recommendations have been approved, it is now time to incorporate it
in your research paper. Take a time to review and organize your entire paper accordingly from
the beginning to the end, including your appendices and references. Instructions will be given
by your research adviser to polish and have the final printing of your entire research study.
Follow all the instructions given by your research teacher as to the guidelines and protocols
regarding your research defense.
Summary

 Conclusions are statements drawn from the findings which present the implications of the results, and
answer the research questions presented at the beginning of the paper.

 Research Implications are conclusions that you draw from your outcomes and describe how the
results may be connected to a certain theory or practice.

 Practical Implication is realistic description of what the results of your study might imply.

 Theoretical implication is a description that supports or contradicts a theory, previous research

results, or creates something completely new

 Recommendations are suggestions regarding the best course of action to take as a result of your data
analysis and conclusion.

17 CO_Q2_SHS Practical Research 2_Module 2