PATEROS CATHOLIC SCHOOL

Senior High School Department

F. Imson St., Barangay San Pedro, Pateros, Metro Manila
COMMUNICATION AND RESEARCH DEPARTMENT

Research in Daily Life 2

ND
2 GRADING PRELIM EQUIVALENCY TASK:
RESEARCH INSTRUMENT DESIGN

GOAL To apply learned concepts in research-writing in designing an appropriate

research instrument
ROLE Student Researchers
AUDIENCE Board members of a Research committee
SITUATION You are student researchers tasked to conduct simple research regarding
a topic of your interest; you have been asked to design a research
instrument in accordance with the objectives of the study.
PRODUCT  Completed Research instrument
 Detailed discussion regarding the instrument and how it will be
used
(Data Gathering Process)
STANDARD - Adherence to objectives – 10pts
S - Correct usage of scales and indexes – 10pts
- Appropriateness of instrument – 10pts
- PEER EVALUATION – 20pts
- TOTAL: 50pts
INSTRUCTIONS:

1. Based on the objectives stated and research questions formulated for your
selected research topic design a research instrument that would be used for
gathering the needed data to address the needs of the research; you may
use whatever type of scale needed to ensure the accuracy of the instrument
2. Fill out the template with the needed information (See next page).
3. Ensure that the scales that you use in the instrument are APPROPRIATE and
CORRECT
4. Provide a DETAILED explanation of the instrument and how it would be used
in gathering data (DATA GATHERING PROCESS).
5. Submission date:
PDF File format; Filename: SECTION_GRP#

PART 1: RESEARCH PROBLEM STATEMENT AND QUESTIONS & METHODOLOGY:

Research Topic: The relationship between gadget dependency and student’s procrastination.

Research Title: A quantitative research on the relationship of gadget dependency and

procrastination of Grade 12 STEM students from Pateros Catholic School.

A quantitative research on the relationship of gadget dependency and

procrastination of Grade 12 students from Pateros Catholic School. (revised)
Research Design: Correlational non-experimental research design.

Research Objectives: 1.Determine the level of gadget dependency amongst the participants.
Discuss and Explain:
 What do you want to find 2.Identify the degree of procrastination exhibited by the participants.
out in your study?
3.Determine if there is a significant relationship between gadget dependency
and procrastination

Problem Statement: Due to the advancement of technology, gadgets like mobile phones, tablets,
and laptops gain more features leading the students to rely more on their
gadgets which may lead to procrastination.

Research Questions: 1.What is the level of gadget dependency of the participants?

 Indicate the Research 2.What is the degree of procrastination of the participants?
questions indicated in your
1st PETA 3.What is the significant relationship between gadget dependency and
procrastination?

Research Methodology: Methodology

Data Gathering Process:
Due to the advancement of technology, gadgets like mobile phones, tablets,
 How will the data gathering and laptops gain more features leading the students to rely more on their gadgets
be done? which may lead to procrastination. Thus, a quantitative research is to be conducted
 What are the among the grade 12 students from Pateros Catholic School to determine the
steps/procedures? relationship between gadget dependency and procrastination. This research uses
correlational research design, and utilizes a survey with the use of Google Forms to
survey more efficiently.

For the selection of participants, a stratified random sampling will be utilized

where 10 participants will be randomly selected from each strand resulting in a total
of 50 participants. The researchers aim to attain the maximum number of
participants, which is 50, to acquire a wider array of views. As stated by Booker B.
in 2017, the more participants a research has, the more accurate the outputs will be.

In the first part of this survey, the demographics of each participant are
collected. This includes the name of the participant, which is optional, sex, strand,
and section. Because the trends and correlations tied to age, sex, strand, and section
can be studied further, a deeper insight about the survey results can be attained. In
the second part of this survey, the level of gadget dependency of the participants
will be determined through two questions that employ the Likert scale as it is
efficient at measuring the perspectives of the participants. The first question is set to
gauge the participant’s usage of gadgets. The participants are presented with a list
of gadgets and options to determine how long they use that gadget with one (1)
representing a low usage of gadgets and a score of six (6) representing a high usage
of gadgets. Additionally, the second question is set to measure the participant’s
level of gadget dependency. It consists of different statements that agree with the
 characteristics of a gadget dependent person according to the supporting literatures
for gadget dependency and a score for each options. A score of five (5) indicates a
high dependency to gadgets, and a score of one (1) indicates a low dependency to
gadgets. Using these scores, labeling and assessing a participant’s answer will be
more efficient and smoothly.

In the third part of this survey, the researchers will be able to determine the
degree of procrastination of the participants, which is grade 12 and all strands at
Pateros Catholic School. The survey involves two questions that use the Likert scale
to gauge the degree of procrastination among the participants because this is more
effective to easily determine the data needed. In the first question, it aims to
determine how often the participants finish the assigned tasks on time. With the
score of one (1) having the higher level of procrastination and five (5) having little
to no procrastination. In the second question, it aims to determine how the
participants relate to the following statements indicated. With the score of one (1)
having the higher degree of procrastination and five (5) having low procrastination.
It is composed of different indicators based from previous research papers about
procrastination in order to determine the degree of procrastination of the students.

Finally, the data analysis for this research will begin after the completion of
data from all 50 participants. The first part of this process is to check the data for
incomplete or partial answers that may affect the validity of this research. Second,
the data will be sorted according to questions, and the percentage of participants
who answered in order to analyze efficiently. Furthermore, both descriptive and
inferential methods of analysis will be employed during the data analysis process.
Descriptive analysis will be employed to analyze the data and interpret its
meanings. In particular, the mean and mode of the data, and the percentage rate of
the participants will be focused on, and a graph will be created to visualize the data
collected to analyze more efficiently. Lastly, inferential analysis will be employed
to determine the relationship between the two variables: level of gadget dependency
and level of procrastination of students using the interpreted results from the
descriptive analysis of the data collected.

References for Methodology:

Booker B. (2024, March 15). Quantitative vs qualitative research—what’s the

difference? Attest. https://www.askattest.com/blog/articles/quantitative-vs-qualitative-research-and-how-
to-use-each#:~:text=Big%20sample%20needed%3A%20quantitative%20research,accurate%20the
%20outputs%20will%20be.

PART 2: RESEARCH INSTRUMENT

  Design your Research Instrument based on your research
questions/objectives.
 Use as many pages as needed to help you target your research questions
 Use the Template below as your reference.

Research What is the demographic profile of the participants?

Question 1:

Question: Which of the following demographic profiles do you currently belong to?

Instrument: 1. Name (Optional) – type answer

________________

2. Sex (checklist)
 Male
 Female
 Prefer not to say

3. Strand (checklist from the following options)

 ABM
 AD
 HUMSS
 STEM
 TVL

4. Section (checklist from the following options)

 St. Peter
 St. Benedict
 St. Alexandra
 St. Agatha
 St. Anatolius
 St. Hubert
 St. Dominic
 St. Hildegard
 St. Honore

Research What is the level of gadget dependency of the participants?

Question 2:

Question: In a day, how much do you usually spend using these gadgets?

(Higher score means more usage of gadgets in terms of time)

Reference:

Muduli, J. R. (2014). Addiction to technological gadgets and its impact on health and
lifestyle: A study on college students (Doctoral dissertation).
http://ethesis.nitrkl.ac.in/5544/?_ga=2.140116723.1109142978.1647765822-
622919520.1647765815

Gadget Dependency. (n.d.). Serene Life Hospital https://serenelifehospital.org/gadget-

 dependency

Instrument: Technological Less 1-2 2-4 hrs 4-6 hrs 6-8 hrs 8 hrs or I
devices than 1 hrs more don’t
hour (3) (4) (5) own
(2) (6) one
(1)

Smartphones .

Tablets/iPads

Laptop/Computer

(Answer for what

you have of the two)

Gaming consoles

Televisions

Smartwatches

Question: How strong do you agree to the following situations?

(Higher score means higher level of gadget dependency)

Reference:

Muduli, J. R. (2014). Addiction to technological gadgets and its impact on health and
lifestyle: A study on college students (Doctoral dissertation).
http://ethesis.nitrkl.ac.in/5544/?_ga=2.140116723.1109142978.1647765822-
622919520.1647765815

Gadget Dependency. (n.d.). Serene Life Hospital https://serenelifehospital.org/gadget-

dependency

Instrument: Indicators 5- Strongly 4- Agree 3- Neutral 2- Disagree 1- Strongly

agree Disagree
(can’t
define)

I use my
gadgets in
order to solve
my problems.

I use my
gadgets even in
tasks that don't
necessarily
require
 gadgets.

I feel uneasy
when I'm away
from my
gadget.

My gadget
motivates me to
finish my
assignments.

I use my
gadgets in
gatherings
instead of
socializing.

I feel unable to
start my tasks
without my
gadget.

I look at my
gadget first
after I wake up.

I look for
answers to my
assignments on
the web.

My gadget is
my main source
of
entertainment.

I get updated
with information
through my
gadgets.

I use my
gadgets more
than I talk to
my family and
peers.

Research What is the degree of procrastination of the participants?

Question 3:
Question: How often do you finish the following activities on time?

(Lower score means higher level of procrastination)

References:

Helping students overcome procrastination. (2023, August 18). National University.

https://www.nu.edu/blog/helping-students-overcome-procrastination/

Lee, M. (n.d.). Technology and procrastination: What causes procrastination? Oakton

Outlook. https://oaktonoutlook.com/8816/feature/oakton-students/technology-and-
procrastination-what-causes-procrastination/

Instrument: Likert Scale

Indicators 5- Always 4- Often 3- 2- Rarely 1-Never

Sometimes

Big projects like

Major Peta.

Activities like mini

peta.

Take-home
activities like
assignments,
take-home
quizzes.

Reviewing for an
exam/quiz.

Academic Group
Meetings online or
face-to-face.

Dance
practice/performa
nce practice that
should be done at
home.

Question: How much do you relate to the following statements?

(Higher score means higher degree or procrastination)

References:

Helping students overcome procrastination. (2023, August 18). National University.

https://www.nu.edu/blog/helping-students-overcome-procrastination/

Lee, M. (n.d.). Technology and procrastination: What causes procrastination? Oakton

Outlook. https://oaktonoutlook.com/8816/feature/oakton-students/technology-and-
procrastination-what-causes-procrastination/

Instrument: Likert Scale

Indicators 5- 4- Agree 3- Neutral 2- Disagree 1-Strongly
Strongly disagree
agree (can’t
define)

I plan my
assignments
later when it is
near the
deadline.

I wait for the

"perfect time"
before doing
my
assignments.

Instead of
doing my
tasks during
my free time, I
do my "wants"
first.

I do my tasks
depending on
my interest
even if
another task
should be my
priority.

I start my
supposedly
take-home
activities at
school.

I review for
exams/quizzes
at school
instead of
reviewing in
advance at
home.

I only feel the

need to finish
an activity or
project when it
is near the
deadline.