REVIEW

RELIABILITY AND VALIDITY

LESSON 3
 RESEARCH
INSTRUMENT,
VALIDITY AND
RELIABILITY
WHAT YOU NEED TO KNOW
➢ Quantitative Research Instrument

What do you think will happen if tools for

building a house are not prepared meticulously?
The same thing when getting information for
answers to a research problem, tools, or
instruments should be prepared carefully. In
constructing a quantitative research instrument, it
is very important to remember that the tools
created should require responses or data that will
be numerically analyzed.
WHAT YOU NEED TO KNOW
➢ Research Instruments are basic tools researchers
used to gather data for specific research problems.
➢ Common instruments are performance tests,
questionnaires, interviews, and observation
checklist.
➢ The first two instruments are usually used in
quantitative research, while the last two instruments
are often in qualitative research.
➢ However, interviews and observation checklists can
still be used in quantitative research once the
information gathered is translated into numerical
data.
WHAT IS IT?
➢ In constructing the research instrument of the
study, there are many factors to be considered.
➢ The type of instrument, reasons for choosing the
type, and the description and conceptual
definition of its parts are some of the factors that
need to be decided before constructing a
research instrument.
➢ Furthermore, it is also very important to
understand the concepts of scales of research
instruments and how to establish validity and
reliability of instruments.
WHAT IS IT?
➢ In constructing the research instrument of the
study, there are many factors to be considered.
➢ The type of instrument, reasons for choosing the
type, and the description and conceptual
definition of its parts are some of the factors that
need to be decided before constructing a
research instrument.
➢ Furthermore, it is also very important to
understand the concepts of scales of research
instruments and how to establish validity and
reliability of instruments.
CHARACTERISTICS OF A
GOOD RESEARCH
INSTRUMENT
1. CONCISE
➢Have you tried answering a very
long test, and because of its
length, you just pick the answer
without even reading it? A good
research instrument is concise in
length yet can elicit the needed
data.
2. SEQUENTIAL
➢Questions or items must be
arranged well. It is
recommended to arrange it from
simplest to the most complex. In
this way, the instrument will be
more favorable to the
respondents to answer.
3. VALID AND RELIABLE
➢The instrument should
pass the tests of validity
and reliability to get
more appropriate and
accurate information.
4. EASILY TABULATED
➢ Since you will be constructing an
instrument for quantitative research, this
factor should be considered.
➢ Hence, before crafting the instruments,
the researcher makes sure that the
variable and research questions are
established.
➢ These will be an important basis for
making items in the research
instruments.
 WAYS IN DEVELOPING
RESEARCH INSTRUMENT
➢There are three ways you can consider in
developing the research instrument for your
study.
➢First is adopting an instrument from the already
utilized instruments from previous related studies.
➢The second way is modifying an existing
instrument when the available instruments do
not yield the exact data that will answer the
research problem.
➢And the third way is when the researcher made
his own instrument that corresponds to the
variable and scope of his current study.
COMMON SCALES USED IN
QUANTITATIVE RESEARCH
❖Likert Scale. This is the most
common scale used in
quantitative research.
❖Respondents were asked to rate
or rank statements according to
the scale provided.
❖Example: A Likert scale that
measures the attitude of students
towards distance learning.
LIKERT SCALE
LIKERT SCALE
LIKERT SCALE
LIKERT SCALE
2. Semantic Differential.
In this scale, a series of bipolar
adjectives will be rated by the
respondents. This scale seems
to be more advantageous since
it is more flexible and easier to
construct.
SEMANTIC DIFFERENTIAL
TYPES OF VALIDITY OF INSTRUMENT
1. Face Validity. It is also
known as “logical validity.”
✓ It calls for an initiative
judgment of the instruments
as it “appear.”
✓ Just by looking at the
instrument, the researcher
decides if it is valid.
1. Face validity, also known as
surface validity, refers to the
extent to which a research
instrument appears to
measure what it's supposed to
measure.
❖ Example:
You create a survey to measure the
regularity of people’s dietary habits. You
review the survey items, which ask
questions about every meal of the day and
snacks eaten in between for every day of
the week. On its surface, the survey seems
like a good representation of what you want
to test, so you consider it to have high face
validity.
2. Content Validity. An instrument
that is judged with content validity
meets the objectives of the study.

✓ It is done by checking the

statements or questions if this
elicits the needed information.
✓ Experts in the field of interest can
also provide specific elements that
should be measured by the
instrument.
❖ Example:
A mathematic teacher develops an end-of-
semester algebra test for her class. The test
should cover every form of algebra that was
taught in the class. If some types of algebra left
out, then the results may not be accurate
indication of students’ understanding of the
subject. Similarly, if she includes questions that
are not related to algebra, the results are no
longer a valid measure of algebra knowledge.
3. Construct Validity. It refers
to the validity of instruments as
it corresponds to the theoretical
construct of the study.
✓ It is concerning if a specific
measure relates to other
measures.
❖ Example:
There is no objective, 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. (F. Middleton, 2019)
4. Concurrent Validity.
When the instrument can
predict results like those
similar tests already
validated, it has concurrent
validity.
❖ Concurrent validity is a term used to
denote assessments that give similar
results when used in a short time frame.
For example, a therapist may use two
separate depression scales with a
patient to confirm a diagnosis. As long
as both the assessments give the same
results, they are concurrently valid.
5. Predictive Validity. When
the instrument can produce
results like those similar tests
that will be employed in the
future, it has predictive validity.
This is particularly useful for
the aptitude test.
❖ Predictive validity is the degree to
which test scores accurately predict
scores on a criterion measure. A
conspicuous example is the degree to
which college admissions test scores
predict college grade point average
(GPA).
1. TEST-RETEST RELIABILITY

❖For example, a group of respondents is

tested for IQ scores: each respondent is
tested twice – the two tests are, say, a month
apart. Then, the correlation coefficient
between two sets of IQ-scores is a reasonable
measure of the test-retest reliability of this
test.
2. EQUIVALENT FORMS
RELIABILITY
❖Standardized tests: In education, equivalent-forms
reliability is often used to ensure that different
versions of standardized tests are measuring the
same knowledge and skills.
❖For example, if a student takes two different
versions of a math test, the scores should be
consistent if the tests are equivalent.
3. INTERNAL CONSISTENCY
RELIABILITY
❖For example, a question about the internal
consistency of the PDS might read, 'How well do all of
the items on the PDS, which are proposed to measure
PTSD, produce consistent results?' If all items on a
test measure the same construct or idea, then the
test has internal consistency reliability.
SHORT QUIZ
*Identify the following statements:
1. These are basic tools researchers use to gather
data for specific research problems.
2. This is the most common scale used in quantitative
research.
3. It calls for an initiative judgment of the instruments
as it “appear.”
4. It is done by checking the statements or questions if
this elicits the needed information.
5. When the instrument can predict results like those
similar tests already validated.
6. When the instrument can produce results like those similar
tests that will be employed in the future.
7. It is achieved by giving the same test to the same group of
respondents twice. The consistency of the two scores will be
checked.
8. It is established by administering two identical tests except for
wordings to the same group of respondents.
9. It determines how well the items measure the same construct.
It is reasonable that when a respondent gets a high score in one
item, he will also get one in similar items.
10. It refers to the appropriateness of the research instrument.
THANK YOU!