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PRACTICAL RESEARCH 2
Quarter 2 – Module 2
Constructs an instrument and establishes its validity and
reliability
Practical Research 2- Grade 12
Alternative Delivery Mode
Quarter 2 – Module 2: Constructs an instrument and establishes its validity
and reliability
First Edition, 2020
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Published by the Department of Education
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Reviewers: Irene G. Ajoc
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Practical
Research 2
Quarter 2 – Module 2:
Constructs an Instrument and
Establishes its Validity and
Reliability
Introductory Message
For the facilitator:
Welcome to SHS- Practical Research 2 Alternative Delivery Mode (ADM) Module on
Constructs an Instrument and Establishes its Validity and Reliability!
This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:
Notes to the Teacher
This contain helpful tips or strategies that
will help you in guiding the learners.
As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
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For the learner:
Welcome to SHS- Practical Research 2 Alternative Delivery Mode (ADM)
Module on Constructs an Instrument and Establishes its Validity and Reliability!
The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant competencies
and skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an active
learner.
This module has the following parts and corresponding icons:
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.
What I Know This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
What’s In This is a brief drill or review to help you link
the current lesson with the previous one.
What’s New In this portion, the new lesson will be
introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
What is It This section provides a brief discussion of
the lesson. This aims to help you discover
and understand new concepts and skills.
What’s More This comprises activities for independent
practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
What I Have Learned This includes questions or blank
sentence/paragraph to be filled in to process
what you learned from the lesson.
What I Can Do This section provides an activity which will
help you transfer your new knowledge or
skill into real life situations or concerns.
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 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
Additional Activities In this portion, another activity will be given
to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.
Answer Key This contains answers to all activities in the
module.
At the end of this module you will also find:
References This is a list of all sources used in
developing this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don‟t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!
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 What I Need to Know
This module was designed and written with you in mind. It is here to help you
master the nature of inquiry and research that will discuss more about quantitative
research. The scope of this module permits it to be used in many different learning
situations. 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.
The module has one lesson, specifically
 Lesson 1 – Constructs an Instrument and Establishes its Validity and
Reliability
After going through this module, you are expected to:
- describe how to construct an instrument using a designed questionnaire
- determine and identify types of reliability and validity of a questionnaire
- construct an instrument using a questionnaire and establish its reliability
and validity
Practical Research 2 and Inquiries, Investigations, and Immersion are applied
subjects in the Senior High School of the K to 12 Curriculum which aims at
developing research skills of Grade 12 students through the proper guidance of the
mentors of quantitative research. This is one of the responses to the revolutionary
change in the country‟s basic education system.
Throughout the course of this subject, you will be equipped with competencies
necessary for you to develop your research skills in terms of understanding and
learning the types of research design, sample and sampling procedure and how these
things will aid in your research. And hopefully at the end of the subject, you will be
able to create your own quantitative research. Thus, the lessons in this module guide
you in choosing your research design and finally make a research output.
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 What I Know
Best morning my dear students!
Hope everyone is enjoying the modular system of learning. We just need to motivate
ourselves and be optimistic that things will be on its proper place before Christmas. Lets
just move forward even though how difficult the situation is.
For this week, the first part of the module will challenge each one of you to answer a 10
item pre-assessment test. If luckily, you get a perfect score (100 %), you may choose to skip
this module
Pre-Test
Direction: Read and analyze the following questions attentively and choose the best
answer. Write the letters only on the activity sheet.
1. Measuring tools designed to obtain or collect and analyze data on a topic of
interest from a certain research subject.
A. Variables
B. Likert Scale
C. Research Instruments
D. Questionnaire
2. It is an instrument for collecting data.
A. Test
B. Questionnaire
C. Likert Scale
D. Interview
3. Refers to the consistency of a measure
A. Validity
B. Reliability
C. Rank order scale
D. Measuring scale
4. Very popular rating scale used by researchers to measure behaviors and
attitude quantitatively.
A. Likert Scale
B. Instrument
C. Measuring scale
D. Rank order scale
5. Questions where only two choices are provided, like Yes/No, or Male/Female,
etc.
A. Closed questions
B. Open ended question
C. Rank order scale question
D. Dichotomous questions
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 Constructs an Instrument and
Lesson
Establishes its Validity and
1 Reliability
What’s In
Best morning my dear students! How are you today? Were you able to do some
advance readings with your modules? I hope so.
To continue our lesson, let us have a warm up activity.
Activity 1: Remember Me
Direction: Choose the best answer and write the letters on a separate sheet.
________1. Sampling procedure that requires a list of the elements and every nth
element in the list is drawn for inclusion in the sample.
A. Simple Random Sampling
B. Systematic Random Sampling
C. Stratified Random Sampling
D. Cluster Sampling
________2. Sometimes called as area sampling because this is usually applied when
the population is large.
A. Simple Random Sampling
B. Systematic Random Sampling
C. Stratified Random Sampling
D. Cluster Sampling
________3. It consists of a series of questions that respondents provide answers to a
research study.
A. Sample
B. Questionnaire
C. Work sheets
D. Check List
________4. Traditionally defined as degree to which a test measures what it claims or
purports to the measuring.
A. Reliability
B. Validity
C. Instrument
D. Sampling
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________5. These are also called multiple choice questions
A. Open ended questions
B. Rank order scale questions
C. Dichotomous questions
D. Close ended questions
Wow! You really read, and understood your lessons. Let’s see with the next exercise.
Activity 2: Think Wisely
Direction: Read the statements carefully. Write „Fact‟ if the statement is true and
„Bluff’ if otherwise. Write your answers in your answer sheet.
________ 1. A trait which you want to measure; like height, weight, intelligence
levels, is called construct.
________ 2. In generating questions for a research instrument, one should
never include offensive and sensitive topics.
________3. While writing the questionnaire, one should use words or phrases easy to
understand.
_______ 4. Once the research instrument has gone through thorough
validations, it will be ready to be distributed to the respondents
without going through pilot testing.
________5. If errors are observed during the pilot testing of the instrument, it should
be subjected to revision. (SEEK Module, 2019).
Wonderful work students. Let’s proceed to the next activity
What’s New
To continue, please answer the following activities that will give you a hint to our new
lesson for today. Answer the exercise in a separate sheet.
Activity 3: Recall Me
Direction: Answer the questions briefly. Write your answers in a separate sheet of
paper.
Q 1: In your Practical Research 1, what did you use to gather data for your research?
___________________________________________________________________________________
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Q 2. Are the questions included in your instrument/ survey relevant to your study?
___________________________________________________________________________________
Q 3. In what way do you think will you improve the questions?
___________________________________________________________________________________
Activity 4: Match Me
Direction. Match A with B. Write the letters on the answer sheet.
A B
_____ 1. Popular rating scale used by the researcher A. validity
_____ 2. Instrument for collecting data B. reliability
_____ 3. Indicate precision C. questionnaire
_____ 4. Degree of test measures D. Likert Scale
_____ 5. Means clear, concise and simple E. precise
_____ 6. Means pre-testing F. Content validity
_____ 7. Validity measured by experts G. Test-retest reliability
_____ 8. Simplest method of assessing reliability. H. Pilot testing
_____ 9. validity measures the relationship I. construct
_____10. Trait or characteristics to be measured J. Criterion validity
Fantastic! You almost get perfect. So let us proceed further with the next activities. It will be
in a tabular form and please analyze religiously for these will be the things you will be
encountering in our lesson proper for today.
Activity 5. Try Me
Overview: A water sample was collected at Post 1, Tabon, Bislig City and was brought
to Davao Water District for analysis. A three-point rating scale research instrument
was constructed by the author to evaluate the physical properties of the underground
water source. (Note: This Semi-experimental research was conducted by the author
herself in 1999 as a requirement in her Post Graduate Thesis).
Criteria 3 2 1 Actual Result Normal Limits
1. Color 15 units 15 units
2. Odor Unobjectionable Unobjectionable
3. Taste Unobjectionable Unobjectionable
4.Turbidity 2 units (NTU) 5-25 units (NTU)
3 – Highly contaminated 2- within specification 1- No testing conducted
Direction: Comparing the actual result with the normal/standard limits, from the
three-point scale criteria, check the box for the appropriate scale obtained
from the laboratory analysis. Justify your choice of answer. Write you
answer in a separate sheet of paper.
Is the exercise a little bit confusing or you were able to get the right choice?
So, you see, when we try to evaluate something, we need to use a certain scale to be able to
interpret the survey or instrument in terms of numerical data with equivalent descriptive evaluation.
Let’s see if you can get the next activity.
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Activity 6. Evaluate Me
Overview: An example of a five point-scale was developed by the author as in the
Likert scale to evaluate the level of satisfaction of the Home Coming Program
sponsored by the fourth year graduating class 2018 of BNHS.
Direction: kindly rate/evaluate the Home Coming Program (Note: selected
respondents will be those who have attended foresaid activity) Encircle the number of
your choice.
5 4 3 2 1
Extremely Very Satisfied Somewhat Unsatisfied
Satisfied Satisfied Satisfied
From the sample presented above, is reliability and validity applied? What do you think?
In Activity 5, we can see that the test was conducted at the government agency by reliable
persons. The normal limits are highlighted which one can deduce of its validity. So, in
Activity 5, reliability and validity is applied.
In Activity 6, the respondents were limited only to the attendees of the program using the
attendance check list as the basis for confirmation. So reliability and validity is simply use.
So, from the two previous exercises, there can be a three-point scale or a five- point scale
evaluation with an equivalent numerical data depending on the degree of the instrument
prepared. Always remember that the numerical data will always have a descriptive
equivalent rating considering that we are studying Quantitative Research.
Let’s see what you can show me in the next activity after reading the lesson.
What is It
Our lesson for today will focus on defining some terms and determining the different types
of reliability and types of validity respectively and how to construct an instrument
specifically a “questionnaire” with established reliability and validity
Note: The following theories were extracted from „SEEK Module 2019”, Practical
Research 2 and borrowed from other authors and some were downloaded in the
internet as highlighted under References at the last page of this module.
Research Instruments
Research Instruments are measuring tools designed to obtain or collect and analyze
data on a topic of interest from a certain research subject.
The two most commonly used research instruments in quantitative research studies
include: 1) Questionnaire, and 2. Tests. They may be self-made or adapted types.
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My dear students, for this particular lesson our discussion will focus only on the
questionnaire instrument.
Research Questionnaire
A questionnaire is a research instrument use for collecting data. It normally consist
of a series of questions or queries for the purpose of gathering informations provided
by the respondents to a research study.
Advantages of Questionnaire
1. Can reached a large number of people relatively easily and economically
2. Provide quantifiable answers
3. Relatively easy to analyze
4. Less time consuming than interview or observation.
Guidelines/Rules in Constructing/ Designing a Questionnaire
Reference: https://www.questionpro.com/blog/what-is-a-questionnaire/
As shown in the illustration, one needs certain rules in constructing a questionnaire.
1. Identify the scope of your research: Think about what your questionnaire is
going to include before you start designing. Knowing what kind of information do
you want to gather with your questionnaire, will give clarity in creating the design
process.
2. Keep it simple: While writing the questionnaire, use words or phrases easy to
understand, or else questions not clear, may skew the data you collect from the
respondents.
3. Ask only one question at a time: Researcher sometimes overlook redundant or
two similar questions which may confuse respondents leading to inaccurate data.
4. Be flexible with your options: While constructing the questionnaire, the
researcher needs to be flexible in terms of “option choice” for the respondents. An
“other” option often helps keep respondents engaged in the interview process.
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5. The open-ended or closed-ended question is a tough choice: The question type
should be carefully chosen as it defines the tone and importance of asking the
question in the first place. An open-ended and close –ended questions are
recommended.
6. It is essential to know your audience: It is imperative to plan and define target
respondents based on the demographics required. For example, if the target
audience speaks mostly Spanish, sending the questionnaire in any other
language would lower the response rate and accuracy of data. Something that
may seem clear to you may be confusing to your respondents. Use simple
language and terminology that your respondents will understand, and avoid
technical jargon and industry-specific language that might confuse your
respondents.
7. Choosing the right tool is essential: Question Pro is a simple yet advanced
software platform that researchers can use to create a questionnaire and is
recommended as a reference in questionnaire design.
Always save personal questions for last. Sensitive questions may cause
respondents to drop off before completing. If these questions are at the end, the
respondent has had time to become more comfortable with the interview and are
more likely to answer personal or demographic questions.
Steps in Designing a Good Questionnaire
Different authors present their own ways or steps in designing a good questionnaire.
But the ultimate goal is the same, that is to produce the best questionnaire design.
Research instruments specifically “questionnaires” can be adapted from reliable
sources or self-made or one can adapt research instruments which were previously
used by researchers. These are already validated or need very slight or no corrections
at all.
In doing a basic research, chosing the variable or construct is vital since it serves as
the center or subject of the study.
In research, the term construct refers to a trait or characteristics that you like to
evaluate or measure.
Examples of constructs are weight, height, intelligence levels, levels of satisfaction,
aggression, skills, academic achievement, or work performance.
After identifying the construct, you can easily state the aims and objective of the
questionnaire and the research questions as well.
Guide Question: What do you want to measure? Height? Weight? Academic
Performance? Perception towards a subject? etc.
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If you wish to create or construct a self-made research instrument specifically a good
research questionnaire, the following are the suggested steps:
Step 1: Identify your research aims and the goal of your questionnaire
What is your main objective? What kind of information do you want to gather with
your questionnaire?
Note: Ideally, there are already existing questionnaires with published results on the
validity and statistical evaluation (reliability) of all tested questions that you can use
(or borrow a couple of ideas from).
Step 2: Define your target respondents
Clearly, you can‟t test everyone. The selection of groups is a key factor for maximizing
the outcomes of your study.
Step 3: Develop questions
Smart questions are the cornerstone of every questionnaire. To make them work,
they have to be phrased in a way that prevents any misunderstandings or
ambiguities. Avoid jargon or technical language – the text needs to be fully
understood by anyone completing the questionnaire.
Step 4: Choose your question type
There are different types of questions, however in explorative questionnaires, open
questions, are recommended where respondents can fill in any answer (this makes
sense whenever you try to gain an understanding of the topics associated with your
research question).
Note: Open-ended questions usually answers the question “why”. It allows them to
give their ideas and insights on a particular issue. This type of question gives
additional challenge to the researcher who must review each response before
assigning codes and analyzing the data.
Quantitative questionnaires primarily include closed-questions, which have been
predefined by the researcher either in form of multiple choice answers or rating
scales (such as the Likert scale *).
Note: Close-ended questions are also called multiple choice questions. These
questions may consist of three or more mutually exclusive questions with different
categories.
Example 1: How often do you watch TV at home?
Never . . . . . . . . . 1
1 or 2 times a week . . . . . . 2
3 or 4 times a week . . . . . . . 3
Nearly everyday . . . . . . . 4
Everyday . . . . . . . . 5
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Here‟s one example:
Open question: “What did you like about the webinar?”
Closed question: “The webinar was useful.”
5 4 3 2 1
[ ] Strongly agree [ ] Agree [ ] Cannot decide [ ] Disagree [ ] Strongly disagree
As is usually the case, both types of questions have benefits and drawbacks that are
worth considering in order to come up with a solid questionnaire design that does the
trick for you.
Advantages of Open and Close Question Formats
Open Formats:
1. Allows to explore the range of possible topics arising from your research question.
2. Supports the understanding and generation of hypothesis on a topic
Close Formats (choice of answers)
1. Easy and quick to complete
2. Ensures all respondents receive same stimuli
3. Easy to record and analyze results quantitatively
* Here are some Likert-Scale sample ratings:
1. Frequency of Occurrence 2. Frequency of Use 3. Degree of Importance
Very frequently Always Very Important
Frequently Often Important
Occasionally Sometimes Moderately Important
Rarely Rarely Of Little Importance
Very Rarely Never Not Important
4. Quality 5. Level of Satisfaction 6. Agreement
Strongly Agree Very Satisfied Strongly Agree
Agree Satisfied Agree
Undecided Undecided Undecided
Disagree Unsatisfied Disagree
Strongly Disagree
Note: The Likert-Sample rating scale presented above, for 1, 2, 3 & 4 is presented in
a‟ five-point scale‟. While item 5 & 6 are presented in a „four-point scale‟. A
researcher can use a „three-point‟ scale if he or she wishes to do so. It is at the
discretion of the person conducting the study.
Besides open and closed-format questions, there are several other types of questions
that you can use in your questionnaire. These include:
1. Dichotomous question
This is a “Yes/No” or “Like/Dislike” questions where only two (2) choices are
provided. Male/Female and Good/Bad are also examples of dichotomous choices.
Example: for a Yes/ No question: “John is 6 feet tall, Are you taller than John?”
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2. Rank-order scale question
Respondents are ask to rank their choices on each statement or item. (Please see
the example shown below.)
Example: Please rank the following activities in order of importance in your
work as a senior high school student. (Please use “5” as the most important
activity, “1”is the least important activity).
Important Ranking
a. Doing homeroom activities
b. Going to the library
c. Using the computer
d. Joining academic organizations
e. Doing homeworks/assignments
3. Rating scale question
You construct a scale like the examples given for Likert scale ratings.
Step 5: Design question sequence and overall layout
After optimizing each question separately, it is time to improve the overall flow and
layout of the questionnaire.
Are there transitions from one question to the next? Are follow-up questions placed
correctly? Are skip-rules implemented (if needed) so that respondents can skip
questions that do not apply to them?
Step 6: Run a pilot
This stage is crucial for evaluation and optimization purposes. Any questionnaire
should be handed to a representative sample of your target audience before you push
it to the masses.
During piloting, you can identify issues in readability and understanding, in
phrasing and overall arrangement. Pilot respondents should be monitored and
interviewed closely.
You certainly want to avoid any inappropriate or problematic questions. Also, keep in
mind to evaluate your pilot data statistically to make sure that the analytic
procedures of interest truly can be applied to the data.
Purpose of Piloting or Pretesting the questionnaire is to determine:
1. Whether the questions as they are worded will achieve the desired results.
2. Whether the questions have been placed in the best order
3. Whether the questions are understood by all class of respondent.
4. Whether additional or specifying questions are needed or whether some
questions should be eliminated
5. Whether the instructions to interviewers are adequate.
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Understanding Reliability and Validity
Reliability and validity are closely related, but they mean different things. A
measurement can be reliable without being valid. However, if a measurement is valid,
it is usually also reliable.
Comparing Reliability and Validity
Point of comparison Reliability Validity
The extent to which the The extent to which the
What does it tell you? results can be reproduced results really measure what
is repeated under the same they are supposed to
condition. measure.
By checking the consistency By checking how well the
of results across time, results correspond to
How is it assessed? across different observers, established theories and
and across parts of the test other measures of the same
itself. concept.
A reliable measurement is A valid measurement is
not always valid. The generally reliable: if a test
How do they relate? results might be produces accurate results,
reproducible, but they‟re they should be
not necessarily correct. reproducible.
A. Establishing the Reliability of the Questionnaire
Reliability refers to the degree to which an instrument yields consistent result. It
refers to a condition where measurement process yields consistent responses over
repeated measurement. If the same result can be consistently achieved by using the
same methods under the same circumstances, the measurement is considered
reliable.
To apply this concept in research, you need a questionnaire that is reliable. You need
questions that yield consistent scores when asked repeatedly.
Take for example, if you measure the temperature of a liquid sample several
times under identical conditions, and the thermometer displays the same
temperature every time, so the results are reliable.
If for example a doctor uses a symptom questionnaire to diagnose a patient with a
long-term medical condition. Several different doctors use the same questionnaire
with the same patient but give different diagnoses. This indicates that the
questionnaire has low reliability as a measure of the condition.
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Commonly use Methods/Types/Ways to assess the reliability of a questionnaire
Types of Reliability What does it assess? Example
1. Test-retest reliability The consistency of a A group of participants
This is the simplest method measure across time: complete a questionnaire
of assessing reliability. do you get the same designed to measure
results when you repeat personality traits. If they
the measurement? repeat the questionnaire
days, weeks or months apart
and give the same answers,
this indicates high test-retest
reliability.
2. Interrater reliability The consistency of a Based on an assessment
measure across raters criteria checklist, five
or observers: do you examiners submit
get the same results substantially different
when different people results for the same student
conduct the same project. This indicates that
measurement? the assessment checklist has
low inter-rater reliability.
3. Internal consistency The consistency of the You design a questionnaire
reliability- measurement itself: to measure self-esteem. If
do you get the same you randomly split the
results from different results into two halves, there
parts of a test that are should be a strong correlation
designed to measure between the two results. If
the same thing? the two results are very
different, this indicates low
internal consistency.
Reliability should be considered throughout the data collection process. When you
use a tool or technique to collect data, it‟s important that the results are precise,
stable and reproducible.
B. Establishing the Validity of the Questionnaire
Validity refers to how accurately a method measures what it is intended to measure.
If research has high validity, that means it produces results that correspond to real
properties, characteristics, and variations in the physical or social world.
High reliability is one indicator that a measurement is valid. If a method is not
reliable, it probably isn‟t valid.
For example, if the thermometer shows different temperatures each time, even
though you have carefully controlled conditions to ensure the sample‟s temperature
stays the same, the thermometer is probably malfunctioning, and therefore its
measurements are not valid.
Another example will be if a symptom questionnaire results in a reliable diagnosis
when answered at different times and with different doctors, this indicates that it has
high validity as a measurement of the medical condition.
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However, reliability on its own is not enough to ensure validity. Even if a test is
reliable, it may not accurately reflect the real situation.
For example, the thermometer that you used to test the sample gives reliable results.
However, the thermometer has not been calibrated properly, so the result is 2
degrees lower than the true value. Therefore, the measurement is not valid.
Commonly use Methods/Types/ Ways to assess the validity of a questionnaire
Types of Validity What does it assess? Example
1. Construct validity The adherence of a A self-esteem questionnaire
It is an experimental measure to existing could be assessed by measuring
demonstration that a theory and knowledge other traits known or assumed to
test is measuring the of the concept being be related to the concept of self-
construct it claims to measured esteem (such as social skills and
be measuring optimism)
2. Content validity The extent to which A test that aims to measure a
This method is most the measurement class of students‟ level of English
often measured by covers all aspects of contains reading, writing and
experts or people who the concept being speaking components, but no
are familiar with the measured. listening component. Experts
construct being agree that listening
measured comprehension is an essential
aspect of language ability, so the
test lacks content validity for
measuring the overall level of
ability in English.
3. Criterion Validity The extent to which A survey is conducted to measure
This method of validity, the result of a the political opinions of voters in
measures the measure corresponds a region. If the results accurately
relationship between a to other valid predict the later outcome of an
measure and an measures of the same election in that region, this
outcome. concept. indicates that the survey has
high criterion validity.
Criterion-related Validity can be further divided into concurrent and predictive
Validity:
1. Concurrent validity – this type of validity measures how well the results of
an evaluation or assessment correlate with other assessments
measuring the same variables or constructs.
2. Predictive validity – this measures how well the results of an assessment
can predict a relationship between the construct being measured and
future behavior.
For example, the academic performance of a student in Grade 11 Math may be
predicted by his/her math performance in Junior high school.
To ensure validity in the questionnaire, use scores or ratings to measure variations
in something (such as psychological traits, levels of ability or physical properties), it‟s
important that your results reflect the real variations as accurately as
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possible. Validity should be considered in the very earliest stages of your research,
when you decide how you will collect your data.
The theories are a little bit lengthy, but for sure if you will understand well the lesson, then
you will be guided on how to construct an instrument using a questionnaire.
What’s More
Hello dear! for the succeeding activity, your ideas will evaluate how well you can deliberate
and apply what you have learned in this lesson.
Activity 7: Show Me
Direction: Make your own three-point rating scale and construct an instrument in a
tabular form on the Management of LNHS in terms of “Planning the
Development of the Senior High School Campus”.
I suggest we start from the simplest three- point scale description
1- Poor 2- Good 3- Very Good
Let me give you some hint, probably you wanted to rate the following::
Room size Room illumination ICT paraphernalia’
Canteen Playground Sports Facilities, etc.
Kindly limit your criteria to five item statement. Let me prepare the table for you.
Criteria 1- Poor 2- Good 3- Very Good
1.
2.
3.
4.
5.
Well done my dear students. Prove to me that you can do it by yourselves.
Activity 8: I Can Do It
Direction: Given a three-point scale as shown below, construct five description
statements relevant and valid to the study on” Student Satisfaction of
LNHS Students in Terms of School Facilities”. Write your answers in a
separate sheet of paper.
3 – Very Satisfied 2 – Satisfied 1 – Not Satisfied
Student Satisfaction of LNHS Students on School Facilities 3 2 1
1.
2.
3.
4.
5.
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Review your questions and craft.
Please use the following guide questions when you construct the instrument.
1. Are the questions (you) included relevant to the study?
2. In what way will you improve the questions?
What I Have Learned
Activity 9: Recall Me
Direction: Write TRUE if the statement is correct and FALSE if it is not, then write
the correct term that best define the statement. Write your answers in a
separate sheet of paper.
1. Research Instruments are measuring tools designed to obtain or collect and
analyze data on a topic of interest from a certain research subject. ______________
2. A questionnaire is a research instrument use for collecting data.
_________________
3. Reliability indicates precision of the measuring instrument. ___________________.
4. Test-retest method is the simplest method of assessing reliability. ______________
5. Validity refers to how accurately a method measures what it is intended to
measure. _____________________
Fantastic work my dear students. Lets see how you will handle the next activity.
What I Can Do
Best morning my dear students! Let us see if you can handle the following
activities. Try recalling what you have read on the theories.
Activity 10: I Can Handle It
Direction: Answer the following as directed. Write your answers in a separate sheet
of paper.
Set A
Question 1. As a student, what is your most important instrument? Why?
____________________________________________________________________________
Question 2. Why do we need instruments for our study?
____________________________________________________________________________
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Set B
With the present set up of Modular Distance Learning you are undergoing right now,
using the Table for Likert scale, create/construct two sets of questionnaire reflecting
the following: 1. Degree of importance on the system being adopted, 2. Quality of the
instruments you are using in the learning process (modules from Central office, Self-
Learning Modules from the Division office and Learning Activity Sheets). Establish its
reliability and validity and identify the type you are using.
For this activity, a Teacher own made Rubrics will be used on how you will be graded
accordingly. Please be guided.
Criteria 5 4 3 2
Questionnaire Choice of Choice of Choice of Choice of
Design: questionnaire questionnaire questionnaire questionnaire
design is research design is good design is
Rules adopted excellent and design is very and supported slightly good
well supported good and but rules and and slightly
Steps are clear with rules and supported steps slightly not supported with
the steps are with rules and clear rules and steps
very clear steps
Objective/Aim The Objective is The Objective Objective is Objective is not
as to the Topic attained and is attained slightly attained. attained. Topic
of the study was the Topic is very and the Topic Topic is is applicable
attained applicable to is applicable applicable but of but of less
the current to the current less importance impor-tance to
situation. situation. to the current the current
situation situation
Reliability and Reliability and Reliability and Reliability and Reliability and
Validity is Validity of the Validity of the Validity of the Validity of the
established Questionnaire Questionnaire Questionnaire Questionnaire
Design is well Design is Design is slightly Design is not
established. established. establishe established.
Well done my dear students. Are you exhausted? Two more exercises and you will be done.
Think well in answering the next activity.
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 Assessment
So, my dear students, let us see how far you have understood our Lesson for the two
days activity. Kindly answer your Assessment activity. Good luck!
Direction: Read and analyze the following questions attentively and choose the best
answer. Write the letters only on the activity sheet.
1. Questions where only two choices are provided, like Yes/No, or Male/Female,
etc.
A. Closed questions
B. Open ended question
C. Rank order scale question
D. Dichotomous questions
2. Measuring tools designed to obtain or collect and analyze data on a topic of interest
from a certain research subject.
A. Variables
B. Likert Scale
C. Research Instruments
D. Questionnaire
3. It is an instrument for collecting data.
A. Test
B. Questionnaire
C. Likert Scale
D. Interview
4. Refers to the consistency of a measure
A. Validity
B. Reliability
C. Rank order scale
D. Measuring scale
5. Very popular rating scale used by researchers to measure behaviors and attitude
quantitatively.
A. Likert Scale
B. Instrument
C. Measuring scale
D. Rank order scale
Wow, you really tried. Please try harder with the next activity. Just stretch for a while with a long
breath before you start with the next activity.
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 Additional Activities
I just couldn’t imagine how stressful you are. But is really worth learning. Finally, this
last activity will unload your stress.
Activity 12: Craft Me
Direction: Below are questions on the Parents-Teachers Association (PTA) involvement in the
school development program1 of Bislig City National High School, Bislig City.
This instrument/questionnaire is not yet validated. Try your very best to craft/edit/correct
the instrument as if you are an expert.
Please write your answer in a separate sheet of paper
NAME (Required): ____________________________ Date: ______________
Status of PTA membership: Officer: ________ Member: ___________
5 4 3 2 1
Highly Moderately Somewhat Slightly Not at all
involved involved involved involved involved
A. Decision Making 1 2 3 4 5
1. Resolve issues on matters arising during PTA meeting
2. Pertinent matters on school development program Involvement
B. Support to School Programs
1. Organization of the PTA
2. Sports development activities
3. Intramural activities
4. Classroom teaching activities
5. Cultural programs
6. Make up programs
7. Student discipline programs
C. Fund Raising
8. Sourcing out donations
9. Waste management
10. Fund Raising Activities
11. Academic competition
12. Free Labor and repair
D. Extension and Community Involvement
1. Livelihood Program
2. Environmental Education
3. Population Education
Outstanding exercise. You really understand the theory behind designing the questionnaire.
19
 20

What I Know
Pre-Test: 1. C 2. B 3. B 4. A 5. D

What’s In
Activity 1: Remember Me: 1. B 2. D 3. B 4. B 5. D
Activity 2: Think Wisely: 1. Fact 2. Fact 3. Fact 4. Bluff 5. Fact

What’s New
Activity 3: Recall Me: Q 1 - GAS – questionnaire ; TVL – Trial and Error since the study was
semi-experimental; Q 2 – GAS – Yes, the questions were relevant to the study
but it was not validated or crafted. For TVL the semi-experimental research was
related to the chosen field.
Activity 4: Match Me: 1 – D 2. C 3. B 4. B 5. E 6. H 7. F 8. G 9. J 10. I

Activity 5: Try Me: 1-4 = 2 or with in specification, since it falls under normal limits
Activity 6: Evaluate Me: (depends on student opinion).

What’s More:
Activity 7: Show Me: Possible answers: Room sixe; Room illumination; ICT paraphernalia;
Canteen; Playground; Sports facilities etc
Activity 8: I Can Do It: Possible answers: (student’s opinion)

What I Have Learned:

Activity 9: Recall Me: 1 – 5 all True

What I Can Do:

Activity 10: I Can Handle It:Set A- Possible answers: (student’s opinion)
Set B – Possible answers: : (student’s opinion)

Additional Activities:
Activity 12: Craft Me: : (student’s opinion)

Answer Key
References
Ajoc,I. G. et al. (2019). SEEK Module, Practical Research 2. pp. 84-91.
Prieto N. G., Naval V. C., Carey,T.G (2017). Practical Research 2: Quantitative
Research for Senior High School. Lorimar Publishing Inc. Quezon City.
Tejano, G. I. (2000). Unpublished Thesis: The Quality of Drinking Water in the
Municipality of Bislig.
Online Resources
Chapter 4: Questionnaire Design (n.d.). Retrieved from http://www.fao.org/
3w3241e/w3241e05,htm.
Farnsworth, Bryan (2019, September 24). How to Design a Questionnaire.
Retrieve from https://imotions.com/blog/design-a-questionnaire.
Middleton, Fiona (2020, June 26). Reliability vs validity: what‟s the difference?
Retrieved from https://www.scribbr.com/methodology/reliability-vs-a-
validity/.
QuestionPro (n.d.). The ultimate guide to great questionnaires. Retrieved from
https://www.questionpro.com/blog/what-is-a-questionnaire/.
SCIENCEBUDDIES (n.d.). Designing a Survey. Retrieved from https://www.
sciencebuddies.org/science-fair-projects/references/how-to-design-a-
survey.
Sharma, N. D. (2018, February 24). Instruments in Quantitative Research.
Retrieved from https://www.slideshare.net/NarottamDevSharma/
quantitative-research-instruments.
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For inquiries or feedback, please write or call:
Department of Education – Caraga Region – Bislig City Division
Office Address: H. Basañez Blvd., Poblacion, Bislig City 8311
Telefax: (086) 853 – 7403 ext. 1000 - 1029
E-mail Address: [email protected]
LRMDC Hotline: 0912-255-8499
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