SENIOR HIGH SCHOOL

Practical Research 2
Quarter 2 – Module 4.3:
The Research Instrument and Its
Validity and Reliability
Science – Grade 12
Alternative Delivery Mode
Quarter 2 – Module 4.3: The Research Instrument and Its Validity and Reliability
First Edition, 2020

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 12

Practical
Research 2
Quarter 2 – Module 4.3:
The Research Instrument and Its
Validity and Reliability
Introductory Message
For the facilitator:

Welcome to the Practical Research 2 Alternative Delivery Mode (ADM) Module

on The Research Instrument and 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 contains 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.
For the learner:

Welcome to the Practical Research 2 Alternative Delivery Mode (ADM) Module

on The Research Instrument and 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
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This module was designed to provide you with fun and meaningful opportunities
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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.

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!
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the research sample and the various sampling techniques you may use for
your study. The scope of this module permits it to be used in many different
learning situations. The language used recognizes the diverse vocabulary level of
students. 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 is divided into two lessons, namely:

 Lesson 1 – The Research Instrument
 Lesson 2 – Establishing an Instrument’s Validity and Reliability

After going through this module, you are expected to:

 Identify the various instruments used in research;

 Determine the dos and don’ts in crafting a research instrument;
 Explain the factors that make an instrument valid and reliable;
 Construct an instrument for the approved research topic; and
 Establish the credibility of the crafted instrument by following validity and
reliability guidelines.

 What I Know

Name the following measuring instruments and state their basic functions.
Then, discuss among your friends what these measuring tools have to do with
research.

1. ________________________________

2. ________________________________

3. ________________________________

4. ________________________________
5. ________________________________
Lesson
The Research Instrument
1
Instruments are tools or devices designed to measure data for a particular
purpose; in this case, for research. There are so many instruments a researcher
may use for his data collection and they will be discussed religiously in the next
pages. So, hang on tight because we will make this learning fun and meaningful.

What’s In

Using the checklist and your background knowledge about research

instruments, justify whether the following tools are applicable to the study cited
below. Check if it is applicable or not and provide at least a two-sentence
explanation of your point. Later on, the class will discuss whether the instruments
can be used in the topic or not.

Topic: The relationship of Grade 12 students’ oral communication skills to

their essay-writing skills.

Instrument Applicable Not Applicable Justification

Test

Interview

Questionnaire

Observation

Documentary
Analysis
 Notes to the Teacher
The teacher may ask the students of their idea about tests,
interviews, documentary analysis, questionnaires, and
observations.

What’s New

A research instrument is one of the most significant elements to accomplish

a probe. As a researcher, certain aspects must be considered to define an
instrument (Barrot, 2017):

 Actual instrument What instrument will you use? Is it a

survey? An interview protocol?

 Purpose of the instrument What is it for? Will it be best for your

approved topic?

 Creator of the instrument Who will be making the instrument? If

it’s already made, did it come from a
reputable source? Will experts be
involved in its crafting?

 Content or number of items in What questions will you be listing in

the instrument your instrument? Do they answer your
Statement of the Problem?

 Response format Will they need to check numbers,

letters? Encircle symbols? Will they
write their answers in sentences?

 Scoring pattern for the How will you score the responses? Will
responses it be frequency counting? Will you use
statistics?

 Reliability and validity of the How will you establish the validity and
instrument reliability of your instrument?
 What is It

Three Ways to Construct an Instrument

1. Adopt an instrument. You may use an already existing tool that has been
utilized by reputable institutions or studies. When an instrument is adopted,
there is no need for the researcher to test its validity and reliability because
it has already been evaluated by experts.
2. Modify an existing instrument. You may change or improve some parts of
an instrument borrowed if it does not exactly answer the pre-set research
objectives.
3. Create your own instrument. As you do this, you should make sure that
yours is aligned with the research objectives. You should also be guided by
other instruments that are related to your study.

Data Collection Techniques

Cristobal and Cristobal (2017) enumerated the six data collection techniques
researchers frequently use:

1. Documentary analysis. This is a very common method of analyzing data

which relies heavily on exploring documents and records that exist within a
body, organization, institution, or group. Examples of such are memos,
minutes of meetings, financial documents, photographs, posters, databases,
videos, and audio records.

2. Interview. The instrument used for interviewing is an interview schedule or

an interview protocol. If this will be used, the interviewer must have superb
communication skills to generate honest and accurate responses from the
participants. There are interviews conducted for only one person, for groups
of five to 10 (focus group interviewing) or more. Life histories are also elicited
in this technique and so the interviewer must be knowledgeable in guiding
the respondent in telling his story. Modern researches use smartphones as
recording devices because there are some studies which believe that writing
down notes during the interview “affects rapport, reduces spontaneity, and
hinders eye contact” (Cristobal and Cristobal, 2017, p. 160).

Three Types of Interview.

a. Unstructured. This can be compared to a casual conversation
because the interaction between the interviewer and respondent is
free-wheeling. A skilled interviewer is required in this type so he can
maintain the conversation.
b. Structured. The interviewer must only ask questions that are listed
in his protocol. However, he can inquire for clarification if needed.
 c. Semi-structured. There are preset questions but the researcher may
ask more if needed to add gravity to the results.

3. Observation. The same with interviews, there is also an observation guide or

observation checklist that is used during the process. This technique must
be done in a concealed manner to get realistic findings. It is for the reason
that when the subjects are aware that they are being observed, their
movements will be calculated. A good example is a promodizer’s job in malls.
He can easily and silently observe the social behavior of people given the
field of work he is in. He can see how the people respond to his marketing
techniques, how they behave, reject, respond, approve, etc. One needs to be
extremely keen if this process will be utilized. Moreover, an observer must
keep in mind the following:
 Focus of the observation
 Concealment
 The condition where the participants have no knowledge that they are
being observed
 Duration
 Method of recording the observation

Types of Observation
a. Structured. A checklist with preset expected behaviors are listed and
the researcher tallies the frequency of their occurrences.
b. Unstructured. The researcher has no idea of what to expect in the
setting where he is observing. He simply looks at scenes as they
happen.

4. Physiological Devices. These tools measure the physical data from the
participants. Among the other data collection techniques, this is considered
the most accurate because they provide actual figures. Examples are
thermometer, weighing scale, stopwatch, sound meter, stethoscope, and
many others.

5. Psychological Tests. This involves testing the personality (personality

inventories or projective techniques) of a person including their traits, needs,
and values. Examples of personality tests are Beck Depression Inventory and
Wechsler Adult Intelligence Scale.

6. Questionnaire. This tool is most commonly used by researchers where a list

of questions with blanks are provided which will be answered by a number
of respondents.

Types of Questionnaire
a. Structured. These questionnaires provide possible answers and the
respondents just have to choose what best corresponds them.
 b. Unstructured. Unlike the structured questionnaire, this type does
not give any possible answer and the respondents may write any
answer they want.

The Review of Literatures and Studies and the Questionnaire

As the researcher begins to write the questions, he should review his
gathered literatures and make sure that the questions specifically yield to answer
the questions investigated in the study. If the questions and literatures reviewed
match, they make the questionnaire valid.

Types of Instrument Questions

1. Yes or No Type. These questions are answerable by yes or no.
Examples:
Do you religiously follow a skincare routine?
 Yes  No
Do you thoroughly review your notes and study before a major exam?
 Yes  No

2. Recognition Type. The respondents will choose from a set of possible

answers.
Examples:
Civil Status
 Single  Separated  Divorced
 Married  Annulled  Widow

3. Completion Type. The respondents are to write their answers on provided

blanks.
Example:
After Senior High School, I plan to ___________________________________
__________________________________________________________. I want to
do this because ____________________________________________________.
I believe this is the best decision since _______________________________
____________________________________________________________________.

4. Coding Type. The participants assign a number of their preferred choice

based on how they perceive the item that is described.
Example:
Rate your experience regarding the service quality of this fast food
chain.
    
1 2 3 4 5

How will you rate your Practical Research 2 experience from a scale of
1 to 10?
1 2 3 4 5 6 7 8 9 10
 5. Subjective Type. The respondents provide their comments, suggestions, and
opinions about an issue.
Example:
Are senior high school students employment-ready after graduation?
Share your thoughts.
____________________________________________________________________
Why are research subjects initiated in senior high school?
____________________________________________________________________

6. Combination Type. This is a combination of any of the enumerated type of

questions above.

How to State Instrument Questions

1. State questions in an affirmative form.
 I am confident in speaking English during class recitations.
 I am not confident in speaking English during class recitations.

2. Avoid questions containing ambiguity such as the use of plenty, many, few,
sometimes, and usually.
 Do you review your answers before submitting your test paper?
 Do you sometimes review your answers before submitting your test
paper?

3. Avoid double negatives.

 Do you agree with the new school policy?
 Don’t you disagree with the new school policy?

4. Avoid questions that require two answers.

 Do you aim to graduate with honors?
 Do you aim to graduate with honors and receive a scholarship for
college?

Scales Used in Research Instruments

1. Likert Scale. This is a rating system used in questionnaires to measure
people’s opinions, perceptions, and attitudes about a particular area of
concern. Traditionally, researchers use a five-point scale that is composed of
5 – strongly agree, 4 – agree, 3 – neutral, 2 – disagree, and 1 – strongly
disagree. There are also some who use a seven-scale measurement but
people tend not to answer the extreme sides because they do not want to be
overly absurd. Also, if the researcher uses a three-point scale—poor,
satisfactory, good—he is limiting the discrimination element of the item
being evaluated. Moreover, if a four-point scale is used—without neutral—he
is forcing the participants to become pro or against the topic (Jamieson,
n.d.).
 Here is a sample questionnaire about a website design taken from Wikipedia:

Criteria Strongly Disagre Neutra Disagree Strongly

Disagre e l Disagree
e
1. The website has a
user-friendly
interface.
2. The website is easy
to navigate.
3. The website’s pages
generally have good
images.
4. The website allows
users to upload
pictures easily.
5. The website has a
pleasing color
scheme.

2. Semantic Differential Scale. This is designed to measure the connotative

meaning of things. For example, a heart is basically a body organ that is the
center of the circulatory system. However, affectively speaking, it connotes
love, admiration, or heartache (statisticshowto.com). Basically, respondents
are asked to rate concepts using bipolar adjectives.

Example of a semantic differential scale:

How would you rate your current job?

Boring Interesting

What can you say about your English teacher’s communication skills?
Incompeten 1 2 3 4 5 Competen
t t
 What’s More

Activity 1.1 Creating a Semantic Differential Scale

Create a semantic differential scale using the following by filling the blanks with
the most appropriate bipolar adjectives. Refer to the given questions.

1. How will you rate the learnings that you derived in studying Practical
Research 2?
____________ _____________
_

2. How important is grammar mastery in writing a research report?

____________ _____________
_

3. How difficult are your statistic lessons?

____________ _____________
_

4. How fast were you able to come up with an approved research topic?
____________ _____________
_

5. How will you rate your experience during the topic defense?
____________ _____________
_
 What I Have Learned

1. Instruments are tools used in research for data collection.

2. There are three ways a researcher may do to construct an instrument: (1) he
may adopt, (2) modify an existing one or (3) create his own.
3. Data collection techniques include documentary analysis, interview,
observation, physiological test, psychological test, and questionnaire.
4. A researcher is not allowed to just throw in questions anyhow he wants, he
may choose from various types such as yes or no, recognition, completion,
coding, subjective, and combination.

1.
 What I Can Do

What instrument do you plan to use so you can accurately collect your data?
Write your plans below.

Approved Research Title:

Proposed Data Collection Technique:

Justification:

Sample Questions:

Justification:

Supporting Literatures:
 Assessment

A. MULTIPLE CHOICE. Encircle the letter of the most appropriate answer.

1. Which is NOT a way to construct a research instrument?

a. Adopt an existing one from a reliable source.
b. Copy and paste a simple poll created on Facebook by a SHS student.
c. Create your own instrument.
d. Modify an available survey that is related to your topic from a
reputable organization.
2. Which data collection technique explores written documents, videos,
financial statements, memos, and the like?
a. Documentary analysis
b. Interview
c. Observation
d. Psychological tests
3. Which data collection technique involves the assessment of an individual’s
personality and mental state?
a. Documentary analysis
b. Interview
c. Observation
d. Psychological tests
4. Hannah uses a checklist as she observes people in the mental health ward.
What type of observation is she conducting?
a. Restructured
b. Structured
c. Unstructured
d. None of the above
5. Angelo used a digital weighing scale to measure the amount of water that
precipitated from his bioplastic experiment. What tool did he utilize?
a. Biochemical tool
b. Laboratory tool
c. Physiological tool
d. Psychological tool
B. MATCHING TYPE. Choose the data collection technique in Column B that
is best suited for the research situations in Column A.

1. Andrew wants to know if the people of a. Documentary

Bagong Nayon are satisfied with their water analysis
district service. So he posted an online b. Interview
survey to know their opinion. c. Observation
2. Anna thinks she experiences depression, so d. Physiological tests
she went to consult a psychiatrist. The e. Psychological tests
doctor made her take a series of tests that f. Questionnaire
assesses her anxiety.
3. Gilbert wants to investigate firsthand how
millennials behave in coffee and milk tea
shops.
4. Gino collects text messages from teachers
to see how students approach them about
an academic concern.
5. Jayson wants to explore the experiences of
Typhoon Yolanda victims after two years.
 Additional Activities

You created bite-sized blueberry cheesecakes using SkyFlakes as crust

instead of the usual Graham crackers and you want to know if people in your
neighborhood will be satisfied by it. If successful, you’ll try to sell the dessert online
and earn money for your college education. The problem now is the instrument
you’ll use for your feasibility test. Create a four-point Likert scale of the cheesecake
measuring its taste, aroma, price, size, and appearance. Use a matrix or any style
that you prefer. Input your proposal in the box.
What I Know Assessment What’s In
Speedometer A.
B What I Can Do
Thermal scanner
A
Stopwatch D Additional Activities
Weighing scale B
Sound meter C Students’ answers may
vary.
What’s More B.
Students’ answers may F
E
vary.
C
Possibilities: A
Not meaningful very B
meaningful
Not important very
important
Easy difficult
Immediately several
weeks
Excited nerve-wracking
Answer Key
Lesson Establishing an
Instrument’s Validity and
2 Reliability
In the earlier topic, the dos and don’ts of research instrument writing were
thoroughly discussed. This lesson is a continuation but expect a more scientific
depth on making the research instruments credible and reliable.

What’s In

Think Bubbles. Share what you know about the validity and reliability of an
instrument by working on the graphic organizer below. Report your thoughts in
class.

What
makes
an
instru-
ment
valid?

What
makes it
reliable?
 What’s New

Regardless if the instrument is adopted, self-created, or modified, it is of

prime importance to establish its validity and reliability. Let’s look at the graphic
organizer below to see what you can expect to learn in this module.

Validity Reliability

Test-retest
Face validity
reliability

Equivalent
Content
forms
validity
reliability

Internal
Construct
consistency
validity
reliability

Citerion Inter-rater
validity reliability

What is It

Validity
This refers to the degree where an instrument measures what it is supposed
to measure. For example, a researcher wants to explore the writing skills of the
students. An actual writing test will be more valid than conducting an interview or
providing a multiple choice test. The latter activities do not really test the writing
skills of the students.
Types of Validity
1. Face Validity. This is also known as logical validity which refers to a
subjective process of checking the actual face or the façade of the
instrument. It is determined by looking at the font style, font size, spacing,
and other details that might distract the respondents while answering.

2. Content Validity. This type checks the questions to see if they are capable
of answering the preset research questions. In other words, the questions
need to meet the objectives of the study. It is not measured numerically but
instead, experts rely on logical judgment. It is a logical presumption that the
questions will yield to answer what the researcher expects to get. Hence,
content validity is subject to the approval of a round of experts who are
knowledgeable about the topic. Three to five experts are suggested to fill the
respective panel and their criticisms will be highly regarded to validate the
content.

3. Construct Validity. This is the degree to which the instrument actually

tests the hypothesis or theory the study is measuring as a whole. If the
instrument is construct valid, it must be able to detect what should exist in
the analysis once the papers are taken back, theoretically. As Barrot (2017)
emphasized construct is a form of “intangible or abstract variable such as
personality, intelligence, or moods” (p. 115). If the instrument is not able to
detect these, it is not construct valid.

4. Criterion Validity. This predicts that the instrument produces the same
results as those of other instruments in a related study. The correlation
between the results of this instrument and of others guarantee criterion
validity.
a. Concurrent Validity. There is concurrent validity if the instrument is
able to predict results the same with those that are already validated
in the past. For example, the division-wide math test is valid if the
students’ scores are the same as those in the regional-wide math test.
b. Predictive Validity. An instrument has this if it yields the same result
in the future. For instance, a student’s college entrance exam result
in Mathematics is valid if his actual math subjects’ grades become
parallel to it.

Reliability
Reliability refers to the consistency of result that will be taken from the
instrument. If the results are consistent, then the instrument is accurate.

1. Test-retest Reliability. This is realized if the test is given to the same set of
takers at least after two weeks. If the scores are consistent, the instrument is
reliable.
2. Equivalent Forms Reliability. Two sets of tests are administered to the
participants. They have the same content as to coverage, difficulty level, but
different in wordings. An example of this is giving a diagnostic test at the
beginning of the school year and an achievement test at the end.

3. Internal Consistency Reliability. This measures how well the items in two
instruments measure the same construct.

Ways of measuring the internal consistency:

a. Split-half coefficient
b. Cronbach’s alpha
c. Kuder-Richardson formula

4. Inter-rater Reliability. To assure this type of reliability, two raters must

provide consistent results. A 0.70 coefficient value from Kappa coefficient,
the most common statistical tool used for inter-rater reliability, means that
the instrument is reliable.
 What’s More

Activity 1.1 A Walk Down Memory Lane

Recall what you learned in this module by noting down what you remember
from validity and reliability in the graphic organizer below. You may draw, write, or
be abstract in your interpretation. Share your output with the class.

Validity of
Research
Instruments
 Reliability of
Research
Instruments

What I Have Learned

1. Validity is the degree to which an instrument measures what it is supposed

to measure. There are four types of validity: face, content, construct, and
criterion.
2. Reliability refers to the consistency of the instrument’s results. It has four
types: test-retest, equivalent forms, internal consistency, and interrater.
3. Both validity and reliability must be established in crafting a research
instrument. If the instrument did not undergo such tests, the whole
research report will only go down the drain.
 What I Can Do

Using the graphic organizer below, write your step by step plan on how you
will establish and maintain your instrument’s validity and reliability.

Proposed Instrument for the Approved Topic:

__________________________________

Plans to Establish Validity and Reliability

 Assessment

Encircle thumbs up () if the statements practice validity and reliability;

otherwise, thumbs down ().

Validity

  1. After tallying the answers from the questionnaire,

Marie compared it to the results of a similar study.
 She realized hers’ and others’ have very far results.
  2. Aljohn’s group asked only the guidance counsellor to
review the questions they have in their self-made
instrument.
  3. Janice’s analysis on her science e-test predicted
those who will pass the UPCAT.
  4. Miss Lorna checks the font, spacing, and the actual
design of the questionnaire before she administers it.
She makes sure that her respondents will not get
distracted in answering the instrument.
  5. Sir Jun wants to assess his students’ basketball
skills so he made a multiple choice test to see their
abilities.

Reliability
  6. Miss Felice only changed the wordings of the first
test to investigate whether the students really
understood Guy de Maupassant’s The Necklace.
  7. The Grade 12 students are given the same set of
tests after two weeks to see if the initial reading
comprehension result is reliable.
  8. The scores given by the three expert raters in
Eunice’s study vary extensively from one another.

For items 9 and 10:

Differentiate validity and reliability in at least two sentences.
 Additional Activities

Interview your fellow researchers from different strands and take notes of
their strategies or plans for data collection using the graphic representation below.
Then, write a one-page report of what surprised or amazed you from the interview.
Share your discoveries to your groupmates.

ABM

HUMSS

STEM

TVL
Assessment What’s In
What’s More
What I Can DO
Additional Activities
Students’ answers may vary
9-10 students’ answers may
vary.
Answer Key
References
Barrot, J. S. (2017). Practical research 2. Quezon City: C&E.
Care.com. (2017, June 19). 100 questions to get to know your teenager. Retrieved
from www.care.com/c/stories/778/100-questions-to-get-to-know-your-
teenager/en-ie/
Cristobal, A. P. & Cristobal, M. C. D. C. (2017). Practical research 2 for senior high
school. Quezon City: C&E.
Jamieson, S. (n.d.). Likert scale in social science. Britannica. Retrieved from
www.britannica.com/topic/Likert-Scale
Life Changes Trust Funding Evaluation. (n.d.) Document Analysis. Retrieved from
www.lctfevaluationtoolkit.com/document-analysis
Statistics How To. (n.d.). Semantic differential scale: Definition, examples. Retrieved
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