Types of instruments

Educational Research andEducational Research and
statisticstatistic
Types of instruments

InstrumentationInstrumentation
One of the most importantOne of the most important
components of a research designcomponents of a research design
is theis the research instrumentsresearch instruments
because theybecause they gather or collectgather or collect
data or informationdata or information.. TheseThese
research instruments or toolsresearch instruments or tools
are ways of gathering data.are ways of gathering data.
Without them, data would beWithout them, data would be
impossible to put in hand.impossible to put in hand.

Data CollectionData Collection
 Scientific and disciplined inquiryScientific and disciplined inquiry
requires the collection, analysis, andrequires the collection, analysis, and
interpretation of datainterpretation of data
 Data – the pieces of information that areData – the pieces of information that are
collected to examine the research topiccollected to examine the research topic

WHAT ARE DATA?WHAT ARE DATA?
 The term "data" refers to the kinds of informationThe term "data" refers to the kinds of information
researchers obtain on the subjects of theirresearchers obtain on the subjects of their
research.research.
 The term "instrumentation" refers to the entireThe term "instrumentation" refers to the entire
process of collecting data in a researchprocess of collecting data in a research
investigation.investigation.

Researcher InstrumentsResearcher Instruments
 Many types of researcher-completedMany types of researcher-completed
instruments exist.instruments exist.
 Some of the more commonly used areSome of the more commonly used are
rating scales, interview schedules, tallyrating scales, interview schedules, tally
sheets, flowcharts, performancesheets, flowcharts, performance
checklists, anecdotal recordschecklists, anecdotal records

Pilot TestingPilot Testing
 Test on a small number of individuals inTest on a small number of individuals in
the samplethe sample
 Ask for written feedback on the questionsAsk for written feedback on the questions
 Revise the survey based on the writtenRevise the survey based on the written
commentscomments

Selection of a TestSelection of a Test
 Designing you own testsDesigning you own tests
 Get help from others with experience developing testsGet help from others with experience developing tests
 Item writing guidelinesItem writing guidelines
 Avoid ambiguous and confusing wording and sentenceAvoid ambiguous and confusing wording and sentence
structurestructure
 Use appropriate vocabularyUse appropriate vocabulary
 Write items that have only one correct answerWrite items that have only one correct answer
 Give information about the nature of the desired answerGive information about the nature of the desired answer
 Do not provide clues to the correct answerDo not provide clues to the correct answer

Selection of a TestSelection of a Test
 Test administration guidelinesTest administration guidelines
 Plan aheadPlan ahead
 Be certain that there is consistency acrossBe certain that there is consistency across
testing sessionstesting sessions
 Be familiar with any and all proceduresBe familiar with any and all procedures
necessary to administer a testnecessary to administer a test

QUESTIONAIREQUESTIONAIRE
The mostThe most common instrument or toolcommon instrument or tool
of research for obtaining the dataof research for obtaining the data
beyond the physical reach of thebeyond the physical reach of the
observer.observer.
For Example:For Example:
May be sent to human beings who areMay be sent to human beings who are
thousands of miles away or just aroundthousands of miles away or just around
the corner.the corner.

Two Forms of QuestionnaireTwo Forms of Questionnaire
 Closed form / Closed-endedClosed form / Closed-ended
 Open form / Open-endedOpen form / Open-ended

Guidelines in Using theGuidelines in Using the
QuestionnaireQuestionnaire
Clarity of languageClarity of language
Singleness of purposeSingleness of purpose
Relevant to the objective ofRelevant to the objective of
the studythe study
Correct grammarCorrect grammar

Principles to consider inPrinciples to consider in
constructing Questionnaireconstructing Questionnaire
1. define or qualify terms that could1. define or qualify terms that could
easily be misinterpreteasily be misinterpret
2. be careful in using descriptive2. be careful in using descriptive
adjectives and adverbs that have noadjectives and adverbs that have no
agreed-upon meaningagreed-upon meaning
3. be careful of inadequate alternatives3. be careful of inadequate alternatives
4. beware of double negative4. beware of double negative

ContCont..
5.avoid the double-barreled question5.avoid the double-barreled question
6. underline the word if you wish to6. underline the word if you wish to
indicate special emphasisindicate special emphasis
7. when asking for rating or7. when asking for rating or
comparisons a point of referencecomparisons a point of reference
is necessaryis necessary
8. avoid unwarranted assumptions8. avoid unwarranted assumptions

ContCont..
9.Pharse questions so that they are appropriate9.Pharse questions so that they are appropriate
for all respondentsfor all respondents
10.design question that will give a complete10.design question that will give a complete
answeranswer
11.provide for the systematic qualification of11.provide for the systematic qualification of
responseresponse
12.consider the possibility of classifying the12.consider the possibility of classifying the
respondents yourself rather than having therespondents yourself rather than having the
respondents choose categoriesrespondents choose categories

AdvantagesAdvantages
 Printing and mailing are costlyPrinting and mailing are costly
 Response rate maybe lowResponse rate maybe low
 Respondents may provide only sociallyRespondents may provide only socially
acceptable answersacceptable answers
 There is less chance to clarifyThere is less chance to clarify
ambiguous answerambiguous answer
 Respondents must be literate and withRespondents must be literate and with
no physical handicapsno physical handicaps
 Rate of retrieval can be low becauseRate of retrieval can be low because
retrieval itself is difficultretrieval itself is difficult

DisadvantagesDisadvantages
 Printing and mailing are costlyPrinting and mailing are costly
 Response rate maybe lowResponse rate maybe low
 Respondents may provide only sociallyRespondents may provide only socially
acceptable answersacceptable answers
 There is less chance to clarifyThere is less chance to clarify
ambiguous answerambiguous answer
 Respondents must be literate and withRespondents must be literate and with
no physical handicapsno physical handicaps
 Rate of retrieval can be low becauseRate of retrieval can be low because
retrieval itself is difficultretrieval itself is difficult

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Types of instruments

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Types of instruments