3 - QNR Instrumentation Research - JCV - 1stSemSY2019-2020 PDF

INSTRUMENTATION
in Quantitative Research
A presentation by
John Paul C. Vallente
Research in Daily Life 2
12/04/19
3_QNR_JCV_1stSem_AY2019-2020
What is Instrumentation?
v the process of collecting data
v different ways or means of collecting data
v instrument refers to the tool or device used to
collect data
v before making an instrument, ask the following
questions:
1. How will the data be gathered?
2. When will the data be gathered?
3. Where will the data be gathered?
4. How will the data be analyzed?
All About Research Instruments
v What is a researcher-completed instrument?
an instrument where the researcher supplies the
necessary data or the information needed (e.g.
rating scale)
v What is a participant-completed instrument?

designed in such a way that participants of the
study give the needed data or information (e.g.
self-report inventory)
Technical Qualities of RIs
v VALIDITY
RIs should be able to correctly and accurately
measure what it intends to measure
classified into three types:

1. Content Validity
2. Criterion Validity
3. Construct Validity
v CONTENT VALIDITY
refers to the extent of how the research instrument
measures the important and essential dimensions
of the variable
obtained from a thorough search of the literature or

from content experts
Example: a research instrument on self-esteem

must have items that are relevant, important,
and essential on how self-esteem is defined
v CRITERION VALIDITY
refers to how well a research instrument can
predict future performance or estimate current
performance on another measure rather than the
instrument itself
Example: a math aptitude test has criterion

validity if the test can predict future
performance of students on a math
achievement test
v CONSTRUCT VALIDITY
refers to the degree to which scores obtained from
the use of a research instrument can be related
and, to a certain extent, influence another variable
Example: a self-esteem instrument hs

construct validity if the results from the
administration of the instrument can be
explained, related or linked to the construct of
self-confidence and self-efficacy
v RELIABILITY
the consistency of measurement results and the
extent to which they are accurate, error-free, and
stable
classified into four types:

1. Stability
2. Equivalence
3. Homogeneity
4. Scorer Reliability
v STABILITY
if the same result is obtained upon re-
administration of the instrument to the same
sample (a.k.a. test-retest method)
Example: a stable test of trait anxiety should

give the same result upon re-administration of
the the instrument to the same sample
v EQUIVALENCE
if two sets of scores obtained from the
administration of two forms of the same test
correlate highly, then the tests exhibit equivalence
Example: if scores from the administration of a

teacher-made Math achievement test (TMMAT)
correlate highly with scores obtained from a
standardized Math achievement test (SMAT),
then the TMMAT is equivalent to the SMAT
v HOMOGENEITY
happens if the different items in the test are
measuring the same construct (a.k.a. internal
consistency)
Example: an instrument on self-esteem should

contain items that measure self-esteem
v SCORER RELIABILITY
refers to the degree of agreement of raters if the
same instrument was used
Example: an excellent music performance

should receive a high score from different
judges if the same instrument was used
Research Designs in Experimental Studies
v ONE-SHOT CASE STUDY

one single group is exposed to a treatment or event; a
dependent variable is subsequently observed or measured
in order to assess the effect of the treatment
POST
v ONE-GROUP PRETEST-POSTTEST DESIGN

a single group os measured or observed not only after
being exposed to a treatment but also before the
treatement
PRE POST
v STATIC GROUP POSTTEST DESIGN

two existing groups are used; comparisons are made
between the groups receiving different treatments
POST
v STATIC GROUP PRETEST-POSTTEST DESIGN

differs from the static group comparison design only in that
a pretest is given to both groups
PRE POST
v RANDOMIZED POSTTEST-ONLY CONTROL

GROUP DESIGN
involves two groups; one group receives the experimental
treatment while the other does not, and then posttest were
administered to both groups
POST
Threats to Internal Validity
v HISTORY
events that happened during the course of the
study that can influence the results
v MATURATION
biological or psychological changes in the
participants during the course of the study
v TESTING
may arise when the same test is used both as
pretest and posttest
participants may
become “test wise”
v INSTRUMENTATION
arises when there is a change in the instrument
between the pretest and posttest
v STATISTICAL REGRESSION
occurs when the researcher uses extreme groups
as participants
v DIFFERENTIAL SELECTION
if participants with different characteristics are in
the experimental and control groups, the results of
the study may be due to group differences, not
necessarily to the treatment or the independent
variable
v EXPERIMENTAL MORTALITY
refers to participants who drop out during the
course of the study
v EXPERIMENTAL TREATMENT DIFFUSION
if the treatment group is in close proximity to the
control group, it is possible that the control group
participants may learn about the independent
variable and begin using some of the ideas
themselves
v COMPENSATORY RIVALRY
OF THE CONTROL GROUP (CG)
control group are likely to exert more effort than the
treatment group because the control group perceived that
they are at a disadvantage compared to the treatment
group
“John Henry Effect”
v COMPENSATORY EQUALIZATION OF
TREATMENT
members of the control group may become
disgruntled if they think that the experimental
group is receiving more resources than them
v RESENTFUL DEMORALIZATION OF THE CG
the control group may feel demoralized because
they are not part of the “chosen” group and thus,
their performance might be lower than the normal
v THE HAWTHORNE EFFECT
refers to the tendency of participants in a research
or experiment to perform well simply because thay
are part of an investigation
v EXPERIMENTER BIAS
biases of the experimenter can affect the results of
the experiment; personal characteristics of the
experimenter might influence the way the
experiment is conducted
v LOCATION
location where the data in an experiment is carried
out as well as the location of the treatment can
affect the results of the experiment

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INSTRUMENTATION

v What is a participant-completed instrument?

classified into three types:

obtained from a thorough search of the literature or

Example: a research instrument on self-esteem

Example: a math aptitude test has criterion

Example: a self-esteem instrument hs

classified into four types:

Example: a stable test of trait anxiety should

Example: if scores from the administration of a

Example: an instrument on self-esteem should

Example: an excellent music performance

v ONE-SHOT CASE STUDY

v ONE-GROUP PRETEST-POSTTEST DESIGN

v STATIC GROUP POSTTEST DESIGN

v STATIC GROUP PRETEST-POSTTEST DESIGN

v RANDOMIZED POSTTEST-ONLY CONTROL

“John Henry Effect”

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