INSTRUMENTATION QUESTIONNAIRE EDU 702 RESEARCH METHODOLOGY ZUBAIDAH ABDUL

INSTRUMENTATION QUESTIONNAIRE EDU 702 RESEARCH METHODOLOGY ZUBAIDAH ABDUL GHANI (2009546185) NORELA ELIAS (2009737225) ROSLINA AHMED TAJUDDIN (2009171229)

What Are Data? Instrument? q Data – the kinds of information researchers obtain on the subjects of their research. q Instrument – the device the researcher uses to collect data. e. g. pencil-and-paper test, questionnaire q Instrumentation – the entire process of collecting data in a research investigation. 1. Where will the data be collected? location Key questions 2. When will the data be collected? time 3. How often are the data be collected? frequent 4. Who is to collect the data? administration

Validity Reliability Objectivity Important consideration in choosing a research instrument: q Validity – the extent to which results from it permit researchers to draw warranted conclusions about the characteristics of the individuals studied. Valid instrument – measures what it is supposed to measure. q Reliability – a reliable instrument is one that gives consistent results. q Objectivity – the absence of subjective judgments. q Usability – instrument easy to use.

Classifying Data- Collection Instruments q In educational research, three methods for obtaining information: Researcher instruments Subject instruments Obtained by directly on indirectly assessing the subjects of a study. Self-report data are provided by the subject of the study themselves. Provided by other by people about the subjects of a study. e. g. observe students in classroom, examine students records, noting the frequency of oral assessment. e. g. request students products (essays) for evidence, interview student. e. g. interviews teachers or students and assess each student’s thinking skills based on their prior experience. Informants instruments

Classifying Data- Collection Instruments q Written Response Versus Performance q Written-response instruments include objective. e. g. , (multiple choice, true-false, matching, or short answer) tests, short-essay examinations, questionnaires, interview schedules, checklists. q Performance instruments include any device design to measure either a procedure or a product. Designed to see how well procedures can be followed and assess the quality of products.

Researcher-Completed Instruments q Rating Scale - a measured judgment of some sort. A rating is intended to convey the rater’s judgment about an individual’s behavior or product. q Interview Schedules a set questions to be answered by the subjects of the study. q Observation Forms – Paper-and-pen observation forms that requires the observer to record and evaluate certain behaviors. q Tally Sheets - a device used to record the frequency of students behavior s, activities, or remarks.

Researcher-Completed Instruments q Flow charts – helpful in analyzing class discussion. q Performance Checklists - consists of a list of behaviors that make up a certain type of performance. q Anecdotal Records – a record of observed behaviors written down in the form of anecdotes. q Time-and-Motion Logs – the observation and detailed recording over a given period of time of the activities of one or more individuals.

Subject-Completed Instruments q Questionnaires – the subject respond to the questions by writing or by marking the answer sheet. q Self-Checklists – a list of several characteristics or activities presented to the subjects of a study. q Attitude Scales – consists of a set of statements to which an individual responds. q Personality Inventories- measure certain traits of individuals or to assess their feelings about themselves.

Subject-Completed Instruments q Achievement Tests – measure an individual’s knowledge or skill in a given area or subject. q Aptitude Tests – assess intellectual abilities that are no specifically taught in school. q Performance Tests – measures an individual’s performance on a particular task. q Projective Devices – instrument that allows individuals to project their interests, preferences, anxieties, prejudices and needs through their responses to it.

Types of Scores Most quantitative data are reported in the form of scores. RAW SCORES DERIVED SCORES

RAW SCORES This is the initial score obtained. It can be the total number of items an individual gets correct or answers in a certain way on a test. Example : - the number of questions answered correctly on a math test, the number of questions answered ‘positively’ on an attitude scale. An individual raw score – difficult to interpret – little meaning.

RAW SCORES Example of a RAW SCORE MARKS OBTAIN FROM AHMAD SUBJECT MARKS BAHASA MALAYSIA 90 ENGLISH 53 SCIENCE 89 MATHEMATHIC 91

DERIVED SCORES q Derived scores are obtained by taking raw scores and convert them into more useful scores on some type of standardized basis. q It is able to indicate a particular individual’s raw score in relation to other raw scores in the same distribution q It is able to help the researcher compare the scores between other individuals taking the same test.

DERIVED SCORES AGE and GRADELEVEL EQUIVALENTS SCORE DERIVED SCORES STANDARD SCORES PERCENTILE RANKS SCORES

DERIVED SCORES – Age & Grade-level equivalent It shows what age and grade an individual score is typical

DERIVED SCORES – Age & Grade-level equivalent Example : The average score in the beginning of the year for all fourth-grade students is 50 out of 100. Students who scores 50 will have a grade equivalent of 7. 0 on the test regardless of their actual placement – whether they are in third, fifth or sixth grade. The raking of the particular student is the same as a fourth-graded students.

DERIVED SCORES – Percentile Ranks This refers to the percentage of individuals scoring at or below a given raw score. It can also be referred to as percentiles. Recording a test-taker's percentile rank enables his or her performance to be compared very clearly with those in the standardisation sample. There is, in fact, a fixed relationship between standardised scores and percentile ranks when the same average score and standard deviation are used.

DERIVED SCORES – Percentile Ranks The formula for converting raw scores to percentile ranks (Pr) is as follows : Pr = number of students + all students at score below score ------------------------------ X 100 total number in group

DERIVED SCORES – Percentile Ranks Example : Total Students = 120 Students who scores more than 85 = 36 Students who scores 85 = 4 Students who score below 85 = 80 (120 – 36 – 4) The percentile rank for students who scores 85 = Pr = (80 +4)/120 X 100 = 70 The percentile rank of these four students is 70.

DERIVED SCORES – Standard Scores • It provides another means of indicating how one individual compare to another in a particular group. • The standardised score is on a scale that can be readily compared and combined with standardised scores from other tests. • It also indicates how far a given raw score is from reference point.

NORM-REFERENCES INTRUMENTS NORM GROUP • The group used to determine derived scores NORM-REFERENCED INSTRUMENTS • The instruments that provide such scores

NORM-REFERENCES INTRUMENTS • Norm-referenced compare an individual’s performance to that of other individuals. • Standardized examinations such as the SAT are an example the usage of norm-referenced instruments. • The goal is to rank the set of examinees so that decisions about their opportunity for success (e. g. college entrance) can be made.

NORM-REFERENCES INTRUMENTS NORM GROUP • The examinees taking the exam NORM-REFERENCED INSTRUMENTS • SAT exam

CRITERION-REFERENCED INSTRUMENTS This focuses more directly on instruction. Rather than evaluating learner’s progress through gain in scores, it is based on specific goals ot target for each learner to achieve. The goal with these tests is to determine whether or not the candidate has the demonstrated mastery of a certain skill or set of skills. Example : a student is able to do 10 laps of front-stroke in a 50 -metre pool within 10 minutes. So the answer is either pass or fail. This is able to give a clear-cut goal to work toward.

Measurement Scales q. Measurement – is the foundation of any scientific investigation. q Anything we do begins with the measurement of whatever it is, we want to study. q Definition – measurement is the assignments of numbers to objects. q Example : When we use a personality test such as EPQ(Eysenck. Personality. Questionnaires) to obtain a measure of Extraversion – “ How outgoing someone is”; we are measuring that personality characteristics by assigning a number (a score on the test) to an object (a person)

Measurement Scale(Cont…) Ratio Nominal Measurement Scale Interval Ordinal q. Nominal – Not really a ‘scale’ because it does not really objects along any dimension. q. It simply ‘ label’ objects q For example: Religious Gender Affiliation Male = 1 Buddha =1 Female= 2 Islam = 2 Catholic = 3 Hindu = 4 Christian = 5

Measurement Scale (Cont…) q. Example Questionnaires for nominal scale measurement Ex: Which of the following would you most like to have? (circle one) Restored 1967 Mustang (=1) Mazda Miata (=2) Jeep Cherokee (=3) Mercedes Sedan (=4)

Measurement Scale (Cont…) q Ordinal - is where numbers are used to place objects in order. But, there is no information regarding the differences (intervals) between point of scale q. Example Questionnaires for nominal scale measurement Ex: What is your hometown’s approximate population? (circle one) less than 10, 000 -50, 000 50, 001 -150, 000 150, 001 -500, 000 or more

Measurement Scale (Cont…) q. Interval - is a scale on which equal intervals between objects, represent equal differences. Interval scales are also scales which are defined by metrics such as logarithms. q. Example Questionnaires for Interval scale measurement q(Likert Scale)

Measurement Scale(Cont…) Ratio - The factor which clearly defines a ratio scale is that it has a true zero point. - a ratio scale does not have negative values. The simplest example of a ratio scale is the measurement of length. Ex: How tall are you and what is your weight? It makes sense to talk about zero length and zero weight, but it does not make sense to talk about negative length or negative weight.

Preparing Data for Analysis q. Researcher must score the data that have been collected and then organize it to facilitate analysis. -Collected data must be scored accurately and consistently. If not, any conclusions from the data may be erroneous or misleading. -The data usually done by transferring data to some sort of summary data sheet or card. Example: Table 7. 3 ( according to the textbook)

Tabulating and coding the data Table 7. 3: Hypothetical Results of Study Involving a Comparison of Two Counseling Methods Score for “Rapport” 91 -100 81 -90 71 -80 61 -70 51 -60 41 -50 31 -40 21 -30 11 -20 1 -10 Method A Method B 1 1 3 4 5 6 4 1 3 4 N=33 4 2 5 1 1 7 5 1 33

Tabulating and coding the data (cont…) • Use Computational to evaluate the data Example: - SPSS - ANOVA to find mode, mean, median, and so forth. -From there, we can conclude our findings.