Inquiries, Investigations, and Immersion - Lesson 4

Lesson 4
Validity and Reliability of the Instrument

ESTABLISHING VALIDITY AND RELIABILITY OF THE INSTRUMENT
1. How will you establish the validity of your instrument? Describe your step-by-step process.
There are several sorts of validity as stated in the previous lesson. However, there are actions that
can be taken to ensure the validity of our instrument, such as:
a) Avoiding complex questions to avoid respondents struggling or skipping questions they
may find difficult to answer.
b) Questions must be simple, devoid of jargon, and signify the same thing to everyone who
reads them. There is no way to provide more explanation or for participants to ask
questions if your questions are confusing or do not accurately reflect what you wish to
inquire.
c) To prevent leading participants astray, make sure your questions are disguised. Your
results are more likely to be invalid if your questionnaire is designed in such a way that
participants are urged to reply in a certain way.
d) Identifying the sample size and type of responders who could be used.
References: "Quantitative Research: 4 Steps To Ensure The Validity Of Your Data". People For
Research, 2020, https://www.peopleforresearch.co.uk/blog/2020/01/quantitative-research-
validity-data/.
2. What kind of validity will you use? Justify your answer.

I’d probably choose construct validity, this is a measure of how well your concepts or theories were
transformed into practical programs or measures. The significance of this is because you use
words to express concepts when you ponder about the environment or discuss about it with
individuals (land of theory).
References: None
3. How will you determine the reliability of your instrument? Describe the steps involved in the
process.
Consider the following recommendations when you do research and analyze the results to ensure
that your research methods are reliable and that your work is consistent:
a) Make a strategy. Most scientific experiments require planning, so make sure you and your
team are prepared by planning your research methods and investigations ahead of time.
b) Take note of the surroundings. If you're performing research with the same sample group
several times, it's a good idea to keep track of the conditions in which the group is tested.
c) Consider the audience. Remember to think about how your sample group will react to and
understand the things you offer to them when you design your research materials.
d) Carefully examine the results. When comparing your study findings, go over them
completely to ensure you spot any flaws and appropriately establish the results' reliability.
e) Consider the research method. Because each field of study assesses various things, different
forms of research may benefit more from specific reliability tests than others.
References: "Quantitative Research: 4 Steps To Ensure The Validity Of Your Data". People For
Research, 2020, https://www.peopleforresearch.co.uk/blog/2020/01/quantitative-research-
validity-data/.
4. Is your instrument valid and reliable? Justify your answer.

No, due to the lack of time, repeating of test to examine our instrument’s validity and reliability
didn’t take place. Disadvantaging the terms of accuracy of the study.
References: None
5. What steps do you follow in collecting the data of your study?

First, we sent a permission letter to students we anticipate will be enthusiastic in participating in the
study. Then we had a casual discussion in which we (researchers) explained our objectives and
how the research would proceed if they agreed to participate in the study. Furthermore, if the
topic accepts the opportunity to take part, we will send the link to the intended site whereas the
interview takes place. Finally, we'll acknowledge them for their participation as we continue
over the statistics.
References: None
Part III. Assessment Tasks

Directions: Read the test items carefully and encircle the letter of the correct answer.
I. MULTIPLE CHOICES
1. The following are found in the writing of the methodology EXCEPT

a. Problem
b. Participants
c. Instrument
d. Research design and procedure
2. What data do quantitative methods use to primarily collect?

a. Descriptive
b. Visual
c. Numerical
d. Narrative
3. In a quantitative research method, which means data trustworthiness?

a. Validity
b. Reliability
c. Triangulation
d. Validity and reliability
4. Which describes all the steps in conducting the research study?

a. Design
b. Procedure
c. Instruments
d. Methods
5. In descriptive research, which of the following is considered in the questionnaires?

a. Careful selection of variables
b. Validation of the questionnaires
c. Well-defined criterion variables
d. Critical identification of extraneous variables
6. Quantitative research only works if_________.

a. You talk to the right people
b. You talk to the right number of people
c. You ask the right questions to a number of people
d. You ask the right questions and analyze the data you get in the right way
7. What is the goal of all the scientific endeavours?

a. To compare sources of knowledge
b. To explain, predict and/or control phenomena
c. To entail recognition and definition of a problem
d. To collect different data and make some conclusion
8. Which kind of research is the collection and analysis of numerical data in order to explain, predict
and/or control a phenomenon?
a. Quantitative
b. Qualitative
c. Narrative
d. Ethnographic
9. When can we say that the research topic is good?

a. It involves practices that may harm or affect the participants.
b. The topic is stated with an effort o determine what should be done.
c. It holds the researcher’s interest throughout the entire research process.
d. It may not contribute to the improvement or understanding of educational theory or practice.
10. Statistical analysis is heavily focused in making the final report of a ___________.
a. Qualitative research
b. Quantitative research
c. Ethnographic study
d. Phenomenological study
II. ESSAY
11-25 Describe the research instrument, data collection analysis used in the downloaded research
articles about the topic you have chosen for your research output.
The collection of qualitative data permitted for an assessment of people's perceptions on the use of
technology in education. The researchers interviewed respondents to get accurate ratings and
detailed information about the consequences of incorporating technology into the learning process
of senior high school pupils. This exploratory research methodology required volunteers to pick a
randomized group of known participants who would be willing to participate as respondents in the
forthcoming study.
This survey gathers the opinions of anyone who has considered integrating technology into the
classroom. It was hoped that by doing so, the youngsters would be able to ensure their academic
future assessments without fear of falling behind or learning less than they expected. Participants
were only asked to report their open replies to their technology presence experience and their
future perceptions.
The use of qualitative data analysis methodologies opened up new possibilities. In a mediated
interview, self-administered questionnaires were an exceptionally effective way of surveying
respondents in a short amount of time while retaining anonymity and allowing respondents to be
transparent. The interviews in this article collected information regarding people's social
experiences with technology and their ideas for how to improve it. The information gathered during
the interviews was analyzed to document these individuals' perceptions and understandings of the
concepts of social presence and affective response as they relate to online and digital
communication and daily tasks, as well as their thoughts on how it can be improved and how it may
affect all students.
The interviewees' comments were anticipated to cover the interdependence of social presence,
individual emotional and mental responses, future stability with technology present, and how the
issues will be balanced. The data then demonstrated how these notions interact dynamically and
how they affect individual motivation, persistence, and success.
The combined results from the interviews were utilized to capture the interviewees' perspectives of
technological progress and to make the activities we do on a daily basis, specifically for academic
purposes, better. The data was utilized to reply to the specific items indicated in the theme. The
data analysis results were utilized to form conclusions, address the guiding research objectives, and
make recommendations for future practices and a balanced simulated and real-world environment.
PART IV. INTERNET LINKS
1. Writing the methods/METHODOLOGY sections in a research proposal

https://youtu.be/dvwwMsOp-FY
Population & Sample: Writing Your Participant Section (The Quantitative Research Proposal Series)
https://youtu.be/31njd_0kZHw

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Lesson 4

Validity and Reliability of the Instrument

2. What kind of validity will you use? Justify your answer.

4. Is your instrument valid and reliable? Justify your answer.

5. What steps do you follow in collecting the data of your study?

Part III. Assessment Tasks

1. The following are found in the writing of the methodology EXCEPT

2. What data do quantitative methods use to primarily collect?

3. In a quantitative research method, which means data trustworthiness?

4. Which describes all the steps in conducting the research study?

5. In descriptive research, which of the following is considered in the questionnaires?

6. Quantitative research only works if_________.

7. What is the goal of all the scientific endeavours?

9. When can we say that the research topic is good?

PART IV. INTERNET LINKS

1. Writing the methods/METHODOLOGY sections in a research proposal

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