Research-Instruments_session-9.ppt

DEPARTMENT OF EDUCATION
DATA
COLLECTION,
PROCEDURES
AND

SESSION OBJECTIVES
3
1. differentiate the instruments used in data
collection;
2. identify the characteristics of a good data
collection instrument;
3. determine the appropriate data collection
instrument to be used for a given problem;
4. enumerate the procedures in data collection;
and
5. develop appropriate data collection instruments.

PRIMING ACTIVITY
3

3
Y U R S V E

3
E I T RNWE I V

3
S IDS I SCUON

3
OVTEAOSB I R

3
LOCLETCON I

ACTIVITY: Write Me!
3
1. The class will be divided into 4 groups.
2. Each group will be given a task to work on.
*Groups 1 & 2
• Construct five (5) interrelated questions (in a form
of a Checklist) related to your strand
*Groups 3 & 4
• Construct five (5) interrelated interview questions
in relation to their experiences in this training.
3. After the given time allotment, present your output

ANALYSIS
3
1. How did you find the activity?
2. What were your considerations in
constructing your questions?
3. What can you say about the
questions constructed by the other
group/s?

3
Quantitative Approach
• Data in numerical form
• Data that can be precisely measured
–age, cost, length, height, area, volume,
weight, speed, time, and temperature
• Harder to develop
• Easier to analyze

3
4. Train the
raters,
observers,
assistants and
other research
personnel.
3. Select and
screen the
population using
appropriate
sampling
technique
2. Seek
permission from
the authorities.
1. Develop
your data
collection
instrument
and
materials.
Planning the Data Collection Procedure
BEFORE

3
6. Pilot test
the
instruments.
5. Obtained
informed
consent from
the
participants.
BEFORE

3
3. As much as
possible, utilize
triangulation.
2. Administer
the instrument,
and implement
the intervention
or treatment, if
applicable..
1. Provide
instructions to
the participants.
During

3
3. Later,
examine and
analyse your
data using the
appropriate
statistical tools.
2. Safeguard the
confidentiality
of your data.
1. Immediately
encode or
transcribe and
archive your
data.
After

3
Questionnaire
 Allows us to collect the most complete and accurate
data in a logical flow.
 It is well-designed and should meet the research
goal and objectives and minimize unanswered
questions—a common problem bound to many
surveys.

3
Writing the Questionnaire
• researcher should decide on the questionnaire content.
• question should contribute to testing one or more
hypothesis/research question established in the research
design.
Questions could be:
• Open format questions that are without a predetermined
set of responses.
• Closed format questions that take the form of a multiple-
choice question.

3
Some considerations in
writing the Questionnaire
• Clarity
• Phrasing
• Sensitive question
• Hypothetical Questions should be avoided if possible.

3
Why pilot test the questionnaires?
• In-order to identify and solve the confusing points, we need
to pre-test the questionnaire.
• During the pilot trial: the participants should be randomly
selected from the study population
• Results of the pilot test shall be used to determine
instrument’s reliability.
• To ensure validity, a panel of experts may be requested to
check the instrument.

3
In Summary,
• Questionnaire allows collection of both
subjective and objective data in a large sample
of the study population in order to obtain
results that are statistically significant,
specially when resources are limited.
• Questionnaire is a good tool for the protection
of the privacy of the participants.

3
In Summary,
• The validity of data and information
depends on the honesty of the
respondent.
• Questionnaires can measure both
qualitative and quantitative data, but is it
more appropriate for quantitative data
collection.

3
Table 1. Five Likert-Type Questions
Strongly Disagree Disagree Neutral Agree Strongly Agree
1. 4-H has been a
good experience for
me.
SD D N A SA
2. My parents have
provided support for
my 4-H projects.
SD D N A SA
3. My 4-H
involvement will
allow me to make a
difference.
SD D N A SA
4. My 4-H advisor
was always there for
me.
SD D N A SA
5. Collegiate 4-H is
important in the
selection of a
college.
SD D N A SA

3
Likert Scale Best Practices & Tips:
1.Keep it labelled.
2.Keep it unipolar. For example, it’s better to use a scale that
ranges from “extremely brave” to “not at all brave,” rather than a scale
that ranges from “extremely brave” to “extremely shy.”
3.Keep it odd.

3
With regard to Likert scales,
1. Likert scales are totals or averages of answers
to multiple Likert items.
2. Likert scales contain multiple items and are
therefore likely to be more reliable than single
items.
3. Likert scales contain multiple items and can be
taken to be interval scales so descriptive
statistics can be applied.

3
With regard to Likert scales,
4. If a researcher presents the means and
standard deviations (interval scale and
nominal scale statistics) and let the reader
decide how to interpret the results at the
Likert-item level.

3
INTERVIEW
•Conversation with a purpose

3
Advantages
of interview
Collect complete information with greater
understanding.
It is more personal, as compared to questionnaires,
allowing us to have higher response rates.
It allows more control over the order and flow of
questions.
We can introduce necessary changes in the interview
schedule based on initial results (which is not possible in
the case of a questionnaire study/survey)

3
Disadvantages
of Interview
Data analysis—especially when there
is a lot of qualitative data..
Interviewing can be tiresome for large
numbers of participants.
Risk of bias is high due to fatigue and to
becoming too involved with
interviewees. .

3
When is Interview useful?
 Individual perspectives and experiences
 Sensitive topics
 Situations where there is perceived danger of
reprisal
 Topics that cannot be investigated through surveys
 Gathering in-depth information about a topic

3
Challenges of Interview:
• Can be expensive, labor intensive, and time
consuming
• Selective hearing on the part of the interviewer
may miss information that does not conform to
pre-existing beliefs
• Cultural sensitivity: e.g., gender issues

3
Interview
Types
Structured
interview
Semi-
structured
interview
In-depth
interview
Focused
group
discussion

3
Structured Interview
 questions as well as their order is already
scheduled.
 your additional intervention consists of giving
more explanation to clarify your question (if
needed),
 ask your respondent/s to provide more
explanation if the answer they provide is vague
(probing).

3
Semi-Structured Interview
 Semi-structured interviews include a number of
planned questions, but the interviewer has more
freedom to modify the wording and order of
questions.

3
In-depth Interview
 In-depth interview is less formal and the least
structured, in which the wording and questions are
not predetermined.
 This type of interview is more appropriate to collect
complex information with a higher proportion of
opinion-based information.

3
Activity: Answer Me!
1.The prepared questions will be
answered by the members of the group.
2.One of the members will tally and
consolidate your group’s responses.
3.Assign a rapporteur who will present
the results.

3
Were you able to
answer the questions
easily? Why?

3
Characteristics of Good Instruments
•Is the measure relevant?
•Is the measure credible?
•Is the measure valid?
•Is the measure reliable?

3
RELEVANCE
•Does the measure capture what matters?
•Do not measure what is easy instead of what is
needed
CREDIBILITY
•Is the measure believable? Will it be viewed as a
reasonable and appropriate way to capture the
information sought?

3
INTERNAL VALIDITY
•How well does the measure capture what it is supposed to?
•Are waiting lists a valid measure of demand?
RELIABILITY
• A measure’s precision and stability- extent to which the
same result would be obtained with repeated trials
•How reliable are:
– birth weights of newborn infants?
– speeds measured by a stopwatch?

3
Activity: Act Me Out!
1.Each group is given 5 minutes to plan and
prepare for simulation based on the given
task.
2.Each group is given 3 minutes to simulate.
3.After each presentation, one member from
the other group will give insights to what was
presented.

3
Are you familiar with the
other instruments in data
collection?

3
• learns about behaviours
• in natural setting; learns
about cultural aspect of
setting context.
• various data collection
such as surveys, stories,
diaries, documents..
• generates insights into
hared experiences and
• social norms through
• group discussion.
• explores individual
experiences perspective
or practices in rich
detail.
Interview
Focus
Group
Discussion
.
Observation
Textual data
COMMON APPROACHES TO DATA COLLECTION

3
Focus Group Discussion (FGD)
 structured discussion with the purpose of
stimulating conversation around a specific topic.
 led by a facilitator who poses questions and the
participants give their thoughts and opinios.
 gives us the possibility to cross check one
individual’s opinion with other opinions gathered.

3
 A well organized and facilitated FGD is more than a
question and answer session.
 In a group situation, members tend to be more
open and the dynamics within the group and
interaction can enrich the quality and quantity of
information needed.

3
 Generating narrative data in a focused discussion
 Group dynamics: Widens the range of responses
(different perspectives and views on common
experience) Activates forgotten details Releases
inhibitions

3
 Useful for: Characterizing social and cultural norms
Sharing and comparing Revealing how people talk
about an issue Exploring sensitive topics

Focus Group Discussion (FGD) Process
3
Phase Action
1 Opening Ice-breaker; explain purpose; ground rules;
introductions
2 Warm-
up
Relate experience; stimulate group interaction;
start with least threatening and simplest questions
3 Main
body
Move to more threatening or sensitive and
complex questions; elicit deep responses; connect
emergent data to complex, broad participation
4 Closure End with closure-type questions; summarize and
refine; present theories, etc; invite final comments
or insights; thank participants

3
Advantages Can be conducted relatively quickly and easily;
may take less staff time than in-depth, in-person
interviews; allow flexibility to make changes in
process and questions; can explore different
perspectives; can be fun
Challenges Analysis is time consuming; participants not be
representative of population, possibly biasing the
data; group may be influenced by moderator or
dominant group members

3
FGD are Inappropriate when:
• language barriers are insurmountable
• evaluator has little control over the situation
• trust cannot be established
• free expression cannot be ensured
• confidentiality cannot be assured

3
Observation
• Enable researcher to learn what is taken for
granted in a situation and to discover what is
going on by watching and listening.
• Techniques differ primarily in the visibility and
involvement of researcher in the setting:
Participant observation & Nonparticipant
observation
• Field notes (also photographs, video)

APPLICATION 1
3
1. A metacard will be distributed to each
group.
2. Develop data gathering tools given the
research questions in the metacard.
3. Assign a representative to present the
group’s output.

APPLICATION 2
3
Develop appropriate
instrument/s in data collection
related to your identified
research problems in the
previous sessions.

3
Remember, in data collection technique:
•Choose more than one data collection technique
•No “best” tool
•Do not let the tool drive your work but rather
choose the right tool to address the evaluation
question

Research-Instruments_session-9.ppt

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