Research Methods-Section 8. Data Collection and Instrumentation

1. DATA COLLECTION
AND
INSTRUMENTATION
(Research Methods)
Section 8

2. OBJECTIVES
 This section enables the students to:
1. recognize the importance of data gathering;
2. identify the various data collection techniques and
sources of data;
3. distinguish primary from secondary data sources;
4. describe the various instruments for data gathering;
5. cite the advantages of the use of such instruments;
6. recognize the limitations of certain research instruments;
and
7. design instruments for data gathering.

3. IMPORTANCE OF DATA GATHERING
TECHNIQUES
 The importance of data gathering techniques as
well as the instrumentation used in any research
undertaking cannot be overemphasized. If one
collects the wrong data, the analysis,
interpretation and conclusions made from such
data would be wrong. Thus, a “ good” research
study is largely dependent upon the kind of
instruments used and how they are administered.

4. Cortes(1994) suggests these questions to help
the researcher ascertain whether the
instrument using “good” or not:
1. Is the tool appropriate for the study?
2. Was there a trial run of the tool to determine the difficulty and validity
indices of the items included?
3. Are the items in the instrument relevant to the problem on hand?
4. How long does it take to finish answering the instrument?
5. Are the questions clearly stated?
6. Has the instrument stood the test of time? How popular is it?
7. What are the critiques on its use ? Were these considered?
8. Will responses yield to quantification and descriptive qualification?
9. Is the instrument easy to administer?
10. Is scoring facilitated?

5. SOURCES OF DATA ARE CATEGORIZED
INTO TWO:
1. Primary Sources of data are those that
provide information that are collected for the
first time as part of a research project.
Primary sources, therefore, are tangible
materials that provide a description of a
historical event and were produced shortly
after an event took place.
Examples:
Newspaper stories, personal letters, public documents,
eyewitness, verbal accounts, court decisions, and personal
diaries

6. SOURCES OF DATA ARE CATEGORIZED
INTO TWO:
2. Secondary sources are those
that provide data which have been
collected previously and reported
by some individual other than the
present reporter. Secondary
sources, in contrast with primary
sources, borrow the knowledge
they contain from other sources.

7. Let us consider…….. An experimental study
that aims to find out the effects of two
teaching strategies on the performance of
students.
 The findings gathered from such an
experimental study are primary data.
 If the researcher writes a report of the
said experiment where accurate
descriptions of the research procedures,
findings and the conclusions he reached,
the report is the second source.

8.  An educational journal may publish a digested or
abstracted account of the problem, the research
procedures , findings and conclusions, such an
abstract is a third source.
 A textbook for educational research may include a
summary of an experimental study along with many
others which might have been taken from the
original report or from the journal earlier
published. Such could be a fourth source.
Note:
The last three sources described are all
considered secondary sources of data.

9. VARIOUS INSTRUMENTS FOR
DATA GATHERING
1.QUESTIONING
2. OPINIONNAIRE
3. OBSERVATION

10. 1. QUESTIONING
Questioning is one of the most
popular methods of data
collection.
 Questioning may be through
the use of a self administered
questionnaire or through the
use of an interview schedule.

11. QUESTIONNAIRE
Questionnaire is often referred to
as “lazy man’s way of gaining
information”. It is also said that it
is the most used and abused of
data gathering devices.

12. QUESTIONNAIRE
Advantages:
 less expensive to administer, esp. for
mailed questionnaire
 greater confidence of respondent’s
anonymity
 less pressure on the part of the
respondents for immediate response

13. QUESTIONNAIRE
Limitations:
 the amount of information gathered is limited by the
respondents availability, his name and interest span.
 the researcher does not have a chance to probe into a
topic ; especially if the question is not clear to the
respondent.
 For mailed questionnaires , there is also a problem in
returns.

14. FACE-TO-FACE INTERVIEWS
Advantages:
 The researcher does not encounter problems of
missing information, blank items and others. All
needed information are usually obtained.
 There is no problem with misunderstood
questions since such questions can be easily
rephrased or explained to the respondent.
 Probing is also not a problem ; the interviewer
can always ask questions.

15. FACE-TO-FACE INTERVIEWS
Disadvantages:
 A lot of time and money is
spent in order to reach each
respondent.
 There is a heavy reliance upon
verbal reports, the veracity of
which is not easily checked.

16. TELEPHONE INTERVIEWS
Advantages:
 less expensive, with relatively rapid
completion and high response rates.
Limitations:
 limited to telephone subscribers and
quite impossible to conduct a
lengthy interview over the
telephone.

17. Table 7. Advantages of various questioning methods
Advantage Mailed
Questionnaires
Mass Administered
Questionnaire
Face-to-Face
Interviews
Self-administered
Questionnaires in
Face-to-Face
Contexts
Telephone
Interviews
Low cost +++ ++ + + ++
Speed + +++ + + +++
Anonymity +++ ++ + ++ +
Lack of pressure on respondent for
immediate response
+++ ++ + ++ +
Likelihood of obtaining a good sample from
the population
+1 + +++ +++ ++2
Avoidance of interview bias +++ ++ + ++ +
Lack of dependence on motivation and ability
of respondents to read questionnaires and
write responses.
+ ++ +++ ++ +++
Likelihood of establishing rapport with
respondent
+ ++ +++ ++ ++
Ability to ask complex questions at length
and in depth
+ ++ +++ ++ ++
Ability to get full, detailed answers through
clarification and probing.
+ + +++ + ++
Ability to use visual aids. + +++ +++ +++ +

18. LEGEND:
1 Unless a relatively high response rate can be obtained.
2 Unless no-phone and unlisted phone households are heard
+-relatively poor
++- intermediate
+++-relatively good

19. Lets find out…
 Knowing the advantages and limitations of
the self-administered questionnaire, the
face to face interview, and the telephone
interview, which of the methods do you
think is most appropriate for each of the
following studies? Justify your choice?
1. The reinforcement effects of television and comic
strips on the values the teacher teaches in the class.
2. The leisure –time reading preferences of college
freshmen in Mindanao.
3. Vocational choices of fourth year high school students
and their parents’ occupational levels.

20. GUIDELINES FOR THE FORMULATION OF
QUESTIONS
 Best & Khan(1998) provides the following guidelines for
formulating questions:
1. Define or qualify terms that could easily be
misinterpreted.
Example: What is the present market value of your
residential lot?
2. Beware of double negatives.
Example: Are you against students not joining the palaro?
3. Be careful of inadequate alternatives.
Example: Married: Yes_____No_______
Suppose he or she is separated or widowed?

21. GUIDELINES FOR THE FORMULATION OF
QUESTIONS
4. Double –barreled questions should be avoided.
Example: Do you believe that gifted students should be
placed in separate groups for instructional purposes and
assigned to special schools?
• Your respondent may not be able to answer all questions
at the same time or may be tempted to answer only one
question.
5. Underline a word if you wish to indicate special
emphasis.
Example: Should computer be a requirement for all courses
in college?

22. GUIDELINES FOR THE FORMULATION OF
QUESTIONS
6. When asking for ratings or comparisons , a point of
reference is necessary.
Example: How would you rate this student teacher in
classroom teaching?
___________Superior
___________Average
___________Below Average
* What will be the students’ basis in grading the student
teacher? “Superior” for instance? Who is your point of
reference, her professor or her classmates?

23. GUIDELINES FOR THE FORMULATION OF
QUESTIONS
7. Design questions that will give a complete response.
Example: Do you read pocketbooks?_____Yes_____No
(Yes or No would not reveal much information about reading
habits).
8. Phrase questions so that they are appropriate for all
respondents.
9. Questions must not suggest answers.
Example: You don’t approve of demonstration, do you?

24. EXAMPLE OF A QUESTIONNAIRE
QUESTIONNAIRE
Dear Respondent,
This is a questionnaire for a study to gather information about leisure. Leisure is the time when a
person is free from all his work and duties. Please feel free to answer all questions.
Directions: Answer the following questions as honestly as you can.
Name:_______________Age:____________Gender:__________________Course:________
( Optional)
Main occupation(employment)______________________________________
1. What is your favorite activity?_________________________________
Are you an active participant or an interested spectator of this activity?
Yes__________________No_________________
2. How many hours each day do you spend in this activity?
_____________________________________________
3.What particular game or sports do you spend during your leisure time?
_____________________________________________
4.What kind of reading material do you often read for leisure
_____________________________________________
5.What social activities do you join for leisure?_________________
6.What musical activity do you love to do for leisure?____________
7.What type of movies do you watch?_________________________
8.What type of radio or television programs do you often listen to or watch?
Radio_________________Television______________________
9.What is your favorite hobby?
10.What community service do you do during your leisure?
______________________________________

25. INTERVIEW
 An interview is one of the data-gathering
techniques in research. It is defined as a
face-to-face interaction between two
persons. The one who asks questions is called
the interviewer and the one who supplies the
information asked for is called the
interviewee or respondent. Aside form the
interview and the interviewee, the third
element of an interview is called the
interview schedule which is the formal list of
questions used in the interview.

26. 3 BASIC TYPES OF
INTERVIEWS (Berg, 1995)
 Scheduled-structured interview uses an
instrument in which the questions, their
wording, and their sequence are fixed and are
identical for every respondent.
 Nonscheduled-structured interview uses only
guide questions for the interview.
 Nonscheduled interview does not use pre-
specified set of questions. The interviewee
does most of the talking, with little or no
direction from the interviewer.

27. GUIDELINES IN ORDER TO HAVE A MORE
PRODUCTIVE INTERVIEW
1. It is important that the interviewer first establish rapport with the respondent.
The interviewer introduces himself/herself, explains the purpose of the study and
assures the respondent of the confidentiality of whatever information is given. It
is essential in an interview that the interviewer gains the trust of the respondent.
2. If a scheduled-structured interview schedule is being used , ask the question
precisely as specified in the schedule . Rewording of the questions may elicit
different responses.
3. The interview should be conducted in an informal and relaxed atmosphere. The
interviewer should avoid creating the expression that what was going on is a cross
examination or a quiz.
4. Questions that are misinterpreted or misunderstood should be repeated and
clarified. Never show the respondent that what he/she is saying is wrong.
5. Responses should be recorded exactly as stated.
6. The interviewer should remember to thank the respondent and make an
appointment for a possible call back.

28. Lets find out…
 STUDY THE FOLLOWING TRANSCRIPT OF AN INTERVIEW.
NOTE ITS WEAK POINTS AND SUGGEST HOW IT MIGHT BE
IMPROVED.
Q: Do you know anything about the Abu Sayyaf?
A. Yes
Q: What do you know about the Abu Sayyaf?
A. Not much
Q: Do you know how the movement started?
A. Yes
Q: How did the movement start?
A. By Abu Sabaya
Q: Are you familiar with the movements’s objectives?
A. No

29. OPINIONNAIRE
 Opinionnaire is an instrument that attempts to obtain the
measured attitude or belief of an individual.
 It is usually used to infer attitude-expressed opinion of an
individual. This may be done by: directly asking how one
feels about the subject , asking one to check statements in
a list with which he/she is in agreement , asking one to
indicate his/her degree of agreement or disagreement with
a series of statements , and inferring ones’ attitude from
his/her reaction to projective techniques.
 In asking an individual directly how one feels about the
subject , we may use either semantic differential scale
or the Likert scale.

30. MEASUREMENTS USED IN
OBTAINING OPINIONS
SEMANTIC DIFFERENTIAL SCALE
LIKERT SCALE
PROJECTIVE METHODS

31. SEMANTIC DIFFERENTIAL SCALE
 The Semantic Differential technique attempts to find the
meaning that object and people possess . The device consist of
any number of paired adjectives , opposite in meaning , with
seven blanks between them. A concept or name is placed at
the top of the page. The concept could be an object, a person,
a picture , or an abstract idea. A check close to the appropriate
adjective on each line reflects a person’s feelings about that
concept. A check at midpoint means that the adjective pair
does not apply to the concept or the concept is equal with
respect to both opposite adjectives.
 Studies using the semantic differential find that most objects
and people can be described in terms of where they fall on
each of three dimensions:
Good-Bad (evaluation)
Strong-Weak( potency)
Active-Passive(activity)

32. SEMANTIC DIFFERENTIAL SCALE SAMPLE
General Instruction
In the next few pages you will read three incomplete statements typed in capital letters.
Complete each statement by using the descriptors. Mark / on the part of the scale which
closely matches your description.
For example:
AS A MATHEMATICS STUDENT, I AM
Industrious __:__:__:__:_∕_:__:__: Lazy
Interested __:__:_∕_:__:__:__:__: Bored
Passive __:__:__:__:__:__:_∕_: Active
Illogical __:__:_∕_:__:__:__:__: Logical
Well-behaved _∕_:__:__:__:__:__:__: Disorderly
The above answers mean you are not very lazy, generally interested , very active , not very
illogical, and very well-balanced.

33. SEMANTIC DIFFERENTIAL SCALE SAMPLE
Name of Teacher________________________Subject__________________
School___________________Address____________________Region____________________
AS A SUBJECT, MATHEMATICS IS
Exciting __:__:__:__:__:__:__: Boring
Valuable __:__:__:__:__:__:__: Worthless
Boring __:__:__:__:__:__:__: Interesting
Easy __:__:__:__:__:__:__: Difficult
Inadequate __:__:__:__:__:__:__: Adequate
Useful __:__:__:__:__:__:__: Useless
Concrete __:__:__:__:__:__:__: Abstract
Orderly __:__:__:__:__:__:__: Disorderly
Unclear __:__:__:__:__:__:__: Clear
Confusing __:__:__:__:__:__:__: Not confusing
Static __:__:__:__:__:__:__: Dynamic
Logical __:__:__:__:__:__:__: Illogical

34. LIKERT SCALE
 Likert Scale is another measure of attitudes, feelings,
and behaviors of the students in the Likert Scale. This is
the most commonly used attitude scale in educational
research named after the man who designed it.
 The following questions below present an example of a
Likert scale. On some item, a 5 (strongly agree), 4
(agree), 3 (undecided), 2 (disagree), 1 (strongly
disagree) will used to score positive items. On other
items, a 1(strongly disagree), 2 (disagree), 3(
undecided), 2 (agree), and 5(strongly agree) will be
used score negative items.Thus, the ends of scale are
reversed when scoring if the item is negative. This scale
was also developed by Prado (1995).

35. LIKERT SCALE SAMPLE
ATTITUDES TOWARD MATHEMATICS
Directions: Read each statement carefully. Circle.
SA: if you STRONGLY AGREE with the statement.
A : if you AGREE with the statement
U : if you are UNCERTAIN
D : if you DISAGREE with the statement,
SD : if you STRONGLY DISAGREE with the statement.
Write your response on the separate answer sheet provided.

36. IMPORTANT: PLEASE DO NOT LEAVE ANY ITEM UNANSWERED.
Begin here:
1. Mathematics is a subject I am Afraid of.
2. When I work with mathematics problems, my thinking and reasoning are sharpened.
3. I am unable to think clearly when working with mathematics.
4. I feel excited learning mathematics.
5. Study of mathematics is not very important unless one is planning to become a mathematician.
6. Learning mathematics makes me feel bored.
7. I feel bored listening to people talking about mathematics.
8. Mathematics is a subject I greatly enjoyed.
9. Of all my teachers, I like my mathematics teacher least.
10. Being with people who are good in mathematics is enjoyable.
11. No matter how hard I try, I cannot understand mathematics.
12. I feel happier in my mathematics class than any other class.
13. Mathematics gives me much satisfaction.
14. Mathematics is not necessary in our society.
15. I find mathematics gives me much satisfaction.
16. . I don’t enjoy going beyond the assigned work in mathematics.
17. I feel I have a good foundation in mathematics.
18. I study mathematics just to pass the course.
19. I feel nervous in my mathematics class.
20. I have the feeling that I can get high grades in mathematics.
21. I feel uncomfortable listening to mathematics lectures.
22. I would not enjoy being a mathematician.
23. Learning mathematics makes me feel great.
24. Being with people who are good in mathematics is boring.
25. I am confident when doing mathematics.
LIKERT SCALE
SAMPLE

37. PROJECTIVE METHODS
 It involve some sort of imaginative methods
or techniques.
 Were first used by psychologist wherein
tests administered provide a comprehensive
picture of an individual’s personality
structure, emotional needs, conflicts, and
other feelings.
 The used of pictures, verbal techniques,
and play techniques are mostly used in
projective methods.

38. 3.OBSERVATION
 another method of direct
collection of data.
is a process whereby the
researcher watches the research
situation.
 data collecting technique used
when the respondents ere
unwilling to express themselves
verbally.

39. GUIDELINES TO GOOD OBSERVATION
1. The observation scheme must be carefully
planned. The observer is usually equipped with
either a structured or unstructured observation
guide.
o STRUCTURED OBSERVATION- the presence of
guide or tools to delimit the subject for
observation.
o UNSTRUCTURED OBSERVATION- the use of an
observation guide where the observer watches
events pertinent to his purpose.

40. GUIDELINES TO GOOD OBSERVATION
2. The observer must be objective( not
biased).
3. The observer must be able to separate
facts form interpretation of the facts.
4. Observations must be carefully and
expertly recorded. Observations must be
recorded periodically.

41. ADVANTAGES AND LIMITATIONS OF
OBSERVATION
 is the most direct means of studying a variety of
phenomena.
 demands less subjects under observation but permits
recording of data.
 create favorable and unfavorable impressions on the
observer.
 limited by the duration of the events and that there
are unforeseeable factors such as weather conditions.

42. OBJECTIVE METHODS OF
OBSERVATION
1. A test is a systematic procedure in which the
individual tested is presented with a set of
constructed stimuli to which he responds( Antes
and Hopkins, 1993).
2. A scale is a set of symbols or numerals so
constructed that the symbols of numerals can be
assigned by rule to the individuals( or their
behaviors) to whom the scale is applied.

43. Tests includes the following:
 Intelligence test
 Aptitude tests (the so-called
ready-made standardized test
Achievement tests ( including the
teacher-made test)
 Personality test

44. Scales includes the following:
 Likert or summated rating
scale
Equal-appearing interval scales
( or Thurnstone scale
 Cumulative or Guttman scales

45. WHAT IS RELIABILITY?
 it is a universal criterion of
measurement, reliability of tests
and research instruments is a
universal criterion of educational
measurement and research.
 the extent to which a test is
dependable, stable, and self-
consistent.

46. THREE APPROACHES TO RELIABILITY
1. Stability
 a measure is stable if one can
secure consistent results with
repeated measurements of the same
person with the same instrument.
 Method: Test-retest
- The same test or instrument is
administered twice to the same group
of subjects and the correlation
coefficient is determined.

47. FOR EXAMPLE:
Student Score on the 1st Administration Score on the 1st Administration
1 74 78
2 56 51
3 87 87
4 90 92
5 76 80
6 66 69
7 83 88
8 92 95
9 75 75
10 80 82

48. The correlation between these
two sets of scores is .98. Therefore,
it could be that the said test is
reliable. As generally accepted , the
following are the reliability indices
and their corresponding
interpretation.
0.6 and above- reliable
Below 0.6- not reliable

49. LIMITATIONS OF TEST-RETEST METHOD
1. In case when the time interval is short, the
subjects may recall his previous responses and
this tends to make the correlation coefficient
high;
2. In case when the time interval is long, such
factors as unlearning, forgetting, and so on,
may occur and may result in low correlation of
the test; and
3. Regardless of the time interval between the
two test administrations, other varying
environmental conditions such as temperature,
lighting, and noise may affect the correlation
coefficient of the instrument.

50. 2.EQUIVALENCE
 Considers how much error may be introduced by
different investigators (in observations) or different
samples of items being studied (in questioning or
scales).
 The difference between stability and equivalence is
as follows: stability is concerned with personal and
situational fluctuations from one time to another,
while equivalence is concerned with variations at one
point to another, among observers and samples of
items.

51. METHOD : PARALLEL FORMS(also called,
Alternate forms or Equivalent forms)
 Parallel forms of a test may be administered to the group
of subjects , and the paired observations may be
correlated.
 Two forms of the test must be constructed so that the
content type of item, difficulty , instructions for
administration, and other similar but not identical
(Calmorin and Calmorin, 1995).
 For example:
- Item “Convert 3,000 grams to kilograms” in Form A is
parallel to “ Convert 3 kilograms to grams” in Form B.

52. 3. INTERNAL CONSISTENCY
 uses only one administration
of a test or an instrument in
order to assess consistency or
homogeneity among the items.

53. METHODS
A. Split-Half Method
- Used when the measuring tool has many similar
statements or questions to which subject can respond.
After the administration of the instrument , results are
separated by item into even and odd numbers or into
two randomly selected halves. The instrument is highly
reliable if the resulting correlation coefficient is very
high. However, the length of the test has the power to
increase reliability. The spearman-Brown Prophesy
Formula is used to correct or adjust for the effect of
test length and to estimate reliability of the whole test.

54. The formula is given as:
r
w =2rh
---------------------
1 +rh
where
r
w= the correlation for the whole test; and
rh=the correlation between the two halves of the test.

55. METHODSB. Kuder- Richardson Methods
-measure the extent to which the items within one
form of the test have as much in common with one
another as do items in that one form with
corresponding items in an equivalent form.
-sometimes called item-total correlations.
-consist of two widely accepted methods for
estimating reliability; Kuder-Richardson Formula
20(-R 20) and the Kuder-Richardson Formula 21
(K-R 21).

56. B. Kuder- Richardson Formula 20
-this formula is most advisable to use if the p
values(proportion of correct responses to a
particular item) vary a lot. The formula is given
as:
r= n
____ 1-∑ pq
n-1 s²
where: n=the number of test items
∑=symbol for “summation of”;
p= the proportion of correct responses to a particular
item;
q=1-p;and
s²=the variance of the scores of the test

57. B. Kuder- Richardson Formula 21
-this formula is most advisable to use if the items
do not vary much in difficulty,i.e., the p values(
proportion of correct responses to a particular
item) are more or less similar. The formula is
given by:
where: n=the number of test items
X= the mean score of the test; and
s²=the variance of the scores of the
test
r= n
____ 1- X (n-X)
n-1 ns²

58. B. Cronbach’s Coefficient Alpha
-this reliability coefficient is closely related to
Kuder-Richardson procedures. However, it has the
advantage of being applicable to multiple scored
tests. The formula for Cronbach’s Coefficient alpha
is given as:
ᵅ= n
____ 1- ∑Si
2
n-1 s²
where n= the number of test items;
∑= the symbol for “summation of”.
Si 2= the variance of the scores on the test.

59. Table 8.
Summary
of
approaches
to
reliability
Approach Method What is Measured Determination of
Reliability Coefficient
Stability Test-Retest The reliability of a test or instrument inferred from test
scores is measured by administering the same subjects over
an interval of time (preferably less than six months).
Correlation
Equivalence
Parallel forms( also
called Alternate
forms or
forms)
Reliability is associated with the degree to which alternative
forms of the same measure produce same or similar results.
Parallel forms of a test is administered to the same group of
subjects simultaneously or with a delay.
Correlation
For observations (with different judges or
investigators),reliability is associated with interrater estimates
of the similarity of judges’ observations or scores.
Internal
Consitency
Split-half
KR20
KR21
Cronbach’s
coefficient alpha
The reliability of the instrument is associated with the degree
to which instrument items are homogenous and reflect the
same underlying construct(s)
Specialized
correlational

60. WHAT IS VALIDITY
 According to the influential Standard for
Educational Psychological Testing (AERA, APA,
&NCME, as cited by Gregory, 1996), a test is valid
to the extent that inferences made from it are
appropriate, meaningful and useful.
 Validity reflects an evolutionary, research-based
judgment of how adequately a test measures the
attribute it was designed to measure.
 There are three categories of validity namely;
1. Content validity
2. Criterion-related validity
3. Construct Validity

61. CONTENT VALIDITY
 is determined by the degree
to which questions, tasks or
items on a test are
representative of the universe
of behavior the test that was
designed to sample.

62. CRITERION-REFERENCED VALIDITY
 is the ability of the test to predict
performance on another measure. The test
is called as the predictor, labeled x and the
validation measure is the criterion
measured y.
 For example:
-Central Mindanao University College
Admission Test (CMUCAT) score is used to
select students for admission to the
university. CMUCAT is used to predict the
likelihood of succeeding in college.

63. DESIGNS FOR CRITERION VALIDITY STUDIES
1. Predictive validity studies- the
criterion measure is obtained in the
future, usually months or years after
the test score are obtained as with the
college grades predicted from an
entrance examination.
-In predictive validity study, test scores
are used to estimate at a later date. A
relevant criterion for a college entrance
examination would be freshmen-year
grade-point average.

64. DESIGNS FOR CRITERION VALIDITY STUDIES
2. Concurrent validity studies-provide a
technique for determining criterion-validity.
Here, the correlation between test scores and
a current criterion measure is determined.
- For example:
If we want to find out if CMUCAT
predicts college GPA, correlate CMUCAT
scores with GPA for those students who
have been admitted.

65. CONSTRUCT VALIDITY
 is a theoretical, intangible quality or trait in
which individuals differ (Messick, as cited by
Gregory, 1996).Examples of constructs
includes mathematics, teacher , and school.
 refers to the appropriateness of these
inferences about the underlying construct.
 pertains to psychological test which claim to
measure complex, multifaceted, and theory-
bound psychological attributes such as
interpersonal relationship, leadership ability,
intelligence and the like (Gregory, 1996:119).

66. FACE VALIDITY
 is not really a form of
validity
 test has face validity if
it looks valid to test
users, examiners and
especially the
examinees.

67. REFERENCE:
1. Prado, N.,Penaso, A.,Cimene F.T.,Aves, L.,&
Simbulan, S.(2011). Research Methods.
Unknown.

68. Thank you for reading
and listening!!!
Charmie H. Sevilla
signing out…..