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Uploaded byAsima shahzadi
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Unit 7 tolls of research

This document discusses various tools used for data collection in educational research, including tests, interviews, questionnaires, observation, and checklists. It provides details on each tool, such as definitions, purposes, types, advantages, disadvantages, and considerations for effective use. Tests measure knowledge, skills, intelligence, or aptitude, and can be achievement, aptitude, or personality tests. Interviews involve direct question and answer between an interviewer and interviewee. Questionnaires utilize surveys or questions to gather responses. Observation collects data by directly watching behavior. Checklists record the presence or absence of specific actions or items.

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Educational Research and Statistics Course Code 6461 Asima shahzadi asimashahzadi7@gmail.com
What is a Data Collection Tool Data collection tools refer to the devices/instruments used to collect data, such as a paper questionnaire or computer-assisted interviewing system. Case Studies, Checklists, Interviews, Observation sometimes, and Surveys or Questionnaires are all tools used to collect data.
1. Tests 2. Interview 3. Questionnaire 4. Observation 5. Checklist 6 top data collection methods and tools for Academic, Opinion or Product Research
A test is a means of measuring the knowledge, skill, feeling, intelligence, or aptitude of an individual or group. Test objectivity means that an individual’s score is not affected by the person scoring the test. 1. Test
Validity is the most important quality of any test. Validity is concerned with what a test measures and for whom is appropriate , reliability refers to the consistency with which a test measures whatever it measures. Validity of the instrument
1) Achievement Tests  Achievement test measure the current status of individual with respect to proficiency in given areas of knowledge or skill.  Standardize achievement tests are available for individual curriculum areas such as reading and mathematics, and also in the form of comprehensive batteries that measure achievement in several different areas. Types of Test
2) Aptitude Tests Aptitude tests are used to predict how well someone is likely perform in a future situation. Tests of general aptitude are variously referred to as scholastic aptitude test, intelligence tests, and tests of general mental ability. General Aptitude Tests: General aptitude tests typically ask the individual to perform a variety of verbal and nonverbal tasks that measure the individual’s ability to apply knowledge and solve problems. Specific Aptitude Tests: This type of tests attempt to predict the level of performance that can be expected of an individual following future instruction or training in a specific area or areas.
3) Personality Tests: Tests of personality are designed to measure characteristics of individual along a number of dimensions and to assess feeling and attitudes toward self , others, and a variety of others activities, institutions, and situation. They may well be the most used tests in education research
It is a data gathering instrument through which respondent, answer questions or respond to statements in writing . It consist of series of questions or statements that are submitted to those from which information is desired. Questionnaire
Presentation through mail & face to face.  Through Mail This questionnaire can be sent very quickly to the respondents but the results are generally incomplete.  Face to facepresentation In this situation, the researcher personally presents the questionnaire to respondents. He can explain the purpose & significance of the study & motivate them to get answer. Method of presentation
 OpenFormat Questions What is the aim of your life? ----------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------  Closed Format Questions What are the gadgets that you cannot live without?  Cell phone  Laptop  Digital camera Types of Questionnaire
 Likert Questions  Example of a Closed-Ended Likert Question  ABC corporation’s products have to improve on quality? 1 Strongly agree 2 Agree 3 undecided 4 Strongly disagree 5 disagree Types of Questionnaire
Characteristics of goodQuestionnaire 1. Order questions in logical sequence 2. Design to achieve objectives 3. Use only one aspect of the construct you are interested in per item. 4. Use positive statements and avoid negatives or double negatives. 5. Do not make assumptions about the respondent. 6. Use clear and comprehensible wording, easily understandable for all educational levels 7. Use correct spelling, grammar and punctuation. 8. Questions worded simply and clearly, not ambiguous or vague, must be objective 9. Design for easy tabulation 10. Design to achieve objectives
1. Can be administered in large numbers and is cost-effective. 2. It can be used to compare and contrast previous research to measure change. 3. Easy to visualize and analyze. 4. Questionnaires offer actionable data. 5. Respondent identity is protected. 6. Questionnaires can cover all areas of a topic. 7. Relatively inexpensive. Pros of Questionnaire
1. Answers may be dishonest or the respondents lose interest midway. 2. Questionnaires can't produce qualitative data. 3. Questions might be left unanswered. 4. Respondents may have a hidden agenda. 5. Not all questions can be analyzed easily. Cons of Questionnaire
Interview is a meeting of people face to face, especially for consultation Interviewee Person being interviewed (answering the questions) Interviewer Person doing the interview (asking the questions) Interview
1. to evaluate or assess a person in some respect. 2. to select or promote an employee 3. to effect therapeutic change, as in the psychiatric interview 4. to test or develop hypotheses 5. to gather data, as in surveys or experimental situations 6. to sample respondents’ opinions, as in doorstep interviews. Purposes of the interview
 Unstructured (informal) interviews are like a casual conversation. There are no set questions and the participant is given the opportunity to raise whatever topics he/she feels are relevant and ask them in their own way. In this kind of interview much qualitative data is likely to be collected.  Structured (formal) interviews are like a job interview. There is a fixed, predetermined set of questions that are put to every participant in the same order and in the same way. The interviewer stays within their role and maintains social distance from the interviewee. Types of interviews
 Panel interview When interview is conducted by many interviewers , it is panel interview. This panel may consist of various experts related to different fields e.g., Subject specialist , administrator, psychologist, & social worker etc.  Group interview It is an interview conducted with many persons at a time .They can help one another recall ,verify or rectify information. They can present wide range of information & varied view points. Types of interviews
Determine your objective Prepare a list of questions as this helps to keep you focused on the important aspects of the job Focus on the interview during the interview For example; How does your past experience make you qualified for this particular position? What part of your job do you enjoy the most? Tips on conducting effective interviews
Advantages & disadvantages of interview Advantages  Data collected by this method is likely to be more correct compared to the other methods that are used for the data collection.  Two way communication  No doubt or misunderstanding  Friendly environment  High reliability Disadvantages  Time consuming process. Involves high cost.  Requires highly skilled interviewer.  Requires more energy  Large no of worker need.  Recording of data is difficult.  May sometimes involve systematic errors.
It is better if there are two persons to record the interview. One should ask the questions from the respondent & the other should record the information given by him. There would be no intervals & the danger of missing the facts is removed. Another way would be the use of a tape-recorder. How to record the interview
Observation is the action or process of observing something or someone carefully or in order to gain information. 1. Naturalistic Observation 2. Laboratory Observation 3. participant 4. Non-participant Observation
1. 100 % natural > no subject reactivity or demand characteristics. 2. Provide direct information about behavior of individuals & groups. 3. Exist in natural, unstructured &flexible setting. 4. Useful for young & shy children 5. No need of equipment or tool Advantages of Observation
1. lack of informed consent 2. usually have to rely on convenience samples 3. mostly qualitative data: verbal descriptions based on visual observations may lack precision & accuracy (observer bias) & not very sensitive 4. Lack of competency 5. Expensive Disadvantages of Observation
 The check list , the simplest of the devices, is a prepared list of behavior or items. The presence or absence of the behavior may be indicated by checking yes or no , or the type or number of items may be indicated by inserting appropriate word or number.  Trait Absent/present 1. Regularity ----------------------------------------------- 2. Cleanliness ----------------------------------------------- 3. Consistency ----------------------------------------------- 4. Classroom involvement ----------------------------------------------- Check lists
1. To collect acts for educational surveys. 2. To record behavior in observational studies. To use in educational appraisal, studies – of school buildings, property, plan, textbooks, instructional procedures and outcomes etc. 3. To rate the personality. 4. To know the interest of the subjects also. Kidder's interest inventory and Strong‘s Interest Blank are also checklists. Uses of check lists
1. Identify each of the specific actions desired in the performance. 2. Add to the list those actions that represent common errors ( if they are useful in the assessment, are limited in number, & can be clearly stated.) 3. Arrange the desired actions ( and likely errors , if used ) in the approximate order in which they are expected to occur. 4. Provide a simple procedure for checking each action as it occur ( or for numbering the action in sequence, if appropriate.) Steps of check lists
 Advantages; Students can measure their own behavior with the help of checklist. Easy and simple to use and frame the tools. Wanted and unwanted behaviors can be included. Personal - Social development can be checked.  Disadvantages; Only the presence or absence of the ability can be tested. Yes or no type judgment can only be given. How much can not be tested through checklist. Advantages & disadvantages
How Do I Judge the Quality of an Instrument?  Evidence about the quality of an instrument is typically called validity evidence, and there are usually several different types of this evidence.  Contentvalidity 1. To know what a test measures, don't just rely on the title of the instrument! Look at the items. Find out what theory was used to guide item writing. 2. If an instrument is good, items were developed for each different aspect of the topic being covered. 3. If an instrument is good, experts in the field, who are unfamiliar with the items, agree on what the items are measuring.
Internal-consistency validity 1. In a high-quality instrument, we should see patterns of item-responses we expect based on what we think the items are measuring. 2. If items are measuring the same thing, students should respond to the items similarly. 3. If items are measuring different things, students' responses to the items should differ at least slightly. 4. Often internal-consistency validity is called reliability. Reliability refers to how consistently an instrument measures something. 5. Reliability indices range from 0 to 1.0 with higher values indicating that the measure is more reliable. Ideally, for program assessment we look for reliability values of .70 or higher.
External validity External validity is comprised of convergent and discriminate validity. Convergent validity: Scores on the instrument should relate highly to scores on other instruments that measure similar or highly related things. Discriminate validity: Scores on the instrument should relate weakly to scores on other instruments that measure different or opposite things.
Instrument development can be time-consuming and complex. It is best to work alongside an assessment or measurement professional. Below is a general outline of the process to give you an idea what is involved. How Do I Create Instruments?
Unit 7 tolls of research
Unit 7 tolls of research