Data Collection Instruments

What’s In

Due to the COVID-19 global pandemic crisis, many are easily hook into sharing and
believing fake news without processing and verifying the source. Daily figures of these cases
are also gradually changing, creating misinformation and fear. People are anxious about what
is happening, and tensions are inevitable due to security and health threats. Therefore, reliable
sources of data and information are highly needed. The fundamental questions to ask are:
What is data? Why researchers collect data? How is data collected? Who needs the collected
data?

In this pandemic situation specifically, the following questions can be considered.

• How many Filipinos are positive of COVID-19?
• Does aspirin prevent the spread of COVID-19?
• How many percent of Filipinos are jobless when the lockdown began?
• How have the education sector embraced the new normal?

All these questions, and many more can be answered through data collection. As
taught in the previous lesson, a researcher begins by identifying the research problem. Once
the data gathering procedure has been implemented and data has been gathered, the next
thing to do is to analyze and interpret them. Data is obtained with the aid of data collection
instruments which will be the focus in this lesson.

What I Need to Know

Collecting data is the first step you need to perform before you proceed in writing your data
analysis and interpretation. Data collection is a systematic process of gathering relevant
information, observations, or measurements. Whether you are performing research for
academic purposes, government or business, data collection allows you to gain first-hand
knowledge and original insights into your research problem. While methods and aims may
differ between fields, the overall process of data collection remains largely the same. Before
you begin collecting data, you need to consider: (1) the aim of the research; (2) the type of
data that you will collect; and (3) the methods and procedures you will use to collect, store,
and process the data.
Quantitative research instruments comprise observation, questionnaires, test, and
interviews. On the other hand, data collection approaches for qualitative research usually
involve: (a) direct interaction with individuals on a one-to-one basis, (b) and or direct interaction
with individuals in a group setting.
When developing and utilizing a research instrument, the following steps are to be
considered:
1. Define the aim of your research (research question).
2. Choose your data collection method.
3. Plan your data collection procedures.
4. Collect and verify your data.
5. Present your findings.

1 CO_Q2_SHS Practical Research 2_Module 2

 What’s New

How do you collect your data?

Look at the different kinds of research instruments. Check all that seem helpful in
answering your research questions. You may choose more than one.

Data Collection Method

1. Questionnaires
a. Structured
b. Semi-structured
c. Unstructured
d. Face-to-face
e. Online
2.Tests
a. Standardized
b. Non-standardized
c. Recall Questions
d. Recognition Questions
e. Open-ended Questions
f. Face-to-face
g. Online
3.Interviews
a. Face-to-face
b. Phone
c. Video
4. Observations
a. Controlled
b. Natural
c. Participant

What Is It

Research Instruments

Questionnaires

A questionnaire is a research instrument that consists of a set of questions that aims

to collect information from a respondent. A research questionnaire is typically a mix of close-
ended questions and open-ended questions. Open-ended, long-form questions offer the
respondent the ability to elaborate on their thoughts. The data collected from a data collection
questionnaire can be both qualitative as well as quantitative in nature. A questionnaire may or
may not be delivered in the form of a survey, but a survey always consists of a questionnaire.

The terms survey and questionnaire have different meanings. A questionnaire is an

instrument used to collect data while a survey is a process of collecting, recording, and
analyzing data. Questionnaires can be structured, semi-structured, or unstructured.

In quantitative research, questionnaires use the following approaches: (1) scale

(usually Likert scale); and (2) conversion of responses into numerical values, e.g., strongly as
5, agree as 4, neutral as 3, disagree as 2, and strongly disagree as 1.

2 CO_Q2_SHS Practical Research 2_Module 2

There are three structures of questionnaires:
1. Structured questionnaires employ closed-ended questions
2. Unstructured questionnaires, on the other hand, use open-ended
3. Semi-structured questionnaires are combinations of both the structured and
unstructured ones.

Advantages of Using Questionnaire

1. Bulk data can be gathered in less time.
2. Online survey is quick and cost-effective.
3. Less chance of bias.
4. Respondents can answer the questionnaire without revealing their identity.
5. Easy analysis and visualization

Disadvantages of Using Questionnaire

1. Questionnaires may not be returned on time.
2. Questionnaires may be lost.
3. Understanding and interpretation of the questions varies by the participants.
4. Participants may not be able to complete the required responses.
5. Emotions and feelings are hard to convey.
6. Participants’ answer may lack depth.

Guidelines in Using Questionnaires for Data Collection

1. Determine the data to be collected.
2. Determine the method to be used in administering the questionnaire such as
face-to-face or online method.
2. Divide your questionnaire into two or three parts.
a. Personal information. This section which contains background information of the
participants. (Names are optional)
b. Main section. This lists the specific questions or indicators.
c. Open-ended question section. This contains additional information that might be
needed. (This applied only for quantitative research)
3. Make sure to provide specific and clear directions for respondents in answering
the questionnaire.
4. Decide on the questionnaire structure, type of questions and response format.
Evaluate the questions and options and make sure that they are aligned with
specific research questions or objectives.
5. Decide on using simple terms, avoid negative statements, leading, biased, double
barred, or sensitive questions and make a brief, clear, and concise questionnaire.
6. Begin with the general questions first followed by the specific ones.
7. Predetermined responses should match the nature of the questions.
a. If the content is about quality, use quality (excellent, very good, good, poor)
Later, these responses will be translated into numerical values (e.g. five-point
Likert scale)
b. If questions are about frequency, use frequency (always, frequently,
sometimes, seldom, never)
c. If the content is about belief, use agreement (strongly agree , agree, neutral,
disagree, strongly disagree)
d. If the questionnaire is about behavior, use extent (very great extent, great
extent, moderate extent, small extent, none at all)
8. If possible, set an appointment before distributing the questionnaires.
9. Attach a cover letter to the questionnaire especially for agency connected
respondents.
10. Contact participants who did not to return the questionnaire.
11. Tally and encode the data immediately once you have collected them. Keep a soft
copy of your data.

3 CO_Q2_SHS Practical Research 2_Module 2

Tests

Tests are used for measuring various skills and types of behavior, personality,
achievement, performance, as well as for describing some characteristics. It is also used to
develop to measure specific knowledge, skill, or cognitive activity. There are two types of tests
used in quantitative research: standardized test and non-standardized test.

Standardized test is a test that is given to a group of people such as students or

professionals in a very consistent manner; meaning that the questions on the test are all the
same, the time given to each test-taker is the same, and the way in which the test is scored is
the same for all. It is considered as more reliable and valid. Examples are Licensure Exam,
Achievement test, College/University Entrance Exam, Personality Tests, IQ test and the likes.

Non-standardized test is a test that allows for an assessment of an individual's

abilities or performances but doesn't allow for a fair comparison of one individual to another.
This test is very simple to use and may not be scored uniformly. It is administered to a certain
set of people.

Types of Test Questions

1. Recall Questions. It requires participants to recall information from memory (e.g., fill-
in-the blank test, identification test, enumeration test, etc.)
2. Recognition Questions. It allows participants to select from given choices the best or
correct choice (e.g., multiple-choice test, true or false test, yes or no test, etc.)
3. Open-ended Questions. It allows the participants more freedom in their responses,
expressing their thoughts and insights (e.g., essay writing tests and other
performance-based tests.

Here are elaborate types of test and examples:

1. RECALL TESTS
A. Identification- the participants will provide an answer to the question using simple
memory recall.
Example: What do you call an angle whose measurement is 90 degrees?
B. Enumeration- the participants will list down the answers or steps
Example: List down the steps in solving a problem.
C. Cloze Test – the participants will supply an answer to the blank spaces.
Example: The graph of a quadratic function is a .

2. RECOGNITION TESTS
A. Matching Type- the participants will match the answers from column A to column B
by drawing a line.
Example: Match the terminologies in Column A with their synonyms in Column B.
Column A Column B
Measurement is
1. Acute Angle A. 90 degrees
2. Right Angle B. less than 180 degrees but greater than 90
3. Obtuse Angle C. less than 90 degrees but greater than 0
B. Multiple Choice- the participants will choose the correct/best answer from the given
options.
Example: Which of the following does NOT belong to the group?
A. Acute Angle B. Right Angle
B. Obtuse Angle D. Depressed Angle
C. Dichotomous Type (True or False, Yes or No)- the participants will select only one
option either yes or no or true or false.
Example: Write TRUE on the space before each number if the statement is
correct and FALSE if it is incorrect.
1. 140 degrees angle is acute.

4 CO_Q2_SHS Practical Research 2_Module 2

3. OPEN-ENDED TESTS
A. Performance-based- the participants are expected to perform a given task.
Example: Create a video presentation showing the step-by-step process of
solving quadratic equations.
B. Non-performance based- the participants may answer orally or in a written
manner.
Example: Explain the mathematical procedures you apply to transform the
given quadratic equation to standard form.

Interviews

Quantitative interviews are sometimes referred to as survey interviews (structured

type) because they resemble survey-style question-and-answer formats where in a large
sample sized is used. It may be recorded, but because questions tend to be closed ended,
taking notes during the interview is less disruptive than it can be during a qualitative interview.

If a quantitative interview contains open-ended questions, however, recording the

interview is advised. It may also be helpful to record quantitative interviews if a researcher
wishes to assess possible interview effect which means that the responses of the participants
may be affected by the behavior displayed by the researcher on the manner that the questions
are presented. This type of interview uses a rating scale or rubric and responses are
numerical.

Qualitative interviews are sometimes called intensive or in-depth interviews. These

interviews are informal, unstructured, semi-structured or focus group discussions (FGD). The
researcher has a particular topic about which he or she would like to hear from the respondent,
but questions are open ended and may not be asked in the same way or in exactly the same
order to each and every respondent.

In in-depth interviews, the primary aim is to hear from respondents about what
they think is important about the topic at hand and to hear it in their own words. So, no rating
scale or rubric is needed. Responses are non-numerical.

The questionnaire and quantitative interview are both highly structured, but here’s a
difference between the two:

In quantitative interviews, (1) the items are read to the participants; (2) participants and
researchers may ask questions; (3) helpful to blind or uneducated participants while in
questionnaires, (1) the participants read the questions and answer on their own; (2) the
participants and researchers may not ask further questions; (3) not useful to blind or
uneducated participants.

Observation

Observation is way of gathering data which involves systematically selecting,

watching, listening, reading, touching, and recording behavior and characteristics of living
beings, objects, or phenomena. Observations can be controlled, natural, or participant. It can
be used in quantitative research when the observable characteristics are quantitative in nature
(e.g. length, width, height, weight, volume, area, temperature, cost, level, age, time, and
speed).
Observation has greater flexibility in the observation method. However, observation
may lack participant validity and may be prone to the Hawthorne effect phenomenon (when
subjects of an experimental study attempt to change or improve their behavior simply because
it is being evaluated or studied). Furthermore, it is more exhausting and time-consuming
especially when observations need to be conducted for many years.

5 CO_Q2_SHS Practical Research 2_Module 2

 Forms of Observation

i. Controlled observation is a form of observation where researchers watch

participants in a contained environment, such as a classroom or a laboratory. In a
controlled study, the researcher pre-determines and controls the study variables
and determines the location, the time, the participants, and the tools used to
complete the study. It is usually used in experimental research and is done under a
standard procedure. It provides more reliable data (obtained through structured and
well-defined process). Lastly, the observer performs a non-participant role (i.e. does
not interact with the participants).

ii. Natural Observation is a form of observation that involves observing subjects in

their natural environment. It can be used if conducting lab research would be
unrealistic, cost-prohibitive, or would improperly affect the subject's behavior. It is
carried out in a non-controlled setting. It has greater ecological validity (i.e. flexibility
of the findings to be generalized to real-life contexts Its major limitation is its strength
to establish a causal relationship due to the presence of extraneous variables which
can affect the behavior of the participants

iii. Participant Observation is a form of observation wherein the researcher becomes

a complete observer or a participant in the study through the experience of spending
time with a group of people and closely observing their actions, speech patterns,
and norms, which in turn the researcher can gain an understanding. It allows the
observer to become a member of the group or community that the participants
belong to. It can be performed covertly (i.e., participants are not aware of the
purpose behind the observation. It can be done also overtly, wherein participants
know the intention or objectives of the observation

Different Roles of a Researcher during a Participant Observation

1. Complete Observer

This is a detached observer where the researcher is neither seen nor noticed by
participants. It’s one way of minimizing the Hawthorne Effect as participants are more likely to
act natural when they don’t know they’re being observed.

2. Complete Participant

This is a fully embedded researcher, almost like a spy. Here the observer fully engages
with the participants and partakes in their activities. Participants aren’t aware that observation
and research is being conducted, even though they fully interact with the researcher.

3. Observer as Participant
Here the researcher is known and recognized by the participants and in many cases,
the participants know the research goals of the observer. There is some interaction with the
participants, but the interaction is limited. The researcher’s aim is to play a neutral role as
much as possible.

4. Participant as Observer
Here the researcher is fully engaged with the participants. She is more of a friend or
colleague than a neutral third party. While there is full interaction with participants, they still
know that this is a researcher.

6 CO_Q2_SHS Practical Research 2_Module 2

Guidelines in Conducting an Observation

Before the During the After the

Observation Observation Observation
• Clarify the • Make sure to note • Code or arrange the
research the date, time, and data gathered
objectives. place where the according to the
observation is variables of the
• Be ready with conducted. study.
observation • Limit the person • Tabulate the data,
checklist. who will observe. use numerical value
• Determine your • Explain the purpose for quantitative
time of of the observation to research.
observation and participants if • Review the data
collection applicable. gathered to
technique. • Avoid causing determine the gaps
• Record only disruptions while before proceeding.
relevant observing.
information. • Make sure to
• Prepare consent guarantee
anonymity of
form for human paticipants.
observation.
• Make use of
multiple recording
schemes such as
taking notes, videos,
audios, and photos
but with proper
ethical
considertions.

7 CO_Q2_SHS Practical Research 2_Module 2

Activity 1: Answer Me!

Directions: Look at the questionnaire below. Answer the questions that follow by checking the
box that best describes you.

A Questionnaire to Review Your Study Habits

Strongly Strongly
Constructs Agree Undecided Disagree
Agree Disagree
1. I study where there is a good
lighting.
2. I study in a room where the
temperature is cool.
3. The desk where I study is always clear
from distractions.

4. I use earplugs to minimizedistracting

sounds.
5. I study facing a wall.
6. I don’t do other things while Iam
studying.
7. I prepare ahead of time all the
materials that I will need for studying.

8. I avoid wasting my time onFacebook,

etc. in between mystudy time.

9. I review my notes after classand

use it for review.
10. I take breaks from time totime
during study time.

8 CO_Q2_SHS Practical Research 2_Module 2

Activity 2: Observe Me!

Directions: What type of observation is illustrated in the following observation notes? Write
the letter of your choice on the space provided before the number. Choose from the
choices below:
A. complete observer B. observer as participant
C. participant as observer D. complete participant

____1.
A doctor watching a patient's reaction to a medication.
___2. Pilots watching their monitors for airplane movements and locations.
___3. A biology teacher recording the daily data on bacteria growth at the Bio laboratory.
___4. A guidance counselor watching a friend's reaction to her barkada’s confession.
___5. An adviser watching her students work during independent work time.
___6. An online tutorial company manager observing the conversation of the interviewer
andthe applicant to determine the quality of their performance.
___7. A principal observing a math teacher gives a lesson to her class to evaluate
herperformance as an educator.
___8. A parent is watching her children interact with other children on the playground.
___9. An actress is watching her movie premier unfold on the big screen.
___10. A group of Grade 12 students went to BFAR to perform certain duties as what
theworkers are doing.