Activity) What type of learner are you?

• 1. If I have to learn how to do something, I learn best when I:

• (V) Watch someone show me how
• (A) Hear someone tell me how.
• (K) Try to do it myself
• 2. When I read, I Often find that I:
• (V) Visualize what I am reading in my mind’s eye
• (A) Read loud or hear the words inside my head
• (K) Fidget and try to feel the content
• 3. When asked to give directions, I:
• (V) See the actual places in my mind as I say them or prefer to
draw them
• (A) Have no difficulty in giving them verbally
• (K) Have to point or move my body as I give them
• 4. If I am unsure how to spell a word, I:
• (V) Write it in order to determine if it looks right
• (A) Spell it out loud in order to determine if it
sounds right
• (K) Write it in order to determine if it feels right
• 5. When I write, I:
• (V) Am concerned how neat and well spaced my
letters and words appear
• (A) Often say the letters and words to myself
• (K) Push hard on my pen or pencil and can feel
the flow of the words or letters as I form them
• 6. If I had remember a list of items, I would
remember it best if I:
• (V) Wrote them down
• (A) Said them over and over to myself
• (K) Moved around and used my fingers to name
each item
• 7. I prefer teachers who:
• (V) Use the board or overhead projector while
they lecture
• (A) Talk with a lot of expression
• (K) Use hands-on activities
• 8. When trying to concentrate, I have a
difficult time when:
• (V) There is a lot of clutter or movement in the
room
• (A) There is a lot of noise in the room
• (K) I have to sit still for any length of time
• 9. When solving a problem, I:
• (V) Write or draw diagrams to see it.
• (A) Talk myself through it
• (K) Use my entire body or move objects to
help me think
• 10. When given written instructions on how to
build something, I:
• (V) Read them silently and try to visualize how
the parts will fit together
• (A) Read them out loud and talk to myself as I put
the parts together
• (K) Try to put the parts together first and read
later
• 11. To keep occupied while waiting, I:
• (V) Look around, stare, or read
• (A) Talk or listen to others
• (K) Walk around, manipulate things with my
hands, or move/shake my feet as I sit.
• 12. If I had to verbally describe something to
another person, I would:
• (V) Be brief because I do not like to talk at length
• (A) Go into great detail because I like to talk
• (K) Gesture and move around while talking
• 13. If someone were verbally describing
something to me, I would:
• (V) Try to visualize what she was saying
• (A) Enjoy listening but want to interrupt and talk
myself
• (K) Become bored if her description gets too long
and detailed
• 14. When trying to recall names, I remember:
• (V) Faces but forget names
• (A) Names, but forget faces
• (K) The situation that I met the person other
than the person’s name or face

• Total: V- ____ A -____ K - _____

• The inventory
• Visual Leaner
• Auditory Learner
• Kinaesthetic Learner
• How do you find the activity?
• What can you say about the questions and
the choices?
• Does make it valid or reliable?
• Can anyone guess our lesson for today?
 Designing the Questionnaire and
Establishing Validity and Reliability
DESIGNING THE QUESTIONNAIRE

• QUESTIONNAIRE
– is a series of questions, used to gather information
from respondents.
– The questions are used for audience analysis and
they are meant to create an understanding of
the target audience’s feelings, perceptions, needs,
and beliefs about a company, event, or group.
DESIGNING THE QUESTIONNAIRE
Step 1 – Background
Do a basic research on the background of
the chosen variable or construct.
Choose a construct to craft the purpose and
objective of the questionnaire.
CONSTRUCT refers to a trait or
characteristic that you like to evaluate or
measure.
Exam. weight, height, intelligence levels,
levels of satisfaction, aggression, skills,
academic achievement, or work
performance.
DESIGNING THE QUESTIONNAIRE
Step 1 – Background
After identifying the construct, you can
easily state the purpose and objective of the
questionnaire and the research questions as
well; only then you can frame the hypothesis
of the study.
DESIGNING THE QUESTIONNAIRE
Step 2 – Questionnaire Conceptualization
1. Choose the response scale to use.
This is how you want your respondents to
answer the questions in your study.
Following response:
Yes/No
Yes/No/Don’t/Know
This type of response scale allows the
respondent to select only one answer.
The don’t know answer is the neutral
response
DESIGNING THE QUESTIONNAIRE
Step 2 – Questionnaire Conceptualization
Likert Scale
Is a very popular rating scale used by researchers
to measure behaviors and attitudes
quantitatively.
It consists of choices that range from one extreme
to another from where respondents choose a
degree of their opinions.
It is the best tool for measuring the level of
opinions.
DESIGNING THE QUESTIONNAIRE
Some Likert-Scale sample ratings:
Frequency of Occurrence Freq. of Use
Very frequently Always
Frequently Often
Occasionally Sometimes
Rarely Rarely
Very rarely Never
DESIGNING THE QUESTIONNAIRE
Some Likert-Scale sample ratings:
Degree of Importance Quality
Very important Strongly agree
Important Agree
Moderately important Moderately Agree
Of little importance Disagree
Not important Strongly disagree
DESIGNING THE QUESTIONNAIRE
Some Likert-Scale sample ratings:
Level of Satisfaction Agreement
Very satisfied Strongly agree
Satisfied Agree
Moderately Satisfied Moderately Agree
Unsatisfied Disagree
 Very Unsatisfied Strongly disagree
Step 2 – Questionnaire Conceptualization
2. Generate the items or questions of the
questionnaire based on the purpose and
objectives of the research study.
Things to consider:
The questions should be clear, concise and simple
using minimum number of words. Avoid lengthy
and confusing lay-out.
Classify your questions under each statement
based on your problem statement
Questions should be consistent within the needs of
the study.
Avoid sensitive or highly debatable question.
Step 2 – Questionnaire Conceptualization
3. Choose the types of questions in developing
the statements.
The types of questions may be one of the
following:
Dichotomous question
Open-ended question
Closed questions
Rank-order scale questions
Rating scale question
Step 2 – Questionnaire Conceptualization
Dichotomous question
This is a Yes/No or Like/Dislike question
where only two (2) choices are provided.
Male/Female and Good/Bad are also
examples of dichotomous choices
Step 2 – Questionnaire Conceptualization
Dichotomous question
Step 2 – Questionnaire Conceptualization
Open-ended question
This type of question usually answers the
question “why”
It allows the respondents to give their ideas
and insights on a particular issue
This type of question gives additional
challenge to the researcher who must
review each response before assigning codes
and analyzing the data.
Step 2 – Questionnaire Conceptualization
Open-ended question
 Step 2 – Questionnaire Conceptualization
Open-ended question
What are your favourite movies? (Please specify their titles)

What do you like most about your school?

Step 2 – Questionnaire Conceptualization
Closed question
These are also called multiple-choice
questions.
These questions may consist of three or
more mutually exclusive questions with
different categories.
Step 2 – Questionnaire Conceptualization
Closed question
Example 1: How often do you watch TV at home?
Never ………………………………….. 1
1 or 2 times a week …………………………………….2
3 or 4 times a week …………………………………….3
Nearly everyday …………………………………….4
 Example 2: What is the highest level of education
that your mother has completed (please put a check
mark (/) on one box only
Elementary School
High School
College
Don’t Know
Step 2 – Questionnaire Conceptualization
Rank-order scale questions
Respondents are asked to rank their
choices on each statement or item.
Ranking requires that a set of items be
ranked in order to compare each item to
all others
Step 2 – Questionnaire Conceptualization
Rank-order scale questions

Example 3: Please rank the following activities in order of importance in

your work as a senior high school student. (Please use “5” as the most
important activity, “1” is the least important activity)

Importance Ranking
a. Doing homeroom activities
b. Going to the library
c. Using the computer
d. Joining academic organizations
e. Doing homework/assignments
Step 2 – Questionnaire Conceptualization
Rating scale questions
Likert scale ratings
Step 2 – Questionnaire Conceptualization
Rating scale questions
Likert scale ratings
Step 3 – Establish the Validity of the
Questionnaire
Validity
Is traditionally defined as “degree to which
a test measures what it claims, or purports,
to be measuring” (Brown, 1996)
A questionnaire undergoes a validation
procedure to make sure that it accurately
measures what it aims to do.
A valid questionnaire helps to collect
reliable and accurate data.
Step 3 – Establish the Validity of the
Questionnaire
Ways to assess the validity of a set of
measurements:
Face Validity
Content Validity
Criterion-related validity
Concurrent validity
Predictive validity
Construct validity
Step 3 – Establish the Validity of the
Questionnaire
Face Validity
This is a superficial or subjective assessment.
The questionnaire appears to measure the construct or
variable that the research study is supposed to measure
Content Validity
Is most often measured by experts or people who are
familiar with the construct being measured.
The experts are asked to provide feedback on how well
each question measures the variable or construct other
study.
The experts make judgments about the degree to
which the test items or statements match the test
objectives or specifications.
Step 3 – Establish the Validity of the
Questionnaire
Criterion-related Validity
This type of validity measures the relationship between
a measure and an outcome
It can be further divided into concurrent and predictive
validity
Concurrent Validity
This type of validity measures how well the results of an
evaluation or assessment correlate with other
assessments measuring the same variables or constructs.
Step 3 – Establish the Validity of the
Questionnaire
Criterion-related Validity
Predictive Validity
This measures how well the results of an assessment can
predict a relationship between the construct being
measured and future behaviour.
For example: the academic performance of a student in
Grade 11 Math may be predicted by his/her math
performance in junior high school.
Step 3 – Establish the Validity of the
Questionnaire
Construct Validity
This is concerned with the extent to which a measure is
related to other measures as specified in a theory or
previous research.
It is an experimental demonstration that a test is
measuring the construct it claims to be measuring.
Step 4 – Establish the Reliability of the
Questionnaire
Reliability
Indicates the accuracy or precision of the
measuring instrument (Norland, 1990).
It refers to a condition where measurement
process yields consistent responses over
repeated measurements.
To apply this concept in research, you need
a questionnaire that is reliable.
You need questions that yield consistent
scores when asked repeatedly.
Step 4 – Establish the Reliability of the
Questionnaire
Some ways to assess the Reliability of a
questionnaire
Test-retest reliability
Split-half method
Internal consistency
Step 4 – Establish the Reliability of the
Questionnaire
Test-retest reliability
This is the simplest method of assessing
reliability.
The same test or questionnaire is
administered twice and correlation
between the two sets of scores is computed.
Step 4 – Establish the Reliability of the
Questionnaire
Split-half method
This method is also called equivalent or
parallel forms.
In this method, two different tests covering
the same topics are used and the
correlation between the two sets of scores is
calculated.
Step 4 – Establish the Reliability of the
Questionnaire
Internal consistency
This method is used in assessing reliability of
questions measured on an interval or ratio
scale.
The reliability estimate is based on a single
form of test administered on a single occasion.
One popular formula to measure internal
consistency is called Cronbach’s alpha.
This can be computed using manual and
electronic computations such as the Statistical
Package for the Social Sciences.
Cronbach alpha can range from 0 (poor
reliability) to 1 (perfect reliability).
Anything above .70 is considered sufficiently
reliable.
Step 5 – Pilot Testing of the Questionnaire
Pre-testing or pilot testing a questionnaire is
important before you use it to collect data.
Through this process, you can identify
questions or statements which are not clear to
the participants or there might be some
problems with the relevance of the
questionnaire to the current study.
After designing the questionnaire, you may
find 10-15 people from your target group to
pre-test the questionnaire.
You design or provide spaces where the testers
can freely indicate their remarks
Step 5 – Pilot Testing of the Questionnaire
Remarks may be the following:
“Delete this statement. I don’t understand the
question/statement.”
“Revise the question/statement. Indicate the
specific variables to be measured.”
“Retain the question/statement. This is good.”
“There are missing options in the list of choices.”
“The question is so long. It’s getting boring.”
Step 6 – Revising the Questionnaire
After identifying the problem areas in your
questionnaire, revise the instrument as needed
based on the feedback provided during the
pre-testing or pilot-testing.
The best questionnaire is one that is edited
and refined towards producing clear questions
arranged logically and in sequential order.
The questionnaire should match with the
research objectives.
 Group activity
• The class will be divided into 4 groups.
• The group will criticize and analyze the sample
questionnaire based on the process on how to
formulate an instrument (questionnaire).
 Group activity
• Group 2
 Group activity
• Group 3
 Group activity
• Group 4
 Output
• Make your research
instrument/questionnaire, considering the
steps in designing a questionnaire.
• Questions should be anchored to your SOP
(statement of the problem)