This document discusses various methods for collecting data and designing research instruments. It begins by outlining the objectives of helping students recognize the importance of data gathering and identifying various collection techniques. The document then discusses primary and secondary data sources, as well as instruments like interviews, questionnaires, observation, attitude scales, and tests. It provides advantages and limitations of each technique. The document also covers reliability, validity, and considerations for designing valid and reliable instruments.
This document discusses research methodology and design. It covers topics such as research design, research locale, sampling, data collection, validity, reliability, and threats to validity. For sampling, it describes probability sampling methods like simple random sampling, stratified random sampling, and cluster sampling. It also describes non-probability sampling methods like convenience sampling and snowball sampling. Experimental, quasi-experimental, and non-experimental research designs are explained as well as threats to internal and external validity.
This document discusses various tools and techniques used for data collection in research. It defines research tools as instruments used by researchers to measure what they intend to study. Some major tools discussed are questionnaires, checklists, rating scales, attitude scales, observation, interviews, psychological tests, and sociometry. The document provides examples and purposes of each tool while emphasizing the importance of selecting reliable and valid tools that align with the research questions.
DATA GATHERING IS PART OF THE PROCESS IN DOING A RESEARCH. THIS PRESENTATION IS PART OF THE REQUIREMENTS IN COMPLETING THE COURSE EDUCATIONAL RESEARCH UNDER THE MASTER OF ARTS IN HOME ECONOMICS, A GRADUATE STUDY PROGRAM OF ZAMBOANGA STATE COLLEGE OF MARINE SCIENCES AND TECHNOLOGY , ZAMBOANGA CITY.
8. validity and reliability of research instrumentsRazif Shahril
This document discusses validity and reliability in research instruments. It begins by defining validity as measuring what the instrument is designed to measure, and reliability as consistency and stability of measurements. The document then describes different types of validity, including face validity, content validity, concurrent validity, predictive validity, and construct validity. It also discusses factors that can affect an instrument's reliability, such as question wording and environment. Finally, it outlines several methods for determining reliability, like test-retest, parallel forms, and split-half techniques. The document concludes by noting alternative criteria used to evaluate qualitative research validity and reliability.
This document discusses various research instruments used to collect data, including questionnaires, interviews, rating scales, checklists, sociometry, document analysis, scorecards, teacher-made tools, and observation. It provides details on closed and open questionnaires, structured vs unstructured interviews, different types of rating scales, and criteria for measuring the validity and reliability of research instruments. The purpose of research instruments is to systematically gather information to address the objectives of a study.
This document discusses various tools that can be used for data gathering in qualitative and quantitative research. It begins by stating the objectives of understanding what data gathering is, being able to select appropriate tools, and choosing tools for specific research topics. It then defines data and data gathering. The rest of the document discusses different tools for collecting qualitative data, like interviews and focus groups, and quantitative data, like questionnaires and tests. For each tool, it provides details on what it is, how it is used, and advantages and disadvantages. The goal is to help participants in selecting the right data collection methods for their research needs.
This document describes descriptive research and survey research methods. Descriptive research aims to describe characteristics of a population without determining causes. Survey research involves asking questions of respondents using methods like questionnaires and interviews. The document outlines approaches like case studies and surveys, and survey designs including cross-sectional, before-after, and longitudinal studies. It also discusses steps to conduct surveys, question formats, data collection modes, and advantages and limitations of interviews and questionnaires.
Non-experimental methods involve asking questions to gather information without manipulation. Surveys and questionnaires are common methods that involve collecting large amounts of standardized data from many people through self-reporting. Interviews can be structured or unstructured and use open or closed questions to gather qualitative or quantitative data. Observation is another method where the researcher directly watches and records behaviors without participation.
1. The document discusses different techniques for gathering data, including direct interviews, questionnaires, registration, and experiments.
2. It also provides Slovin's formula for determining sample size based on population size and margin of error.
3. Several examples are given to illustrate determining sample size using Slovin's formula for different population sizes and margins of error.
This document discusses various data collection methods and tools used in nursing research. It describes primary and secondary data collection methods. Primary methods involve directly collecting data from subjects through surveys, interviews, observations or physiological measurements. Secondary methods use existing data collected for other purposes. Some advantages of primary methods are they can be tailored to research needs and ensure completeness of data, while disadvantages include being time-consuming. Common data collection tools discussed include questionnaires, interviews and physiological measurements. Different types of interviews like unstructured, semi-structured and structured are also described.
This document discusses data collection in quantitative studies. It explains that data are facts that provide information about the phenomenon being studied. There are several steps to collecting data quantitatively: identifying data needs like variables to measure or hypotheses to test; selecting appropriate measurement tools; pretesting instruments; developing data collection forms and procedures; implementing a data collection plan including selecting and training personnel; and addressing issues that may arise during the process like maintaining controls. The goal is to gather information consistently and validly to address the research questions.
This document outlines the key aspects of survey research. It defines a survey, explains why surveys are used, and describes the characteristics and steps involved in survey research. It discusses tools for surveys such as interviews and questionnaires. It also covers survey research designs like cross-sectional and longitudinal studies. Finally, it summarizes the strengths and limitations of survey research.
This document discusses various methods of primary and secondary data collection. It describes key advantages and disadvantages of primary data collection methods like surveys and interviews which involve collecting data directly from subjects. Secondary data collection involves using existing data collected for other purposes which is often easier but relies on the accuracy of the original data collection. The document also outlines different types of interviews like unstructured, semi-structured, and structured interviews and the steps involved in conducting structured interviews.
The document discusses various research instruments that can be used to collect data, including questionnaires, interviews, rating scales, checklists, sociometry, document analysis, scorecards, observation, psychological tests, and standardized tests. It provides details on the types, advantages, and disadvantages of each instrument. Guidelines are also provided for ensuring research instruments are valid, reliable, and field tested to effectively gather accurate and useful data.
This document discusses survey research methodology. It defines surveys as collecting data directly from a population or sample using a set of questions. The main types of surveys are described as cross-sectional, longitudinal, cohort, trend, and panel studies. The key steps in survey research are planning, sampling, constructing the instrument, conducting the survey, and processing the data. Validity and reliability are also addressed, along with limitations, ethics, and tools used in survey research.
Abdm4064 week 05 data collection methods part 1Stephen Ong
This document discusses research design and qualitative and quantitative research methods. It covers key differences between qualitative and quantitative research, as well as different qualitative research orientations like phenomenology, ethnography, grounded theory, and case studies. Common qualitative research techniques are also outlined, such as focus groups, depth interviews, observations, and projective techniques. The document emphasizes that qualitative research is useful for exploratory objectives and developing an in-depth understanding of phenomena.
Instrumentation involves constructing research tools like questionnaires, interviews, and observations to gather study data. Questionnaires contain questions to obtain facts and can be open-ended, allowing free responses, or fixed alternative, limiting answers to options. When creating a questionnaire, researchers review literature, draft questions, test the questionnaire, and include instructions, guarantees of confidentiality, and contact information.
Survey research is a commonly used method in the social sciences to gather information from a population sample. It involves asking questions of respondents through methods like interviews, questionnaires, or feedback forms. The goal of survey research is to collect data on attitudes and behaviors to understand a population as a whole. Key aspects of survey research include developing representative samples, considering sources of bias, and designing surveys that minimize influencing respondents. The process involves planning, sampling, questionnaire construction, data collection, analysis, and reporting conclusions.
The document discusses various aspects of survey research techniques, including defining a survey, different types of surveys, and popular survey methods. It covers how surveys can be categorized based on instrumentation (questionnaires vs interviews) and time span (cross-sectional vs longitudinal). Common survey techniques are described such as mail surveys, self-administered surveys, telephone interviews, and web-based surveys. The importance, design considerations, and applications of survey research are also summarized.
This document discusses various methods of data collection that researchers use in studies, including observation, interviews, questionnaires, and archival data. It provides details on the different types of observation (controlled, participant), interviews (structured, semi-structured, unstructured), and considerations for each method. The document also outlines questionnaires as a method and considerations like response rates. Overall, the document serves as an overview of common data collection methods, their uses, and factors to consider like reliability, validity, and biases.
This document provides an overview of the data collection process in research. It discusses the major steps in data collection including defining the target population, selecting participants, and specifying the data collection method. Common data collection methods include using existing data, observations, interviews, questionnaires, and mechanical instruments. Good research instruments are valid, reliable, and easy to administer. Questionnaires and interviews are two commonly used types of instruments. The document provides guidance on developing questions, pretesting instruments, and evaluating instrument quality.
The document provides an overview of research methodology. It discusses key aspects of the research process including developing research questions and hypotheses, research design, data collection methods, and data analysis. Some common data collection methods described are surveys, experiments, case studies, observations, interviews, and focus groups. The document also covers qualitative and quantitative research approaches, as well as descriptive, explanatory, and exploratory 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.
This document outlines the key elements of quantitative research including hypothesis testing, variables, sampling methods, measurement, validity and reliability, statistical analysis, and causal relationships. Quantitative research aims to systematically test hypotheses through precise standardized measurement and statistical analysis of numerical data. Variables are defined, data is collected from samples using standardized tools and procedures, and results are analyzed using statistical techniques to determine relationships between variables and test hypotheses. The goal is to explain phenomena through objective and replicable quantitative analysis.
This topic is included in the paper of physical sciences in the curriculum of B.Ed.
Basic understanding of what observational techniques, their types and description of it is covered in this presentation.
This document provides an overview of different types of educational research categorized by purpose and method. The main types discussed are:
1. Basic research which aims to develop theories without focusing on practical applications.
2. Applied research which seeks to solve practical problems in fields like education, medicine, and psychology.
3. Action research which is conducted by teachers to diagnose and address issues in their classrooms.
The document also examines research methods including descriptive research, experimental research, case studies, surveys, correlation research, causal comparative studies, and historical research. It provides examples and discusses the characteristics, procedures, advantages, and limitations of each type of educational research method.
The descriptive method is used to gather information about existing conditions and explore phenomena. It involves collecting data through methods like interviews, surveys, observation, and analysis of documents and records to describe situations and answer questions about current status. While it provides expansive data useful for understanding problems, limitations include lack of depth in large surveys and inability to determine causation. Researchers must take care to avoid misusing the method and ensure results are reliable and trustworthy.
The descriptive method is used to gather information about existing conditions and explore causes of phenomena. It involves collecting data to test hypotheses or answer questions about the current status of what is being studied. Information can be obtained through personal interviews, surveys, observation, use of measurement devices, case studies, surveys, developmental studies, longitudinal studies, cross-sectional studies, and documentary analysis. While the descriptive method provides useful information, it has limitations including lack of breadth, difficulty generalizing findings, and potential for bias. Researchers must take care to properly employ the method and avoid simply information gathering rather than true research.
Understanding ways to collect data, group 4 presentation. Understanding ways to collect data, group 4 presentation. Understanding ways to collect data, group 4 presentation. Understanding ways to collect data, group 4 presentation. Understanding ways to collect data, group 4 presentation. Understanding ways to collect data, group 4 presentation. Understanding ways to collect data, group 4 presentation. Understanding ways to collect data, group 4 presentation. Understanding ways to collect data, group 4 presentation. Understanding ways to collect data, group 4 presentation.
Data collection is a one of the major important topic in research study, It should be clear and understandable to all students, especially in graduate studies
This chapter discusses tools and techniques for data gathering in qualitative and quantitative research methods. It covers primary data collection methods like observation, interviews, and questionnaires. It defines participant and non-participant observation. It also distinguishes between unstructured and structured interviews. Guidelines are provided for constructing questionnaires and validating research instruments. Secondary data sources mentioned include government publications, previous research, and published reports.
This document discusses various methods of data collection in research. It describes 7 common methods: questionnaires, checklists, interviews, observation, records, experimental approaches, and survey approaches. For each method, it outlines the key aspects, such as how it is administered or structured, as well as advantages and disadvantages. It also discusses important considerations for developing research instruments and measuring variables in studies. The overall purpose is to provide guidance on selecting appropriate data collection techniques based on the research problem and design.
This document provides an overview of quantitative research. It defines quantitative research as collecting and analyzing numerical data using objective, structured research methods. It describes the key characteristics of quantitative research as using numerical data, large sample sizes, clearly defined research questions, and structured research instruments. It also differentiates between dependent and independent variables, and different types of quantitative research designs including experimental, quasi-experimental, descriptive, correlational, and ex post facto designs. Finally, it discusses the different levels of variables.
This document discusses various methods and tools for data collection. It defines data collection methods as systematic ways of collecting information about subjects of study, and data collection tools as instruments used to gather information. The main methods covered are using available records, interviews, observations, questionnaires, scales and physiological measurements. Specific tools are also defined for each method. Sources of bias and ethical considerations in data collection are also addressed.
This document provides an overview of research methods. It discusses the different types of research including historical, descriptive, experimental, quantitative and qualitative research. Quantitative research uses statistical analysis and standardized data collection from large samples, while qualitative research collects subjective data through methods like interviews and observation. The document also outlines the typical steps in the research process from identifying a problem to formulating research questions, conducting a literature review, collecting and analyzing data, interpreting findings, discussing results and drawing conclusions.
This document provides an overview of quantitative research methods. It defines quantitative research as a systematic investigation of phenomena by collecting quantifiable data. The document then outlines the key characteristics of quantitative research, including that it is objective, uses clearly defined research questions, structured instruments, numerical data, large sample sizes, and can be replicated. Strengths and weaknesses of quantitative research are discussed. Finally, different types of quantitative research designs are described, including experimental, quasi-experimental, and various non-experimental designs like surveys, correlations, comparisons, and evaluations.
251109 rm-m.r.-data collection methods in quantitative research-an overviewVivek Vasan
The document discusses different methods for collecting quantitative data in research, including structured questionnaires, interviews, observation, and biophysiologic measures. It describes key dimensions to consider like structure, quantifiability, researcher obtrusiveness, and objectivity. The major sections explain self-reports, observation techniques, and collecting biophysiologic data like vital signs measurements.
The document provides summaries of different types of research designs, including their definitions, purposes, advantages, and limitations. It discusses exploratory, descriptive, experimental, causal, cohort, case study, action research, cross-sectional, and market research designs. For each design, it outlines what information can be learned from studies using that design and what limitations exist in determining causation or generalizing findings. The overall purpose is to help readers understand when and how to appropriately apply different research methodologies.
Research Methodology and Research Method
This chapter looks at the various research methodologies and research methods that are commonly used by researchers in the field of information systems. The research methodology and research method used in this research is acknowledged and discussed.
The chapter starts off by providing a comprehensive introduction to research. Then the research methodologies and research methods particularly used in information systems are discussed. A significant effort has been made to clarify and provide distinctions between research methodology and research method. During the course of this research, when investigating the literature on research methodology and research methods, it was found that many researchers were using the two interchangeably. Therefore the two sections on research methodology and research methods have been treated separately.
A section that compares and differentiates between the two is presented first, followed by the section on research methodology. Then the different types of research methodology are described and the two main types of research methodologies namely qualitative research methodology and qualitative research methodology is discussed. The research methodology that has been utilized for this research is discussed and the reason why the particular research method was chosen with proper justification is explained.
Then research methods in general are discussed and the types of research methods suitable for information systems research are explained. The differences between the qualitative and quantitative research methods are elaborated upon. Since secondary data sources have been used in this research, a section is included to discuss the differences between the two and to explain the advantages of using secondary data sources for research.
Then the research method, that is, the actual data collection and data analysis method is described and justification is provided on why the particular research method was chosen. Case study research method is combined with grounded theory research method for document analysis of archival data that was accessed via the Internet. Descriptive methods have been used to investigate the opportunities and issues of cloud computing with mobile phones for developing countries.
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3. 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 researcher instruments ; and
7. Design instruments for data gathering.
4. If one collects the wrong data , the
analysis ,interpretation and conclusions
made from such data would be wrong.
A “good” research study is largely
dependent upon the kind of instruments
used and how they are administered.
5. 1.Is the tool appropriate for the study?
2. Was there a trial run of the tool to determine the difficulty and validity
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?
8. Advantages:
Less expensive to administer
Greater confidence of respondents anonymity
Less pressure on the part of the respondents for immediate
response
Limitations:
Data collected depends largely upon the information voluntarily
supplied by the respondent.
Researcher does not have a chance to probe into a topic.
Mailed questionnaires – problem of returns
9. Advantages:
The researcher does not encounter problems of
missing information , blank items and others
No problem about misunderstood questions
Probing is not a problem
Limitations:
A lot of time and money is spent
Heavy reliance upon verbal reports , the veracity
of which is not easily checked
10. Less expensive , with relative rapid completion
and high response rates
The researcher is limited to telephone
subscribers , which generally are not
representative of the population.
Impossible to conduct a lengthy interview over
the telephone.
11. are generally used to gather information about
people , mostly about their socio-demographic
characteristics , their knowledge , attitudes ,
feelings , motivations , anticipations and future
plans , or past behaviour.
Mostly depend on verbal reports , the questions
must be carefully formulated so that the researcher
does not get erroneous data.
12. 1. Define or qualify terms that could easily be
misinterpreted.
2. Beware of double negatives.
3. Be careful of inadequate alternatives.
4. Double-barrelled questions should be avoided.
5. Underline a word if you wish to indicate special
emphasis.
6. When asking for ratings or comparisons , a point of
reference is necessary.
7. Design questions that will give a complete response.
8. Phrase questions so that they are appropriate for all
respondents .
9. Questions must not suggest answers .
(Best and Kahn , 1998)
14. Defined as a face-to-face interaction
between two persons.
3 Elements:
Interviewer – the one who asks questions
Interviewee or respondent – the one who
supplies the information asked.
Interview schedule – formal list of questions
used in the interview.
15. 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.
16. an instrument that attempts to obtain the measured attitude or belief of an
individual.
Semantic Differential Scale –attempts to find the meanings that objects and
people possess.
Likert Scale – most commonly used attitude scale in educational research
named after the man who designed it.
Projective methods – involve some sort of imaginative activity on the part of
the individual in interpreting ambiguous stimuli.
17. TECHNIQUES
1. Semantic Differential Scale – attempts to find the meanings
that objects and people possess.
2. Likert Scale – measure of attitude , feelings and behaviours
of the students.
3. Projective Methods – involve some sort of imaginative
activity on the part of the individual in interpreting
ambiguous stimuli.
18. a process whereby the researcher watches the research situation.
Guidelines to Good Observation
1. The observation scheme must be carefully planned.
Structured Observation – refers to the presence of guide or tools to delimit the
subject for observation
Unstructured Observation – refers to the use of an observation guide where the
observer watches events pertinent to his purpose.
2. The observer must be objective .
3. The observer must be able to separate facts from interpretation of the facts.
4. Observations must be carefully and expertly recorded and may be recorded
periodically.
19. It demands less subjects under observation but permits recording of
data (behaviour) simultaneously with its spontaneous occurrence.
When people know that they are being observed , they may
deliberately try to create favorable or unfavorable impressions on
the observer.
There are unforeseeable factors such as weather conditions that
may interfere with observational tasks.
20. OBJECTIVE METHODS OF OBSERVATION
Test – systematic procedure in which the individual tested
is presented with a set of constructed stimuli to which he
responds(Antes and Hopkins,1993)
Scale – set of symbols or numerals so constructed that the
symbols or numerals can be assigned by rule to the
individuals to whom the scale is applied.
21. means the extent to which a test is dependable , stable , and self-consistent.
3 APPROACHES
1. Stability
Method: Test-retest
2. Equivalence
Method: Parallel forms (Alternate forms or Equivalent forms)
3. Internal Consistency
Methods:
• A. Split-Half Method
- Spearman-Brown Prophecy Formula
• B. Kuder-Richardson Methods
1. Kuder-Richardson Formula 20
23. One can increase reliability if external sources of variation are
minimized and the conditions under which the measurement occurs
are standardized .
RELIABILITY COEFFICIENT MAY AFFECT BY:
1. Length of the test
2. Degree of homogeneity of content
3. Ability range of students
4. Appropriateness of items
5. Scoring accuracy
6. Testing conditions
7. Speededness
24. VALIDITY ANALYSIS
Definition: A test is valid to the extent that inferences made from it
are appropriate , meaningful and useful.
The validity of a test/scale is the extent to which it measures what it
claims to measure.
25. 3 CATEGORIES IN ESTABLISHING VALIDITY
1. Content Validity
2. Criterion-Related Validity
• Predictive Validity Studies
• Concurrent Validity Studies
3. Face Validity
A construct is a theoretical , intangible quality or trait
in which individuals differ(Messick , as cited by
Gregory,1996).
26. APPROACHES TO CONSTRUCT VALIDITY
1. Analysis to determine if the test items or sub-tests are homogeneous and
therefore measures a single construct.
2. Study of developmental changes to determine if they are consistent with the
theory of the construct.
3.Research to ascertain if group differences on test scores are theory-consistent.
4. Analysis to determine if intervention effects on test scores are theory-
consistent.
5. Correlation of the test with other related and unrelated tests and measures.
6. Factor analysis of test scores in relation to other sources of information.