Researcher-Completed Instruments Vs Subject-Completed Instruments

MODULE 4.
Instrumentation
It is the process of developing, testing, and using the device which will later on, be utilized for data
gathering.
Instruments
It is the generic term that researchers use for a measurement device or tool (survey, test,
questionnaire, etc.)
Researcher-Completed Instruments Vs Subject-Completed Instruments
A. Research-completed instruments are those administered by the researchers themselves. These

include:
Research Completed Instrument
1.Rating scales
2.Interview schedules/guides
3.Tally sheets
4.Flowcharts
5.Performance checklists
6.Time and motion logs
7.Observation forms
B. Subject-completed instruments, on the other hand, are those that are completed by the participants.
These include:
Subject-Completed Instruments
1. Questionnaires
2. Self-checklists
3. Attitude scales
4. Personality inventories
5. Achievement/ attitude tests
6. Projective devices
7. Sociometric devices
Usability refers to the ease with which an instrument can be administered, interpreted by the
participant, and scored/interpreted by the researchers.
Instrument Development
 Survey Questionnaire – it is a tool for consistently 8implementing a scientific protocol for

obtaining data from respondents.
Questionnaires may be designed as:
1. Structured questionnaires
2. Unstructured questionnaire
Questions to be avoided in a survey questionnaire:
1. Embarrassing questions
2. Positive/ negative connotation questions
3. Hypothetical questions
 Unstructured Interview – it is a spontaneous conversation, not a specific set of questions asked

in a predetermined order.
Steps for conducting an unstructured interview:
1. Opening up the interview
2. Administer questions
3. Closing down the interview
Structured Observation Instrument – observation is the process of watching someone or something.

Most observational instruments are forms that help a researcher to collect systematic observational
information about research questions.
Scales and Indexes
1. Binary scale – It is a nominal scale consisting of binary items that assume one of two possible
values, for example, yes or no, true or false, and so on.
2. Likert scale – It is a popular scale for measuring ordinal data; wherein, there are Likert items
which are simply-worded statements to which respondents can indicate their extent of
agreement or disagreement on a five- or seven-point scale ranging from “strongly agree” to
“strongly disagree.”
3. Semantic differential scale – It is a composite or multi-item scale; wherein, the respondents are
typically asked to indicate their opinions or feelings toward a single statement using different
pairs of adjectives framed as polar opposites or two extremes.
4. Guttman scale – It is another type of a composite or multi-item scale; wherein, it uses a series of
items arranged in increasing order of intensity of the concept of interest, from least intense to
most intense.
MODULE 4.2
Validity
It refers to the degree to which an instrument measure measures what it is supposed to measure.
For example, in measuring the speaking proficiency of students, speaking performances have greater
validity than multiple choice test. This is because multiple choice tests do not necessarily require
students to demonstrate their speaking skills. Speaking performances, on the other hand, oblige
students to show their actual oral communication skills. (Barrot, 2017)
Validity has several types, namely, face validity, content validity, construct validity, concurrent validity,
and predictive validity.
1. Face validity – It refers to that in which the measure apparently reflects the content of the
concept in question. It can be established by asking experts in the field – whether the concept’s
measure captures what the concept is or what the concept means.
2. Content validity – It refers to the degree to which an instrument covers a representative sample
(or specific elements) of the variable to be measured.
3. Concurrent validity – It refers to using a criterion in which cases are known to differ and that is
relevant to the concept in question.
4. Predictive validity – It refers to using a future criterion measure rather than a contemporary
one.
5. Construct validity – It refers to deducing hypotheses from a theory that is relevant to the
concept.
6. Convergent validity – It refers to comparing a new measure to measures of the same concept
developed through other methods.
MODULE 4.3
Reliability
It refers to the consistency of the measures of an instrument. Reliability is an aspect involved in the
accuracy of measurement.
Different Reliability Test or Techniques
There are four types of reliability: inter-rater reliability, test-retest reliability, split-half reliability and
internal consistency reliability.
1. Inter-rater reliability (inter-observer reliability) – It is a measure of consistency between two or more

independent raters (observers) of the same construct (concept).
2. Test-retest reliability – It is a measure of consistency between two measurements (tests) of the same
construct administered to the same sample at two different points in time.
3. Split-half reliability – It is a measure of consistency between two halves of a construct measure.
4. Internal consistency reliability – It is a measure of consistency between different items of the same
construct.
MODULE 4.4
Survey Instrument
A. Advantages of using survey questionnaires:
1. High representativeness
2. Low costs
3. Convenient data gathering
4. Good statistical significance
5. Little or no observer subjectivity
6. Precise results
B. Disadvantages of using survey questionnaires:
1. Inflexible design
2. Not ideal for controversial issues
3. Possible inappropriateness of questions
Focus Group
A. Benefits of Focus Group:
1. The researcher can interact with the participants, pose follow-up questions or ask questions that
probe more deeply.
2. Results can be easier to understand than complicated statistical data
3. The researcher can get information from non-verbal responses, such as facial expressions or body
language.
4. Information is provided more quickly than if people were interviewed separately.
B. Advantages of Focus Group:
1. Focus groups can be relatively low cost and provide quick results.
2. Focus groups are a flexible assessment tool.
3. Participants may be more comfortable talking in a group than in an individual interview. Interactions
can generate more discussion and, therefore, more information.
4. The data is the respondents’ own words. It is easily understood and will provide insights into how
respondents think about the topic.
C. Disadvantages of Focus Group:
1. Groups can be difficult to assemble.
2. The group setting can influence the responses of individuals, which is problematic when a dominant
member affects the outcomes.
3. The small numbers in focus group data is dependent on the ability of the moderator, making it
essential that the moderator is carefully trained and skillful.
4. The quality and quantity of focus group data is dependent on the ability of the moderator, making it
essential that the moderator is carefully trained and skillful.
5. The qualitative nature of focus group data can make it more difficult to summarize and interpret than
more quantitative types.
D. How to go about with focus group:
1. Questions should be concrete, specific, focused, simple, and open-ended, going from the more
general to the more specific.
2. Exercises can be used in place of questions to ensure that all focus group members have an
opportunity to participate.
3. Researchers differ on the ideal size of a focus group, but most consist of 8 to 15 participants.
4. Researchers must decide if incentives and rewards will be used in recruiting participants.
5. Selecting an appropriate location where the focus group can meet is a very important planning
decision.
6. Recording or note taking decisions should be made in advance
Planning the Data Collection Procedure
It is important you know the factors that you should consider in developing research instrument and
plan the steps you will take in your data gathering. These steps are typically clustered into three phases:
before. during, and after the data collection.
Before
1. Develop your data collection instruments and materials.
2. Seek permission from the authorities and heads of the institutions or communities where You
will conduct your study.
3. Select and screen the population using appropriate sampling techniques.
4. Train the raters, observers, experimenters, assistants, and other research personnel who may be
involved in data gathering.
5. Obtain informed consent from the participants. An informed consent form is a document that
explains the objectives of the study and the extent of the participants’ involvement in the
research. It also ensures the confidentiality of certain information about the participants and
their responses.
6. Pilot-test the instruments to determine potential problems that may occur when they are
administered.
During
1. Provide instructions to the participants and explain how the data will be collected.
2. Administer the instruments, and implement the intervention or treatment, if applicable.
3. As much as possible, utilize triangulation in your method. Triangulation is a technique for

validating data using two or more sources and methods.
After
1. Immediately encode or transcribe and archive your data.
2. Safeguard the confidentiality of your data.
3. Later, examine and analyze your data using the appropriate statistical tools.
Unstructured Interview
A. An unstructured interview or non-directive interview is an

interview in which questions are not prearranged.
B. Advantages of unstructured interview:
1. The interaction between the participant and the interviewer allows for richer, more valid data.
2. Also the interaction allows the interviewer to develop a relationship with the participant which
could be mean they are more open and honest with their answers.
3. Ambiguities in an answer can be probed to further understand the meaning of that answer.
4. The interviewer can change the questions if, over the course of the study they think the
hypothesis should change or they want to take the study in a new direction.
C. Disadvantages of unstructured interview
1. You need a trained interviewer who can only interview one participant at a time, this means this
method is time-consuming and costly.
2. The interviewer won’t ask exactly the same question every time, so it could be said that this
method is less reliable.
3. The changing questions also mean it is difficult to replicate the study.
4. The data is qualitative which means it is hard to analyze and compare with other pieces of data.
Structured Observation
A. Observation involves recording the behavioral patterns of people, objects, and events in a systematic
manner.
B. Structure observation (also known as systemic observation) is a data collecting method in which
researchers gather data without direct involvement with the participants (the researchers watch from
afar) and the collection technique is structured in a well-defined and procedural manner.
C. In structured observation, the researcher specifies in detail what is to be observed and how the
measurements are to be recorded.
D. When conducting a structured observation, the focus of the observations has been determined
beforehand.
MODULE 4.5
Guidelines in Using Questionnaires for Data Collection
1. Before actually administering the questionnaire, it may be useful to pilot-test it first.
2. Contact the participants before distributing the questionnaires.
3. Attach the informed consent form to the questionnaire when conducting the actual data collection.
4. Follow up the participants who fail to complete their questionnaires by the set deadline.
5. Immediately encode the data once you have collected them and archive them digitally.
Guidelines in Using Tests for Data Collection
1. Before actually administering the test, it may be useful to pilot-test it first.
2. Contact the participants before distributing the questionnaires.
3. Attach the informed consent form to the questionnaire when conducting the actual data collection.
4. In an experimental or quasi-experimental study, administer the pretest before the intervention and
the posttest immediately after the intervention.
5. When using the pretest-and-posttest design, make sure that these two tests are in parallel forms.
6. Make sure that the participants are comfortable during the test.
7. Immediately encode the data once you have collected them and archive them digitally for easier
documentation.
Guidelines in Conducting a Quantitative Interview
Before the Interview
1. Decide on the interview method you will use (face to face, phone, video conferencing).
2. Choose a comfortable venue with the least amount of distractions.
3. Decide on the duration of the interview.
4. Prepare and master your interview guide.

5. Test your recording device.
6. Pilot-test your interview guide and practice how you will conduct the interview.
7. Make sure that you obtain consent from the participants before conducting and recording the
interview.
During the Interview
1. Be in control of the flow of the interview.
2. Help the participants respond as easily and as naturally as possible.
3. Demonstrate respect, professionalism, and a positive attitude toward the participants throughout the
interview.
After the Interview
1. Check if the recording device worked well throughout the interview.
2. Transcribe or encode the data as soon as you have finished your interview.
3. Write some of your observations regarding the interview.
Guidelines in Conducting an Observation
Before the Observation
1. Clarify your research objectives.
2. Prepare an observation checklist or form.
3. Decide on the type of observation and collection technique that you will use.
4. Decide on the duration of observation, the behavior or variables you like to observe, and the time and
location of the observation.
5. Record only the data that will address your research questions or objectives.
6. If your observation involves human participants, inform them of your study prior to your scheduled
observation.

During the Observation
1. Write the date, time, and place where the observation will be conducted.
2. If possible, there should be more than one person conducting the observation.
3. Explain the purpose of the observation to your participants.
4. Make sure that the participants are guaranteed as much anonymity as possible.
5. Be accurate and objective in recording your observations.
6. During the observation, make sure that the participants are aware of the purpose of your purpose of
your study.
7. Use multiple recording schemes if possible.
After the Observation
1. Compile and tabulate all data that you have obtained and save them in your computer.
2. Maintain the confidentiality of the data you have gathered.
3. Review your data to determine if there is anything you missed, so that you can address this gap in the
data before proceeding further with your study.
MODULE 5.1
Ethical Consideration in Data Collection (Barrot, 2017)
The data collection process is not limited to determining the instruments and data-coll strategies. There
are also ethical considerations that you need to understand before gathering you, data, especially when
this involves human participants. These considerations ensure that you, Participants will be treated
properly throughout the course of the study.
One of these ethical considerations involves the preparation of the informed consent form. The
informed consent form is a document that provides the participants with the information they need in
deciding whether they will participate or not in your study. It first discusses the background of your
research, such as the title of the study, your name and the institution you are affiliated With, and the
purpose of your study. The informed consent form also contains the following information:
1. the data collection procedure, which will help the participants know the process that they will be
involved in;
2. the possible discomfort or risk factors, which will help the participants gauge if they can, indeed, be
involved in the study;
3. the confidentiality clause, which will guarantee the participants that you will not publicly disclose the
information you will obtain from them;
4. the termination of the research, which will guarantee the participants that they can refuse to
participate in the study or end their involvement with it anytime; and
5. the authorization clause, which will make sure that the participants have acknowledged the
conditions that they will be subject to throughout the course of the study.
The informed consent form needs to be accomplished before gathering data from the participants. It
should also be signed by both the participant and the researcher to guarantee that they both agree on
the conditions under which the data collection will take place.
Aside from using an informed consent form, here are some of the ethical guidelines during the data
collection stage of your study.
1. Inform the participants that they have the right to refuse to participate in the study.
2. Guarantee the participants that all information that will be gathered shall be treated with utmost
confidentiality and that their anonymity shall be preserved.
3. Secure your data in a way that will keep them from being accessed by persons not involved in the
study.
4. In case you decide to give a token to the participants, be sure that it is reasonable. This means that
the token must not cause undue influence on the participants’ behavior throughout the data-collection
procedure.
Research-Related Letters
These are the documents that are needed before you start your data gathering:
1. Informed Consent Form (ICF)
2. Informed Consent Form for Parents (for participants below 18 years old)
3. Permission Letter (for Non-SHS Students) Addressed to the Coordinator/ Head/ Dean
4. Outside-School Parent Consent Form
5. Permission Letter (for outside-institution data gathering) for an institution/ company.
MODULE 5.2
Sample Instrument
Below is a sample instrument for knowing the Level of Appreciation of Tourists towards Intramuros,
Manila. The following details below are the necessary data needed to elaborate and complete the
research study.
Level of Appreciation of Tourists towards Intramuros, Manila
Part I. Demographic Profile of the Respondents
1. Age
[ ] 16-35 Years Old
[ ] 36-50 Years Old
[ ] 51-65 Years Old
[ ] 66 Years Old and Above

2. Sex
[ ] Male
[ ] Female
3. Civil Status
[ ] Single
[ ] Married
[ ] Separated
[ ] Widowed
4. Occupation
Please indicate: ______________________
5. Educational Attainment
[ ] Elementary
[ ] Secondary
[ ] College
[ ] Vocational
Part II. The Level of Appreciation for Visiting Intramuros, Manila:
Please answer the following questions by putting a check mark (/) to the following number that
corresponds to your answer.
1 – Not Appreciated (NA)

2 – Slightly Appreciated (SA)
3 – Moderately Appreciated (MA)
4 – Appreciated (A)
5 – Very Appreciated (VA)
VA A MA SA NA
5 4 3 2 1
Leisure and recreational activities help the tourist attraction more

valued by the tourists.
Attractions seem more attractive even though a lot of people are

visiting the place.
Management and staff of the attractions are approachable and sincere

in taking care of the tourists.
Media’s view on the tourist attraction changes the way tourist think
about the places.
In organizing quantitative data, and when computing them in SPSS, the data should be all in numerical
format. Therefore, the following legends should be used to organize the data as we go on with the
discussion.
Age
1 – 16-35 Years Old
4 – 66 Years Old and Above
Sex
1 – Male
2 – Female
Civil Status
1 – Single
2 – Married
3 – Separated
4 – Widowed
Occupation (Assuming that these were the dominant and only answers)
1 – Teacher
2 – Engineer
3 – Accountant
4 – Salesman/Saleslady
5 – Waiter
Educational Attainment
1 – Elementary
2 – Secondary
3 – College
4 – Vocational
As we know how to organize our data, let us assume that we were able to garnered responses from 50
respondents using the sample instrument.
Using the Statistical Package for Social Sciences (SPSS) for Quantitative Data
In organizing data using Microsoft Excel, the columns are for the individual variables faithfully organized
from the format of the instrument, and the rows are for all the responses of the individual respondents.
Take note of the following:
 Make sure that each column is labeled properly.
 The labels need not be in full words; a letter or two would suffice.
 The first column of your file should always be labeled “Respondents.”
 Hence, label each accomplished questionnaire you have from 1 up to the number of
your respondents.
Once your data is organized in Microsoft Excel you can copy and paste them in SPSS.
SPSS has three windows :
1. The Data View – where the raw data are organized.

2. The Variable View – where information and details about the data are organized.
3. The Output View – where the results of the computed data appear.
What to do with SPSS?
Follow these steps in using SPSS:
1. Click on the variable view

2. Rename each column based from the labels in your Microsoft Excel file.
3. Under type, change the type of “Respondents” column to “String” since it only is for the labels
of the respondents and would not be computed.
4. Lastly, under “Measure,” click on the correct level of measurement of each variable of your
data.
PRO TIP: Once these are done, the computation for the data can already start.
Let us have a sample title and research questions, based from the sample instrument in our first
discussion.
Research Title:
Level of Appreciation of Tourists to Intramuros, Manila
Research Question 1:
What is the demographic profile of the tourist respondents in terms of:

a. age;
b. sex;
c. civil status;
d. occupation; and
e. educational attainment?
How to compute for Frequency using the following steps in SPSS?
1. Click “Analyze”
2. Click “Descriptive Statistics”
3. Select the variables that would be computed.
4. Transfer them from the left window to the right window by clicking on the arrow button in the
middle.
5. Click “OK.”
How to present data that were computed using Frequency?
- The table should be consisted of three columns.

- Column 1 is for the variables.
- Column 2 is for frequency
- Column 3 is for percentage.
- It should be noted that the information that would be placed under Column 1 can be found on the
instrument; whereas, the information for Columns 2 and 3 are found on the
results the SPSS generated when it computed for frequency.
Refer to the table for an example:
Profile Frequency Percentage
Age
16-35 Years Old 11 22.5%
36-50 13 26.2%
51-65 17 34.0%
66 above 9 18.0%
Total 50 100%
Sex
Male 28 56.0%
Female 22 44.0%
Total 50 100%
After the table is created, number it properly using two digits separated by a dot (e.g. Table 3.1). Note
that the first digit corresponds to the part of the research paper the table can be found in, and
the second digit corresponds to the ordinal position of the table in that part of the paper.
Moreover, the table should be labeled. Remember that the label should be a noun phrase (e.g.
“Frequency Distribution of the Tourist Respondents’ Profile”).
Then, present what the table shows using paragraphs.
In presenting the data using paragraphs, the researcher should describe each detail that the table
shows. Hence, s/he should describe the data individually.
Table 3.1
Frequency Distribution of the Respondents’ Profile
Age
16-35 Years Old 11 22.5%
36-50 13 26.2%
51-65 17 34.0%
66 above 9 18.0%
Total 50 100%
Sex
Male 28 56.0%
Female 22 44.0%
Total 50 100%
Lastly, the researcher should interpret the data. The interpretation should be able to answer the
research question. Hence, the researcher should identify the majority in each variable computed for
frequency.
Table 3.1
Age
16-35 Years Old 11 22.5%
36-50 13 26.2%
51-65 17 34.0%
66 above 9 18.0%
Total 50 100%
Sex
Male 28 56.0%
Female 22 44.0%
Total 50 100%

Table 3.1 shows that eleven (11) or 22% of the respondents are between 16-25 years old, thirteen
(13) or 26% are between 36-50 years old, seventeen (17) or about 34.5% are between 51-65 years old,
and nine (9) or 18% are 66 years old and above. This shows that majority of the respondents are
between 51-65 years old.
Moreover, in terms of sex, twenty-eight (28) or 56% of the respondents are male; whereas,
twenty-two (22) or 44% are female. This reveals that majority of the respondents are female.
MODULE 5.3
Descriptives
For the data, refer to the fake data from the previous module.
Steps in Computing Descriptives

With the SPSS software, use it to analyze the mean and standard deviation.
1. Click “Analyze.”
2. Click “Descriptive Statistics.”
3. Click “Descriptives.”
middle.
6. Click “OK.”
How to present the data that were computed using descriptives?
To present the data given, be reminded of the following:
 The table should be consisted of four columns.
o Column 1 is for the descriptors, which corresponds to the items or questions reflected in
the instrument.
o Column 2 is for the mean.
o Column 3 is for the qualitative description.
 The qualitative description usually found on the instrument itself, together with
the rating scale.
o Column 4 is for interpretation.
 The interpretation is set by the researcher, and should correspond to the

research topic and research question/s
 The mean computed by SPSS is not always in whole numbers, therefore, the researcher should
set ranges.
o The lowest range should be 0.50 less than the lowest score in the scale used.
o The highest range should be 0.50 more than the highest score in the scale used.
o The interval between ranges can be 1.
After the table is created, number it properly using two digits separated by a dot (e.g. Table 3.2)
 The first digit corresponds to the part of the research paper the table can be found in; and
 The second digit corresponds to the ordinal position of the table in that part of the paper.
The table should be labeled, remembering that the label should be a noun phrase (e.g. "Level of
Appreciation of the Tourist Respondents towards Intramuros Manila").
Then present the contents of the table with paragraphs.
Example:
Table 3.2
Level of Appreciation of the Tourist Respondents towards Intramuros, Manila
Level of Appreciation of the

Qualitative
Tourist Respondents in Terms Mean Interpretation
Description
of Sociological Aspect
Answer 1
Answer 2
Answer 3
Answer 4
Overall Mean
In presenting the data using paragraphs, the researcher should describe the descriptor with the highest
mean, and the descriptor with the lowest mean.
The description should include the descriptor, the mean, and the qualitative description.
Also the overall mean should also be described.
DO NOTE THAT THERE ARE STUDIES WHEREIN THE INSTRUMENT IS DIVIDED
INTO SUBPARTS.
In this case, the researcher should present in different tables each subpart. So, for instance, if the level
of appreciation for a tourist attraction questionnaire has three subparts (sociological aspect, cultural
aspect, and emotional aspect), there should be three separate tables with three separate descriptions
and interpretations.
If this is the case, label the overall mean for each subpart with "cumulative mean" and for the computed
mean for all the subparts with "overall mean" to avoid confusion.
But, if the instrument is not divided into different subparts, "overall mean" can be used.
research question. Hence, the researcher should consider the overall mean and its “interpretation.
Refer to this example:
Table 3.1
Age
16-35 Years Old 11 22.5%
36-50 13 26.2%
51-65 17 34.0%
66 above 9 18.0%
Total 50 100%
Sex
Male 28 56.0%
Female 22 44.0%
Total 50 100%

Table 3.1 shows that eleven (11) or 22% of the respondents are between 16-25 years old, thirteen (13)
or 26% are between 36-50 years old, seventeen (17) or about 34.5% are between 51-65 years old, and
nine (9) or 18% are 66 years old and above. This shows that majority of the respondents are between
51-65 years old.
Moreover, in terms of sex, twenty-eight (28) or 56% of the respondents are male; whereas,
twenty-two (22) or 44% are female. This reveals that majority of the respondents are female.
Table 3.2
Level of Appreciation of the Tourist Respondents towards Intramuros, Manila
Level of Appreciation of the

Qualitative
Tourist Respondents in Terms Mean Interpretation
Description
of Sociological Aspect
 Leisure and
recreational activities
Moderately
help the tourist 3.36 Moderately Fond of
Appreciated
attraction more valued
by the tourists.
2. Attractions seem more

attractive even though
4.08 Appreciated Fond of
a lot of people are
visiting the place.
3. Management and staff

of the attractions are
approachable and 3.90 Appreciated Fond of
sincere in taking care of
the tourists.
4. Media’s view on the

tourist attraction
4.14 Appreciated Fond of
changes the way tourist
think about the places.
Overall Mean 3.87 Appreciated Fond of
Legends: 1-1.50: Not Appreciated; 1.51-2.50: Slightly Appreciated; 2.51-3.50: Moderately Appreciated;
3.51-4.50: Appreciated; and 4.51-5: Very Appreciated.

Table 3.2.1 shows that the respondents appreciate media’s view on the tourist attraction that
changes the way tourists think about the places, accumulating the highest mean of 4.14. However, it is
only moderately appreciated by the respondents the concept that leisure and recreational activities that
help the tourist attraction to be more valued by the tourists, accumulating the lowest mean of 3.36.
Overall, the respondents appreciate visiting Intramuros, accumulating a mean of 3.87.
This shows that the respondents are fond of visiting Intramuros.
ANOVA and Levene's T-test
Refer again to the fake data.
Use of ANOVA and Levene's T-test
ANOVA is used if one variable has more than two categories (e.g. civil status: single, married, widowed,
separated – 4 categories); whereas, Levene’s T-test is used for a dichotomous variable (e.g. sex: male,
female – 2 categories). Levene’s T-test is used for variables that although there are more than 2
categories, the respondents only choose from two of the choices (e.g. Occupation: teacher, engineer,
accountant, salesman/saleslady, waiter – 5 categories; but, the respondents are all teachers and
engineers for instance).
Steps in Computing ANOVA in SPSS
2. Click “Compare Means.”
3. Click “One Way ANOVA.”
4. Under “Dependent List,” place the dependent variable, (usually, the overall mean) and under
“Factor,” place the independent variable (usually the demographic variable).
5. Click “Options.”
6. Tick “Descriptive.”
7. Click “OK.”
Steps in Computing Levene's T-test in SPSS
3. Click “One Way ANOVA.”
4. Under “Dependent List,” place the dependent variable, (usually, the overall mean) and under
“Factor,” place the independent variable (usually the demographic variable).
6. Tick “Descriptive.
7. Tick “Homogeneity of variance test.
8. Click “OK.
How to present the data that were computed using Analysis of Variance (ANOVA) and Levene’s T-

Test?
 The table should be consisted of eight columns
o Column 1 is for the variables
o Column 2 is for profile
o Column 3 is for mean
o Column 4 is for standard deviation
o Column 5 is for computed f-value (if ANOVA is used) or computed t-value (if Levene's T-
test is used).
o Column 6 is for significance value.
o Column 7 is for decision on Null Hypothesis (Ho)
o Column 8 is for interpretation
Note that the information that would be placed under Column 1 and Column 2 can be found on the
instrument; whereas, the information for Columns 3 through 6 are found on the results the SPSS
generated when it computed for ANOVA/Levene’s T-test. Hence the table should like the example. For
Column 7, the p-value or alpha level is the basis. And, for Column 8: if the Decision on H0 is accepted, the
interpretation is not significant, but if the Decision on H0 is rejected, the interpretation is significant
that the first digit corresponds to the part of the research paper the table can be found in, and the
second digit corresponds to the ordinal position of the table in that part of the paper.
The table should be labeled with a noun phrase (e.g. "Significant Difference in the Level of Appreciation
of the Tourist Respondents towards Intramuros, Manila when they are Grouped According to Profile").
Then present what the table shows using paragraphs. In presenting the data using paragraphs, the
researcher should describe the variable, profile, f-value/t-value, significance value, decision on
Ho and interpretation.
research question. Hence, the researcher should explain the result of the hypothesis testing (refer to
the Decision on Ho and Interpretation).
Refer to the table:
Table 3.3
Difference in the Level of Appreciation of the Tourist Respondents When They Are Grouped According
to Their Profile
Computed
Decision
Variable Profile Mean SD F-Value/T- Sig Interpretation
on Ho
Value
16-35
Years 4.08 0.57
Old
36-50
Years 3.75 0.27
Old
Age 1.68 0.02 Rejected Significant
51-65
Years 3.98 0.39
Old
66 Years
Old and 4.03 0.34
Above
Sex Male 3.94 0.34 3.41 0.01 Rejected Significant
Female 3.96 0.49

Table 3.3 shows that in terms of age and sex, the respondents obtained a computed f-value/t-
value of 1.68, and 3.41, respectively, and significance value of 0.02 and, 0.01. Since the significance
values are lower than the set 0.05 significance value, the null hypothesis is rejected; therefore, there is a
significant difference in the assessment of the respondents. This shows that there is a significant
difference in the assessment of the tourist respondents if age and sex are taken as factors; wherein,
respondents with the ages between 16-35 years old have relatively higher assessment than other
respondents, and female respondents have relatively higher assessment than male respondents.
MODULE 5.4
Steps in Computing for Spearman Rho Using SPSS
(to answer Research Question A)
2. Click “Correlate.”
3. Click “Bivariate.”
5. Transfer them from the left window to the right window by clicking on the arrow button
in the middle.
6. Uncheck “Pearson” below the dialogue box.
7. Check “Spearman.”
8. Click “OK.”
9. Since the Spearman rho test in SPSS doesn’t compute for descriptive data, compute your variables
also for descriptives, specifically the mean and standard deviation.
Steps in Presenting Data Computed Using Spearman Rho from SPSS:
 Primarily, a researcher can use a table to present the results of the data.
 The table should be consisted of seven columns.
o Column 1 is for the variables of your study, the Dependent Variable 1 and the
Dependent Variable 2.
o Column 3 is for the standard deviation.
o Column 4 for is for the r-value. The r-value is located in the first row of the results, on
the farthest right value.
o Column 5 is for the significance value. The significance value is located below the r-
value.
o Column 6 is for the Decision on the Null Hypothesis. The decision depends on the
significance value. If the significance value is lower than 0.05, the decision is “Rejected,”
but if it is greater than or equal than 0.05, the decision is “Accepted.”
o Column 7 is for the interpretation. The interpretation depends on the Decision on the
Null Hypothesis. If the null hypothesis is rejected, the interpretation is “Significant,” but
if the interpretation is accepted, the interpretation is “Not Significant.”
 After the table is created, number it properly using two digits separated by a dot (e.g. Table 3.3).
Note that the first digit corresponds to the part of the research paper the table can be found in,
and the second digit corresponds to the ordinal position of the table in that part of the paper.
 Moreover, the table should be labelled. Remember that the label should be a noun phrase (e.g.
“Relationship between Position and Educational Attainment of Teacher Respondents”).
 Then, present what the table shows using paragraphs.
o In presenting the data using paragraphs, the researcher should describe the data in
columns 4-7.
 Lastly, the interpretation should be provided. The interpretation should be the answer to the
research question.
See the example below:
Table 3.4
Relationship between Position and Educational Attainment of Teacher Respondents
Computed Decision
Variable Mean SD Sig Interpretation
R-Value on Ho
Position 2.90 1.36
Educational 0.29 0.04 Rejected Significant

2.96 0.57
Attainment
Table 3.4 shows that the computed r-value of the respondents is 0.29, and the computed
significance value is 0.04. Since the significance value is lower than the set 0.05 significance value, the
null hypothesis is rejected. This means that there is a significant relationship between position and
educational attainment. Although, the relationship is weak.
Steps in Computing Pearson r Using SPSS
(to answer Research Question B)
2. Click “Correlate.”
3. Click “Bivariate.”
middle.
7. Check “Means and standard deviations.”
8. Click “OK.”
Presenting the Data Gathered Using Pearson r from SPSS
 A researcher can use a table to present the results of the data.
o Column 4 for is for the r-value. The r-value is located in the first row of the results, on
the farthest right value.
o Column 5 is for the significance value. The significance value is located below the r-
value.
 The table should be labelled. Remember that the label should be a noun phrase (e.g.
 In presenting the data using paragraphs, the researcher should describe the data in columns 4-7.
research question.
Table 3.4
Relationship between Occupation and Level of Appreciation of Teacher Respondents
Computed Decision
R-Value on Ho
Occupation 2.56 1.24
Level of 0.43 0.43 Accepted Not Significant

2.04 0.43
Appreciation
Table 3.4 shows that the computed r-value of the respondents is 0.43, and the computed
significance value is 0.43. Since the significance value is higher than the set 0.05 significance value, the
null hypothesis is accepted. This means that there is no significant relationship between occupation and
level of appreciation.
Steps in Computing for Chi-Square in SPSS
(to answer Research Question C)
2. Click “Descriptive Statistics.”
3. Click “Crosstabs.”
5. Transfer one of the variables towards “Row(s)” and the other, “Column(s).” Regardless of which you
place in either dialogue box, the results would not be changed.
6. Click “Statistics.”
7. Check “Chi-Square.”
8. Click “Continue.”
9. Click “OK.”
10. Since the Chi-Square test in SPSS doesn’t compute for descriptive data, compute your variables also
for descriptives, specifically the mean and standard deviation.
Steps in Presenting Data Gathered using Chi-Square in SPSS:
 A researcher can use a table to present the results of the data.
o Column 4 for is for the chi-square value. The chi-square value is located beside the label
“Pearson Chi-Square.”
o Column 5 is for the significance value. The significance value is located on the row for
“Pearson Chi-Square” and below the label, “Asymp. Sig.”
 Moreover, the table should be labeled. Remember that the label should be a noun phrase (e.g.
 In presenting the data using paragraphs, the researcher should describe the data in columns 4-7.
research question.
Table 3.4
Relationship between Gender and Educational Attainment of Teacher Respondents
Computed Decision
Chi square on Ho
Gender 2.32 0.32
Educational 5.46 0.14 Accepted Not Significant

2.53 0.33
Attainment
Table 3.4 shows that the computed chi-square value of the respondents is 5.46, and the
computed significance value is 0.14. Since the significance value is higher than the set 0.05 significance
value, the null hypothesis is accepted. This means that there is no significant relationship between
gender and educational attainment.
MODULE 5.5
Computing Paired T-test in SPSS
Here are the following steps in computing Paired Sample T-test using SPSS to answer the Research
Question:
middle.
5. Click “OK.”
How to present data that were computed using

Paired Sample T-test?
The table should be consisted of seven columns.
Column 1 is for the variables of the study.

Column 2 is for the mean.
Column 3 is for the standard deviation.
Column 4 for is for the t-value. The t-value is located below the label “t.”
Column 5 is for the significance value. The significance value is located below the label “Sig. (2-tailed).”
Column 6 is for the Decision on the Null Hypothesis. The decision depends on the significance value. If
the significance value is lower than 0.05, the decision is “Rejected,” but if it is greater than or equal than
0.05, the decision is “Accepted.”
Column 7 is for the interpretation. The interpretation depends on the Decision on the Null Hypothesis. If
the null hypothesis is rejected, the interpretation is “Significant,” but if the interpretation is accepted,
the interpretation is “Not Significant.”
Table 3.4
Effectiveness of Brightspace to the Academic Standing of the Student Respondents
Compute Decision
Variables Mean SD Sig Interpretation
d T-Value on Ho
Brightspac
1 1
e Use 0.66 0.02 Rejected Significant
Posttest 4.00 0.96
Table 3.4 shows that the respondents have a computed t-value of 0.66, with a significance value
of 0.02. Since the significance value is lower than the set significance value of 0.05, the null hypothesis is
rejected. This shows that there is a direct effect of Brightspace program to the academic standing of the
student respondents. This means that the Brightspace program is effective.
Moreover, the table should be labeled. Remember that the label should be a noun phrase (e.g.
In presenting the data using paragraphs, the researcher should describe the data in columns 4-7. (Refer
to Table 3.4)
Lastly, the interpretation should be provided. The interpretation should be the answer to the research
question.
Sample paragraph to describe the data:
Table 3.4 shows that the respondents have a computed t-value of 0.66, with a significance value of
0.02. Since the significance value is lower than the set significance value of 0.05, the null hypothesis is
student respondents. This means that the Brightspace program is effective.
Computing Independent T-test in SPSS
How to present data that were computed using the INDEPENDENT SAMPLE T-test?
The table should be consisted of seven columns.
Column 1 is for the variables of the study.

Column 2 is for the mean.
Column 3 is for the standard deviation.
Column 4 for is for the t-value. The t-value is located below the label “t.”
Column 5 is for the significance value. The significance value is located below the label “Sig. (2-tailed).”
Column 6 is for the Decision on the Null Hypothesis. The decision depends on the significance value. If
the significance value is lower than 0.05, the decision is “Rejected,” but if it is greater than or equal than
0.05, the decision is “Accepted.”
Column 7 is for the interpretation. The interpretation depends on the Decision on the Null Hypothesis. If
the null hypothesis is rejected, the interpretation is “Significant,” but if the interpretation is accepted,
the interpretation is “Not Significant.”
WHAT TO DO NEXT?
Moreover, the table should be labelled. Remember that the label should be a noun phrase (e.g.
In presenting the data using paragraphs, the researcher should describe the data in columns 4-7.
Lastly, the interpretation should be provided. The interpretation should be the answer to the research
question.
Table 3.3
Post-Test Results of the Groups
Group Mean SD
Experimental 4.16 0.77
Control 4.00 0.96
Table 3.3 shows that the experimental group obtained a post-test score of 4.16, with a standard
deviation of 0.77; whereas, the control group obtained a post-test score of 4.00, with a standard
deviation of 0.96. This shows that the experimental group has relatively higher score than the control
group.
Table 3.4
Effectiveness of Brightspace to the Academic Standing of the Student Respondents
Group Mea SD Compute Sig Decision Interpretatio

n d T-Value on Ho n
Experimenta 0.7
4.16
l 5 0.0 Rejecte
0.66 Significant
0.9 2 d
Control 4.00
6
Table 3.4 shows that the respondents have a computed t-value of 0.66, with a significance value
of 0.02. Since the significance value is lower than the set significance value of 0.05, the null hypothesis is
student respondents; wherein, the experimental group obtained a higher score than the control group.
This means that the Brightspace program is effective.
MODULE 5.6
Ways to prepare and present data using graphs and charts

 Graphs and charts have the potential to enhance the understanding of the outcomes of
quantitative research if presented with care.
 One criterion for deciding on the most appropriate type of graph or chart to use depends on the
type of data you have collected (nominal, ordinal, interval, or ratio)
a. Bar Chart: nominal and ordinal data

Image from Google Images
 Pie Chart: nominal data

 Histogram: interval and ratio data

 Frequency polygon: interval and ratio data

 Constructing frequency tables is the first step to organize raw data before these can be
presented graphically. But before you construct the frequency table, it is necessary to group the
data.
 To create the frequency table is to group scores or values in specific categories. Each frequency
table has its associated frequencies of occurrence.
 Based on the frequency table, you may also wish to get the percentage of the occurrences in a
relationship to the total number of occurrences. Hence, you can also wish to report in one table
both frequency and percentage distribution.

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MODULE 4.

Researcher-Completed Instruments Vs Subject-Completed Instruments

A. Research-completed instruments are those administered by the researchers themselves. These

Research Completed Instrument

6.Time and motion logs

5. Achievement/ attitude tests

 Survey Questionnaire – it is a tool for consistently 8implementing a scientific protocol for

Questionnaires may be designed as:

Questions to be avoided in a survey questionnaire:

2. Positive/ negative connotation questions

 Unstructured Interview – it is a spontaneous conversation, not a specific set of questions asked

Steps for conducting an unstructured interview:

1. Opening up the interview

3. Closing down the interview

Structured Observation Instrument – observation is the process of watching someone or something.

Scales and Indexes

Different Reliability Test or Techniques

1. Inter-rater reliability (inter-observer reliability) – It is a measure of consistency between two or more

3. Split-half reliability – It is a measure of consistency between two halves of a construct measure.

A. Advantages of using survey questionnaires:

3. Convenient data gathering

4. Good statistical significance

5. Little or no observer subjectivity

B. Disadvantages of using survey questionnaires:

2. Not ideal for controversial issues

3. Possible inappropriateness of questions

A. Benefits of Focus Group:

2. Results can be easier to understand than complicated statistical data

4. Information is provided more quickly than if people were interviewed separately.

B. Advantages of Focus Group:

2. Focus groups are a flexible assessment tool.

C. Disadvantages of Focus Group:

1. Groups can be difficult to assemble.

D. How to go about with focus group:

6. Recording or note taking decisions should be made in advance

Planning the Data Collection Procedure

1. Develop your data collection instruments and materials.

2. Administer the instruments, and implement the intervention or treatment, if applicable.

3. As much as possible, utilize triangulation in your method. Triangulation is a technique for

1. Immediately encode or transcribe and archive your data.

2. Safeguard the confidentiality of your data.

A. An unstructured interview or non-directive interview is an

B. Advantages of unstructured interview:

3. The changing questions also mean it is difficult to replicate the study.

Guidelines in Using Questionnaires for Data Collection

1. Before actually administering the questionnaire, it may be useful to pilot-test it first.

2. Contact the participants before distributing the questionnaires.

Guidelines in Using Tests for Data Collection

1. Before actually administering the test, it may be useful to pilot-test it first.

2. Contact the participants before distributing the questionnaires.

Guidelines in Conducting a Quantitative Interview

Before the Interview

2. Choose a comfortable venue with the least amount of distractions.

3. Decide on the duration of the interview.

4. Prepare and master your interview guide.

During the Interview

1. Be in control of the flow of the interview.

2. Help the participants respond as easily and as naturally as possible.