Instrumention

Definition of insrtumention Any means used to measure or otherwise study subjects a mechanical device Researcher completed Instrunment a. Rating scales b. Interview schedule c. Tally sheets d. Checklist e. Anecdotal record f. Time and mation log Participant completed instrunment a. b. c. d. e. f. g. Questionnaires Aelf checklis Attitude scales Personality inventories Achievement test Projective device Siciometric device

Test Is sset of stimul prensented to an individual in order to elicit responses on a basic of which a numberical score can be assigned The score is an indicator of the extend to which the examinee prossess the characteristic being measured Scale Scale is a set of numerical values assigned to subjects, objects, or behaviour for the putppose of quantifying and measuring qualities Scales are used to measured attitudes, values, and other characteristics Scales measure the degree to which an individual possesses the characteristics of interest Attitude is defined as a possitive or negative affect toward a perticular group, institution, concept or social subject.

Discussion Analysis Tally Sheet

Type of remark

1.Asks question calling for factual information 2. Asks question calling for clarificition 3. Asks question calling for explantion 4. Asks question calling for speculation 5. Askd questin of another student 6. Gives own opinion on issue 7. Responds to another student 8. Summarizes Remarks of another student 9. Does not respond when addressed by teacher 10. Does not respond when addressed by another student

Related to lesson Not related to lesson Related to lesson Not related to lesson Related to lesson Not related to lesson Related to lesson Not related to lesson Related to lesson Not related to lesson Related to lesson Not related to lesson Related to lesson Not related to lesson Related to lesson Not related to lesson Related to lesson Not related to lesson Related to lesson Not related to lesson

Sample Items from a Personality Test

Instructions: Check the optioon that most correcly describes you SELF-ESTEEM 1. Do you think your friends are smarter than you? 2. Do you feel good about your appearance? 3. Do you avoid meeting new people? STRESS 1. Do you have trouble sleeping? 2. Do you feel on top of things? 3. Do you feel you have too much to do?

Quite Often
______

Sometimes
______

Almost Never
______

_____

_____

_____

_____
Ussully

_____

_____
_____ ____ ____

Almost Sometimes Never

_____ _____ _____ _____ _____ ______

Example of a Self-Checklist
Date_________________________ Name____________________________________________________ Instructions: Place a check ( ) in the space provided for those days, during the past week, when you have participated in the activity listed. Circle the activity if you feel you need to participate in it more frequently in the weeks to come. 1 I participated in class discussions 2. I did not interrupt other while they were speking 3. I encouraged other to offer their opinions. 4. I listened to what other had to say. 5. I helped others when asked. 6. I asked questions when i was unclear about what had been said. 7. I looked up worlds in the dictionary that i did not know how to spell. 8. I considered to suggestions of others. 9. I tried to be helpful in my remarks. 10. I praised others when i thought they did a good job. Mon Tues Wed Thurs Fri

Performance Checklist Nothing Students Actions

1. Takes slide 2. Wipes slide eith lense paper 3. Wipes slide with cloth 4.Wipes slide with finger 5. Moves bottle of culture along the table 6. Places drop or two of culture on slide 7. Adds more culture 8. Adds few drops of water 9.Hunts for cover glasses 10. Wipes cover glass with lense paper 11. Wipes cover glass with cloth 12. Wipes cover with finger 13. Adjusts cover with finger 14. Wipes off surplus 15. Places slide on stage 16. Looks thru eyepiece with right eye 17. Looks thru eyepiece with left eye 18. Turn to objective of lowest power 19. Turns to low-power objective 20. Turns to high-power objective 21. Holds one eye closed 22. Looks for light 23. Adjusts concave mirror 24. Adjusts plane mirror 25. Adjusts diaphragm 26. Does not touch diaphragm 27. With eye at eyepiece, turn down coarse adjustment screw 28. Breaks cover glass 29. Breaks slide 30. With eye away from eyepiece, turns down coarse adjustment screw Source: Adapted from Ralph W.Tyler.(1930). A test of skill in using microscope. Educational Research Bulletin, 9 (11), 43-496. 31. Turn up coarse adjusment screw a great distance 32. With eye at eyepiese, turn down fine adjustment screw a great distance 33. With eye away from eyepiece, turns down fine adjustment screw a great distance 34. Turns up fine adjustment screw a great distance 35. Turns fine adjustment screw a few turns 36. Remove slide from stage 37. Wipes objective with lens paper 38. Wipes objective with lens paper 39. Wipes objective with finger 40. Wipes objective with finger 41. Wipes eyepiece with cloth 42. Wipes eyepiece with finger 43. Makes another mount 44. Takes another miscroscope 45. Finds object 46. Pauses for an interval 47. Asks, what do you want mo to do? 48. Asks whether to use high power 49. Says, I m satisfied 50. Says that the mount is all right for his or her eye 51. Says, I cannot do it. 52. Told to start a new mount 53. Directed to find object undern low power 54. Directed to find object under high power

Time and Motion Log

Time Activity 11.3 0 Staked paper Picked up pencil Wrote name Moved paper closer Continued with keading Rubbed nose Looked at Arts paper Started to work... 11.4 5 Worked and watched Made funny faces Giggled. Looked at Lorries and smiles Borrowed Arts paper Erased Stacked Read Slid paper around Worked briefly Picked up paper and read Thumb in mouth, watched miss D 11.4 7 Worked and watched Made funny face Giggled. Looked and smiled at lorrie Paper up-read Picked eye Studied bulletin board Paper down-read again Fidgated with paper Played with pencil and finger Watched me Time Activity Watched L. Laughed at her Erased Hand up Laughed . watched D. Got help 11.50 Looked at Lorrie Tapped fingers on desk Wrote Slide down in desk Hand to head, listened to D. Helping Lorrie Blew breath out heard Flidgeted with paper Held chin Watched Charles Read , hands holding head Erased Watched other group, chin on hand Made faces-yawned-fidgeted Held head Read, pointing to worlds Wrote Put head on arm on desk Held chin Read Rubbed eye 11.55 wrote

Source: Hilda Taba, Problem Identification, in research for Curriculum Improvement, 1957 Yearbook, pp.60-61 Reprinted with permission of the Association for Supervision and Curriculum Development and Hilda Taba. Copyright 1957 by the Association for Supervision and Curriculum Development. All right reseved.

Example of a Sociogram

KEY Black lines = Choices = Mutual choice 1,2,3, outside cicle = order of choice No of Choices Received

Name 1-1

No. Of mutual choices

Data Given________________ Grade/class________________ Choice Question seaating_____ School___________________ Present__12___Girls ___4 __ Boys ___0 _ Girls ___0 __ Boys

Types of attitude scales a. b. c. d. Summated rating scales (likert scales) Equal appearing interval scales (Thurstone scales) Cumulative scales (Guttman scales) Semantic differential scales

Likert Scales a. b. c. d. scale with a number of points or spaces between 3 to 7 (usually) 5 points are common the points represent a set of related responses participants need to check a point by circling (letter/number) or writing (letter/number) e. values (1-5) are totaled over the items to give the individuals an attitude score f. scoring must be consistent the greater the score, the more positive the attitude likert scale responses Very satisfactory Satisfactory Undecided Unsatisfactory Very unsatisfactory Very good Good No opinion Poor Very poor Highly appropriate Appropriate Neytral Inappropriate Highly inappropriate Highly favourable favourable No opinion Unfavourable Highly unfavourable

Projective tests: Used word. Pictures or some stimuli to elicit an unstructured response Example : The Thematic appreciation Test (TAT) How? Participants might be asked to develop a story about a picture or what is seen in the in blot. The response then interpreted. Non-projective tests: Used paper and pencil Require participants To respond to statements by selecting an opinion The scores generated indicates the personality characteristic of the participants Example : minnesota Multiphasic Personality Inventory (MMPI) Rating Scares Presents a statement or item with a corresponding scale of categories Participants asked to make judgment that most cleary approximate their perceptions Can be very lenghty A numerical value is attached to the point or category Types of Rating Scales; a. Graphic scale Rater simply places a check at the appropriate point on a harizontal line that runs from one extreme of the behaviour in question to the other. Low Personal appearance Social acceptability Speaking skills Medium High

________________________________ ________________________________ _ ________________________________ _

b. Numerical rating scales When the instructor assigns nemerical values to the descriptive points 1 One of the Poorest speaker c. Category rating scale Consists of a number of categories that are arranged in a ordered series 5 to 7 series are most frequently used The rater picks the one that best characterizes the behaviour of the person being rated How creative is the person ? (check one) Exceptionally creative Very creative Creative Not creative Not at all craetive d. Comparative scale Raters are instructed to make judgments with directreference to the position of others with whom the individual might be compared The position on the rating scale are defined in terms of a given population with known characteristics
Area of competence Does this person show evidence of clear-cut and worthy profesional goals? Does this person attack problems in a constructive Usully low Poor than Most students About average Among Students Better Than most students Really Not superior Able to judge

10 One of the Very best speaker

An average speaker

___________ ___________ ___________ ___________ ___________

manner ? Does he or she take wellmeant criticism and use it constructivety?

Direct Observation Researchher identifies the behaviour of interest and device a systematic procedure for identifying, categorizing and recording the behaviour in either a natural setting a contrived situation. Obsever record what is occuring in some situation or setting-eg classroom Preliminary steps To Be Taken When Using Direct Observation a. b. c. d. e. The aspect of behaviour to be observed must be selected The behavour falling within the chosen category must be clearly defined The people who will carry out the observations must be trained A system for quantifying observation must be developed Detailed procedures for recording the behaviour must be developed

Practical Standard that all survey question should have a. b. c. d. Is this a question that can be asked exactly the way it is written? Is this a question that will mean the same thing so everyone? Is this a question that people can aswer? Is this a question that people will be willing to answer, given the data collection procedure ?

Tugasan Continue with the previous works. Let decide the types of scaling appropriate for your study: Ex : to measure attitude.....use likert scale....how to go about it. Which are the variables you need to add...so to say the elements ....what to add....so....the means....