Republic of the Philippines
Department of Education
REGION VI – WESTERN VISAYAS
DIVISION OF NEGROS OCCIDENTAL
HINIGARAN NATIONAL HIGH SCHOOL
_________________________________________________________________________________________________
LESSON PLAN IN PRACTICAL RESEARCH 2
DATE November 23, 2023
Learning Competency (with Code):
The learner constructs an instrument and establishes its validity and reliability.
(CS_RS12-IIa-c-3)
I. OBJECTIVE At the end of the lesson, the students are expected to:
1. describe the characteristics and the ways of developing good research instrument
2. construct research instrument and establish its validity and reliability
3. appreciate the importance of a good research instrument in gathering data for specific
research problem.
II. SUBJECT MATTER
A. Key Concepts/Ideas Research Instruments are basic tools that researchers use to gather data for specific research
problems. Common instruments are performance tests, questionnaires, interviews, and
observation checklist.
Characteristics of a Good Research Instrument
Concise
Sequential
Valid and reliable
Easily tabulated
Ways in Developing a Research Instrument
1. Adopt an instrument from the already utilized instruments from previous related studies.
2. Modify an existing instrument when the available instruments do not yield the exact data that
will answer the research problem.
3. Make your own instrument that corresponds to the variable and scope of the current study.
Common Scales used in Quantitative Research
1. Likert Scale
2. Semantic Differential
Instrument’s Validity - a research instrument is considered valid if it measures what it
supposed
to measure.
Types of Validity of Instrument
1. Face Validity. It is also known as “logical validity.” It calls for an initiative judgment of the
instruments as it “appear.” Just by looking at the instrument, the researcher
decides if it is valid.
2. Content Validity. An instrument that is judged with content validity meets the objectives of
the study. It is done by checking the statements or questions if this elicits the
needed information. Experts in the field of interest can also provide specific
elements that should be measured by the instrument.
Rizal St., Brgy. 3, Hinigaran, Negros Occidental
034 – 740-7096
[Link]@[Link] / 343863hin@[Link] / hinigaranshs@[Link]
Republic of the Philippines
Department of Education
REGION VI – WESTERN VISAYAS
DIVISION OF NEGROS OCCIDENTAL
HINIGARAN NATIONAL HIGH SCHOOL
_________________________________________________________________________________________________
3. Construct Validity. It refers to the validity of instruments as it corresponds to the theoretical
construct of the study. It is concerning if a specific measure relates to other
measures.
4. Concurrent Validity. When the instrument can predict results similar to those similar tests
already validated, it has concurrent validity.
5. Predictive Validity. When the instrument is able to produce results similar to those similar
tests that will be employed in the future, it has predictive validity. This is
particularly useful for the aptitude test.
Reliability of Instrument
1. Test-retest Reliability. It is achieved by giving the same test to the same group of
respondents twice. The consistency of the two scores will be checked.
2. Equivalent Forms Reliability. It is established by administering two identical tests except for
wordings to the same group of respondents.
3. Internal Consistency Reliability. It determines how well the items measure the same
construct. It is reasonable that when a respondent gets a high score in one
item, he will also get one in similar items. There are three ways to measure
the internal consistency; through the split-half coefficient, Cronbach’s alpha,
and Kuder-Richardson formula.
D. Value Focus Appreciation of the importance of a good research instrument in gathering data for specific
research problem.
III. LEARNING RESOURCES
1. SLM in PRACTICAL RESEARCH 2, Module 4 pp. 15 – 21
A. References
2. Practical Research 2 for SHS, Jessie S. Barrot, Ph.D., pp. 113-116
B. Materials PowerPoint Presentation, laptop, TV/projector, Activity Sheets
III. PROCEDURE
Teacher’s Activity Annotation
A. Preliminary Activity/ies
1. Drill (optional)
1. What is Sampling?
2. What are the different sampling procedures and
how do we describe each?
3. What is a Sample Size and how do we identify it?
2. Review
4. Why do we need to determine the appropriate
sampling procedure in research?
5. Why do we need to determine the correct sample
size of our population?
3. Unlocking of Difficulties
(optional)
What do you think will happen if the tools for building a house
4. Motivation
is not prepared meticulously?
B. Developmental Activities
VALIDITY AND RELIABILITY OF RESEARCH
INSTRUMENT
At the end of the lesson, the students are expected to:
1. describe the characteristics and the ways of
1. Presentation developing good research instrument
2. construct research instrument and establish its
validity and reliability
3. appreciate the importance of a good research
instrument in gathering data for specific research
problem.
2. Activity GROUP ACTIVITY: Probability Sampling
1. The class will be divided into four (4) groups.
2. Each group must have their facilitator to lead the
Rizal St., Brgy. 3, Hinigaran, Negros Occidental
034 – 740-7096
[Link]@[Link] / 343863hin@[Link] / hinigaranshs@[Link]
Republic of the Philippines
Department of Education
REGION VI – WESTERN VISAYAS
DIVISION OF NEGROS OCCIDENTAL
HINIGARAN NATIONAL HIGH SCHOOL
_________________________________________________________________________________________________
discussion, a recorder to write the final answer and
a presenter.
3. Activity sheets and other learning materials will be
distributed to each group.
4. They will be given 10 minutes to perform the
activity.
5. Group presentation follows after.
TASK GUIDE: Identification of Applicable Instruments:
1. Each group will be given a research topic.
2. Discuss within your group and determine which
research instruments (test, interview, observation,
questionnaire) are applicable to the given research
topic.
3. Use the evaluation table below.
4. For each instrument marked as "Applicable,"
provide a short justification. Explain why you
believe the chosen instrument is suitable for the
given research topic.
Research Topics
Group 1: The Relationship Between Sleep Patterns
and Cardiovascular Health
Group 2: Biodiversity Conservation in Urban
Environments
Group 3: The Effects of Technology Integration on
Student Learning Outcomes
Group 4: Income Inequality and Its Socioeconomic
Impacts
Instrument Applicable Not Justification
Applicable
Test
Interview
Observation
Questionnaire
1. How did you find the activity?
2. Do all types of research instruments apply to your topic?
3. How did you assess the applicability of the research
instrument to the topic assigned to your group?
3. Analysis
4. Based on the activity, how will you define research
instrument?
5. What are the most common instruments used in gathering
data?
1. What is a research instrument?
2. What are the characteristics of a good research
instrument?
4. Abstraction/ 3. Why is it important to have a good research instrument?
Generalization 4. How do we develop research instrument?
5. What is meant by instrument’s validity and reliability?
6. Why is it important for a research instrument to undergo
validity and reliability test?
5. Application Directions: Construct your research instruments and
Rizal St., Brgy. 3, Hinigaran, Negros Occidental
034 – 740-7096
[Link]@[Link] / 343863hin@[Link] / hinigaranshs@[Link]
Republic of the Philippines
Department of Education
REGION VI – WESTERN VISAYAS
DIVISION OF NEGROS OCCIDENTAL
HINIGARAN NATIONAL HIGH SCHOOL
_________________________________________________________________________________________________
establish validity and reliability. Use the guide table below to
be able to create a good research instrument for
your study.
Instructions: Write TRUE if the statement is correct.
Otherwise, write FALSE.
1. Content-related evidence of validity includes content in the
test that is consistent with what the researcher hopes to
measure.
2. When instrument scores can be used to predict scores on
a criterion measure that is collected at a later time, these
6. Evaluation scores have predictive validity.
3. Using existing questionnaires and surveys is not
necessary because any competent person can develop a
questionnaire better suited to their research needs.
4. Likert-type scales assign numerical values to each
response choice.
5. The test-retest method is used to estimate consistency
without regard to time.
7. Assignment/ Enrichment/ Study in advance on Research Intervention and data
Remediation collection procedure.
Prepared by: Checked/Validated by: Approved:
ANALENE G. MORANCIL KATRINA F. SELDA ANABELLA F. PASCUA
PR2 Subject Teacher Asst. Principal II (SHS) Principal II (SHS)
Rizal St., Brgy. 3, Hinigaran, Negros Occidental
034 – 740-7096
[Link]@[Link] / 343863hin@[Link] / hinigaranshs@[Link]
