8-Instrumentation base2334(1234789.apptx

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1. BASE 3114 RESEARCH METHODOLOGY IN SPORT & EXERCISE RESEARCH PROCESS & RESEARCH PROPOSAL Assoc. Prof. Dr. KEE KANG MEA Department of Sport Science, TAR UC - KL

2. INSTRUMENTATION RESEARCH PROCESS & RESEARCH PROPOSAL Assoc. Prof. Dr. KEE KANG MEA Department of Sport Science, TAR UC - KL

3. Instrumentation Instructions: Circle the choice that indicates your opinion. 1. Teachers’ unions should be abolished. Strongly Strongly agree Agree Undecided Disagree disagree (5) (4) (3) (2) (1) 2. School administrators should be required by law to teach at least one class in a public school classroom every year. Strongly Strongly agree Agree Undecided Disagree disagree (5) (4) (3) (2) (1) 3. Classroom teachers should be able to choose the administrators in their schools. Strongly Strongly agree Agree Undecided Disagree disagree (5) (4) (3) (2) (1)

4. What are Data? Data refers to the information researchers obtain on the subjects of their research. Demographic information or scores from a test are examples of data collected. The researcher has to determine what kind of data they need to collect. The device the researcher uses to collect data is called an instrument .

5. Key Questions The instruments and procedures used in collecting data is called instrumentation . Questions arise regarding the procedures and conditions under which the instruments will be administered: Where will the data be collected? When will the data be collected? How often are the data to be collected? Who is to collect the data? The most highly regarded types of instruments can provide useless data if administered incorrectly, by someone disliked by respondents, under noisy, inhospitable conditions, or when subjects are exhausted.

6. Validity, Reliability, and Objectivity Validity is an important consideration in the choice of an instrument to be used in a research investigation It should measure what it is supposed to measure Researchers want instruments that will allow them to make warranted conclusions about the characteristics of the subjects they study Reliability is another important consideration, since researchers want consistent results from instrumentation Consistency gives researchers confidence that the results actually represent the achievement of the individuals involved Objectivity refers to the absence of subjective judgments This should be eliminated with regards to achievement of the subjects, even if its difficult to do so

7. Usability An important consideration for any researcher in choosing or designing an instrument is how easy the instrument will actually be to use. Some of the questions asked which assess usability are: How long will it take to administer? Are the directions clear? How easy is it to score? Do equivalent forms exist? Have any problems been reported by others who used it? Getting satisfactory answers can save a researcher a lot of time and energy.

8. Types of Researcher-completed Instruments Rating scales Interview schedules Tally sheets Flowcharts Performance checklists Anecdotal records Time-and-motion logs Observation forms

9. Types of Subject-completed Instruments Questionnaires Self-checklists Attitude scales Personality inventories Achievement/aptitude tests Performance tests Projective devices Sociometric devices

10. Item Formats Questions used in a subject-completed instrument can take many forms but are classified as either selection or supply items . Examples of selection items are: True-false items Matching items Multiple choice items Interpretive exercises Examples of supply items are: Short answer items Essay questions

11. Unobtrusive Measures Many instruments require the cooperation of the respondent in one way or another. An intrusion into an ongoing activity could be involved which causes a form of negativity within the respondent. To eliminate this, researchers use unobtrusive measures , data collection procedure that involve no intrusion into the naturally occurring course of events. In most cases, no instrument is used, however, good record keeping is necessary. They are valuable as supplements to the use of interviews and questionnaires, often providing a useful way to corroborate what more traditional data sources reveal.

12. Measurement Scales There are four types of measurement scales Nominal Scales Ordinal Scales Interval Scales Ratio Scales

13. Four Types of Measurement Scales Measurement Scale Characteristics Nominal Groups and labels data only; reports frequencies or percentages. Ordinal Ranks data; uses numbers only to indicate ranking. Interval Assumes that equal differences between scores really mean equal differences in the variable used. Ratio All of the above, plus true zero point.

14. Four Types of Measurement Scales

15. Nominal Scales Considered the simplest form of measurement. Researchers assign numbers to different categories. An example would be to assign a “1” to men, a “2” to women. The advantage to assigning numbers to the categories is to facilitate computer analysis. Involves groups and labels data only.

16. A Nominal Scale of Measurement

17. Ordinal Scales Involves the use of numbers to rank or order scores from high to low. An example would be the ranking of high to low scores on an examination. Differences in rankings would not necessarily be the same with certain scores. Ordinal scales indicate relative standing among individuals.

18. An Ordinal Scale: The Winner of a Horse Race

19. Interval Scales Involves the use of numbers to represent equal intervals in different segments on a continuum. Very similar to an ordinal scale with the exception of the equal intervals of points. Assumes that equal differences between scores really mean equal differences in the variable measured.

20. Ratio Scales A ratio scale involves the use of numbers to represent equal distances from a known “zero point”. A scale designed to measure height would be a ratio scale since the zero point represents the absence of height. Ratio scales are almost never encountered in Educational Research.