Baybay City Senior High School

Baybay City, Leyte

Inquiries, Investigations and Immersion

Grade 12

Applied Subject

Quarter 3
Week No. 7

Information and Activity Sheets

(Instrument and Data Collection Procedures)

Prepared by
Jan Edrea D. Cortes, SST-I
Jonathan S. Mamalias, T-II
Monien B. Borela, T-III
Baybay City Senior High School

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Quarter 3
Week No. 7
Information Sheet
Subject : Inquiries, Investigations and Immersion
Grade Level : 12
Subject Type : Applied
Learning Competency : Describes adequately research design (either quantitative
or qualitative), data gathering instrument, sample, data
collection and analysis procedures, prepares data
gathering instrument (No code)
Objectives : 1. Specifies the different kinds of instrument used in
research study
2. Identifies the types of quantitative and qualitative data
collection procedures
3. Writes in detail the quantitative and qualitative data
collection procedures of the study

DEFINITION OF TERMS
✓ Close-ended question - questions that can only be answered by selecting
from a limited number of options
✓ Instrument – device used to gather data
✓ Interviewee – one who is interviewed
✓ Probes – prompts or follow-up questions used to obtain response clarity or
additional information
✓ Questionnaire – a set of questions for obtaining statistically useful or personal
information from individuals
✓ Reliability – indicates the accuracy or precision of the measuring instrument
✓ Standardized – done or produces in a standard, consistent way
✓ Validity – degree to which a test measures what it claims to be measuring

KEY CONCEPTS

Let’s start….

Think of this…
To measure math achievement, for example, a researcher needs to have some assurance
that the instrument she intends to use actually does measure such achievement. Another
researcher who wants to know what people think or how they feel about a particular topic
needs assurance that the instrument used will allow him to make accurate inferences.
There are various ways to obtain such assurance, and we discuss them in this module.

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What is an Instrument?

❖ This refers to the data gathering tool to be constructed, validated and

administered.
❖ If the instrument is prepared by the researcher, it should be tested for validity and
reliability. However, if the instrument is standardized, the student should indicate
its description as to its items, scoring and qualification.
❖ The researcher must explain its parts, and how the instrument will be validated.
The instrument to be used should be appended (except for standardized).

WHERE DID THE INSTRUMENT COME FROM? There are essentially two basic
ways for a researcher to acquire an instrument: (1) find and administer a previously
existing instrument of some sort or (2) administer an instrument the researcher
personally developed or had developed by someone else. Developing an instrument
has its problems. Primarily, it is not easy to do. Developing a “good” instrument
usually takes a fair amount of time and effort, not to mention a considerable amount
of skill.

CRITERIA for CHOOSING a GOOD INSTRUMENT

✓ Is it recent?
✓ Is it widely cited? Are reviews available?
✓ Is it reliable?
✓ Is it valid?
✓ Does the procedure for recording data fit the research questions in your study?
✓ Does the instrument contain accepted scales of measurement?

What are the Kinds of Research Instruments used in Research?

A. Researcher Completed Instruments

1. Rating Scales- A rating is a measured judgment of some sort. When we rate

people, we make a judgment about their behavior or something they have
produced. Thus, both behaviors (such as how well a person gives an oral report)
and products (such as a written copy of a report) of individuals can be rated.
Example: Instruction: For each of the behaviors listed below, circle the
appropriate number, using the following key: 5 = Excellent, 4 = Above Average,
3 = Average, 2 = Below Average, 1 = Poor. A. Explains course material clearly 1
2 3 4 5 B. Establishes rapport with students 1 2 3 4 5
2. Interview Protocol – It is an interaction in which oral questions are posed by the
interviewer to elicit oral response from the interviewee.
Example: Would you rate pupil academic learning as excellent, good, fair, or
poor? a. If you were here last year, how would you compare pupil academic
learning to previous years? b. Please give specific examples. 2. Would you rate

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pupil attitude toward school generally as excellent, good, fair, or poor? a. If you
were here last year, how would you compare pupil attitude toward school
generally to previous years? b. Please give specific examples.
3. Observation Forms– Paper-and-pencil observation forms (sometimes called
observation schedules) are fairly easy to construct. One of the very important
methods for obtaining comprehensive data in a qualitative research specifically
when a composite of both oral and visual data become vital to the research.
4. Tally Sheets - A tally sheet is a device often used by researchers to record the
frequency of student behaviors, activities, or remarks. Example: How many high
school students follow instructions during fire drills?

B. Subject-Completed Instruments

1. Questionnaire – most common instrument or tool of research for obtaining the

data. It consists of a series of questions that respondents provide answers to a
research study.
2. Self-Checklist - A self-checklist is a list of several characteristics or activities
presented to the subjects of a study. The individuals are asked to study the list
and then to place a mark opposite the characteristics they possess or the
activities in which they have engaged for a particular length of time.
3. Attitude Scales - The basic assumption that underlies all attitude scales is that
it is possible to discover attitudes by asking individuals to respond to a series of
statements of preference.

STEPS IN DESIGNING A SELF-MADE QUESTIONNAIRE

STEP 1- Background
You do a basic research on the background of the chosen variable or construct.
Choose a construct that you can use to craft the purpose and objective of the
questionnaire. In research, the term construct refers to a trait or characteristic that you
like to evaluate or measure. Some examples of constructs are weight, height,
intelligence, levels of satisfaction and others. After identifying the construct, you can
easily state the purpose and objective of the questionnaire and the research question
as well.
STEP 2- Questionnaire Conceptualization
Choose the response scale to use. This is how your respondents answer the
questions in your study. You can choose from the following response scales:
❖ Yes/No, Yes/No/Don’t know – neutral response
❖ Likert scale – is a very popular rating scale used by researchers to measure behaviors
and attitudes quantitatively. It consists of choices that range from one extreme to
another from where respondents choose a degree of their opinions. It is best tool for
measuring the level of opinions.
Example: Always-Often-Sometimes-Rarely-Never

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STEP 3- Establish the Validity of the Questionnaire

Validity refers to the degree to which a test measures what it intends to measure
or the truthfulness, appropriateness, correctness, meaningfulness, and usefulness of
the specific inferences researchers make based on the data they collect from the
response, concerns what the test measures and how well it does so. Validity of the test
must always be considered in relation to the purpose it is to serve.
A questionnaire undergoes validation to make sure that it accurately measures what it
aims to do. A valid questionnaire helps to collect reliable and accurate data.

Types of Validity
1. Content Validity – is most often measured by experts or people who are familiar
with the construct being measured. The experts are asked to provide feedback
on how well each question measures the variable or construct under study. the
extent to which the content or topic of the test is truly representative of the content
of the course. Example: validation of an achievement test based on contents
of the CG.
2. Criterion Validity - the degree to which the test agrees or correlates with a
criterion set up as an acceptable measure. Example: validation of a teacher-
made achievement test by comparing it to a validated NAT.
3. Construct Validity - the extent to which the test measures a theoretical construct
or trait. Example: validation of an IQ test … should gauge high IQ in ones
with high IQ and low in those with low IQ.
4. Predictive Validity - how well predictions made from the test are confirmed by
evidence gathered at some subsequent time. Example: validation of
questionnaires used for review by comparing performance of exam takers
during review using the reviewer and the actual exam.

STEP 4- Establish the Reliability of the Questionnaire

Reliability refers to a condition where measurement process yields consistent
responses over repeated measurements. A reliable instrument is one that gives
consistent results. If a researcher tested the math achievement of a group of
individuals at two or more different times, for example, he or she should expect to obtain
close to the same results each time. This consistency would give the researcher
confidence that the results actually represented the achievement of the individuals
involved. Cronbach’s alpha (α) is a test of reliability technique that requires only a single
test administration to provide a unique estimate of the reliability for a given test. It is
computed as the average value of the reliability coefficients one would obtain for all
possible combination of items when split into two half tests. Coefficient normally ranges
between zero and one. However, there is actually no lower limit to the coefficient. The
closer Cronbach’s alpha coefficient is to 1.0, the greater the internal consistency of the
items in the scale.

The distinction between reliability and validity is shown in Figure 1. Reliability and
validity always depend on the context in which an instrument is used. Depending on the
context, an instrument may or may not yield reliable (consistent) scores. If the data are
unreliable, they cannot lead to valid (legitimate) inferences— as shown in target ( a ).

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As reliability improves, validity may improve, as shown in target ( b ), or it may not, as

shown in target ( c ). An instrument may have good reliability but low validity, as shown
in target ( d ). What is desired, of course, is both high reliability and high validity, as
target ( e ) shows.

Figure 1. Distinction between Validity and Reliability by (Jack R. Fraenkel 2012)

The bull’s-eye in each target represents the information that is desired. Each dot
represents a separate score obtained with the instrument. A dot in the bull’s-eye
indicates that the information obtained (the score) is the information the researcher
desires.

STEP 5- Pilot Testing of the Questionnaire. Through this process, you can identify
questions or statements which are not clear to the participants or there might be some
problems with the relevance of the questionnaire to the current study. However, do bear
in mind that when you do pilot testing, you administer this to a group which has a close
characteristic as that of the target population.

STEP 6 – Revise the Questionnaire

After identifying the problem areas in your questionnaire, revise the instrument as
needed on the feedback provided during the pre-testing. The best questionnaire is one
that is edited and refined towards producing clear questions arranged logically and in
sequential order. The questionnaire should match with the research objectives. At this
point, try to have about twice as many items as you intend to use in the final form
(generally at least 20). Remember that more items generally provide higher reliability.

Data Collection Procedures

In the previous lesson, you learned how to identify your population, determine the
sample size, and find a suitable instrument to adopt or modify for your research. This
week, you are going to explore the different types of data collection procedures and
identify which one is most suitable for your research.

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Data collection is the gathering of information that will enable you to answer
your research questions. This is important because data are what you work with
in order to reach a conclusion. We don’t want to end up like the ones in the
comic strip below. It is
against research ethics to
make up data; so a
researcher must
know how to collect the
data he/she needs.
Listed below are
different procedures you
can use to gather
information. Note that the use of a certain type of data collection procedure
depends on several factors like the objectives of the research, the population or
sample, and available time and resources.

TYPES QUANTITATIVE DATA COLLECTION PROCEDURES (Prieto, Naval

and Carey 2017)
1. OBSERVATION
Observation is the watching of the population or
sample in order to obtain information about the research
problem. This is usually used in situations when the
respondents cannot answer questions. Sometimes, people
also do not always do what they say they do. So observation
may be the best procedure to eliminate that problem.
There are types of observation based on its environment. Laboratory
observation is done in a laboratory or in a setting set up by the researcher/s. On
the other hand, naturalistic observation is done in the real-world setting.

Before observation, the researcher must identify the following:

a. Who will be observed (e.g. teachers, students, barangay residents)
b. What is to be observed (e.g. number, frequency of behavior, time)
c. When the observation is to take place (e.g. in the morning, during
math class)
d. Where it is to be carried out (e.g. laboratory, classroom, barangay
hall, market)
e. How the observation is to be done (making sure observations are
reliable)

Researchers conducting quantitative observations usually use checklists or

technologies like laptops or video recorders (for later observation).

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2. QUESTIONNAIRE/SURVEY
In this procedure, the researcher prepares or adopts a
questionnaire or a self-report instrument. Surveys or
questionnaires usually contain only close-ended questions
except if it is supplemented by an interview or if the research
method is mixed. Questionnaires are traditionally pieces of paper;
but through technology, there are now digital questionnaires
(through phones, laptops, or polling booths). Questionnaires can
now be administered online through tools like Google Forms,
Typeform, SoGoSurvey, Survey Monkey, pollmaker, and even
FB Polls.

3. QUANTITATIVE INTERVIEW
An interview is a method in which an interviewer (either the
researcher or someone else who works with the researcher)
collects information from an interviewee. It can either be an
in-person interview or a telephone interview. A major
strength of interviews is that the interviewer can use probes.
In conducting an interview, the researcher must prepare an interview guide or
schedule. It contains the list of questions and answer options that the researcher
will ask or read to the respondent. The questions are to be delivered in the same
format and order to every respondent.

4. CONSTRUCTED, SECONDARY, AND EXISTING DATA

This method involves the collection of secondary or existing
data for use in a new research or objects that are literally
constructed by the respondents. Constructed data are things
produced by your respondents during the research period such
as drawings, paintings, diaries, videos, or documents.
Secondary and existing data are information collected or
recorded at an earlier time, usually by another person/group
and often for a different purpose. Secondary and existing data commonly used are
personal documents, official documents, or archived research data.

Type of Qualitative Data Collection (Silverman D. n.d)

This portion will explore these two methods data collections for qualitative
study, in particular how they work in practice, the purpose of each, when their use is
appropriate and what they can offer dental research

A. Qualitative research interviews

There are three fundamental types of research interviews
1. Structured interviews are, essentially, verbally administered questionnaires, in
which a list of predetermined questions are asked, with little or no variation and

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with no scope for follow-up questions to responses that warrant further

elaboration. Consequently, they are relatively quick and easy to administer and
may be of particular use if clarification of certain questions is required or if there
are likely to be literacy or numeracy problems with the respondents. However, by
their very nature, they only allow for limited participant responses and are,
therefore, of little use if 'depth' is required.
2. Unstructured interviews do not reflect any preconceived theories or ideas and are
performed with little or no organization. Such an interview may simply start with
an opening question such as 'Can you tell me about your experience of visiting
the dentist?' and will then progress based, primarily, upon the initial response.
Unstructured interviews are usually very time-consuming (often lasting several
hours) and can be difficult to manage, and to participate in, as the lack of
predetermined interview questions provides little guidance on what to talk about
(which many participants find confusing and unhelpful). Their use is, therefore,
generally only considered where significant 'depth' is required, or where virtually
nothing is known about the subject area (or a different perspective of a known
subject area is required).
3. Semi-structured interviews consist of several key questions that help to define the
areas to be explored, but also allows the interviewer or interviewee to diverge in
order to pursue an idea or response in more detail. This interview format is used
most frequently in healthcare, as it provides participants with some guidance on
what to talk about, which many find helpful. The flexibility of this approach,
particularly compared to structured interviews, also allows for the discovery or
elaboration of information that is important to participants but may not have
previously been thought of as pertinent by the research team.

The purpose of research interviews

The purpose of the research interview is to explore the views, experiences,
beliefs and/or motivations of individuals on specific matters (e.g. factors that influence
their attendance at the dentist). Qualitative methods, such as interviews, are believed
to provide a 'deeper' understanding of social phenomena than would be obtained
from purely quantitative methods, such as questionnaires. Interviews are, therefore,
most appropriate where little is already known about the study phenomenon or where
detailed insights are required from individual participants. They are also particularly
appropriate for exploring sensitive topics, where participants may not want to talk
about such issues in a group environment.

Important consideration in developing the interview

1. Before an interview takes place, respondents should be informed about the study
details and given assurance about ethical principles, such as anonymity and
confidentiality.
2. Interviews should be conducted in areas free from distractions and at times and
locations that are most suitable for participants. For many this may be at their own
home in the evenings.

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3. Establishing rapport with participants prior to the interview is also important as

this can also have a positive effect on the subsequent development of the
interview.
4. The interviewer must familiarize themselves with the interview schedule, so that
the process appears more natural and less rehearsed. However, to ensure that
the interview is as productive as possible, researchers must possess a repertoire
of skills and techniques to ensure that comprehensive and representative data
are collected during the interview.
5. The interviewer must listen attentively to what is being said, so that participants
are able to recount their experiences as fully as possible, without unnecessary
interruptions.
6. Adopting open and emotionally neutral body language, nodding, smiling, looking
interested and making encouraging noises (e.g. 'Mmmm') during the interview.
7. The strategic use of silence, if used appropriately, can also be highly effective at
getting respondents to contemplate their responses, talk more, elaborate or clarify
particular issues.
8. Reflecting on remarks made by participants (e.g. 'Pain?') and probing remarks
('When you said you were afraid of going to the dentist what did you mean?').
9. Seek clarification from respondents if it is unclear what they mean.
10. At the end of the interview it is important to thank participants for their time and
ask them if there is anything they would like to add. This gives respondents an
opportunity to deal with issues that they have thought about, or think are important
but have not been dealt with by the interviewer. This can often lead to the
discovery of new, unanticipated information.
11. Respondents should also be debriefed about the study after the interview has
finished.
12. All interviews should be tape recorded and transcribed verbatim afterwards, as
this protects against bias and provides a permanent record of what was and was
not said.
13. It is often also helpful to make 'field notes' during and immediately after each
interview about observations, thoughts and ideas about the interview, as this can
help in data analysis process.

B. Focus groups

Focus groups share many common features with less structured interviews, but there
is more to them than merely collecting similar data from many participants at once. A
focus group is a group discussion on a particular topic organized for research
purposes. This discussion is guided, monitored and recorded by a researcher
(sometimes called a moderator or facilitator).

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When focus groups are used

Focus groups are used for generating information on collective views, and the
meanings that lie behind those views. They are also useful in generating a rich
understanding of participants' experiences and beliefs. Suggested criteria for using
focus groups include:
• As a standalone method, for research relating to group norms, meanings
and processes
• In a multi-method design, to explore a topic or collect group language or
narratives to be used in later stages
• To clarify, extend, qualify or challenge data collected through other methods
• To feedback results to research participants.

Preparing an interview schedule

Two general principles:
1. Questions should move from general to more specific questions
2. Question order should be relative to importance of issues in the research
agenda.

Moderating
Moderating a focus group looks easy when done well, but requires a complex set
of skills, which are related to the following principles:
• Participants have valuable views and the ability to respond actively,
positively and respectfully. Such an approach is not simply a courtesy,
but will encourage fruitful discussions
• Moderating without participating: a moderator must guide a discussion
rather than join in with it. Expressing one's own views tends to give
participants cues as to what to say (introducing bias), rather than the
confidence to be open and honest about their own views.
• Be prepared for views that may be unpalatably critical of a topic which
may be important to you
• It is important to recognize that researchers' individual characteristics
mean that no one person will always be suitable to moderate any kind
of group. Sometimes the characteristics that suit a moderator for one
group will inhibit discussion in another
• Be yourself. If the moderator is comfortable and natural, participants
will feel relaxed.

Other relevant factors

The venue for a focus group is important and should, ideally, be accessible,
comfortable, private, quiet and free from distractions. However, while a central
location, such as the participants' workplace or school, may encourage
attendance, the venue may affect participants' behavior.

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REFERENCES

Chua, Von Christopher. 2017. "Senior High School Applied Subject: Practical
Research 2."
Jack R. Fraenkel, Norman E. Wallen, Helen H. Hyun. 2012. How to Design and
Evaluate Research in Education. New York: Mc Graw hill.
Johnson, R. Burke, and Larry Christensen. 2020. "Methods of Data Collection in
Quantitative, Qualitative, and Mixed Research." In Educational Research:
Quantitative, Qualitative, and Mixed Approaches, by R. Burke Johnson and Larry
Christensen. Newbuy Park, California: SAGE

Nelia Prieto, Victoria Naval, Teresita Carey. 2017. Practical Research for Senior High
School 2 Quantitative. Quezon City, Metro Manila: Lorimar Publishing, Inc.
Prieto, Nelia G. Ph.D, Victoria C. DEM Naval, and Teresita G., D.A.L.L Carey. 2017.
PRACTICAL RESEARCH for Senior High School 2; QUANTITATIVE. Quezon
City: Lorimar Publishing , Inc.
Silverman D. (n.d). Doing qualitative research. London: Sage Publications, 2000.

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Quarter 3, Week No. 7

Activity Sheet

For objective 1. Instructions:

Specify what type of instrument is used in a given sample. Choose your answers
below and write it on the space provided.

Tally sheet Pictorial Attitude Scale Performance Checklist

Likert-scale Self-checklist Likert Scale
Multiple choice Semantic differential Multiple Choice
____________ 1. Level of Satisfaction (Very satisfied, satisfied, undecided, unsatisfied, very
unsatisfied)
____________ 2. What is the highest level of education that your mother has completed?
(Please put a check mark on the box only)
Elementary School High School College Don’t know
____________ 3. Gives own opinion on issue (Related to lesson- IIII, Not related to lesson –
II)
____________ 4. I participated in classroom discussion
(Monday Tuesday Wednesday )

____________ 5. How do you feel about Mathematics?

_____
___________ 6. Wipes objective with lens paper ____
Wipes objective with cloth ____
Wipes eyepiece with cloth ____
___________ 7. All professors of education should be required to spend at least six
months teaching at the elementary or secondary level every five years.
Strongly agree Agree Undecided Disagree Strongly disagree
(5) (4) (3) (2) (1)
____________ 8. Instructions: Listed below are several pairs of adjectives. Place a
check mark () on the line between each pair to indicate how you feel. Example:
Hockey: exciting: _____: _____: _____: _____: _____: _____: _____: _____: dull

___________ 9. Mon Tues Wed Thurs Fri

I participated in class discussions. ✓ ✓ ✓
I did not interrupt others while they were speaking. ✓ ✓ ✓ ✓ ✓
___________ 10. Which of the following expresses your opinion on abortion? a. It is
immoral and should be prohibited. b. It should be discouraged but permitted under
unusual circumstances. c. It should be available under a wide range of conditions.
d. It is entirely a matter of individual choice.

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For Objective 2. Instructions: Analyze the situations and identify the quantitative
and Qualitative data collection procedure most suitable for them. Write your answer on
the space before the item. (10 pts)
_______________1. A researcher wants to know the number of approved leaves of
absence by BCSHS Teachers. (Given the case that the BCSHS Admin has a record of
all approved leaves)
_______________2. You want to determine the amount of time BCSHS students spend
completing their modules each day. They are far away and couldn’t meet with them
face-to-face.
_______________3. Researchers are interested in knowing how frequently students
yawn during specific subjects. (Assuming that we still have face-to-face classes)
_______________4. The interviewer verbally administered questionnaires, in which a
list of predetermined questions are asked to the participants
_______________5. The interview usually very time-consuming and lack of
predetermined interview questions provides little guidance on what to talk about

For Objective 3. Write in detail your research’s data Collection procedures (in your
Methodology). One (1) paragraph for quantitative and another one (1) paragraph for
qualitative data collection procedures.
_______________________________________________________________
____________________________________________________________________
____________________________________________________________________
___________.
_______________________________________________________________
____________________________________________________________________
____________________________________________________________________
__________.

Rubrics data collection procedures

Indicators 10 8 6 4
(High Pass) (Pass) (Low Pass) (Fail)
✓ Presence of at • Very well written • Clearly written, • Fairly written, • Poorly written,
least one out of 4 with the 4 out of 4 with at least 3 out with at least 2 out with at least 1 out
quantitative data indicators are met of 4 indicators are of 4 indicators of 4 indicators is
collection . met are met met
techniques
✓ Presence of at
least 1 out of 2
qualitative data
techniques
✓ The writing followed
the given format (2
paragraphs)
✓ Free of grammatical
errors

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Inquiries, Investigations and Immersion

Quarter 3
Week No. 7 Assessment
Name ________________________________ Score __________
Grade & Section _______________________ Date ___________

Directions: Multiple choice. Encircle the letter of the correct answer.

1. Which refers to a tool used to collect, measure, analyze data related to research
interest? A. Instrumentation B. Instrument C. Data Collection D. Data
2. Which refers to how accurately a method measures what is intended to measure?
A. Validity B. Reliability C. Objectivity D. Usability
3. Which refers to the degree to which research method produces stable and
consistent results? A. Validity B. Reliability C. Objectivity
D. Usability
4. Which refers to a set of printed or written questions devised for the purposes of
a survey or statistical study? A. Checklist B. Tally sheets
C. Observation forms D. Questionnaire
5. Which refers to the extent to which the items on a test are fairly representative of
the entire domain the test seeks to measure?
A. Construct B. Criterion C. Content D. Concurrent
6. A job applicant takes a performance test during the interview process. If this test
accurately predicts how well the employee will perform on the job, then which
type of validity that this belong to?
A. Construct B. Criterion C. Content D. Concurrent
7. A doctor testing the effectiveness of painkillers on chronic back sufferers is an
example of which type of validity?
A. Construct B. Criterion C. Predictive D. Concurrent
8. A researcher might administer a science aptitude test to a group of high school
students and later compare their scores on the test with their end-of-semester
grades in science courses, which validity does this refer to?
A. Construct B. Criterion C. Predictive D. Concurrent
9. If a person weighs themselves during the course of a day, they would expect to
see a similar reading, which does this situation related to?
A. Validity B. Usability C. Objectivity D. Reliability
10. You might have ten-question customer satisfaction survey with three questions
that tests for “overall satisfaction with phone service. Testing those three
questions for satisfaction with phone service is an example of what validity, taking
the whole survey and making sure it measures?
A. Construct B. Criterion C. Content D. Concurrent
11. The process of gathering information that will enable you to answer your
research questions
a. Sampling b. Data collection c. Literature review d. Generalization
12. In this method, the respondents complete a self-report instrument
a. Observation b. Survey/Questionnaire
c. Quantitative Interview d. Secondary data

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13. Information collected or recorded at an earlier time, usually by another

person/group
a. Observation b. Survey/Questionnaire
c. Quantitative Interview d. Secondary data
14. The watching of the population or sample in order to obtain information about
the research problem
a. Observation b. Survey/Questionnaire
c. Quantitative Interview d. Secondary data
15. A type of qualitative data collection usually done by generating information on
collective views from the participants
a. Unstructured interview b. Structured interview
c. Focus group d. Semi-structured interview

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