Name of ELIJAH ROSEJUNE A.

FERRERA Section: 3
Scholar:

Program: MA ENGLISH LANGUAGE EDUCATION Course:

Lesson 1: Position Paper

Philippine Normal University

Think of a potential thesis topic that requires a quantitative research design.

Identify at least one variable and conduct a literature search of research

tools/instruments that measure the said variable which you can use for your
future research (minimum of three, maximum of five instruments that measure
the same variable).

Submit a compendium of the research instruments with the following parts per
instrument:

1. Title/name of the instrument

2. Name of the author/developer of the instrument
3. Publication details (date and details of test manual/journal article where the
instrument’s development was reported).
4. Description of the instrument (i.e. purpose, format, number of items,
dimensions/components, etc.)
5. Validity and reliability information of the instrument as reported in manual
or journal article where the instrument’s development was reported.

Topic: A quantitative research of the relationship of motivation to the

comprehension of the Buenavista SPED High School Grade 9 Students in
improving the students reading level anchored in the school reading program;
Project R.E.A.P.

Variable: Students’ Motivation in Reading

FIRST ARTICLE: The relationship of Motivation and Reading Comprehension

by Christopher L. Knoll of Grand Valley State University

1. Name of the Instrument: An objective instrument known as the

Achievement Motivation Test
 2. Author/Developer of the Instrument: Designed by Ivan Russell of the
University of Missouri at St. Louis

3. Publication details: First published in February of 1969, the most

recent update to the database of this measurement tool was in 1995. The
test was created by Ivan L. Russell of the University of Missouri at St.
Louis as an “objective measure of motivation for school learning”
(Russell, 1969).

4. Description of the Instrument: The assessment used to measure

reading comprehension was a short, ten-question quiz based upon the
assigned reading. The Achievement Motivation Test is a thirty-item
evaluation tool comprised of “yes” or “no” questions about several
aspects of academic achievement such as competition, goal setting, time
management, reward seeking, effort in class, completion of assignments
and others.

5. Validity and reliability information of the instrument as reported in

manual or journal article where the instrument’s development was
reported: Russell’s findings indicated a reliability coefficient of .945
“from the Spearman-Brown prophecy formula” (Russell, 1969).

SECOND ARTICLE: The Reading Motivation and Reading Strategies Used by

Undergraduates in University Teknologi MARA Dungun, Terengganu

1. Name of the Instrument: A questionnaire that adapted reading

motivation questionnaire.

2. Author/Developer of the Instrument: Originally created by Wigfield

and Guthrie (1997)

3. Publication details: First published in 1997 by Wigfield and Guthrie

4. Description of the Instrument: Consisted of 45 items and divided into

11 categories of reading motivation to measure aspects of reading
motivation which includes self-efficacy, several types of intrinsic and
extrinsic reading motives social aspects of reading and the desire to avoid
reading.
 5. Validity and reliability information of the instrument as reported in
manual or journal article where the instrument’s development was
reported: The results were tabulated and coded by using the SPSS
version 11.5. The frequencies and percentages obtained were used to
analyze the data. Descriptive statistics were used to analyze and the
central tendencies such as mean and standard deviation were obtained.
For inferential statistics, the T-test, Anova and Pearson’s Product
Moment Correlation Coefficient (r) were used to ascertain the relationship
that existed between variables such as male and female students‟
reading motivation level, reading strategy, students‟ program of study
and family’s income.

THIRD ARTICLE: Reading Amount and Reading Strategy as Mediators of the

Effects of Intrinsic and Extrinsic Reading Motivation on Reading Achievement

1. Name of the Instrument: The participants completed a survey that

comprised the MRQ, the Survey of Adolescent Reading Attitudes (SARA,
McKenna et al., 2012, for concurrent validity testing), the reading
amount inventory, and the Cognitive Strategy Questionnaire (CSQ,
OECD, 2009).

2. Author/Developer of the Instrument: All of the instruments, apart

from the reading amount inventory, were adopted from pre-existing
instruments and translated into Mandarin Chinese. A back-translation
procedure was conducted to ensure precise translation.

3. Publication details: First published in 1997 by Wigfield and Guthrie

4. Description of the Instrument: Reading motivation was measured

using the Chinese version of the MRQ; our earlier research (Wang and
Jin, in press) demonstrated the factorial validity of the Chinese MRQ
using confirmatory factor analyses (CFAs). Based on theoretical
considerations and previous findings, we used an abbreviated version of
the MRQ.

5. Validity and reliability information of the instrument as reported in

manual or journal article where the instrument’s development was
reported: The SARA, McKenna et al., 2012, was used for concurrent
validity testing. The scales were individually attributed to components of
intrinsic motivation and extrinsic motivation. To determine suitable
intrinsic and extrinsic reading motivational dimensions for the Chinese
sample, four two-factor solutions were specified. The MRQ consisted of
statements such as, “I like to read about new things,” for the students to
rate using a Likert-type scale scored as 1 (very different from me), 2 (a
little different from me), 3 (a little like me), or 4 (a lot like me). In all
cases, higher scores indicated higher motivational levels.