NR2 SAS1-6

CASTILLOTE, SAMANTHA NICOLE B.
SP1
NUR 028 (Nursing Research 2-Lecture)

STUDENT ACTIVITY SHEET BS NURSING/THIRD YEAR
Session # 4
Materials:
LESSON TITLE: SOURCES OF MEASUREMENT ERRORS Book, pen and notebook
LEARNING OUTCOME: Textbook:

Upon completion of this lesson, the nursing student will be able Barrientos-Tan, C. (2011). A Research Guide in
to: Nursing Education: Building an Evidence-Based
Practice. Pasay City: Philippines, Visprint Inc.
1. Explain the sources of measurement errors.
References:
Polit, Denise F. & Beck, Cheryl T. (2012). Nursing
research: Generating and assessing evidence for
nursing research (9th ed.), Philadelphia, PA:
Wolters Kluwer Health/ Lippincott Williams &
Wilkins.
LESSON REVIEW (5 minutes)

The instructor will open a box of rolled papers with your assigned numbers. The students whose numbers will be picked
by the instructor will answer one of the following questions:
1. What are the four levels of measurement?
2. How are the levels of measurement different from one another?
3. Give examples of the four level of measurement
MAIN LESSON (30 minutes)
Sources of Measurement Errors

Measurement errors occur when there is a difference between what exists in reality and what is measured by a research
instrument (Burns & Grove, 2007). Instruments and objects being measured are influenced by several factors which
represent bias or can alter the resulting data. These influencing factors must be controlled in order to prevent extraneous
variables causing inaccurate data. The most common factors causing measurement errors are the following (Polit & Beck,
2008):
1. Environmental contaminants
Responses and scores are affected by the situation. Examples are temperature, lighting, time, friendliness of
researchers, presence of observers, research locale, among others.
2. Variation in personal factors

Response or scores are affected by the respondents’ personal states which influence motivation to cooperate.
Examples are fatigue, hunger, anxiety or mood.
3. Quality of responses
Characteristics and responses of respondents can interfere with accurate measures. Examples are social
desirability, acquiescence and extreme responses which social desirability, acquiescence and extreme responses
which can cause potential problems in self-report measures.
Acquiescence happens when the respondents agree to statements regardless of content.
4. Variation in data collections
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CASTILLOTE, SAMANTHA NICOLE B. SP1
Different ways of collecting data from one person to another can cause score variations. Examples are changes in
instruction, coding categories, approaches, among others.
5. Clarity of the instrument

If instructions are poorly understood, then scores are affected by confusion or misunderstanding. For example,
respondents may have varied interpretations of the questions in the instrument causing distorted measurement of
the variables.
6. Sampling of items
Errors can occurs as a result of sampling of items used to measure a variable. For example, a student score on
the 100 item test depends on what items are included as discussed and learned.
7. Format of the instrument

The manner in which the instrument is prepared such as its technical aspect, can influence measurement.
Examples are open-ended vs. closed-ended questions, oral vs. written. Order and sequence of questions may
yield different responses or information leading to errors in measurements.
CHECK FOR UNDERSTANDING (15 minutes)

Graded Recitation. Assemble with your respective thesis group. The following situation and question are given for you to
share insights. All students per group will present their answers in 1-2 sentences only.
Situation: A group of student nurses are working on their descriptive study entitled, “ BREASTFEEDING PRACTICES
OF TEENAGE MOTHERS”. A researcher formulated questionnaire checked by their adviser was revised. The 6 students
in the group plan to float their 25-item questionnaire next week Wednesday without their adviser’s go signal t as they
believe that they must have a good head start in their class for more time in data analysis. However, the weather forecast
is cloudy on the scheduled date of their data gathering. They also have 3 hours (1pm-4pm) vacant time on the day of their
supposedly data gathering. The researchers need to be in school for their 4pm Geriatric Nursing class .
Question:
What errors of measurement might result from the researchers’ premature action to float questionnaire? Why?
1. ANSWER: RELIABILITY ERRORS

RATIONALE: The questionnaire may not be reliable if it is not properly validated.
2. ANSWER: VALIDITY ERRORS

RATIONALE: The questionnaire may not be valid if it is not measuring the construct that is supposed to
measure.
3. ANSWER: SAMPLING ERRORS

RATIONALE: The researcher may not be able to gather from a representative sample of teenage mothers if they
only have 3 hours to collect data.
RATIONALIZATION ACTIVITY
The instructor will now rationalize the answers to the students and will encourage them to ask questions and to
discuss among their classmates.
Answers:
1. ANSWER:
RATIONALE:
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2. ANSWER:
RATIONALE:
3. ANSWER:
RATIONALE:
LESSON WRAP-UP (10 minutes)
You will now mark (encircle) the session you have finished today in the tracker below. This is simply a visual to help you
track how much work you have accomplished and how much work there is left to do.
You are done with the session! Let’s track your progress.
AL Strategy: Think, Pair Share
You will be paired up with another member of your thesis group. The instructor will pose the question, “What can
you anticipate as measurement error/s in your group research?”. You have to share insights and write it on a sheet
of paper. Each pair will articulate their answer as the instructor calls them to recite.
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Sessions # 5
Materials:
LESSON TITLE: RELIABLITY Book, pen and notebook
Textbook:
LEARNING OUTCOME:
Upon completion of this lesson, the nursing student will be able Barrientos-Tan, C. (2011). A Research Guide in
to: Nursing Education: Building an Evidence-Based
Practice. Pasay City: Philippines, Visprint Inc.
1. Discuss reliability and its three important methods.
References:
Wilkins.

1. What are examples of measurement errors?
2. How does quality of response become a measurement error?
3. What is an environmental contaminant?
Reliability refers to the accuracy and precision of research tool. When a measure is precise, then the reader has a level
of confidence that differences between groups are not explained by differences in the way the trait was measured.
Methods of Testing Reliability

a. Stability of measurement
This is the extent to which the scores are obtained when the instrument is used with same samples on separate
occasions. A stable research instrument is one that can be repeated over and over (at different times) on the
same research subject and will produce the same result.
Major limitation → it can only be done when you can assume that the trait being measured will remain constant
over time; it is not useful in the measurement of changeable or transient states
Example of a stable concept = intelligence (can be measured repeatedly, at regular intervals, and to obtain the
same score)
Example of an unstable concept = pain (changeable, subject to frequent fluctuations even in persons with
chronic pain)
Tests of Stability
1. Test – Retest- the repeated measurements over time using the same instrument on the same subjects is
expected to produce the same results. This is used in interviews, examinations, and questionnaires.
A reliable questionnaire will give you consistent results over time. If the results are not consistent, the
questionnaire is not considered reliable and will need to be revised until it does measure consistently.
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2. Repeated Observations- this method has the same basic elements as test/retest. The measurement of
the variable or trait is repeated over time, and the results at each measurement time are expected to be
very similar.
If you get different ratings at each measurement time, you will question:
Whether or not you have a reliable rating;
Whether or not you are measuring a stable trait or characteristic; or,
Whether or not you are observing the same way each time (i.e., whether you are a consistent observer)
b. Internal Consistency
The instrument shows that all indicators or subparts measures the same characteristics or attributes of the
variables. For example, the scale measures the nurse attitude towards patient care, it could be inappropriate
to include items on competencies rather than attitude since competencies of the nurse is not the attributes or
characteristics measured in the study.
Internal consistency must be established before an instrument can be used for research purposes .
a. Any new instrument that you might develop will require pilot testing before using it in your research
project.
b. If you revise an existing tool, you should treat it as a new tool for purposes of reliability testing.
c. Even an established instrument should be tested for internal consistency each time it is used with a
new population.
Tests of Internal Consistency

1. Split-Half Correlations- scores on one half of a subject’s responses are compared to scores on the
other half. If all items are consistently measuring the overall concept, then the scores on the two
halves of the test should be highly correlated.
2. Cronbach’s alpha coefficient- a measure of internal consistency, that is, how closely related a set
of items are as a group. It is a useful device for establishing reliability in a highly structured
quantitative data collection instrument.
It is not particularly useful in open-ended questionnaires or interviews, unstructured observations,
projective tests, available data, or other qualitative data collection methods and instruments.
c. Equivalence
Primarily concerns the degree to which two or more independent observers or coders agree about scoring. If
there is a high level of agreement, then the assumption is that measurement errors have been minimized.
Tests of Equivalence
1. Alternate Form- two tests are developed based on the same content but the individual items are
different. When these two tests are administered to subjects at the same time, the results can be
compared. This can be new sources of error through subjects fatigue and boredom.
Obtaining similar results on the two alternate forms of the instrument gives support for the reliability of
both forms of instrument.
2. Inter-Rater / Intra-Rater Reliability- this is the method of testing for equivalence when the design
calls for observation and is used to determine whether two observers (inter-rater) using the same
instrument at the same time will obtain similar results. Intra-rater reliability is a measure of
consistency an observer is at measuring a constant phenomenon,
A reliable instrument should produce the same results if both observers are using it the same way.
Example: BP readings using a stethoscope and sphygmomanometer – can also provide unreliable
data on test/retest when the reading is done with less than ten minutes between tests. To test the
inter-rater reliability of a blood pressure reading, a double stethoscope is used which enables two
people to listen and agree on BP readings at the same time.
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Short Quiz. You have to read and analyze the statements carefully then write T if the statement is correct and F if the
statement is incorrect. Erasures and superimpositions will be marked wrong (10 points).
1. A test of stability can only be done when you can assume that the trait being measured will remain constant over time.
ANSWER: TRUE
2. In the test-retest, if the results are consistent, the questionnaire is not considered reliable and will need to be revised
until it does measure consistently.
ANSWER: FALSE
3. Intra-rater reliability measures the consistency of two researchers at measuring a constant phenomenon.
ANSWER: FALSE
4. Repeated observation is a test of internal consistency.

ANSWER: FALSE
5. An example of an unstable concept is anxiety level of people.

ANSWER: TRUE
6. An established instrument should be tested for equivalence each time it is used with a new population.
ANSWER: FALSE
7. Scores on one half of a subject’s responses are compared to scores on the other half in split half correlations.
ANSWER: TRUE
8. A high level of agreement between two observers is an assumption that measurement errors have been minimized in
internal consistency.
ANSWER: FALSE
9. Alternate form is used when two tests are developed based on the same content but the individual items are different.
ANSWER: TRUE
10. Cronbach’s alpha coefficient is used in qualitative data collecting instruments.

ANSWER: FALSE
1. ANSWER:
RATIONALE:
2. ANSWER:
RATIONALE:
3. ANSWER:
RATIONALE:
4. ANSWER:
RATIONALE:
5. ANSWER:
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RATIONALE:
6. ANSWER:
RATIONALE:
7. ANSWER:
RATIONALE:
8. ANSWER:
RATIONALE:
9. ANSWER:
RATIONALE:
10. ANSWER:
RATIONALE:
AL Strategy: Muddiest Point
The instructor summarizes the lesson discussed leaving enough time for you to respond. You will be asked to
bring out ¼ sheet of pad papers to write on your answers when the instructor asks the following question:
In today’s session in research, what was least clear to you?
The instructor collects the responses before the students leave. Responses from the students will be answered
before the class dismissed.
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Session # 6
Materials:
LESSON TITLE: VALIDITY AND THE ASPECT OF SELF- Book, pen and notebook
EVIDENT MEASURES
Textbook:
LEARNING OUTCOME: Barrientos-Tan, C. (2011). A Research Guide in
Upon completion of this lesson, the nursing student will be able Nursing Education: Building an Evidence-Based
to: Practice. Pasay City: Philippines, Visprint Inc.
1. Compute for Item Content Validity Index (I-CVI)

and Scale Content Validity Index (S-CVI). References:
Wilkins.

1. What are the methods of testing reliability and their examples?
2. What is the difference between a stable and unstable concept?
3. What is a cronbach’s alpha?
Validity is the degree by which the instrument measures what it intends to measure. Validity should proved that the
instrument will consistently measure the right variables to be investigated.
It also refers to an instrument’s ability to actually measure/test what it is supposed to measure/test.
METHODS OF ESTABLISHING VALIDITY OF MEASUREMENT TECHNIQUE
A. SELF-EVIDENT MEASURES
These methods of establishing validity deal with basic levels of knowledge about the variable and look at an
instrument’s apparent value as a measurement technique rather than at its actual value. In other words, the
instrument appears to measure what it is supposed to measure.
A1. Face Validity

Refers to whether the instrument looks as though it is measuring the appropriate construct
At the most basic level, when little or nothing is known about the variable being measured, the level of validity
obtainable is called face validity
“On the face of it. . .” . . . “I think I will find out what I want to know by asking these questions. It looks right to me.”
This is the lowest level of validation and is used only when you are beginning to study a particular variable and
have no prior research literature to refer to.
If there is literature on the variable, either theory or research → face validity is not sufficient
A2. Content Validity
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Concerns the degree to which an instrument has an appropriate sample of items for the construct being
measured and adequately covers the construct domain
Involves comparing the content of the measurement technique to the known literature on the topic and validating
the fact that the tool does represent the literature accurately
Content validity is frequently estimated:
a) From the review of literature on the topic, or
b) Through consultation with experts in the field who have become experts by having done unpublished
research in the area
➢ Use of Judge Panels → Face Validity

You put together a group of people that you believe are knowledgeable about the content you are testing or
knowledgeable about the process of developing questions.
These people, called Panel of Experts or Subject Matter Experts (SMEs), are asked to judge whether or not, “on
the face of it,” your work appears to be sound, that it will do what you want it to do.
Students can use: classmates who are familiar about the topic; instructors, particularly those who are familiar
with or teaching the subject; thesis committee; clinical staff (if it is a clinical study), etc.
The point is to get opinions other than your own.
CONTENT VALIDITY INDEX (CVI)

Parameters:
1 = Not Relevant
2 = Somewhat Relevant
3 = Quite Relevant
4 = Highly Relevant
ITEM CONTENT VALIDITY INDEX = Number of experts giving a rating of 3 or 4
Number of experts
0.78 (acceptable) or higher
SCALE CONTENT VALIDITY INDEX (S-CVI = Take average across I-CVIs
S-CVI = .90 or higher

Ave
S-CVI = 4.5 / 5 = .90 (ACCEPTED)
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Seatwork. Students will be instructed to compute manually for the - ICVI and S-CVI.
S-CVI= ?
1. 3/4= 0.75
2. 4/4= 1
3. 4/4= 1
4. 2/4= 0.5
5. 3/4= 0.75
S-CVI= 4/ 5 = 0.80 (NOT ACCEPTED)
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S-CVI=4/ 5 =
AL Strategy: Numbered Heads Together
As part of the review of the lesson given, you will be grouped into 6. All of you will be assigned of a number so that
each team has number 1, 2, 3, 4, 5, & 6. The following question will be asked by the teacher:
What is the importance of content validity in research?
You have to discuss the answer in your respective group. After your group discussion, the instructor calls out
numbers. The students called by the instructor who are standing are the speaker for their team.
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CASTILLOTE, SAMANTHA NICOLE B.

NUR 028 (Nursing Research 2-Lecture)

LEARNING OUTCOME: Textbook:

LESSON REVIEW (5 minutes)

MAIN LESSON (30 minutes)

Sources of Measurement Errors

2. Variation in personal factors

4. Variation in data collections

5. Clarity of the instrument

7. Format of the instrument

CHECK FOR UNDERSTANDING (15 minutes)

1. ANSWER: RELIABILITY ERRORS

2. ANSWER: VALIDITY ERRORS

3. ANSWER: SAMPLING ERRORS

LESSON WRAP-UP (10 minutes)

AL Strategy: Think, Pair Share

NUR 028 (Nursing Research 2-Lecture)

LESSON REVIEW (5 minutes)

MAIN LESSON (30 minutes)

Methods of Testing Reliability

Tests of Internal Consistency

CHECK FOR UNDERSTANDING (15 minutes)

4. Repeated observation is a test of internal consistency.

5. An example of an unstable concept is anxiety level of people.

10. Cronbach’s alpha coefficient is used in qualitative data collecting instruments.

LESSON WRAP-UP (10 minutes)

AL Strategy: Muddiest Point

In today’s session in research, what was least clear to you?

NUR 028 (Nursing Research 2-Lecture)

1. Compute for Item Content Validity Index (I-CVI)

LESSON REVIEW (5 minutes)

MAIN LESSON (30 minutes)

METHODS OF ESTABLISHING VALIDITY OF MEASUREMENT TECHNIQUE

A1. Face Validity

A2. Content Validity

➢ Use of Judge Panels → Face Validity

CONTENT VALIDITY INDEX (CVI)

ITEM CONTENT VALIDITY INDEX = Number of experts giving a rating of 3 or 4

SCALE CONTENT VALIDITY INDEX (S-CVI = Take average across I-CVIs

S-CVI = .90 or higher

S-CVI = 4.5 / 5 = .90 (ACCEPTED)

CHECK FOR UNDERSTANDING (15 minutes)

S-CVI= 4/ 5 = 0.80 (NOT ACCEPTED)

LESSON WRAP-UP (10 minutes)

AL Strategy: Numbered Heads Together

What is the importance of content validity in research?

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