Nota Dr. Norila Md Saleh., Kajian Tinjauan

1. How To Conduct A Survey
Research

2. Selecting and defining a problem
• What you intend to do?
• Why you intend to do?
• The problem statement should be written
clearly

3. Significance Of The Study
• The importance of the topic be investigated
• Can the findings be applied to the
practitioner?
• Will the findings considered necessary to
advance the pool of education knowledge in
general?

4. Literature Review
• The relatedness between problem statement
and theory (psychology, sociology, etc, etc)
• 1 theory? 2 theories? 3 theories? ? ? ? ? ?
• Related? Relevant? Focus?

6. Literature Review
• Sources:
– Books
– Article journals
– Thesis
– Documents
– Dictionary
– Blog??
– News??
– Wikipedia??

7. Selecting participants
• Identify the respondents who have the information
you need
– Who has access to the information
• people who experienced an event
– The characteristics of the people who have experienced an event
• Very young children – It may be necessary to ask parents or
responsible adults for information
– The best source of information
• Depends on the type of information needed
• Eg parents, school records, teachers etc
The reading behavior of five-year-old children
STAIL KEPIMPINAN GURU BESAR

8. Selecting participants
• Population and Sampling
– Define the population under study.
– Once the general nature of the respondents has
been identified, researcher has to be more
specific about the information resources.
– The conceptual definition of the population has to
be translated into operational terms.
– Determine sample size
– Choose samples

9. Selecting participants
• Population and Sampling
– Choose relevant sampling procedures
– If a sample is well selected, the result of a study
testing the sample should be generalizable to the
population (Gay, Mills, Airasian; 2009)

10. Selecting participants
• Population and Sampling
– Choose relevant sampling procedures
• Random Sampling
• Nonrandom Sampling

11. Data
Collection
Methods
Questionnaire
Directly self
administered
Mail/e-mail
Interview
Telephone
interview
Personal/
Face-to-face
Observation

12. Selecting measuring instruments
Gay, Mills & Airasian (2009):
• Questionnaire
– A written collection of survey questions to be answered by
a selected group of research participants
• Interview
– An oral, in-person question-and-answer session between a
researcher and an individual respondent.
• Observation (Wiseman, 1999)
– Is a process by which desired information is obtained by
observing or video recording, the occurrence or
nonoccurrence of defined behavior.
– Eg researcher desires to evaluate student behavior in the
classroom or in specific activity

13. Selecting measuring instruments
Questionnaire
Structured/
close-ended
item
checklist Likert
Unstructured/
open-ended
item
Free response
item

14. Selecting measuring instruments
(interview)
Interview
Structured
interview
Unstructured
interview

15. Selecting measuring instruments
Likert
Read the statement and circle whether you strongly
disagree (1), disagree (2), uncertain (3), agree (4), or
strongly agree (5)
Read the statement and circle whether you strongly
disagree (SD), disagree (D), uncertain (U), agree (A), or
strongly agree (SA)
Item Strongly
Disagree
Disagree Uncertain Agree Strongly
Agree
My science teacher is friendly. 1 2 3 4 5
My science teacher is friendly. SD D U A SA

16. Selecting measuring instruments
Free Response Item
Write about your science teacher.
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________

17. Selecting measuring instruments
GUIDELINES
Collect
demographic
information of the
samples
Include only items
related to the
objective of the
study
Questionnaires
should be brief
Items should be
uni-dimensional
Avoid terms that
may give different
meaning to
different people
Avoid question
that assumes a
fact not
necessarily true
Write directions
for respondents
Pilot testing the
questionnaire

18. Selecting measuring instruments
GUIDELINES
- Background information
- Eg gender, age, teaching experience, grade
category etc
Collect
demographic
information of the
samples

20. Selecting measuring instruments
GUIDELINES
- Avoid unnecessary questions
- Identify sub-areas of the research topic
Include only items
related to the
objective of the
study

23. Measuring Instrument
• Construct
– Can’t be observed directly
– A concept invented to explain behavior
– To be measurable, constructs must be
operationally defined
• Attitude towards teaching profession

24. Selecting measuring instruments
GUIDELINES
• Short questions are easier to understand
• Avoid trick words
• Respondents are much more likely to
complete a short questionnaire
Questionnaires
should be brief

25. Selecting measuring instruments
GUIDELINES
• Avoid ‘double-barreled” questions i.e.
questions which attempt to ask two questions
in one
Items should be
uni-dimensional

26. Selecting measuring instruments
GUIDELINES
• Quantify responses whenever possible.
• The words ‘sometimes’, ‘often’, ‘usually’ have
different meanings for different people
• Use word such as ‘daily’, once a week’, etc
Avoid terms that
may give different
meaning to
different people

27. Selecting measuring instruments
GUIDELINES
• How much money you spend for food in the canteen
everyday? (X)
• Do you buy foods from the canteen?
– If so, how much money you spend for food in the
canteen everyday?
• How many times do you bring your students to the
computer laboratory per week?
Avoid question that
assumes a fact not
necessarily true

28. Selecting measuring instruments
GUIDELINES
• Direction: what to do? How to respond?
– Circle the choice that you most agree with
– Rank you choices from 1 to 4
– Tick your answer
• What is it about?
Write directions
for respondents

30. Selecting measuring instruments
GUIDELINES
• Try out with a small sample similar to
intended group of respondents
• Validity of the instrument
• Reliability of the instrument
Pilot testing the
questionnaire

31. Measuring Instrument
• Achievement test
– Paper-and-pencil test
– Performance test
• Aptitude test/Intelligence test
– To measure skills and knowledge in specific areas
• Attitude scale
– Attitudes of individuals/groups are of great
interest of educational researchers

32. Measuring Instrument
• Standardized instrument
– Selecting a standardized instrument takes less
time than developing one’s own instrument
– Translation
• Self-developed instrument
– Standardized instrument may not suitable for the
specific objectives of a research

33. Validity
• Measures what it supposed to measure
• Abstract variables Vs physical science
• Anxiety, motivation, attitudes Vs length, volume, weight
• Categories of validity
– Concurrent validity
– Construct validity
– Content validity
– Predictive validity

34. Validity
• Concurrent validity
– The degree to which performance on one test relates
to performance on a previously validated test.
0.0 – 0.29 low correlation
0.30 – 0.69 medium correlation
0.70 – 1.00 high correlation

35. Validity
• Construct validity
– Refers to the degree to which an instrument of
assessment measures a trait that is not directly
observable
– Does not yield a correlation coefficient
– Judgments

36. Validity
• Content validity
– The extent to which experts believe that the
instrument addresses the research objectives.
– Based upon judgments
– Eg. Ujian pencapaian

37. Validity
• Predictive validity
– The degree to which estimated performance becomes
reality
Scholastic
Aptitude Test
CGPA

38. Reliability
• Measures whatever it is measuring
consistently
• A measuring instrument can be reliable
without being valid
• To be reliable, a measuring instrument must
be valid

39. Reliability Coefficients
• Test-retest coefficients
• Alternate forms coefficients
• Internal-consistency coefficients

40. Reliability Coefficients
• Test-retest coefficients
– Coefficient of stability
– Consistency of subjects’ scores over time
– Administer a test to the same group of individuals
on two occasions
– Correlate the paired scores, r

41. Reliability Coefficients
• Alternate forms coefficients
– Coefficient of equivalence
– Consistency of subjects’ scores on two equivalent
tests
– Administer two tests (a test and its equivalent) to
the same group of individuals
– Correlate the paired scores, r

42. Reliability Coefficients
• Internal-consistency coefficients
– To determine whether all the items in a test are
measuring the same thing
– Administer a test to a group of individuals
– SPSS:
• Analyze  Scale  Reliability Analysis  Alpha, α
– Minimum reliability?

43. Executing research procedure (+ data
collection)
Directly administered questionnaires
• Questionnaire is administered to a group of people at a certain
place
• Where & When?
Mailed Questionnaires
• Cover letter (mail/e-mail)
– Brief & neat
– Explain the purpose of the study
– Include your contact number , mailing address and e-mail
address
• Self-addressed stamped envelope (mail/e-mail)