If research is considered as construction of new knowledge, that construction is realised through the following process;
a) Evolving dissatisfaction over an issue or problem
b) Formulating hypothesis to solve the problem
c) Collecting data
d) Analysing data
e) Finding
Data collection is the milestone in the whole process of research. Data collected is analysed to reach the conclusion. Data collection depends on the tool used for the purpose.
But, is it to be called tool or instrument? Which term bears the intended meaning?
This is what discussed in the new post.
1. Meaning
Shall we examine the dictionary meaning of both; tool and instrument?
Tool means a device or implement, especially one held in the hand, used to carry out a particular function, e.g. chisel, hammer, pickaxe etc.
From the definitions, it is clear that, while the tool has the general use, the instrument has the specific use of measuring or quantifying. In research, rather than doing any function with certain physical tools, the researcher is measuring the quantity or quality of a phenomenon using specific instruments. This measured units or facts are recorded as data for research.
If one agrees with the above explanation, it is better to use ‘instrument’ instead of the tool. Following are examples of instruments used in educational research;
a) Achievement test
b) Performance test
c) Paper-pencil test
d) On-line test
e) Questionnaire
f) Rating scale
g) Interview schedule
h) Survey form
i) Inventory
j) Projective technique
The purpose and procedure of the construction make the instrument specific and scientific. Following table shows the purpose of each measuring instrument;
No
|
Instrument
|
Purpose
|
1.
|
Achievement test
|
To measure the knowledge of a respondent in different subjects like, Math, Physics, Chemistry, Biology etc.
|
2.
|
Performance test
|
To measure the skill or aptitude in an area, like, measure the length, paint a picture, sing a song, narrate a story etc.
|
3.
|
Paper pencil test
|
To measure the knowledge of a respondent in different subjects like, Math, Physics, etc. where performance is avoided.
|
4.
|
On-line test
|
To measure the competence of a respondent in different subjects like; Math, Physics, Chemistry, Biology etc.
|
5.
|
Questionnaire
|
To measure interest, attitude etc. of the respondent towards subjects or issues.
|
6.
|
Rating scale
|
To rate the intensity of agreement, attachment or acceptance of any concept, interest, attitude etc.
|
7.
|
Interview schedule
|
To measure the attitude, acceptance, rejection of concepts by the respondent.
|
8.
|
Survey form
|
To measure or quantify any aspect.
|
9.
|
Inventory
|
To measure or quantify any aspects with a set of different instruments.
|
10.
|
Projective technique
|
To measure emotionality, reaction, attitude etc. when cues are showed or performed.
|
2. How to construct the instruments?
No.
|
Stages of construction
|
What happens at each stage?
|
1.
|
Conceptualisation
|
This is the formulation of the instrument in rude form at least in the mind of the researcher.
|
2.
|
Defining objective
|
Defining the objective of the instrument. With the definition of the objective, the instrument becomes sharper.
|
3.
|
Planning of the scheme
|
In the planning of the scheme, number of items, expected responses, scoring etc. are planned. This planning leads to envisaging the compilation and analysis of data collected through that particular instrument.
|
4.
|
Writing the items of the instrument
|
Individual items of the instrument are written. This is the draft of the instrument.
|
5.
|
Editing the instrument
|
Both conceptual and linguistic errors are corrected.
|
6.
|
Consultation with experts
|
If the researcher feels the requirement of consulting with an expert, it is done at this stage of construction of the instrument.
|
7.
|
Refining on the basis of consultation with the experts
|
Changes suggested by the experts are made.
|
8.
|
Piloting
|
Testing the instrument in limited scale one or two or more times.
|
9.
|
Eliminating unnecessary items
|
Through eliminating the unnecessary items, the instrument becomes sharper.
|
10.
|
Refining the remaining items
|
Revising the content and language of each item.
|
11.
|
Editing and finalising the items
|
Editing layout and punctuation, and thus finalising the instrument.
|
12.
|
Printing
|
Printing.
|
13.
|
Duplication
|
If a limited number is required, photocopies are taken.
|
14.
|
Administering the instrument
|
Administering the instrument to the target group.
|
From the above discussion what one can reach as the conclusion is that it is the instrument, not the tool which a researcher requires for measuring a phenomenon. Moreover, the instrument guarantees accuracy and specificity than the tool. The process of construction of the instrument has its scientific steps.
