Quantitative Research Instrument Example
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nhbQuantitative Research Instrument Example
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Powered by AIThe researchers determined the sample size by applying Slovin's Formula. This involved requesting the total population of the STEM students, which was facilitated through a letter signed by the SHS Principal Brenda Corpuz at TIP-QC .
The original purpose of the peer pressure questionnaire, sourced from Whitney Miller's study on ‘Body Image, Peer Pressure and Sexual Activity,’ and the study habits questionnaire from Jennilyn Balbalosa, was tailored to their respective studies. For the current research context, these questionnaires were adapted to specifically assess the effects of peer pressure on STEM students’ study habits. Modifications involved adjusting item wording and relevance to align with the objectives of analyzing study habits within a peer pressure framework .
The researchers utilized existing questionnaires on peer pressure and study habits, originally from studies by Whitney Miller and Jennilyn Balbalosa. These questionnaires were then modified by Ms. Mary Stephanie Yaw, the researchers’ instructor, to fit the specific objectives of their study. Modifications were aimed at ensuring that the questionnaires accurately captured the necessary responses and were aligned with the research goals .
To ensure the validity of the responses, the researchers' study questionnaires were checked, revised, and rechecked by the researchers' advisor to maintain conformity with the study subject. Additionally, the questionnaires on peer pressure and study habits, originally from Whitney Miller and Jennilyn Balbalosa respectively, were modified by Ms. Mary Stephanie Yaw, the researchers’ instructor, to ensure validity. The questionnaires were also presented, analyzed, and checked by the research adviser .
The 4-point Likert scale was chosen to eliminate a neutral option, thereby encouraging respondents to form a definitive opinion on each item related to peer pressure and study habits. This approach helps researchers obtain clearer insights into the degree of agreement or disagreement among respondents, providing more distinct data trends and interpretations .
Modifying the existing questionnaires was crucial to tailor them specifically to the research objectives of studying peer pressure's effect on study habits among STEM students. These adaptations were necessary to ensure that the questions elicited responses relevant to the new context, thereby improving the instrument's ability to capture precise and applicable data related to the study’s unique focus .
The use of simple random sampling enhances validity and reliability by ensuring that each student has an equal probability of being selected, thus minimizing selection bias. This technique increases the likelihood that the sample is representative of the entire population, thereby improving the credibility and generalizability of the findings .
The survey questionnaires were distributed to the STEM students through simple random sampling, ensuring each student had an equal chance of participating. The distribution occurred during both morning and afternoon shifts to cover as many students as possible. To maintain confidentiality, students were asked to complete the surveys anonymously and assured that their information, especially names, would remain confidential .
The researchers' adviser played a crucial role in the development and validation of the research instrument by checking, revising, and rechecking the questionnaire to ensure it conformed to the study's subject matter. The adviser also approved modifications made to the existing questionnaires before their deployment, ensuring that the instruments were capable of eliciting valid and reliable responses aligned with the study objectives .
Using questionnaires from previous studies by Whitney Miller and Jennilyn Balbalosa provided a validated foundation upon which the current research could build. These pre-tested tools ensured that the instrument's core components were reliable and relevant to similar phenomena, such as peer pressure and study habits, thus supporting the study’s credibility and consistency in assessing these constructs .
