Data Collection Instruments. The qualitative data collection instruments consisted of one FGD guide (service providers) and five KI guides, including: (1) country resource persons and focal point persons/champions at target facilities; (2) MOH policymakers; (3) CAs and development partners; (4) VFCP facilitators; and (5) global stakeholders. The FGD guides were pre-tested at one facility in each country and necessary corrections were made (KI and FGD guide: xxxx://xxx.x0xxxxxxxx.xxx/publications-tools/pac-fp-assessment-tools- english.html).
Data Collection Instruments. Semi-structured face-to-face interviews were considered as an effective instrument for data collection. According to Xxxxxxxx (2014), interviews are characterised by a high response rate because they are scheduled in advance, and "sample participants typically feel obliged to complete the interview" (p.384). The interview protocol (see Appendix 1) comprised open- ended questions that were designed to address the research question and guided by the literature review. Xxxxx et al. (2007) defined a number of advantages of open-ended questions. One of them is flexibility. The participants talked on the research topic in their own way and led to unexpected findings. Secondly, it enabled the researcher to ask additional questions to gain a deeper understanding of the response or resolve a misunderstanding. In addition, it helped the researcher test the expertise and opinions of respondents. The interviews were conducted in two ways. Four participants had face-to-face interviews, while two parents responded to the interview questions via phone. When doing the telephone interviews, the researcher scheduled the phone calls at a time when respondents were available and had sufficient time to think over questions and provide full answers. Xxxxx (2004) argued that in comparison to face-to-face interviews, telephone interviews are easier in terms of confidentiality and result in more sincere responses. However, the disadvantage of telephone interviews is that the researcher cannot see the respondents' gestures, posture and mimes during the conversation (Xxxxxxxx, 2014).
Data Collection Instruments. The data collection involved two distinct phases. In the first, phase quantitative sampling was completed. In the second phase the purposeful sampling help to recruit a number of teachers to participate in the collection of qualitative data. The survey was used as the quantitative data collection instrument in this study. 30 Likert scale survey questions were used to identify teachers’ attitudes towards the motivational environment in the school as well the job satisfaction level of teachers. The survey had three sections. The first section asked teachers to rate how important certain factors are for their teaching motivation. The second section focused on participants’ attitude towards motivation at the school, and they were asked to indicate whether they strongly agree, agree, disagree and strongly disagree with the given statements. The full survey can be found in Appendix B. The questions were adapted from Kassabgy, Boraie & Xxxxxxx (2001). According to Xxxxx and Xxxx (2005), there are three reasons to consider a survey as an effective tool to collect data. Firstly, it helps to eliminate the pressure that might occur during face to face interviews. Secondly, it allows for the collection of opinions from a wide range of participants, and lastly, it reduces the bias of interviewers during verbal interviewing (Xxxxx & Xxxx, 2005). Likert scale survey questions was used to identify teachers’ attitudes towards the motivational environment in school as well job satisfaction level of teachers. The qualitative data collection tool chosen for the study was face to face interviews, which was open-ended and semi-structured and include 10-15 questions. The interviews lasted 15-25 minutes. Xxxxxxxx (2014) points out that quantitative data defines what sampling technique to apply to collect qualitative data, and it helps to develop interview questions that are used during the second phase. Therefore, the interview questions were based on data derived from the survey. The survey analysis showed some frequent highly rated responses which were chosen to be discussed during interviewing phase. Even though basic questions were used to start the interview, due to the semi-structured nature the interviewer had some flexibility to ask follow-up questions during interviews. Full interview questions can be found in Appendix C. Some interview questions included:
Data Collection Instruments. Two structured questionnaires was used to elicit data from Nairobi city county education department officer on assessment of devolved governance system in management of education in Nairobi City County. For retrospective data, desk reviews used to assess the relevant of the existing policies and laws, from education sector Nairobi City County 2014. Validity of instruments Validity is often defined as the extent to which an instrument measures what it purports to measure (AM J Health pharm- volume1, 2008). According to Xxxxxxx (2005) validity is the degree to which results obtained from the analysis of the actually represent the element under study. Therefore it is the degree to which the instrument truly measures what it is intended to measure. In other words, validity ensures content, construct and criterion related validity in the study. Xxxxxxx and mugenda (2008) advocate that the pre-test sample should be 1% to 10% depending on sample size. In this study, a pilot study was carried on 18 who were not be included in the final study. Reliability of instruments Xxxxxxx, (2005) defines reliability as the consistency of measurement, or degree to which an instrument measures the same way each time it is used under the same conditions with the same subjects. In this study, test- retest method will be used to estimate the degree to which same results could be obtained with a repeated measure. To gauge reliability, the instruments will be administered twice within a time interval of two weeks. The respondents used during pre-testing exercise will not be included in the final sample. Questionnaires will then be reviewed on the basis of the responses obtained.
Data Collection Instruments. The applied data collection instruments included three types which were individual semi-structured interviews with the main participants, two focus-group discussions with the groups of experienced teachers and beginning teachers, and lesson observations of the main participants. The main purpose of application these data collection instruments was to explore each of them in-depth. Meanwhile, the qualitative research defines a researcher as the primary instrument for collecting data. Thus, the qualitative data is interpreted by means of this instrument, rather than through other data collection instruments (Xxxxxxxx, 1994). The research was conducted on the base of voluntary participation, and with the adherence of anonymity of participants. Firstly, I met two main participants, and asked them to participate in individual interviews. Then, I identified other eight participants for participation in focus group discussions. Thus, the focus group discussion participants were not introduced with their group-mates in advance, and saw each other only during the interview. Finally, non-participant observation of lessons was done to observe both teaching and learning in order to analyze how assessment practices were arranged to obtain data.
Data Collection Instruments. The Save the Children team designed and produced six types of instruments for the purpose of collecting relevant data from key informants at the school and MOE levels. These instruments were validated for content prior to use by experts at both Save the Children and RTI. These instruments included: • Classroom observation checklist, which gathered general information on the classroom, student engagement, teacher-student interactions, and use of active teaching techniques. • School observation tool, which gathered general data on student numbers, available school supplies, library hours, etc. • Student questionnaire, which gathered student background data, student ratings of classroom learning culture and teaching methods, perceptions of barriers to learning, and information related to gender and children with disabilities. • Teacher questionnaire, which gathered teacher background data, including pre- and in-service training, understanding of theory in teaching reading and writing, teachers’ self-evaluation of their classroom practice in teaching reading and writing, and questions on diverse related issues, like support systems, barriers to teaching/learning, parental collaboration, resources, and gender/disability in the classroom. • Focus group discussion protocols, which were developed for students, teachers and representatives of the Woreda Education Offices, Zonal Education Departments, Regional Education Bureaus and MOE on reading and writing in Mother Tongue and English. Discussions with adults lasted approximately two hours, while the student discussions lasted about one hour. XXX staff responded in writing to the questionnaire because they lacked time to sit for face-to-face discussions. • Interview protocols. Unique protocols were created for interviews with each of the following: parents, PTA members, and school directors. Interviews were used to gather additional qualitative data on issues relevant to reading and writing in Mother Tongue and English. Interviews with parents and PTA members were shorter, lasting between 15 and 30 minutes; interviews with school directors lasted between one and one and a half hours. Data Collection In order to collect rich data from all 56 schools in the allotted time, consultants hired by Save the Children employed seven graduate students from the Addis Ababa area as data collection supervisors. Each supervisor had at least a Master’s level of education (most were PhD candidates), was nominated by a respected pr...
Data Collection Instruments. Xxxxxx-Xxxxxxxxxx, Xxxxxxxx, Xxxxxxxx, Xxxxxxxxxx and Xxxxx (2018) used a survey instrument with questions focusing on each type of PVRC bullying and sub-questions helping to distinguish bullying perpetrators and victims. It consists of four statements where each statement describes one type of PVRC bullying with following sub questions (for example: How often do you do this?) to which students answer using the scale from 0 (never) to 5 (all of the time). Additionally, they investigated differences in bullying victimization and perpetration based on gender (Xxxxxx-Xxxxxxxxxx et al., 2018). Similarly, when exploring PVRC bullying, the present study has duplicated the study conducted by Xxxxxx-Xxxxxxxxxx et al (2018) and used the data collection instrument developed by them. In addition to the variables of the research study mentioned above, the current study investigated ethnicity, language of instruction, academic performance and residence and determined if there was any relationship between these variables. Due to the fact that there is a lack of tools to measure bullying in Kazakh or Russian, the present study used the above mentioned tool and was guided with the strategy of Xxxxx and Xxxxxx’s (2018) study, when researchers translated existing scale, which is the Child-Adolescent Teasing Scale (CATS), and adapted it for Turkish context. The participants in this study are highly competent in English. However, in order to avoid any language barrier and possible misunderstandings, the present study followed translation procedures such as back-translation method and made necessary revisions for unclear expressions.
Data Collection Instruments. To answer the research sub-questions, semi-structured one-to-one interviews were used. Interviews allow participants to voice their experiences and perceptions (Xxxxxxxx, 2012). Also, interviews are utilized when researchers wish to learn more about a certain phenomenon, situation, or combination of experiences from respondents, and the purpose is to develop as full a picture as possible from the participant's words (deMarrais and Xxxxx, 2003). According to Xxxxxx et al. (2016), one of the advantages of semi-structured interviews is permitting the interviewer to invent follow-up questions based on the participants' answers and letting the interviewer and participant interact in a reciprocal manner (pp. 2954-2965). Semi-structure interviews allow the researcher to have some control over the research process, which is not the case in unstructured interviews. Interviews helped to identify what is the role of school psychologists in career guidance, understand their perceptions of career guidance, the challenges in the process, the reasons why these problems occur, and find out how they deal with these challenges.
Data Collection Instruments. An electronic data capture system will be utilized for collection of study data. The Investigator will prepare and maintain adequate and accurate source documents designed to record all observations and other pertinent data for each subject who signs informed consent. Study personnel at each site will enter data from source documents corresponding to a subject’s visit into the protocol-specific CRFs when the information corresponding to that visit is available. Subjects will not be identified by name in the study database or on any study documents to be collected by the sponsor (or designee), but will be identified by a site number, subject number and initials. If a correction is required for a CRF, the time and date stamp tracks the person entering or updating CRF data and creates an electronic audit trail. The Investigator is responsible for all information collected on subjects enrolled in this study. All data collected during the course of this study must be reviewed and verified for completeness and accuracy by the Investigator. A copy of the CRF will remain at the Investigator’s site at the completion of the study.
Data Collection Instruments tools Interview guide was used whereby factual questions about experiences, views and opinions about the subject under investigation were asked. The questions were asked based on assessing the six study objectives. The interview guide developed in English was translated by the researcher into Kiswahili to ensure that, participants understood the content. In order to maintain content, it was then translated back to English. This technique ensured good understanding and getting right answers from respondents as they were approached using familiar language to the informants. Checklist was used in conducting documentary review to obtain quantitative data. This helped in obtaining answers on two objectives:-first was on the extent to which government deployed HRH and the second was on the extent to which government abided to financial commitments to Cardinal Rugambwa Mission Hospital. The checklist contained the following key issues: One was the number of health care Workers agreed to be deployed by Government to CRMH, and second was how many to the present time are already deployed by government to CRMH, third was the cadres of HRH agreed to be deployed by government to CRMH, fourth was the cadres of already deployed HRH by Government to CRMH. Fifth was on the amount of fund agreed to be sent and the frequency and lastly was on the amount sent and the frequency.
