designing a study instrument

Creating a Study Instrument

While there is no documented order of events, constructing a study instrument necessitates taking into account critical components. One of the most important stages is content creation, which should be directed by predetermined goals. The material should be concise, clear, and easy to understand. Yet, the technique should not have an impact on the tool's dependability.

Paying Attention to Language

The second component should be paying attention to language, with the gadget communicating in a way that is understandable to the targeted responses. Jargons should not be employed if the data source is the general population. Similarly, the use of language should capture local interpretations and concepts, making sound interpretations valuable in the event of foreign languages and cross-cultural studies (Diem, 2002). In cases of high illiteracy levels, diagrams can be included.

Crafting Questions

A third aspect is crafting questions, where appropriate wording should be observed to ensure accurate representation of the population and area. The stage calls for eliminating double-barred questions and ambiguity, as well as making sure the items have neutral stances (Monsen & Van Horn, 2007, p.42).

Similarly, the phrasing of the questions should seek to explore facts and judgments. Authorities should also not be referenced in the statements. Questions exploring non-sensitive issues should also be at the beginning while threatening issues such as income should come at the end to help in building the rapport during the data collection process.

Orderliness and Reliability

Another critical consideration orderliness, where the format should be logical and questions categorized and numbered. Simple instructions should be included to guide respondents and research assistants. The statements should also express consistency, where items should match the answers given (Diem, 2002). The final aspect should be checking reliability as well as the need for external engagements such as obtaining IRB approvals, a stage that should be preceded by pretesting to assess the need for revising the tool.


Diem, K. G. (2002). A step-by-step guide to developing effective questionnaires and survey procedures for program evaluation and research. Rutgers Cooperative Research & Extension, NJAES, Rutgers, The State University of New Jersey.

Monsen, E. R., & Van Horn, L. (2007). Research: successful approaches. American Dietetic Associati.

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