Questionnaire - PowerPoint PPT Presentation

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Questionnaire

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Title: Questionnaire


1
A Brief Guide to Questionnaire Development
2
A critical component of survey research involves
constructing a questionnaire.
3
DEFINITION OF QUESTIONNAIRE
4
A questionnaire is a pre-formulated written set
of questions to which respondents record their
answers usually within rather
closely defined alternatives.
respondents
closely defined alternatives
suggesting choices of answers for the respondents
5
PRELIMINARY CONSIDERATIONS
incorporated all of the questions generated
tend to yield very long questionnaires
resent the time it takes to answer
are likely to feel their responses are
unimportant if many of the questions are
inapplicable
6
FIRST
precisely the information desired and endeavor to
write as few questions as possible to obtain it
7
SECOND
obtain feedback from a small but representative
sample of potential responders
8
THIRD
everyone or nearly everyone may be in the same
answer category for some questions, thus making
them unnecessary
9
A. PERSONALLY ADMINISTERED
  • Time
  • Questions can be clarified
  • Motivate respondents for honest answers

10
B. MAIL QUESTIONNAIRES
  • wide geographical area can be covered
  • questions cannot be clarified
  • use follow up letters

11
C. ELECTRONIC QUESTIONNAIRES
  • network, e-mail
  • who answered the questionnaire?

12
REMARKS
The questions asked should be relevant to the
research problem.
13
REMARKS
It should answer the objectives of the research
by defining the concept and categorizing these
into measurable elements.
14
REMARKS
Respondents rate people whom they like or respect
high on all scales, regardless of the persons
actual performance.
HALO EFFECT
15
REMARKS
When evaluating things, especially products,
people will pick up subtle cues and respond more
negatively than they might.
PINCHFORK EFFECT
16
Writing the Questionnaire Items
Open-Ended Questions
While these seem easy to write, in most cases
they should be avoided
flexibility in category determination becomes
possible
questions concerning age, state of residence, or
credit-hours earned may be more easily answered
by filling in blanks
17
Writing the Questionnaire Items
Objective Questions
Other" should be avoided as a response option,
especially when it occurs at the end of a long
list of fairly lengthy choices
decision not to offer the option "other" should
be made only after a careful determination of the
categories needed to classify nearly all of the
potential responses
18
Writing the Questionnaire Items
Objective Questions
the foregoing advice is any case in which the
categories are clear-cut, few in number, and such
that some responders might feel uncomfortable in
the absence of an applicable response
Race 1) Black 2) White 3)
Other Source of automobile 1) Purchased
new 2) Purchased used
3) Other
19
Writing the Questionnaire Items
Category Proliferation
Marital status 1) Single (never married)
4) Divorced 2) Married
5) Separated
3) Widowed
Unless the research in question were deeply
concerned with conjugal relationships, it is
inconceivable that the distinctions among all of
these categories could be useful
20
Writing the Questionnaire Items
Category Proliferation
Marital status 1) Married and living with
spouse 2) Other
this has the advantage of not appearing to pry so
strongly into personal matters
21
Writing the Questionnaire Items
Scale Point Proliferation
1) Never 2) Rarely 3) Occasionally 4) Fairly
often 5) Often 6) Very often 7) Almost
always 8) Always
psychometric research has shown that most
subjects cannot reliably distinguish more than
six or seven levels of response
four to five scale points is usually quite
sufficient
22
Writing the Questionnaire Items
Order of Categories
1) Never 2) Seldom 3) Occasionally 4)
Frequently
it is usually better to list them from the lower
level to the higher in left-to-right order
23
Writing the Questionnaire Items
Combining Categories
1) Seldom or never 2) Occasionally 3) Frequently
Combining "seldom" with "never" might be
desirable if responders would be very unlikely to
mark "never
24
Writing the Questionnaire Items
Responses at the Scale Midpoint
The instructor's verbal facility is 1)
Much below average 4) Above average
2) Below average 5) Much above
average 3) Average
The instructor grades fairly. 1) Agree
4) Tend to disagree 2) Tend to agree
5) Disagree 3) Undecided
25
Writing the Questionnaire Items
Responses at the Scale Midpoint
response positions are so prevalent on
questionnaires
There is no assurance whatsoever that a subject
choosing the middle scale position harbors a
neutral opinion
In the absence of a neutral position, responders
sometimes tend to resist making a choice in one
direction or the other
26
Writing the Questionnaire Items
Responses at the Scale Midpoint
Include options explaining inability to respond,
such as "not applicable," "no basis for
judgment," "prefer not to answer."
27
Writing the Questionnaire Items
Responses at the Scale Midpoint
there are some items that virtually require a
neutral position
How much time do you spend on this job now?
1) Less than before 2) About the same 3) More
time The amount of homework for this course
was 1) too little. 2) reasonable. 3)
too great.
28
Writing the Questionnaire Items
Ranking Questions
Responders cannot be reasonably expected to rank
more than about six things at a time
Following are three colors for office walls
1) Beige 2) Ivory 3) Light green
Which color do you like best? _____
Which color do you like second best?
_____ Which color do you like least?
_____
29
Writing the Questionnaire Items
The "Apple Pie" Problem
strategy for reducing the tendency to mark every
item at the same end of the scale is to ask
responders to rate both positive and negative
stimuli
My immediate supervisor   handles employee
problems well. 1) Agree 2) Disagree
works with us to get the job done. 1) Agree 2)
Disagree embarrasses those who make
mistakes. 1) Agree 2) Disagree is a good
listener 1) Agree 2)
Disagree often gives unclear instructions
1) Agree 2) Disagree
30
OPERATIONAL DEFINITION
31
Operationalizing or operationally defining a
concept so that it becomes measurable, is
achieved by looking at the behavioral dimensions,
properties denoted by the concept, and
categorizing these into observable and measurable
elements.
32
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33
PROCEDURES FOR DESIGNING A QUESTIONNAIRE
  1. Determine the info needs

34
PROCEDURES FOR DESIGNING A QUESTIONNAIRE
  1. Determine the info needs
  1. Identifiers
  2. Classification variables
  3. Topic Variables

DETAILS
35
PROCEDURES FOR DESIGNING A QUESTIONNAIRE
  1. Determine the info needs
  2. Determine method of data collection (census
    against survey)

36
PROCEDURES FOR DESIGNING A QUESTIONNAIRE
  • 2. Determine method of data collection (census
    against survey)
  • Population or samples
  • Sampling Design

37
PROCEDURES FOR DESIGNING A QUESTIONNAIRE
  • Determine the info needs
  • Determine method of data collection (census
    against survey)
  • Decide on question type

38
PROCEDURES FOR DESIGNING A QUESTIONNAIRE
  • 3. Decide on question type
  • Open ended
  • Close ended

39
PROCEDURES FOR DESIGNING A QUESTIONNAIRE
  • Determine the info needs
  • Determine method of data collection (census
    against survey)
  • Decide on question type
  • Decide on question wording

40
PROCEDURES FOR DESIGNING A QUESTIONNAIRE
  • 4. Decide on question wording

41
  • WORDINGS
  • Content and purpose of the question
  • Subjective
  • Objective
  • 2. Language and Wording
  • Level of understanding of the respondents

42
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43
  • WORDINGS
  • 3. Double Barreled Questions
  • Lends itself to different possible answers to its
    subparts
  • 4. Ambiguous Questions
  • Up to what extent?

44
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45
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46
  • WORDINGS
  • 5. Recall dependent questions
  • Answers may be bias
  • 6. Leading Questions
  • Lead the respondent to give the responses that
    the researcher would like to or may come across
    as wanting to elicit

47
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48
  • WORDINGS
  • 7. Loaded Questions
  • Questions occurs when they are phrased in an
    emotionally charged manner
  • 8. Length of Questions
  • Should not exceed 20 words

49
PROCEDURES FOR DESIGNING A QUESTIONNAIRE
  • Determine the info needs
  • Determine method of data collection (census
    against survey)
  • Decide on question type
  • Decide on question wording
  • 5. Decide how variables will be categorized,
    scaled and coded

50
TYPES OF SCALES
  1. Nominal
  2. Rank / Ordinal
  3. Interval Scale
  4. Ratio

51
DEVELOPING SCALES
  1. Semantic Differential (Interval-Like Rank Scale)
  2. Likert Scale (Interval-Like Rank Scale)

52
DEVELOPING SCALES
3. Itemized Rating Scale
Number of Pre-School Children (under 5 years of
age) 0 None 1 One 2 Two or more
Present Work shift 1 First 2 Second 3 Third
53
DEVELOPING SCALES
4. Graphing Rating Scale (Rank / Ordinal)
54
PROCEDURES FOR DESIGNING A QUESTIONNAIRE
  • Decide on questionnaire layout

55
PROCEDURES FOR DESIGNING A QUESTIONNAIRE
  • Decide on questionnaire layout
  • Funnel approach
  • Negative and Positively worded

56
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57
PROCEDURES FOR DESIGNING A QUESTIONNAIRE
  • Decide on questionnaire layout
  • Conduct questionnaire pretest

58
PROCEDURES FOR DESIGNING A QUESTIONNAIRE
  1. Decide on questionnaire layout
  2. Conduct questionnaire pretest
  3. Develop final questionnaire
  1. Good Introduction

an attractive, clearly printed and well laid out
questionnaire will engender better response than
one that is not
b. Organizing Questions
c. Giving Instructions
d. Guidance and good alignment
59
A Brief Guide to Questionnaire Development
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