Questionnaire Surveys

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Chapter 9 Questionnaire Surveys (My sample)
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Contents

1. Definitions
2. Roles, limitations, merits
3. Types of questionnaire survey
4. Questionnaire design
5. Conducting a survey.

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A. Definitions

• Questionnaire or interview schedule
• A printed list of questions.
• Survey
• Whole process of conducting an investigation,
  which involves a number of subjects.
• Questionnaire survey
• A survey involving the use of a questionnaire.

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B. Roles, limitations, merits

• Typically questionnaire surveys involve just a
  sample of the population being studied
• for implications see Chapter 10, Sampling.
• Rely on information supplied by respondents
• Therefore dependent on
• accuracy of recall
• honesty
• Problems of exaggeration and underestimation.

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A. Merits of Quantitative method

1. Ideal method of providing policy-related data.
2. Transparent methodology.
3. Quantification easily communicated/under-stood.
4. Repeat surveys can study change over time.
5. Can cover a wide range of (leisure/tourism)
   activities.
6. Can study attitudes, meanings, perceptions of
   population as a whole.

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Questionnaire surveys vs other methods (Fig.
9.1)
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Questionnaire surveys vs other methods (Fig.
9.1) (contd.)
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C. Types of questionnaire survey Interviewer- vs
Respondent-completion

• Interviewer-completion interviewer conducts
  interview based on questionnaire, and records
  answers on the questionnaire.
• Respondent-completion respondents fill out the
  questionnaire themselves.
• Advantages/disadvantages (Fig. 9.2).

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Interviewer-completion vs Respondent-completion
(Fig. 9.2)
Respondent-completion
Interviewer-completion
- Cheaper - Quicker - Relatively anonymous
- More accuracy - Higher response rates - Fuller
and more complete answers - Design can be less
'user-friendly'
Advantages
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Interviewer-completion vs Respondent-completion
(Fig. 9.2)
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Types of questionnaire survey characteristics
(Fig. 9.3)
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Types of questionnaire survey characteristics
(Fig. 9.3)
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Types of questionnaire survey characteristics
(Fig. 9.3)
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D. Questionnaire design
Should be the culmination of a process (Fig. 9.6)
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Types of information

• Respondent characteristics Who?
• Activities/behaviour What?
• Attitudes/motivations Why?

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Range of information (Fig. 9.7) Respondent
characteristics

• Gender
• Age
• Economic status
• Occupation/social class
• (own or 'head of household')
• Previous job history
• Income (own or household)
• Education/qualifications

• Marital/family status
• Household type/family size
• Life-cycle
• Ethnic group/country of birth
• Residential location
• Mobility driving licence, access to private
  transport
• Party/group size/type (site/visitor surveys)

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Range of information (Fig. 9.7)
Activities/behaviour

• Site/visitor surveys
• Activities while on site/in area
• Use of site attractions/facilities
• Frequency of visit
• Time spent on site
• Expenditure per head amounts/ purposes
• Travel-related information
• Trip origin (where travelled from)
• Trip purpose
• Home address
• Travel mode
• Travel time
• Accommodation type used

• Household surveys
• Leisure activities (including holidays)
• what, where, how often, time spent, when, who
  with?
• Use of particular facilities/sites
• Travel mode to out-of-home leisure
• Expenditure patterns
• Past activities (personal leisure histories)
• Planned future activities

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Range of information (Fig. 9.7)
Attitudes/motivation examples

• Household surveys
• Leisure/travel aspirations/ needs
• Evaluation of services/ facilities available
• Psychological meaning of activities/satisfactions
• Reactions to development/ provision proposals
• Values - re environment etc.

• Site/visitor surveys
• Reasons for choice of site/area
• Meaning/importance/ values
• Satisfaction/Evaluation of experience/services
• Comments on facility
• Future intentions/hopes

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Question wording principles

• Avoid jargon
• Simplify wherever possible
• Avoid ambiguity
• Avoid leading questions
• Ask only one question at a time.

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Good and bad practice (Fig. 9.8)

• Principle Use simple language.
• Bad example
• What is your frequency of utilisation of retail
  travel outlets?
• Improved version
• How often do you use travel agents?

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Good and bad practice (Fig. 9.8) (contd.)

• Principle Avoid ambiguity.
• Bad example
• Do you play sport very often?
• Improved version
• Have played any of the following sports within
  the last four weeks? (present list)

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Good and bad practice (Fig. 9.8) (contd.)

• Principle Avoid leading questions.
• Bad example
• Are you against the extension of the airport?
• Improved version
• What is your opinion on the extension of the
  airport? Are you for it, against it or not
  concerned?

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Good and bad practice (Fig. 9.8) (contd.)

• Principle Ask just one question at a time.
• Bad example
• Do you use the local arts centre, and if so what
  do you think of its facilities?
• Improved version
• 1. Do you use the local arts centre? Yes/No
• 2. What do you think of the facilities in the
  local arts centre?

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Pre-coded vs open-ended questions (Fig. 9.9)

• Open-ended
• What is the main constraint on your ability to
  study? ______________________________________
• Pre-coded/closed
• Which of the following/items listed on the card
  is the main constraint on your ability to study?
  (show card if interviewer-completed)
• My job ?1
• Timetabling ?2
• Child care ?3
• Spouse/partner ?4
• Money ?5
• Energy ?6
• Other ______________ ?7

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Range of replies from an open-ended question
example (Fig. 9.10)

• Question Do you have any complaints about this
  (beach/picnic) area? (Site survey in a beachside
  National Park with boating and camping. Number
  of responses in brackets)
• Sand bars (22) - Uncontrolled boats (23)
• Parking (5) - Jet skis (39)
• Wild car driving (1) - Surveys (1)
• Lack of beach area (1) - Should be kept for
  locals (1)
• Too few shops (1) - Seaweed (3)
• Too few picnic tables (4) - Need showers (1)
• No timber for barbecue (2) - Administration of
  National Park (1)
• Need more picnic space (3) - Maintenance
  policing of Park (1)
• Need boat hire facilities (1) - Trucks on beach
  (2)
• Need active recn facilities (1) - Anglers (1)
• Litter/pollution (74) - Crowds/tourists (26)
• Urban sprawl (1) - Having to pay entry fee (6)
• Need wharf fishing access (1) - Houses along
  waterfront (2)
• Lack of info. on walking trails (1) - Unpleasant
  smell (drain) (2)
• Not enough facilities (3) - Sales people (1)
• Slow barbecues (2) - Need electric barbecues
  (1)
• Etc. - Etc.

Source Robertson and Veal, 1987.
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Common questions respondent characteristics

• Age note census categories
• Economic status/occupation/socio-economic
  group/class see Fig. 9.11
• Income Own? Household? (Gross or net of tax?)
• Marital status
• Household type/group type (site survey)
• Life-cycle stage
• Ethnic group
• Residential location/trip origin
• Housing information
• Transport/mobility.

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Common questions Activities - leisure

• Open-ended or pre-coded list?
• Time period for participation (see secondary data
  Chapter 6).

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Effect of varying time-period for participation
(Table 9.1)
Attendance at arts events, England, 2001 Attendance at arts events, England, 2001 Attendance at arts events, England, 2001
of persons aged 16 attending in last of persons aged 16 attending in last
12 months 4 weeks
Film at a cinema or other venue 55 19
Play or drama 27 5
Carnival, street arts or circus 23 4
Art, photography or sculpture exhibition 19 6
Craft exhibition 17 4
Etc.
Source Skelton et al., 2002.
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Common questions Activities - tourism

• Typical
• a trip away from home
• at least 40km
• involving at least one night away
• But day-trips included in some surveys.

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Measuring leisure and tourism (Fig. 9.15)

1. Participation rate
2. Number of participants
3. Volume of activity (visits)
4. Time
5. Expenditure.

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Measuring leisure and tourism (Fig. 9.15)
(contd.)
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Measuring leisure and tourism (Fig. 9.15)
(contd.)
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Measuring leisure and tourism (Fig. 9.15)
(contd.)
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Measuring leisure and tourism (Fig. 9.15)
(contd.)
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Measuring leisure and tourism (Fig. 9.15)
(contd.)
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Measuring attitudes and opinions

• Formats
• Open-ended or direct questions
• Checklist
• Ranking
• Likert scales
• Attitude statements
• Semantic differential.

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Attitude/opinion question formats Fig. 9.16

• a. Open-ended/direct What attracted you to
  apply for this course?
• ____________________________________
• b. Checklist Of the items on the card, which was
  the most important to you in applying for this
  course?
• Good reputation
• Easy access
• Curriculum
• Level of fees
• Easy parking.

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Attitude/opinion question formats Fig. 9.16

• c. Ranking Please rank the items on the card in
  terms of their importance to you in choosing a
  course. Please rank them 1 for the most
  important to 5 for the least important.
• Rank
• A. Good reputation ___
• B. Easy access ___
• C. Curriculum ___
• D. Level of fees ___
• E. Easy parking ___

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Attitude/opinion question formats Fig. 9.16

• d. Likert scales Looking at the items on the
  card, please say how important each was to you in
  choosing this course was it Very important,
  Quite important, Not very important or Not at
  all important?
• Very Quite Not very Not at all
• important important important
  important
• Good reputation ?1 ?2 ?3 ?4
• Easy Access ?1 ?2 ?3 ?4
• Curriculum ?1 ?2 ?3 ?4
• Level of fees ?1 ?2 ?3 ?4
• Easy parking ?1 ?2 ?3 ?4

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Attitude/opinion question formats Fig. 9.16

• e. Attitude Statements Please read the
  statements below and indicate your level of
  agreement or disagreement with them by ticking
  the appropriate box.
• Agree Agree No Disagree Disagree
• Strongly opinion strongly
• The learning experience
• is more important than the
• qualification in education ?1 ?2 ?3
  ?4 ?5
• Graduate course fees are
• too high ?1 ?2 ?3 ?4
  ?5

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Attitude/opinion question formats Fig. 9.16

• f. Semantic differential Please look at the
  list below and tick the line to indicate where
  you think this course falls in relation to each
  factor listed.
• Difficult _______________________________
  Easy
• Irrelevant _______________________________
  Relevant
• Professional _______________________________
  Unprofessional
• Dull _______________________________
  Interesting

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E. Introductory remarks

• For example Hallo, my name is _____ . We are
  conducting a survey of _______. Would you mind
  answering a few questions?
• Different content/formats for different survey
  types
• Interviewer-completion include in interviewer
  instructions additional information available
  if required
• Respondent-completion printed on questionnaire
• Mail survey this is dealt with in covering
  letter.

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Ordering of questions

• Start with easy questions
• Start with 'relevant' questions
• Leave sensitive questions until later.

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Questionnaire layout

• Be aware of the needs of the reader/user
  interviewer or respondent?
• Special care with mail survey questionnaires
• Compactness (eg. single page) ease of handling
• Two-column layout often helps

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Filtering (Fig. 9.17)
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Coding of questionnaire responses

• Pre-coded vs Open-ended questions
• See Figure 9.9
• Pre-coded codes already exist
• Open-ended coding system must be devised
• See Figure 9.18

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Coding open-ended questions (Fig. 9.18)
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Recording coded information Fig. 9.19
Campus Life Survey 2003 Office
Use 1 qno
1. Which of the following best describes your
current situation? Full-time student with
no regular paid work ?1 Full-time student
with some regular paid work ?2 2
status Part-time student with full-time job
?3 Part-time student - other ?4 ONLY
ONE ANSWER POSSIBLE ONE CODE ONE VARIABLE
(status)
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Recording coded information - Fig. 9.19
2. Which of the following university services
have you used in the last Office use 4 weeks?
Used campus cafe/bar ?1
1 cafebar Attended a live music performance
on campus ?1 1 music Used campus sport
facilities ?1 0 sport Used campus travel
service ?1 0 travel UP TO FOUR
POSITIVE ANSWERS POSSIBLE FOUR VARIABLES
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Recording coded information - Fig. 9.19
3. In thinking about the social and entertainment
services provided on campus, what are the
most important considerations for you? Please
rank the items below in terms of their importance
to you. Rank them from1 for the most
important to 5 for the least important. Rank
Free or cheap access 1 1
cheap Day-time attractions 4 4
daytime Acts, films, etc. not available
elsewhere 2 2 unusual Opportunities
to socialise/meet people 3 3
meet Quality of presentation 5 5
quality FIVE RANKS REQUIRED FIVE
VARIABLES
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Recording coded information - Fig. 9.19

• 4. Approximately how much do you spend in an
  average month on
• entertainment and social activities on and off
  campus?
• NUMBER RECORDED 100
  100 spend
• Please indicate the importance of the following
  to you in relation to
• campus life.
• Very Important Not at all
• important important
• Relaxation opportunities ?3 ?2
  ?1 3 relax
• Social interaction ?3 ?2 ?1
  3 social
• Mental stimulation ?3 ?2
  ?1 1 mental
• THREE ANSWERS REQUIRED THREE VARIABLES

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Recording coded information - Fig. 9.19
6. What suggestions would you make for improving
campus social life? Provide more
for minority tastes - less rock bands _______ 1
sug1 _________________________________________
_______ __ sug2 _____________________________
___________ __ sug3 OPEN-ENDED
(CODING SEE Fig. 8.9) UP TO THREE ANSWERS
RECORDED THREE VARIABLES 7
. You are Male ?1 Female ?2 1
gender 8. Your age last birthday
was 18 years 18 age
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Data from completed questionnaires (Fig. 9.20)
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Validity

• Questionnaires record what respondents say or
  write about their characteristics, activities and
  attitudes.
• The information may not be accurate due to
• problems of recall
• exaggeration or understatement
• desire to please the interviewer.
• One partial solution ask the same question in a
  different way in different parts of the
  questionnaire.

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Fieldwork arrangements (Fig. 9.21)

1. Seek permissions - to visit sites, obtain
   records, etc.
2. Obtain lists for sampling e.g. voters lists
3. Arrange printing of questionnaires etc.
4. Check insurance issues
5. Prepare written instructions for interviewers
6. Prepare identity badges/letters for interviewers
7. Recruit interviewers and supervisors
8. Train interviewers and supervisors
9. Obtain quotations for any fieldwork to be
   conducted by other organisations
10. Appoint and train data coders/processor.

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Conducting a pilot survey purposes (Fig. 9.22)

1. Test questionnaire wording
2. Test question sequencing
3. Test questionnaire layout
4. Familiarity with respondents
5. Test fieldwork arrangements
6. Train and test fieldworkers
7. Estimate response rate
8. Estimate interview etc. time
9. Test analysis procedures.