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Lesson 9 EAPP Questionnaire

The document discusses the components and design of questionnaires used in surveys. It explains that a questionnaire should have clear language, yield accurate answers, and consider all possible responses. The document also outlines the ideal sequencing of questions and provides examples of closed-ended, open-ended, and matrix question formats.

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Cayte Viray
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51 views3 pages

Lesson 9 EAPP Questionnaire

The document discusses the components and design of questionnaires used in surveys. It explains that a questionnaire should have clear language, yield accurate answers, and consider all possible responses. The document also outlines the ideal sequencing of questions and provides examples of closed-ended, open-ended, and matrix question formats.

Uploaded by

Cayte Viray
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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English for Academic and Professional Purposes

Competency #9: Designs, tests and revises survey questionnaires.

What is a Questionnaire?

A questionnaire was invented by Sir Francis Galton, a British anthropologist, explorer, and statistician in
late 1800. A questionnaire forms the backbone of any survey and its success of it lies in the design of a
questionnaire. A questionnaire is simply a list of mimeographed or printed questions that are completed by or
for a respondent to give his opinion. It is the main means of collecting quantitative primary data. It enables
quantitative data to be collected in a standardized way so that the data are internally consistent and coherent
for analysis. Questionnaires should always have a definite purpose related to the research objectives, and it
needs to be clear from the outset how the findings will be used.

Ideal Components of a Questionnaire


A questionnaire should:
1. Be composed of a simple and a specific language
2. Demand one answer on one dimension
3. Yield a truthful and accurate answer
4. Accommodate all possible contingencies of a response
5. Have mutually exclusive response options
6. Produce variability in response
7. Minimize social desirability

Main Aspects of a Questionnaire


There are three main aspects of a questionnaire:
1. General form
2. Question sequence
3. Question formulation and wording.

General Form
A questionnaire can be either structured or unstructured. Structured questions are those questions in
which there are definite, concrete, and predetermined questions. The questions are presented to all
respondents with the same wording and in the same order. A highly structured questionnaire is one in which
all questions and answers are specified and comments in respondents’ own words are minimized.

Example: Do you have a driver’s license?


( ) Yes ( ) No

When these characteristics are not present in a questionnaire, it is termed as unstructured or non-
structured questionnaire. The interviewer is provided with a general guide on the type of information to be
obtained, but the exact question formulation is largely his own responsibility and replies are to be taken down
in the respondent’s own
words.

Example: How can we stop the spread of fake news in the different social media platforms

Question Sequence
The question sequence must be clear and smooth moving. A proper sequence of questions reduces
considerably the chances of individual questions being misunderstood. The first few questions are particularly
important because they are likely to influence the attitude of respondents and in seeking their desired
cooperation.

The following questions should be avoided as opening questions:


1. Questions that put great strain on memory
2. Questions of a personal character
3. Questions related to personal wealth. Relatively difficult, personal and intimate questions should be kept
toward the end. Thus, the question sequence should usually go from the general to the more specific
questions.
1 Department of Education. English for Academic and Professional Purposes (2016). Teacher’s Guide. First Edition.
English for Academic and Professional Purposes
Competency #9: Designs, tests and revises survey questionnaires.

Question Formulation and Wording


The question should be very clear and impartial in order not to give a biased picture of the true state of affairs.
In general, the questions should meet the following standards.

1. It is easily understood.
2. It avoids unnecessary and vague words.
3. It conveys only one thought at a time.
4. It is concrete and conforms to the respondent’s way of thinking.
5. It avoids words with ambiguous meanings.
6. It avoids dangerous words, catchwords and words with emotional connotations.

Types of Survey Questions

There are about four different types of questionnaire designs for a survey.
They are applied according to the purpose of the survey.

1. Contingency questions/Cascade format


2. Matrix questions
3. Closed-ended questions
4. Open-ended questions

Contingency Questions/Cascade Format


A question that is answered only if the respondent gives a particular response to a previous question. This
avoids asking questions to people that do not apply to them.

Source: https://methods.sagepub.com/book/making-sense-of-social-research/n7.xml

Matrix Questions

Identical response categories are assigned to multiple questions. The questions are placed one under the
other, forming a matrix with response categories along the top and a list of questions down the side. This is an
efficient use of page space and respondents’ time

2 Department of Education. English for Academic and Professional Purposes (2016). Teacher’s Guide. First Edition.
English for Academic and Professional Purposes
Competency #9: Designs, tests and revises survey questionnaires.

Closed-Ended Questions
Respondents’ answers are limited to a fixed set of responses. Most scales are closed-ended. Types of
closed-ended questions include:

a. Yes/No Questions—The respondent answers the questions with a ‘yes’ or a ‘no’.


Example: Have you ever visited a dentist?
b. Multiple Choice—The respondent has several options from which to choose.
Example: How would you rate this product?
(i) Excellent (ii) Good (iii) Fair (iv) Poor
c. Scaled Questions—Responses are graded on a continuum.
Example: Rate the appearance of the product on a scale from 1 to 10, with 10 being the most preferred
appearance).
Examples of types of scales include the Likert scale and the Semantic differential scale.

• Likert Scale is a psychometric scale commonly involved in research that employs questionnaires to
measure social attitudes
Example: Are you happy with your child’s academic performance?
(1) Strongly disagree (2) Disagree (3) Don’t know (4) Agree (5) Strongly agree

• Semantic Differential Scale is a list of opposite adjectives to measure the psychological meaning of
an object to an individual.
Example: Rate the park on the following dimensions:
Safe ____ : ____ : ____ Dangerous Dirty ____ : ____ : ____
Clean Quiet ____ : ____ : ____ Noisy ____ : ____ : ____

Open-Ended Questions
The options or predefined categories are not suggested. The respondents reply in their own words
without being constrained by a fixed set of possible responses. Types of open-ended questions include:

a. Completely Unstructured—These Questionnaires are usually formulated around open questions. Open
questions may give more valid data, as respondents can say what is important to them and express it in
their own words.
For example, ‘What is your opinion on questionnaires?
b. Word association—Words are presented and the respondent mentions the first word that comes to
mind.
Example: If the interviewer says cold, the respondent may say hot and the like
c. Sentence completion—Respondents complete an incomplete sentence.
Example: The most important consideration in my decision to buy
a new house is . . .
d. Story completion—Respondents complete an incomplete story.
e. Picture completion—Respondents fill in an empty conversation balloon.
f. Thematic apperception test—Respondents explain a picture or make up a story about what they think
is happening in the picture

3 Department of Education. English for Academic and Professional Purposes (2016). Teacher’s Guide. First Edition.

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