PGCE CR/MG/UW Data collection methods: Questionnaires
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Video clip Yes Prime Minister Leading Questions
http://www.youtube.com/watch?v=G 0ZZJXw4MTA
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Contents I. What are questionnaires? I. Sample case II. Why use
questionnaires? III. Questionnaire design IV. Rules V. Common
mistakes in questionnaires VI. Presentation of questionnaire VII.
Task SER questionnaire.
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What is a questionnaire? A questionnaire is not just a list of
questions or a form to be filled in. It is essentially a
measurement tool, an instrument for the collection of particular
kinds of data. (Oppenheim, 1992:10) Before a questionnaire is
designed, the general aims of the study need to be set out, and
then what information can be gathered through a questionnaire. How
will that help address the question? How will you analyse the
data?
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Questionnaires are much harder to do well that you might
expect.
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Our example case If you were doing an SER study looking at
behaviour policy in a school, the first step is to establish the
research question, say: to what extent do teachers follow the
behaviour policy when dealing with incidents in class? is there a
difference between low level disruption and more serious
incidents?
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Questionnaire design To design a questionnaire you need to
consider carefully the concepts you are concerned with (here
behaviour incident, low-level disruption, serious incident,
following the behaviour policy) Unobservable concepts Link the
language of theory (concepts) to the language of research
(indicators). You cannot ask participants your question. You are
looking for indicators of events or actions.
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Pilot work Before designing a questionnaire an initial, small
scale, survey should be carried out to look at the issues
considered important at the outset. Possibly interview a small
sample to check on the language being used to describe incidents
and for other events that you had not considered.
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Why use questionnaires? Limitations and advantages
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I. Why use questionnaires? Large-scale studies:
Representativeness Small-scale studies: Background
questionnaire
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Limitations and advantages What? Where? When? How? Why? Large
numbers of respondents Easy administration and analysis Inexpensive
Cautions: Reliability and Validity
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Questionnaire design Example: You want to know how often your
subjects go to the gym. How would you ask? 1. Very often 2. Often
3. Sometimes 4. Rarely 5. Never
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Questionnaire design
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Types of questions
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Open vs Closed Questions Open questions give the opportunity
for participants to respond with what they think is significant.
They facilitate a more spontaneous response Closed questions fix
the categories of response. Question What are the benefits and
drawbacks of using each type? Discuss in groups.
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Open Questions Allow for respondents to express themselves in
their own words Do not suggest answers Avoid format effects Allow
for complex motivational influences Necessary prequisite for proper
development of sets of response options for closed questions Closed
Questions Allow respondents to answer the same question so that
answers can be meaning fully compared Produce less variable answers
Present a recognition, as opposed to recall, task to respondents
consequently easier to answer Produce answers that are easier to
computerise and analyse From Foddy (1993:128)
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Question type Closed question: How often do you go to the gym?
Please tick: Every day or more 2 6 times a week About once a week
Never Open question: How often do you go to the gym?
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Structure of questions
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Structure of questions [1] 1. List
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Structure of questions [2] 2. Category
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Structure of questions [3] 3. Quantity/Frequency Please rate
the frequency with which you engage in the following activities. 1
= every day, 2= nearly every day, 3= infrequently, 4= never.
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Structure of questions [4] 4. Scale Children must be allowed to
make their own mistakes. Please tick.
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Rules!
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Some Rules - Oppenheimer Length questions should not be too
long; no more than 20 words Avoid double barrelled questions Do you
think it is a good idea for children to learn German and Spanish at
school? Avoid proverbs and popular sayings Dont know/Not applicable
should be included
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more rules Use simple words, avoid acronyms, abbreviations,
jargon and technical terms Beware of the dangers of alternative
usage Some words have notorious ambiguity Beware leading questions
eg when were you last in detention?
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Common mistakes in questionaires
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III. Common mistakes in questionnaires [1] 1.
Ambiguity/imprecision
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A more precise way to ask
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III. Common mistakes in questionnaires [2] 2. Double
question
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III. Common mistakes in questionnaires [3] 3. Assumptions Which
type of school does your child attend? What brand of computer do
you own? A. IBM PC B. Apple
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III. Common mistakes in questionnaires [4] 4. Leading
questions
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III. Common mistakes in questionnaires [5] 5. Using unfamiliar
words, acronyms, compound sentences
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III. Common mistakes in questionnaires [6] 6. Offensive
questions What are in your opinion offensive questions? Are you a
single father/mother? Is your child receiving free school
meals?
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Are you a single father/mother? Is your child receiving free
school meals?
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IV. Presentation of questionnaire 1. Introduction: a. Purpose
of questionnaire/objectives of research b. Assuring confidentiality
c. Stating approx time for completion 2. Clear structure: a.
Sections b. Order of questions 3. Piloting
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Consider these questions ? Question Do pupils act as
ambassadors for the Academy at all times? Have you witnessed a
serious incident? If yes state which type Response Agree Strongly[
] Agree[ ] Dont know[ ] Disagree[ ] Disagree Strongly[ ] Yes [ ] No
[ ] Bullying [ ] Fighting[ ] Discrimination[ ] Use of foul language
[ ]
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Design your questionnaire In your group: 1. Look at the
behaviour policy from The Academy 2. Consider the research
question. What would count as indicators to help address your
question? To what extent do teachers follow the behaviour policy
when dealing with incidents in class? 3. Design your draft
questionnaire 8 -10 questions. 4. Feedback
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Task Evaluate the questionnaire provided
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Questionnaire review Group feedback: did the questions get at
the detail being sought? were questions clear or ambiguous? did
questions ask the researcher's question, or aim at indicators? did
the questionnaire check for respondent consistency - how do we know
people were not answering randomly? were the questions too
long?
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References Foddy, W. (1993) Constructing Questions for
Interviews and Questionnaires Cambridge: Cambridge University Press
Oppenheim, A.N. (1992) Questionnaire Design, Interviewing and
Attitude Measurement. London: Continuum
