This blog is created for educational purposes. Info4mystery archive and support student, teacher, Educationalists, Scholars and other people for learning by facilitating reflection, questioning by self and others, collaboration and by providing contexts for engaging in higher-order thinking.

Full width home advertisement

Popular Posts

Post Page Advertisement [Top]

Characteristics of Good Questionnaire

  • Determine survey objectives: Plan what to measure.
  • Decide on format. E.g. personal interview, telephone, self.
  • Formulate questions to obtain the needed information
  • Decide on the wording of questions
  • Decide on the question sequence and layout of the questionnaire
  • Using a sample, test the questionnaire for omissions and ambiguity
  • Correct the problems (pretest again, if necessary)
  • 1. Content - What should be asked?
  • 2. Wording - How should each question be phrased?
  • 3. Sequence  - In what order should the questions be presented?
  • 4. Layout - What layout will best serve the research objectives?
  • Questions should flow logically from one to the next
  • General questions should be asked before more specific ones
  • Earlier questions should not influence response to later ones
  • Questions should flow from factual and behavioural questions to attitudinal and opinion questions
  • Questions should flow from the least sensitive to the most sensitive.
  • Questions should flow from unaided (which brand do you prefer) to aided questions (which brand do you prefer Tide, Cheer, Gain)
  • Demographic questions should come at the end.
  • Questionnaires should be designed to appear as short as possible
  • Questionnaires should not appear overcrowded
  • Leave lots of space for open ended questions
  • Questionnaires in booklet form are often recommended
  • If the questionnaire deals with several topics, complete questions on a single topic before moving on to a new topic
  • If topics are related, ask questions on related topics before asking questions about unrelated topics
  • Pilot the questionnaire, using a group of re sample.
  •   It deals with significant topic. The significance should b stated clearly and in appropriate manner.
  •   It should be attractive in format and design.
  •   There should be proper and comprehensive directions regarding filling of questions.
  • The questionnaire should be presented in good psychological order i.e from general to specific.
  •     It should b easy to tabulate and interpret.
  •   Questionnaire should be as brief as possible and arranged neatly.
  •   The language of questionnaire should b simple and unambiguous.
  •   Don’t make it too formal or informal.
  •   Start with interesting question to attain the interest of respondent.
  •   Avoid making hard and describing questions.
  •   Consider the readability levels of the questionnaire.
  •   Include the covering explanation, indicating purpose of research.
  •   Ensure that each issue is explored in more than one question.
  •   Decide the most appropriate kind of question and the kind of scale.
  •   Plan with the kind of analysis in mind.
  •  Avoid leading questions. Do you prefer abstract, academic-type courses, or down-to-earth, practical courses that have some benefit in day-to-day work?
  •   Ensure that the question stem does not frame the answer. The tourism industry is successful because.
  •   Avoid highbrow questions. What particular aspects of the current positivist/interpretive debate would you like to see reflected in the course of developmental psychology?
  •   Avoid negatives and double negatives. ‘How far do you agree that without a Consumer Association the public cannot discuss consumer matters?’
  •   Avoid complex questions. ‘Would you prefer a short award-bearing course with part-day release and one evening per week attendance, or a longer, non-award-bearing course with full-day release, or the whole day designed on part-day release without evening attendance?’
  •   Avoid too many open-ended questions on self-completion questionnaires
  •   Try to convert dichotomous questions into rating scales: ‘Do you. . .’ / ‘Are you. . .’ become ‘How far . . .?’/ ‘How much . . .?’

No comments:

Post a Comment


Bottom Ad [Post Page]

| Designed by Colorlib