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CHAPTER -8 QUESTIONNAIRE DESIGNING CRITERIA FOR QUESTIONNAIRE DESIGNING Research Objectives Designed to engage the respondent Encourage a meaningful response Clarity and Interest Self Explanatory Types of Questionnaire Formalized and Unconcealed Questionnaire Indiscriminately Management Researchers For Example: Do you carry out any investment? Yes or No Formalized and Concealed Questionnaire Trying to unravel the latent causes of behavior Cannot rely on direct questions Non Formalized and Unconcealed Questionnaire Respondent is not really cognizant of his/her attitude towards certain things. Express Attitude in a manner Predesigned response questions Unstructured questions Non formalized and Concealed Research Study to uncover socially Unacceptable desire Subconscious Make use of questions of low structure Unconcealed Questionnaire Latent Causes of behavior Cannot determine by Direct Questions Basic Value , Opinions and beliefs Concealed Questionnaire Purpose which is study Detail Explanation Clear to Respondent Questionnaire Design Procedure Convert the Research Objectives into the information needed Methods of administering the questionnaire Content of the questions Motivating the Respondent to Answer. Determining types of questions. Questions Design Criteria Determine the question structure. Physical Presentation of the questionnaire Pilot testing the questionnaire Administering the questionnaire
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"Technology for Student Success" was a presentation for teachers and administrators to model how to simplify students' research by using of content with a purpose, for an audience. Each student culminates his or her research into a briefings format. The format is easy to use when following the ABCs of Briefings: *A - Authentic forms and strategies of research writing in the real world are identified, as resources for the integration of all subject areas. *B - Briefings based on content for a purpose; affecting an audience. *C - Choice is applies and connected to community within and outside of the classroom. Throughout the session teachers: 1. discover how the structure of briefings support the author's purpose through strategic presentation of content to affect an audience. 2. apply components of authentic learning: choice, connections, and community to increase motivation, problem solving and quality in writing. 3. use self generated, open-ended questions about a topic to guide research from a variety of resources. 4. identify what makes effective revision through a question and answer sharing format. 5. self assess their own learning and consider how to implement the research model in their own classrooms with students. I facilitated this session for the Center for School Reform (in Kansas City, MO) at the Summit for Student Success Conference, held in Columbia, MO.
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