Research Methods in Education 6th Edition

1. QUESTIONNAIRES
© LOUIS COHEN, LAWRENCE
MANION, AND KEITH MORRISON

2. STRUCTURE OF THE CHAPTER
• Ethical issues
• Approaching the planning of a questionnaire
• Types of questionnaire items
• Asking sensitive questions
• Avoiding pitfalls in question writing
• Sequencing questions
• Questionnaires containing few verbal items
• The layout of the questionnaire
• Covering letters/sheets and follow-up letters
• Piloting the questionnaire
• Practical considerations in questionnaire design
• Administering questionnaires
• Processing questionnaire data

3. ETHICAL ISSUES
• Intrusion
• Informed consent
• Rights to withdraw at any stage or not to
complete particular items
• Beneficence
• Non-maleficence
• Confidentiality, anonymity and non-traceability
• Threat or sensitivity
• Avoidance of bias
• Validity and reliability in the questionnaire
• Reactions of the respondent

4. APPROACHING THE PLANNING OF
A QUESTIONNAIRE
• Stage One: Decide the purposes/objectives/
research questions;
• Stage Two: Decide the population and sample
• Stage Three: Itemize the topics/constructs/
concepts;
• Stage Four: Decide the kinds of measures or
responses needed;
• Stage Five: Write the questionnaire items;
• Stage Six: Check that each research question
has been covered;
• Stage Seven: Pilot the questionnaire and refine;
• Stage Eight: Administer the questionnaire.

5. OPERATIONALIZING A
QUESTIONNAIRE
• Clarify the questionnaire’s general purposes and
then translate them into a specific, concrete aim
or set of aims.
• Identify and itemize subsidiary topics that relate
to its central purpose.
• Formulate specific information requirements
relating to each issue.
• Plan with the data analysis in mind.

6. STRUCTURED, SEMI-STRUCTURED AND
UNSTRUCTURED QUESTIONNAIRES
• The larger the size of the sample, the more
structured, closed and numerical the
questionnaire may have to be.
• The smaller the size of the sample, the less
structured, more open and word-based the
questionnaire may be.
• Structured questions take a lot of time to set up
but then a short time to process and analyze.
• Open questions take a shorter time to set up but
a longer time to process and analyze.

7. TYPES OF QUESTION
• Open to closed
• Choose the metric (scale of data):
– Nominal
– Ordinal
– Interval
– Ratio
• Do not assume that respondents have the
information/knowledge/views

8. TYPES OF QUESTION
DICHOTOMOUS
MULTIPLE
CHOICE
RATING SCALES
OPEN-ENDED
YES/NO
ONE/MANY
RESPONSES
ODD/EVEN
NUMBERS
FREE RESPONSE

9. TYPES OF QUESTION
RANKING
RATIO DATA
CONSTANT SUM
RATIO DATA
1st
/2nd
. ETC.
MANY
RESPONSES
DISTRIBUTING
MARKS
MARKS OUT
OF TEN

10. DICHOTOMOUS QUESTIONS
• Good for clear answers;
• Yes/no questions are often better rephrased as
‘to what extent’ or ‘how much’ types of question.

11. MULTIPLE CHOICE
• Need for a pilot to gather exhaustive categories
of response;
• Do not allow for range of response;
• If more than one response permitted then each
choice is a separate variable.

12. LIKERT SCALES
• Useful for measuring degrees of intensity of feeling;
• No assumption of equal intervals;
• No assumptions of matched intensity of feeling;
• No way of knowing if respondents are telling the truth;
• No way of knowing if there should be other categories
or items;
• Halo effect;
• Allows for different scaling and mid-points, e.g.:
(a) strongly disagree – neither agree nor
disagree – strong agree;
(b) not at all – a very great deal;
• Central tendency;
• Ordinal data.

13. SEMANTIC DIFFERENTIAL SCALES
• A word and its semantic opposite, e.g.:
– Approachable . . . unapproachable
– Generous . . . Mean
– Friendly . . . hostile
• Same concerns as for Likert scales.

14. OPEN-ENDED QUESTIONS
• Enable authentic responses;
• More time-consuming and difficult to
analyze/process.

15. RANKING SCALES
• Enables comparisons to be made by
respondents across items;
• Enables sensitivity of response to be addressed;
• Can be ‘strong on reality’ of decision making;
• Too many items to rank may result in unrealistic
ranking (people may not have strong enough
opinions to be able to rank)
• Too many decisions to be made;
• Ordinal data.

16. RATIO DATA: MANY RESPONSES
• Avoids forcing responses into categories;
• Allows for very great accuracy (e.g. ‘how old are
you?’)
• Ratio data: mean, standard deviation, median

17. CONSTANT SUM
• Divide a fixed number of points between a range
of items;
• Yields priorities, comparative highs and lows and
equality of choice quickly and easily – in the
respondents’ own terms;
• Requires participants to make comparative
judgements and choices across items;
• May be too difficult if there are too many items
across which to spread marks;
• People may make computational errors in
distributing marks;
• Ordinal data.

18. RATIO DATA: MARKS OUT OF TEN
• Enables proportions/ratios to be calculated;
• Enables high level statistics to be computed,
e.g. regression, factor analysis, structural
equation modelling.

19. ASKING SENSITIVE QUESTIONS
• Use open rather than closed questions about
socially undesirable behaviour.
• Use long rather than short questions about socially
undesirable behaviour.
• Use familiar words when asking about socially
undesirable behaviour.
• Use data from informants.
• Deliberately load questions so that overstatements
of socially desirable behaviour and understatements
of socially undesirable behaviour are reduced.
• With regard to socially undesirable behaviour, firstly
ask whether the respondent has engaged in that
behaviour previously, and then move to asking
about current behaviour.

20. ASKING SENSITIVE QUESTIONS
• Locate sensitive topics within a discussion of other
less sensitive matters.
• Use alternative ways of asking standard questions.
• Ask respondents to keep diaries.
• At the end of an interview ask respondents their
views on the sensitivity of the topics that have been
discussed.
• Find ways of validating the data.
• As questions become more threatening and
sensitive, expect greater bias and unreliability.

21. ‘RULES’ FOR QUESTIONNAIRE
DESIGN (1)
• 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 . . . .’.

22. ‘RULES’ FOR QUESTIONNAIRE
DESIGN (2)
• Avoid highbrow questions: ‘What particular
aspects of the current positivistic/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

23. ‘RULES’ FOR QUESTIONNAIRE
DESIGN (3)
• Try to convert dichotomous questions into
rating scales: ‘Do you. . .’ / ‘Are you. . .’ become
‘How far . . .?’/ ‘How much . . .?’
• Provide anchor statements for rating scales;
• Have a minimum five-point rating scale if you
opt for uneven numbers;
• Decide whether to have odd or even
numbered rating scales;
• Avoid extremes in rating scales ( e.g. ‘always’,
‘never’)
• Avoid too many open-ended questions in
large surveys;

24. ‘RULES’ FOR QUESTIONNAIRE
DESIGN (4)
• Only ask one thing at a time: Avoid: ‘how much
do you think Business courses should be available
to all students, or should they only be available to
higher ability students?’
• Avoid ambiguity: ‘Are your parents in
employment?’ ‘Have you done your homework
this week?’ Do you do your homework regularly?’
‘How many staff are there in your institution?’ How
many computers does your institution have?’
• Avoid threatening/irritating questions: ‘How
frequently do you drink alcohol each week?’

25. ‘RULES’ FOR QUESTIONNAIRE
DESIGN (5)
• Clarify the kind of response sought in an
open-ended question: ‘Please indicate the most
important factors that reduce staff participation in
decision making.’
• Start with simple factual questions and
then move to more sensitive questions;
• Provide instructions for how to complete
and return the questionnaire;
• Have a cover sheet which explains the
purposes of the questionnaire and which
sets out ethical issues.

26. ‘RULES’ FOR QUESTIONNAIRE
DESIGN (6)
• Ensure categories are mutually exclusive and
comprehensive (covering all possible choices
of response);
• Avoid pressurising/biasing by association:
e.g. ‘do you agree with your school principal
that boys are more troublesome than girls?’
• Have translations verified/use back
translation;
• Keep it as short, simple and clear as possible;
• Pilot the questionnaire.

27. SEQUENCING QUESTIONS
• Take care with order effects
– Earlier responses affect later responses
– Early tone/mood-setting affects later moods in
completing questionnaires
• Primacy effect
– Items high in a list tend to be chosen more than items
lower in a list
– Respondents choose the first reasonable answer
from a list, even though a later response statement
might be more fitting
• Avoid placing sensitive questions at the start
– Embed them later questions
• Move from objective facts to subjective views

28. QUESTIONNAIRES CONTAINING
FEW VERBAL ITEMS
• A questionnaire might:
– include visual information and ask participants
to respond to this (e.g. pictures, cartoons,
diagrams)
– might include some projective visual
techniques (e.g. draw a picture or diagram)
– join two related pictures with a line, write the
words or what someone is saying or thinking
in a ‘bubble’ picture

29. THE LAYOUT OF THE QUESTIONNAIRE
• It must look easy, attractive and interesting.
• Keep it as uncomplicated as possible.
• Clarity of wording.
• Simplicity of design.
• Simple, short and clear instructions for completion.
• Avoid placing instructions at the bottom of a page.
• Break down long lists of numbered items into separate
sections, each item in the section starting with the number ‘1’.
• Make it clear if respondents are exempted from completing
certain questions or sections (filter), and where they go next if
they are exempted.
• Include a preliminary statement of anonymity/confidentiality.
• Place response categories to the immediate right of the text.

30. THE COVERING LETTER SHOULD . . .
• Provide a title to the research;
• Introduce the researcher and contact details;
• Indicate the purposes of the research;
• Indicate the importance and benefits of the
research;
• indicate why the respondent has been selected for
receipt of the questionnaire;
• Indicate any professional backing, endorsement,
or sponsorship of, or permission for, the research;
• Set out how, where and by what date to return the
questionnaire;
• Indicate what to do if questions or uncertainties
arise;

31. THE COVERING LETTER SHOULD . . .
• Indicate any incentives for completing the
questionnaire;
• Provide assurances of confidentiality, anonymity
and non-traceability;
• Indicate how the results will and will not be
disseminated, and to whom;
• Thank respondents in advance for their co-
operation.

32. • To check clarity of items/layout/sections/presentation/
instructions;
• To gain feedback on appearance;
• To eliminate ambiguities/uncertainty/poor wording;
• To check readability;
• To gain feedback on question type (suitability/feasibility/
format (e.g. open/closed/multiple choice);
• To gain feedback on appropriateness of question stems;
• To generate categories for responses in multiple choices;
• To generate items for further exploration/discussion;
• To gain feedback on response categories;
• To gain feedback on length/timing (when to conduct the
data collection as well as how long each takes to complete
(e.g. each interview/questionnaire))/coverage/ease of
completion;
PURPOSES OF PILOTING

33. • To identify redundant items/questions (those with little
discriminability);
• To identify irrelevant questions;
• To identify non responses;‑
• To identify how motivating/non engaging/threatening/‑
intrusive/offensive items may be;
• To identify sensitive topics and problems in conducting
interviews;
• To test for inter rater reliability;‑
• To minimise counter transference;‑
• To gain feedback on leading questions;
• To identify items which are too easy/difficult/complex/
remote from experience;
• To identify commonly misunderstood or non completed‑
items.
PURPOSES OF PILOTING

34. PRACTICAL CONSIDERATIONS IN
QUESTIONNAIRE DESIGN
• Operationalize the purposes of the questionnaire.
• Be prepared to have a pre-pilot to generate items for a
pilot questionnaire, and then be ready to modify the pilot
questionnaire for the final version.
• If the pilot includes many items, and the intention is to
reduce the number of items through statistical analysis
or feedback, then be prepared to have a second round of
piloting, after the first pilot has been modified.
• Decide on the most appropriate type of question –
dichotomous, multiple choice, rank orderings, rating
scales, constant sum, ratio, closed, open.
• Ensure that every issue has been explored exhaustively
and comprehensively; decide on the content and explore
it in depth and breadth.
• Use several items to measure a specific attribute,
concept or issue.

35. PRACTICAL CONSIDERATIONS IN
QUESTIONNAIRE DESIGN
• Ask more closed than open questions for ease of analysis
(particularly in a large sample).
• Balance comprehensiveness and exhaustive coverage of
issues with the demotivating factor of having respondents
complete several pages of a questionnaire.
• Ask only one thing at a time in a question. Use single
sentences per item wherever possible.
• Keep response categories simple.
• Avoid jargon.
• Keep statements in the present tense wherever possible.
• Strive to be unambiguous and clear in the wording.
• Be simple, clear and brief wherever possible.
• Clarify the kinds of responses required in open questions.

36. PRACTICAL CONSIDERATIONS IN
QUESTIONNAIRE DESIGN
• Balance brevity with politeness, e.g. replace a blunt phrase like
‘marital status’ with a gentler ‘please indicate whether you are
married, living with a partner, or single....’.
• Ensure a balance of questions which ask for facts and opinion.
• Avoid leading questions.
• Try to avoid threatening questions.
• Do not assume that respondents know the answers, or have
information to answer the questions, or will always tell the truth
(wittingly or not)..
• Avoid making the questions too hard.
• Balance the number of negative questions with the number of
positive questions.
• Consider the readability levels of the questionnaire and the
reading and writing abilities of the respondents.
• Put sensitive questions later in the questionnaire.
• Intersperse sensitive questions with non-sensitive questions.

37. PRACTICAL CONSIDERATIONS IN
QUESTIONNAIRE DESIGN
• Be very clear on the layout of the questionnaire so that it is
unambiguous and attractive.
• Avoid, where possible, splitting an item over more than one
page,.
• Ensure that the respondent knows how to enter a reply to
each question.
• Pilot the questionnaire.
• With the data analysis in mind.
• Decide how to avoid falsification of responses.
• Be satisfied if you receive a 50 per cent response to the
questionnaire
• Decide what you will do with missing data.
• Include a covering letter.
• If the questionnaire is going to be administered by someone
other than the researcher, ensure that instructions for
administration are provided and that they are clear.

38. METHODS OF ADMINISTERING
QUESTIONNAIRES
• Post
• Self-administration in presence of researcher
• Self-administration without researcher present
• In situ completion (e.g. workplace/ home)
• Face-to-face interview
• Telephone
• Internet

39. PROCESSING QUESTIONNAIRE DATA
• Coding
• Data reduction techniques
• Editing and cleaning data