This Presentation states the details of Questionnairre desisgn for students to get help in advance research methodology. Rearchers may also get help from this work.

1. Questionnaire
Design
Developing aDeveloping a
questionnaire so youquestionnaire so you
get the informationget the information
you want!you want!

2.  Definition and Importance
 Constructing a questionnaire
 Kinds of information
 Wording the questions
 Formatting the questionnaire
 Pretesting the questionnaire
Lahore School of Accountancy and Finance
The University of Lahore
2

3. What is QuestionnaireWhat is Questionnaire
 A questionnairequestionnaire is a research instrument consisting of a series
of questions and other prompts for the purpose of gathering
information from respondents.
 They are often designed for statistical analysis of the
responses. The questionnaire was invented by Sir Francis
Galton
3

4. ImportanceImportance
 A well designed questionnaire is essential for authentic and
meaningful research as the information from questionnaire
is processed and synthesize to reach to a conclusion.
 Therefore a questionnaire must be designed in a way that
provide the information/data that doesn’t only provide the
specific information but it should be convenient for the
providers of information
 Hence, questionnaire design is more of an art than a science
4

5.  Constructing aConstructing a
QuestionnaireQuestionnaire
5

6. Constructing A QuestionnaireConstructing A Questionnaire
 A questionnaire provides a tool for eliciting information which
you can tabulate and discuss.
 In many evaluations, a questionnaire serves as the major
source of information.
 Writing questions and constructing a question­naire takes
time and attention.
 Before you begin, it is essential to know what kind of evi­
dence you need to fulfill the purpose of the study and to
know how the information will be used.
6

7. Continued…………Continued…………
 Make a list of what you want to know.
 What do you really want to find out?
 What do you want to achieve with the questionnaire?
 Check to see if the information you need is already
available somewhere else
 Be selective and realistic. Know what information is
needed, why, and how you plan to use it.
 Don't ask a question unless it has a use
7

8.  As you write questions, try to view them through your
respondents' eyes.
 Will the question be seen as reasonable?
 Will it infringe on the respondent's privacy?
 Will the respondent be able and willing to answer the
question?
8
Continued…………Continued…………

9. Kinds Of INFORMATIONKinds Of INFORMATION
9

10. Continued……….Continued……….
• A questionnaire can help you obtain information
about what people do, what they have, what they
think, know, feel, or want and know
• Four different types of information
1. KNOWLEDGE
2. BELIEFS—ATTITUDES­OPINIONS
3. BEHAVIOR
4. ATTRIBUTES
10

11. KNOWLEDGEKNOWLEDGE
 This type of question asks about what people know.
Knowledge questions offer choices such as correct vs.
incorrect or accurate vs. inaccurate.
For Example:
1. What is the major cause of accidental deaths among children
inside the home?
2. The most effective weight loss plan includes exercise.
3. The ideal refrigerator temperature is
11

12. BELIEFS—ATTITUDES­OPINIONSBELIEFS—ATTITUDES­OPINIONS
 These terms refer to psychological states—the I perceptions
people hold, their thoughts, feelings, ideas, judgments, or
ways of think­ing..
For Example:
1. Do you favor or oppose the reclassification of forestry land?
2. Do you think that lower prices would increase beef
consumption?
3. What do you consider the biggest challenge facing our
community in the next five years?
12

13. BEHAVIOR—What people doBEHAVIOR—What people do
 Questions on behavior ask people what they have done in the
past, do now, or plan to do in the future.
For Example:
1. Have you ever attended an Extension program about nutrient
crediting?
2. Do you scout fields for pest problems?
3. How are you currently using the information gained in the
Healthy Eating workshop?
13

14. ATTRIBUTES—What people are; what peopleATTRIBUTES—What people are; what people
havehave
 Attributes are a person's personal or demo- graphic
characteristics—age, education, occupation, or income.
Attribute questions ask people about who they are, rather
than what they do.
For Example:
1. Age
In which year you were born-------
2. Gender
 Male
 Female
14

15. ConclusionConclusion
• To write meaningful questions, be clear about the objectives
and type of information desired—whether it is information
about knowledge, attitudes/beliefs/opinions, behavior, or
attributes
• Remember, the response or information you obtain is only as
good as the question. If you don't get the type of information
you want, it is probably because you didn't ask the right
question!
15

16. ““Pay attention to the questions you need to ask,Pay attention to the questions you need to ask,
not the answers you want to hear.”not the answers you want to hear.”
(Leonard Hirsch, American Consultant)
16

17. Wording the QuestionsWording the Questions
17

18. Wording the QuestionsWording the Questions
 Wording the questions to obtain the intended information
and to be understood by all respondents is a challenging task.
When you write questions use simple and clear wording, be
specific and use logical and complete sentences
When you write questions, consider three things:
1. The particular people for whom the ques-tionnaire is being
designed
2. The particular purpose of the question-naire; and
3. How questions will be placed in relation to each other in the
questionnaire.
18

19. Avoid Common MistakeAvoid Common Mistake
 Avoid the use of abbreviations, jargon and technical
language or unfamiliar phrases
 Avoid questions that may be too precise
 Avoid questions that are too demanding and time
consuming
 Avoid making assumptions
 Avoid bias in questions
 Avoid double-barreled questions
19

20. Avoid asking two questions at onceAvoid asking two questions at once
(double barreled question)(double barreled question)
Double:
Do you feel that your skills in public speaking and leading new groups
have increased as a result of this program?
a) Yes
b) No
c) Not sure
Ask each question separately:
Do you feel that your skills in public speaking have increased?
a) Yes
b) No
c) Not sure
Do you feel that your skills in leading new groups have increased?
a) Yes
b) No
c) Not sure

21. Avoid the use of abbreviations, jargon andAvoid the use of abbreviations, jargon and
technical language or unfamiliar phrasestechnical language or unfamiliar phrases
Avoid
What kind of SET experience would you prefer for your child?
(Use simple and familiar words)
Better
“What kind of Science, Engineering and Technology experience
would you prefer for your child?”

22. Avoid imprecise questions
Imprecise
How would you describe your experience as a Office
Ambassador?
Better:
How would you describe your leadership experience while being
a Office Ambassador?

23. Avoid incomplete sentences
(often done to save space)
Avoid
Your club
___ name of club
Your city or town
___ city or town
Better
What is the name of the 4-H club you currently attend?
_____________Name of current 4-H club
In what city or town do you currently live?
_____________Name of city or town

24. Types of QuestionsTypes of Questions
There is two type of questions
1.1. Closed ended QuestionsClosed ended Questions
2.2. Open-ended QuestionsOpen-ended Questions
24

25. Close-endedClose-ended QuestionsQuestions
 Close-ended questions can be answered in only one word or
very short phrase.
Examples
1. Would you like vanilla ice cream?
2. Have you ever met Zia before?
3. Where did you go to college?
4. What is your best quality?
25

26. Open-ended questionsOpen-ended questions
 Open-ended questions require a response with more depth and
a lengthier response.
Examples
1. What is your favorite flavor of ice cream and why?
2. How did you meet Joe?
3. What do you feel was most beneficial about your college
experience?
4. How can your top qualities help our company to thrive and
grow?
26

27. Advantages of Closed endedAdvantages of Closed ended
1. It provides the respondent with an easy method of
indicating his answer - he does not have to think about how
to articulate his answer.
2. It 'prompts' the respondent so that the respondent has to
rely less on memory in answering a question
3. Responses can be easily classified, making analysis very
straightforward.
4. It permits the respondent to specify the answer categories
most suitable for their purposes.
27

28. DisadvantagesDisadvantages
1. They do not allow the respondent the opportunity to give a
different response to those suggested.
2. They 'suggest' answers that respondents may not have
considered before.
28

29. Advantages of Open ended QuestionAdvantages of Open ended Question
1. They allow the respondent to answer in his own words, with
no influence by any specific alternatives suggested by the
interviewer.
2. They often reveal the issues which are most important to
the respondent, and this may reveal findings which were not
originally anticipated when the survey was initiated.
3. Respondents can 'qualify' their answers or emphasise the
strength of their opinions.
29

30. DisadvantagesDisadvantages
1. The one this form of question is that it requires the
researcher to have a good prior knowledge of the subject
2. Such type of questions are not easy to analyze
30

31. Close-ended QuestionsClose-ended Questions
 There are a variety of ways to write close- ended questions
• Two-option responses
• One best answer
• Rating scale
• "Other, please specify"
• Paired comparisons
• Multiple choice answers
• Ranking
31

32. Two-option Responses
 This is the simplest response format. Options may
include: No-Yes, Disagree-Agree, False-True, Oppose-
Favor
Example
• Do you feel that your skills in leading new groups
have increased?
1) Yes
2 ) No
32

33. "Other, please specify""Other, please specify"
 Here the respondent is offered a choice of an answer
plus the opportunity to enter his/her own answer
under "other, please specify."
For example
Which of these community recreational facili-ties do you
most frequently use? (Circle one number.)
1. Parks
2. Tennis courts
3. Swimming pools
4. Other
33

34. One Best AnswerOne Best Answer
 These questions can be used to solicit informa-tion or to test
knowledge
Example:
What does the word "nutrition" mean to you? (Circle one
number.)
1. Getting enough vitamins
2. The food you eat and how your body uses it
3. Having to eat foods I don't like
4. Having good health
34

35. Rating ScaleRating Scale
 Respondents are asked to indicate their choice at the
most appropriate point on a scale
Example:
To what extent do you agree or disagree with the new zoning
code? (Circle one.)
1 Strongly disagree
2 Mildly disagree
3 Neither agree or disagree
4 Mildly agree
5 Strongly agree
35

36. Paired ComparisonsPaired Comparisons
 Respondents are asked to compare one item to another,
usually expressed in terms of "either/or" or one item "versus"
another.
Example
In comparing beef to other meats, which does your family use
more often? (Choose one from each comparison and circle
the number.)
1 Beef OR white meat
2 Beef OR mutton
3 Beef OR chicken
36

37. Multiple Choice AnswersMultiple Choice Answers
 This common response format is actually a series of "yes" or
"no" items.
 What steps have you taken to set up a busi­ness? (Check all
that apply.)
a) Improved product or skills
b) Defined product or service
c) Identified customers
d) Researched market potential
e) Filed business name
f) Established recordkeeping system
g) Applied for resale tax number
h) Other
37

38. RankingRanking
 Rank ordering is a multiple­choice option. Respondents are
given various responses and asked to rank them in order of
importance
Example
What would you like to know more about? Select three
responses from the list and rank them in order of 1, 2, 3.
a. What to eat to look better
b. How food affects you
c. Weight control
d. Health foods
c. Physical conditioning through diet
f. Vitamins
38

39. Formatting theFormatting the
QuestionnaireQuestionnaire
39

40. Formatting the QuestionnaireFormatting the Questionnaire
 After you have selected your questions, you'll need to make a
series of decisions about the questionnaire format—its
appearance, length, and the order in which the questions will
appear.
 The following guidelines offer some tips to help you put the
questionnaire together.
40

41. GuidelinesGuidelines
 Begin with an introduction that includes the questionnaire's
purpose, identifies its source, explains how the information
obtained will be used, and assures respon­dents of
confidentiality.
 The first questions should be easy, avoid­ing controversial
topics.
 Write interesting questions that are clearly related to the
questionnaire's purpose.
 Don't use open­ ended or long questions with lengthy answer
choices in the beginning of the questionnaire.
 Address important topics early, rather than late, in the
questionnaire.
41

42.  Arrange questions so that they flow naturally. Keep questions on one
subject grouped together. Start with general ques­tions and then
move to those that are specific.
 Try to use the same type of question and response throughout a series
of questions on a particular topic. For example, don't needlessly break
a respondent's concentra­tion by using a multiple choice format fol­
lowed by a yes/no question, followed by an open­ended question.
 Place demographic questions (age, sex, income level, etc.) at the end
of the ques­tionnaire.
 Print it in an easy­to­read typeface.
 A numbered response should mean the same thing throughout the
questionnaire.
 Try to use the same type of question and response throughout a series
of questions on a particular topic.
42

43.  Place demographic questions (age, sex, income level, etc.) at
the end of the ques­tionnaire.
 Print it in an easy­to­read typeface.
 A numbered response should mean the same thing
throughout the questionnaire.
 Avoid making respondents turn a page in the middle of a
question or between a question and answer.
 Be sure that the question is distinguishable from the
instructions and the answers. You could put the instructions
in boldface or italics.
 Questions and answers are easiest to read if they flow
vertically. By placing answer choices under questions (rather
than side by side)
43

44. Retesting the QuestionnaireRetesting the Questionnaire
 Pretesting is an indispensable part of question­naire design.
 Many practitioners feel that if the resources to pretest the
questionnaire are not available, it's best to postpone the
study until the resources are available.
 This means you must examine individual questions, as well as
the whole questionnaire, very carefully
44

45. According to Salant and Dillman (1994), any pretestAccording to Salant and Dillman (1994), any pretest
needs to answer the following ques­tionsneeds to answer the following ques­tions
 Does each question measure what it is intended to measure?
 Do respondents understand all the words?
 Are questions interpreted similarly by all respondents?
 Does each close­ended question have an answer that applies
to each respondent?
 Does the questionnaire create a positive impression—one
that motivates people to answer it?
 Are the answers respondents can choose from correct? (Are
some responses missing? Do some questions elicit uninter­
pretable answers?)
 Does any aspect of the questionnaire suggest bias on the part
of the researcher?
45

46. Continued….Continued….
 Ask colleagues to review the question­naire critically
 Select people as similar to your respon­dents as possible to
pretest the ques­tionnaire
 Obtain feedback about the form and content of the
questionnaire
 Assess whether the questions produce the information
needed
 Try the tabulation and analysis proce­dures
46

47. Concluding the QuestionnaireConcluding the Questionnaire
 The questionnaire should end on a courteous note, reminding
the respondent to check that all the items have been
completed
For Example
I sincerely appreciate your time and cooperation. Please
check to make sure that you have not skipped any questions
inadvertently, and drop then the questionnaire in the locked
box at the entrance of your department
Thanks
47

48. ConclusionConclusion
 A well designed questionnaire is essential to a successful
survey. However, the researcher must develop his/her own
intuition with respect to what constitutes 'good design' since
there is no theory of questionnaires to guide him/her.
 A good questionnaire is one which help directly achieve the
research objectives, provides complete and accurate
information; is easy for both interviewers and respondents to
complete, is so designed as to make sound analysis and
interpretation possible and is brief.
48