Questionnaire Design - Meaning, Types, Layout and Process of Designing Questionnaire
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The document discusses the importance of properly constructing questionnaires, which are essential for effective survey operations, and outlines their definition, objectives, and design processes. It emphasizes the need to minimize response errors, carefully select question types and wording, and consider the order in which questions are asked to ensure accurate and reliable data collection. Practical guidelines for overcoming respondents' limitations and encouraging participation are also provided.
Questionnaire Design - Meaning, Types, Layout and Process of Designing Questionnaire
- 2. Questionnaire First developed by Sir Francis Galton in Statistical Society of London in 1838. Quite often questionnaire is considered as the heart of a survey operation, hence it should be carefully constructed. If it is not properly set up then the survey is bound to fail. A questionnaire is a pre-formulated written set of questions to which respondents record their answers, usually within rather closely defined alternatives. Questionnaires are an efficient data collection mechanism when the researcher knows exactly what is required and how to measure the variables of interest. Questionnaires can be administered personally, mailed to the respondents, or electronically distributed.
- 3. Questionnaire Definition A questionnaire, whether it is called a schedule, interview form, or measuring instrument, is a formalized set of questions for obtaining information from respondents. Typically, a questionnaire is only one element of a data collection package that might also include; (1) field work procedures, such as instructions for selecting, approaching, and questioning respondents; (2) some reward, gift, or payment offered to respondents; and (3) communication aids such as maps, pictures, advertisements, and products (as in personal interviews) and return envelopes (in mail surveys).
- 4. OBJECTIVES OF QUESTIONNAIRE Any questionnaire has three specific objectives. It must translate the information needed into a set of specific questions that the respondents can and will answer. A questionnaire must uplift. Motivate, and encourage the respondent to become involve in the interview, to cooperate, and to complete the interviews. Incomplete interviews have limited usefulness at best. A questionnaire should minimize response error. The response error may be defined as the error that arises when respondents give inaccurate answers or their answers are mis-recorded or mis-analyzed.
- 5. Questionnaire design process Determining the order of questions Choosing question wording Type of interviewing method Specify the information needed
- 6. Specify the information needed Specify the information needed more clearly - It is helpful to review components of the problem and the approach, particularly the research questions, hypotheses, and characteristics that influence the research design. To further ensure that the information obtained fully addresses all the components of the problem. It is also important to have a clear idea of the target population. The characteristics of the respondent group have a great influence on questionnaire design.
- 7. Type of Interviewing Method An appreciation of how the type of interviewing method influences questionnaire design can be obtained by considering how the questionnaire is administered under each method. Personal interviews - respondents see the questionnaire and interact face-to-face with the interviewer. Thus lengthy, complex, and varied questions can be asked. Telephone interviews - respondents interact with the interviewer, but they do not see the questionnaire. This limits the type of questions that can be asked to short and simple ones. Mail questionnaires – are administered, so the questions must be simple and detailed instructions must be provided. Computer Assisted Interviewing (CAPI and CATI) - complex skip patterns and randomization of questions to eliminate order bias can be easily accommodated. Internet Questionnaires - share many of the characteristics of CAPI.
- 8. Individual question content Is the question necessary? should contribute to the information needed or should serve some specific purpose. It is useful to ask some neutral questions at the beginning of the questionnaire to establish involvement and rapport, particularly when the topic of the questionnaire is sensitive or controversial. Sometimes filler questions are asked to disguise the purpose or sponsorship of the project. At times, certain questions may be duplicated for the purpose of assessing reliability or validity.
- 9. Individual question content Are several questions needed instead of one? We must make sure that it is sufficient to get the desired information. Sometimes, several questions are needed to obtain the required information in an unambiguous manner. Consider the question, “Do you think Coca-Cola is a tasty and refreshing soft drink?” Such a question is called a double-barreled question, because two or more questions are combined into one. To obtain the required information, two distinct questions should be asked: “Do you think Coca-Cola is a tasty soft drink?” and “Do you think Coca-Cola is a refreshing soft drink?”
- 10. Overcoming Inability to Answer Researchers should not assume that respondents can provide accurate or reasonable answers to all questions. The researcher should attempt to overcome the respondents’ inability to answer. Certain factors limit the respondents’ ability to provide the desired information. The respondents may not be informed, may not remember, or may be unable to articulate certain types of responses. Is the respondent informed? - Unknown Answers and then filter questions Can the Respondent Remember? – inability to remember leads to errors of omission, telescoping, and creation Can the respondent articulate? – use pictures, maps, and descriptions.
- 11. Overcoming unwillingness to answer Even if respondents are able to answer a particular question, they may be unwilling to do so, either because Effort required of the respondents – Minimize the efforts of respondents Context- inappropriate/appropriate for the given context Legitimate Purpose – Respondents may feel data is irrelevant (explain the purpose) Sensitive Information - embarrassment or threaten the respondent’s prestige
- 12. Increasing the willingness of respondents 1. Place sensitive topics at the end of the questionnaire. 2.Preface the question with a statement that the behavior of interest is common. For example, before requesting information on credit card debt, say “Recent studies show that most Americans are in debt.” 3. Ask the question using the third-person technique 4.Hide the question in a group of other questions that respondents are willing to answer. 5.Provide response categories rather than asking for specific figures 6.Use randomized techniques – Yes or No
- 13. Choosing Question Structure 1) Unstructured Questions- Unstructured questions are open- ended questions that respondents answer in their own words. They are also referred to as free-response or free-answer questions. Open-ended questions are good as first questions on a topic, they enable the respondents to express general attitudes and opinions that can help the researcher interpret their responses to structured questions. Allow detailed and Unanticipated answers Unstructured questions are useful in exploratory research. A principal disadvantage is that potential for interviewer bias is high. Coding of responses in a costly and time consuming. Irrelevant answers if the Q is misunderstood Takes longer time to complete
- 14. Choosing question structure 2) Structured Questions- Closed responses. When the response falls into easily defined categories. Structured questions specify the set of response alternatives and the response format. Advantages Quick and easy to answer Answers are easier to analyze Disadvantages Requires knowledge of likely responses Restricts possible answers Respondents with no opinion or knowledge provide an answer anyway A structured question may be multiple-choice, dichotomous, or a scale.
- 15. Choosing question structure Multiple-Choice Questions- In multiple-choice questions, the researcher provides a choice of answers, and respondents are asked to select one or more of the alternatives given. Consider the following question. Dichotomous Questions- A dichotomous question has only two response alternatives: yes or no, agree or disagree, and so on. Often, the two alternatives of interest are supplemented by a neutral alternative, such as “no opinion,” “don’t know,” “both” or “none”. The question asked before about intentions to buy a new car as a multiple-choice can also be asked as dichotomous question. Scales-
- 16. Choosing question wording Question wording is the translation of the desired question content and structure into words that respondents can clearly and easily understand. If a question is worded poorly, respondents may refuse to answer it or may answer it incorrectly. The first condition, known as item non-response, can increase the complexity of data analysis. The second condition leads to response error, discussed earlier. Unless the respondents and the researcher assign exactly the same meaning to the question, the results will be seriously biased.
- 17. Guidelines for Question Wording (1) Define the issue - being addressed - who, what, when where, why, and way (2) Use ordinary words - match the vocabulary level of the respondents (3) Avoid ambiguous words – Avoid “usually,” “normally,” “frequently,” “often,” “regularly,” “occasionally,” and “sometimes”. (4) Avoid leading questions – which trigger the respondents (5) Avoid implicit alternatives – alternative answer to a question that is not expressed in the options (6) Avoid implicit assumptions – all respondents are assumed to have same level of knowledge (7) Avoid generalizations and estimates - should be specific, not general (8) Use Dual statements - positive and negative statements.
- 18. Determining the Order of Questions Opening questions- Crucial in gaining the confidence and cooperation of respondents. It should be interesting, simple, and non-threatening. Type of Information- The type of information obtained in a questionnaire may be classified as: (1) Basic information -relates directly to the research problem (2) Classification information - consisting of socio-economic and demographic characteristics, is used to classify the respondents and understand the results (3) identification information - includes name, address, and telephone number. Difficult Questions- sensitive, embarrassing, complex, or dull should be placed late in the sequence. Effect on subsequent questions- As a rule of thumb, general questions should precede the specific questions. This prevents specific questions from biasing responses to the general questions.
- 19. Determining the order of questions General appearance or “getup” of the questionnaire- An attractive and neat questionnaire with appropriate introduction, instructions, and well-arrayed set of questions and response alternatives will make it easier for the respondents to answer them. A good introduction- A proper introduction that clearly discloses the identity of the researcher and conveys the purpose of the survey is absolutely necessary. It is also essential to establish some rapport with the respondents and motivate them to respond to the questions in the questionnaire wholeheartedly and enthusiastically. Assurance of confidentiality of the information provided by them will allow for less biased answers. The introduction section should end on a courteous note, thanking the respondent for taking the time to respond to the survey.
- 20. Give each question a number Put identification information on questionnaire Never cramp question together Make a cover sheet or face sheet for each question Put the time and date of interview Respondent identification number Interviewers comments and observation on it Give instructions on the questionnaire Be polite in wording Send via professional cover letter Offer telephone number for any clarification Always end with “Thank You” for your participation
- 21. Reference • Kothari, C. R. (2004). Research methodology: Methods and techniques. New Age International. • Bodla, B. S. INTRODUCTION TO RESEARCH METHODOLOGY. DIRECTORATE OF DISTANCE EDUCATION, GURU JAMBHESHWAR UNIVERSITY OF SCIENCE & TECHNOLOGY, HISAR.