COVENANT UNIVERSITY
DEPT. OF ECONS & DEV. STUDIES
TO P I C : S U RV E Y & Q U E S T I O N N A I R E D E S I G N
COURSE LECTURER:
MISS ADETORO GBEMISOLA W.
WHAT IS SURVEY?
o A survey is a data collection tool used to gather information about
individuals or any area of interest to the researcher. A general view,
examination, or description of someone or something.
Types of Survey
oThere are various types of surveys you can choose from. Basically, the types
of surveys are broadly categorized into three:
according to instrumentation
according to the span of time involved.
according to their focus and scope (census and sample surveys
TYPES OF SURVEY CONT’D
oThe types of surveys according to instrumentation include the questionnaire and the
interview. On the other hand, the types of surveys according to the span of time used to
conduct the survey are comprised of cross-sectional surveys and longitudinal surveys. While
surveys that is influenced by focus and scope include census and sample surveys.
oA survey that covers the entire population of interest is referred to as a census. In research,
however the population is used to refer to the entire group of individuals to whom the
findings of a study apply. The researcher defines the specific population of interest.
SURVEYS CLASSIFIED ACCORDING TO THE TIME
DIMENSION
Longitudinal surveys: gather information at different points in time in order
to study changes over extended periods of time.
Panel study: the same subjects are surveyed at different times over an
extended period. Because the same subjects are studied over time, researchers
can see the changes in the individuals’ behavior and investigate the reasons
for the changes.
Trend study: different people from the same population are surveyed at
different times.
Cohort study: a specific population whose members changed over the
duration of the study is followed over a length of time.
Cross-sectional surveys: Researcher collects data at a particular time from a
sample of respondents across a population.
STEPS PRECEDING QUESTIONNAIRE DESIGN
The first of these is to articulate the questions that research is intended to address.
The second step is to determine the hypotheses around which the questionnaire is to
be designed.
It is possible for the piloting exercise to be used to make necessary adjustments to
administrative aspects of the study. This would include, for example, an assessment
of the length of time an interview actually takes, in comparison to the planned
length of the interview; or, in the same way, the time needed to complete
questionnaires.
Moreover, checks can be made on the appropriateness of the timing of the study in
relation to contemporary events such as avoiding farm visits during busy harvesting
periods.
CLEAR INSTRUCTIONS
Maximize your response rate by providing clear information and instructions as
follows:
o State who you are.
o Outline what the purpose of the survey is and why their response is important.
o Explain how answers will be treated with confidentiality and anonymity (unless
agreed with the respondent).
o Provide clear instructions as to how each question should be answered – e.g.
whether you are expecting one or more answers, or whether answers should be
ranked – and if so, is 1 high or low?
o How to return the questionnaire and by what date.
TYPES OF QUESTION
There are many different types of question you can use to get the information you need. In
the main, these fall into open and closed questions.
An open question allows the respondent to use their own words to answer, e.g. “what do you
think are the main causes of racism?”.
A closed question gives them pre-defined options, e.g., “which of the following do you think
are the main causes of racism: a, b, c, d”.
Another type of question, not often used is open response-option.
An open response-option is a form of question which is both open-ended and includes specific
response-options as well.
For example,
What features of this implement do you like?
· Performance
· Quality
· Price
· Weight
· Others mentioned:
The advantages of this type of question are twofold:
The researcher can avoid the potential problems of poor memory or poor articulation by
then subsequently being able to prompt the respondent into considering particular response
options.
Recording during interview is relatively straightforward. The one disadvantage of this form
of question is that it requires the researcher to have a good prior knowledge of the subject in
order to generate realistic/likely response options before printing the questionnaire.
However, if this understanding is achieved the data collection and analysis process can be
significantly eased.
DIFFERENCES BETWEEN OPENED AND CLOSED
QUESTIONS
OPENED QUESTIONS
CLOSED QUESTIONS
Elicit “rich” qualitative data.
Elicit quantitative data
Encourage thoughts and freedom of
expression.
Can encourage ‘mindless’ replies
May discourage responses from less literate
respondents.
Are easy for all literacy levels to respond to.
Take longer to answer and may put some
people off.
Are quick to answer and improve your respond
rate.
Are more difficult to analyze- responses can
be misinterpreted.
Are easy to ‘code’ and analyse
GENERAL PRINCIPLES WHEN WRITING
QUESTIONS
Avoid leading questions: “Wouldn’t you say that…”, “Isn’t it fair to say…”
Be specific. Avoid words like “regularly”, “often”, or “locally” – as everyone’s idea of what is
regular, often or local will be different.
Avoid jargon and colloquialisms – ensure your language caters for all levels of literacy.
Remember for some respondents English may be their second language.
Avoid double-barreled questions: “Do you enjoy playing badminton and tennis? “ or “Do you
agree with the recommendations of the Stern Review on the economics of climate change?” Ask
for one piece of information at a time.
Avoid double negatives – e.g. instead of asking respondents whether they agree with.
the negative statement, “Smoking in public places should not be abolished”, use the positive
“Smoking in public places should be abolished”.
Minimise bias: People sometimes answer questions in a way they perceive to be socially
acceptable. Make it easy for respondents to admit social lapses by wording questions
carefully.
For example, “How many times have you broken the speed limit because you were late?” could
be rephrased, “Have you ever felt under pressure to drive over the speed limit in order to keep
an appointment?”. Then you could ask, “How many times have you prioritised the appointment
over keeping the speed limit?”
Handling difficult or embarrassing questions. To encourage a greater response to difficult
questions, explain why you need to know that information. E.g., “It would be very helpful if
you could give us some information about yourself to help us put your answers in context:”
Ensure options are mutually exclusive.– e.g. “How many years have you worked in
academia: 0-5, 6-10, 11-15, over 15.” Not, “0-5, 5-10, 10-15…”
STEPS INVOLVED IN THE DEVELOPMENT OF A
QUESTIONNAIRE
There are nine steps involved in the development of a questionnaire:
1. Decide the information required.
2. Define the target respondents.
3. Choose the method(s) of reaching your target respondents.
4. Decide on question content.
5. Develop the question wording.
6. Put questions into a meaningful order and format.
7. Check the length of the questionnaire.
8. Pre-test the questionnaire.
9. Develop the final survey form.
DECIDING ON THE INFORMATION REQUIRED
It should be noted that one does not start by writing questions. The first step is to decide
'what are the things one needs to know from the respondent in order to meet the survey's
objectives?‘
One may already have an idea about the kind of information to be collected, but additional
help can be obtained from secondary data, previous rapid rural appraisals and exploratory
research.
In respect of secondary data, the researcher should be aware of what work has been done on
the same or similar problems in the past, what factors have not yet been examined, and how
the present survey questionnaire can build on what has already been discovered.
Further, a small number of preliminary informal interviews with target respondents will
give a glimpse of reality that may help clarify ideas about what information is required.
Define the target respondents
At the outset, the researcher must define the population about which he/she wishes to
generalize from the sample data to be collected. For example, in marketing research,
researchers often have to decide whether they should cover only existing users of the
generic product type or whether to also include non-users.
Secondly, researchers have to draw up a sampling frame. Thirdly, in designing the
questionnaire we must take into account factors such as the age, education, etc. of the target
respondents.
CHOOSE THE METHOD(S) OF REACHING TARGET
RESPONDENTS
It may seem strange to be suggesting that the method of reaching the intended
respondents should constitute part of the questionnaire design process. However, a
moment's reflection is sufficient to conclude that the method of contact will
influence not only the questions the researcher is able to ask but the phrasing of
those questions.
The main methods available in survey research are:
Personal Interviews
Group or Focus Interviews
Mailed Questionnaires
Telephone Interviews
Within this region the first two mentioned are used much more extensively than the second
pair. However, each has its advantages and disadvantages. A general rule is that the more
sensitive or personal the information, the more personal the form of data collection should
be.
Decide on Question Content
Researchers must always be prepared to ask, "Is this question really needed?" The
temptation to include questions without critically evaluating their contribution towards the
achievement of the research objectives, as they are specified in the research proposal, is
surprisingly strong.
No question should be included unless the data it gives rise to is directly of use in testing
one or more of the hypotheses established during the research design.
CLOSING QUESTIONS
It is natural for a respondent to become increasingly indifferent to the questionnaire as it
nears the end. Because of impatience or fatigue, he may give careless answers to the later
questions.
Those questions, therefore, that are of special importance should, if possible, be included in
the earlier part of the questionnaire. Potentially sensitive questions should be left to the end,
to avoid respondents cutting off the interview before important information is collected.
PHYSICAL APPEARANCE OF THE QUESTIONNAIRE
The physical appearance of a questionnaire can have a significant effect upon both the
quantity and quality of marketing data obtained. The quantity of data is a function of the
response rate. Ill-designed questionnaires can give an impression of complexity, medium
and too big a time commitment.
Data quality can also be affected by the physical appearance of the questionnaire with
unnecessarily confusing layouts making it more difficult for interviewers, or respondents in
the case of self-completion questionnaires, to complete this task accurately. Attention to just
a few basic details can have a disproportionately advantageous impact on the data obtained
through a questionnaire.
In general it is best for a questionnaire to be as short as possible. A long questionnaire leads
to a long interview and this is open to the dangers of boredom on the part of the respondent
(and poorly considered, hurried answers), interruptions by third parties and greater costs in
terms of interviewing time and resources. In a rural situation an interview should not last
longer then 30-45 minutes.
Piloting the Questionnaire
Even after the researcher has proceeded along the lines suggested, the draft questionnaire is
a product evolved by one or two minds only. Until it has actually been used in interviews
and with respondents, it is impossible to say whether it is going to achieve the desired
results. For this reason it is necessary to pre-test the questionnaire before it is used in a fullscale survey, to identify any mistakes that need correcting.
The purpose of pretesting the questionnaire is to
determine:
whether the questions as they are worded will achieve
the desired results
whether the questions have been placed in the best
order
whether the questions are understood by all classes of
respondent
whether additional or specifying questions are needed
or whether some questions should be eliminated
whether the instructions to interviewers are adequate.
Usually a small number of respondents are selected for the pre-test. The respondents
selected for the pilot survey should be broadly representative of the type of respondent to be
interviewed in the main survey.
Email Versus Print Questionnaires
When your entire target population has access to email, it is very tempting to send a
questionnaire electronically for speed and to avoid postal costs. However, there are some
drawbacks to utilizing email for circulating questionnaires and you need to weigh up the
pros and cons of each.
EMAIL QUESTIONNAIRES
Advantages
Disadvantages
Quick to send
Could be seen as spam and easily deleted
Free to send
If sending as an attachment, could be
difficult to download.
Easy to send to large populations, so may
improve response rate.
If sending in the body of an email, may
lack formatting.
Easy for respondents to hit ‘Reply’ and
respond
If emailing to discussion lists, you may have
no idea of the sample size and therefore
your response rate.
Difficult (impossible) to reply anonymously.
DATA STRUCTURE
oUnit of analysis
oVariables: Independent, Dependent, Intervening, Discrete, Continuous
oValues
RELATIONSHIP BETWEEN MEASUREMENT AND STATISTICAL ANALYSIS
•The statistical technique you use in the analysis of data is a function of the
level of measurement that generated the data set.
•Nominal and Ordinal data—descriptive & non-parametric statistic. E.g.
Frequencies, mode, median, Chi-Square, Spear-man Rank correlation etc.
•Interval and Ratio data—descriptive, non-parametric & parametric statistic.
E.g. Student t test, ANOVA, Regression, Correlation, etc.
THANK YOU FOR LISTENING!