Choosing a Type of Survey: Knowledge vs. Perception
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Composing Inquirer Guide: Surveys
Introduction: Choosing a Survey Type
There are many ways to approach an assignment that requires surveying.
However, with most student assignments, there is short time given to complete the
requirements. Therefore, it is necessary to follow an efficient and effective process
in order to produce concrete data from which the project can be completed. Where
definitive data is gathered from a survey, it will be easier to organize and analyze
the results. The underlying purpose of a survey assignment is to measure whether
you are able to identify a proposition and to design and implement a plan to gather
the data necessary to prove the proposition.
Professors are usually looking to evaluate the approach taken, not
necessarily the argument made, but also the ability to identify and acknowledge the
limitations of your research. They will be looking to determine whether your
questions directly correlate to your objective and are correctly structured to yield
the desired results. The “Steps for Conducting a Survey” are described in
Composing Inquiry and this supplement uses those steps to help you determine
which type of survey would yield the best results for your assignment.
There are many kinds of surveys that researchers conduct, but in this section
we will examine the two most common types: perception and knowledge surveys.
Perception surveys pose questions about what the subjects feel or think on a given
topic. Knowledge surveys present questions to determine what the subjects think
they “know” as factual information. The most critical difference in these two types
of surveys is that subjects are asked to identify rather than evaluate. These
guidelines are for students in need of completing a basic survey assignment and
who have possibly never previously conducted a survey or encountered the
particular difficulties of achieving an efficient and effective structure.
*Note: Not all steps are covered in this supplement please refer to the main text for
the complete list of “Steps for Conducting a Survey.”
Determining the Research Questions
Shown in Figure 5.11 below is a Sample Perception Survey. In this survey,
the “Style Survey” group wanted to find out how much students care about their
personal style and where their style influences originate. The Style Survey group
first hypothesized that most students care about dressing mainstream and having
the “latest and greatest” brand fashions to impress friends and demonstrate a
wealth status. Therefore, their research question was “how much do students care
about their personal style?” While the topic appeared to have a clear goal, the
complexity of the subject slowly became apparent as the group attempted to
compose a survey. In fact, an indefinite number of factors contribute to someone’s
“personal style.” Therefore, the survey would have to entail an extensive list of
questioning in order to pinpoint a subject’s beliefs. Plus, there is the additional
dilemma posed by the fact that respondents may not provide truthful or consistent
responses on personal-belief questions, which would skew the survey results.
©Kimberly St. Onge
Margaret Marshall Composing Inquiry: Teachers’ Resources Prentice Hall 2008
2
The Composing Inquirer
Conversely, the “Pop Culture Survey”, shown below in Figure 5.10,
researched whether students know more about highly publicized celebrities or
current political figures. This group hypothesized that political figures are not well
known among college students, and therefore, put together a series of questions
aimed at having their subjects identify (with pictures) the names of specific political
figures. In a knowledge survey, there is a right and wrong answer. This gives the
surveyors more certainty over the validity of the subject’s responses, since the
answer depends upon factual knowledge rather than truthful perceptions.
Therefore, the first crucial step to conducting a survey is to pick a research topic
that will facilitate the development of objective “test” questions so that definitive
data is gathered, rather than data that is conceptualized by the respondent.
Defining Variables
In this stage of the process, the details and specific word choice that will be
used to achieve the goals of the survey are determined – a problematic task for the
group undertaking the Style Survey. The process of forming questions that pinpoint
a person’s “style” could involve an infinite number of variations. Reasonable people
will differ on the meaning of personal “style,” which could refer to clothing, body art
like tattoos and piercings, hair color, shape, or one’s overall body image.
The group’s first question in the survey, “how important is having your own
style?” leaves the respondent open to consider too many options. Where the
researcher’s question lacks a clear concept of “style,” control is placed in the hands
of the respondent to determine for themselves what they believe “style”
encompasses. This creates the potential for a significant level of variability in the
nature and meaning of the responses. This variability has a direct impact on the
reliability of the results because if the researcher conceives style as one’s clothing
and the respondent’s conception is focused on one’s overall body image, then the
response has little value in terms of proving the researcher’s underlying
proposition. Also, since the word “style” appears in many of the questions on the
survey, this same effect could occur in more than once place. As a result, the
collective data would be extremely flawed and results are based on different
meanings of the term depending on how the respondent reads the question.
The Style Survey also encountered an obstacle in terms of what constitutes
caring about style? How does a person evaluate the level of importance that style
has for them? What does it mean to “care”? Again, the definition of “care,” for
example, is too broad for there to be a standardized understanding of the term and
thus allows for multiple interpretations. In a perception survey, it is critical to
define these variables because it is necessary to ensure that subjects read the
question with a consistent meaning. For students conducting a survey for the first
time, defining terms precisely can be difficult to accomplish.
In the Pop-Culture Survey, the group did not need to spend as much time
considering the definition of their variables because there simply were none. The
variables were specified by the determination of which political figures and
celebrities were most fair and appropriate to “test” their subjects on. This type of
specification is more objective, more easily established within the time allotted for
the assignment and within the ability of first-time surveyors. If the knowledge
Choosing a Type of Survey: Knowledge vs. Perception
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survey consisted of a research question like “how much do students know about
cars?,” then the surveyor would need to determine what feature they want to focus
on, for example car brands or models, engine sizes, or prices. This kind of variable
definition is easily distinguishable and if done correctly the respondents will
straightforwardly be able to understand what the surveyor is looking for.
Developing questions for polling (interview protocol) or questionnaire
With a knowledge survey, the researcher has control over the consistency and
meaning of the responses, which makes the data more reliable because there is less
room for multiple interpretations to take place. For example, in the Pop Culture
Survey, the question “what is the name of the person pictured?” does not require
one to define any key words because the response that is being requested is obvious
to the respondent. The respondent will only consider the picture provided and
nothing else. Another example of a knowledge question is giving a list of names and
asking, for example, “who was the former Secretary of Defense?” also leaves the
responder with no choice to consider options other than those provided as opposed
to manufactured ideas not contemplated by the surveyor. By performing a
knowledge survey, only a few questions are needed to generate the data necessary
to support a supposition about the level of political versus pop-culture knowledge.
Conversely, forming questions for a perception survey requires an entirely
different approach. As with any survey, the answers available to the respondent
should relate directly to the supposition the researcher is trying to prove. For
example, in the Style Survey, Question 6, “Describe the way you dress by choosing
two of the best options below”, with a list of different style labels given. The problem
here is: how does knowing how a person dresses going to tell you about how much
they care about their style? Someone that dresses punk may care just as much as
someone that dresses preppy, but the only difference is their sense of style. Plus, it
is difficult to put one’s style into a particular category since style changes with
occasion, mood and surrounding culture. As a result, this question does not lead the
researcher to any clear conclusions and therefore does not provide any value in
supporting the underlying supposition of the researcher.
Question 5, in Figure 5.11, highlights another problem with perception
surveys. By asking a respondent “what influences you more when making
judgments about other people?” the surveyor may get an answer that is less than
truthful because the respondent fears appearing shallow with an answer that
indicates that appearance plays the biggest role when making judgments. The
respondent may feel that there is a “right” answer that they are supposed to choose
instead of giving their true belief and such “right” answers distort the survey
results.
In Question 7, “how important is it that people around you (friends, family,
peers) approve of your style?”, more than one question is being asked to the
respondents It might be important for someone that their friends approve of their
style, but not their family, which causes conflicted answers. Something to beware of
when creating a survey, especially when asking about preferences or beliefs, is that
question responses are not always congruent with each other depending on the
variable, such as friends versus family. It is easy to put too many ideas into one
©Kimberly St. Onge
Margaret Marshall Composing Inquiry: Teachers’ Resources Prentice Hall 2008
4
The Composing Inquirer
question when you’re trying to keep the survey short. This is not an effective way to
obtain good results and being simple and concise, as the knowledge survey
demonstrates, is more important. For this reason, when assessing what someone
feels or believes on a topic like style, it can be very difficult to extract the results
needed because there are too many factors that contribute to such a topic.
Analyzing Results
The data collected from the perception survey is provided in Figure 5.12 and
is organized by the number of times a respondent chose a specific answer. Questions
1 and 2 should have allowed respondents to answer based on a Likert Scale rather
than choosing from the three levels of importance. The provided answer “somewhat
important” was the most popular choice in both questions, but this does not actually
tell the researcher just how important. The question remains unanswered and the
data cannot be used to support any argument because it does not prove that style is
important or is not important to students.
In addition, the data appears scattered and unrepresentative of any obvious
conclusions in all of the questions, which caused problems for the group as they
approached the written portion of the assignment. These problems are a result of
the flawed tactics used in questioning, which was presented in the previous
sections. Also, problems arose which resulted from the lack of connection among the
questions. The initial objective needed to be strengthened and variables more
clearly defined. Still, it is undeniable that perception surveys require a more
involved approach to surveying because of the depth of research and questioning
required to make inferences about people’s beliefs.
Alternatively, knowledge surveys generally produce clearer and more
objective data results. Being able to determine whether a respondent answered
correctly or incorrectly to a question will lead to better organization of data and
supply obvious support for an argument. The ability to demonstrate and use the
factual information gathered gives the researcher more authority during the writing
process and leaves fewer questions for their audience. The limitations of a
knowledge survey are based more on technicalities like sample size and range of
questions rather than issues with interpretation which are usually the hardest
limitations to explain.
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KNOWLEDGE VS. PERCEPTION SUMMARY
DO…
BEWARE OF…
Create a knowledge survey
 Creating a perception survey
Keep ideas basic, simple and concise
 Trying to encompass too many ideas at
once with a survey
Create a survey utilizing “test” questions
Clearly understand the argument you want to  Forming questions that respondents may
fear answering truthfully
make before putting together survey questions
 Broad terms like “style”
Form questions directly relating to the
argument proposed – what will the data show?  Allowing room for interpretations in
your survey questions – maintain
Force your respondents to only consider the
control!
 Not providing your questions with an
adequate range of response options
Choosing a Type of Survey: Knowledge vs. Perception
options you provide for them
 Keep in mind survey limitations
Figure 5.10 Sample Knowledge Survey
Year______ Major______ Sex______ G.P.A._____
Name that Person:
a.
b.
c.
d.
e.
Oprah Winfrey
Maya Angelou
Condoleezza Rice
Maxine Waters
I don’t know
a.
b.
c.
d.
e.
Joshua B. Bolten
Dick Cheney
Robert M. Gates
Tony Blair
I don’t know
3. The president of Iran is: (Circle One)
a. al-Maliki b. Ahmadinejad c. Talib Kweli d. Mahmoud Zahar e. I don’t know
4. France’s president is: (Circle One) Pro American
Anti American
I don’t know
5. Who was the former Secretary of Defense? (Circle One)
a. Dick Cheney b. Donald Rumsfeld c. John McCain d. Rudolph Giuliani e. I don’t know
6. After the attack on Pearl Harbour, who said... "This is a date which will live in infamy” (Circle One)
a. Andrew Jackson b. John F. Kennedy c. Franklin Delano Roosevelt
d. Winston Churchill
Name that person:
a.
b.
c.
d.
e.
Andre Agassi
Rafael Nadal
Roger Federer
Rod Laver
I don’t know
a.
b.
c.
d.
e.
Eric Dane
Jason Thompson
Patrick Dempsey
Orlando Bloom
I don’t know
9. How many children do Brad Pitt and Angelina Jolie have? (Adopted & Biological) (Circle One)
1, 2, 3, 4, 5, 6 Don’t know
10. Nicole Richie & Joel Madden are expecting... (Circle One)
a. a ring
b. a baby
c. a divorce
d. a cd together e. Don’t know
11. Who is the host of the 2007 VMA's (Circle One)
a. T-Pain
b. Jack Black
c. Britney Spears
d. Nelly Furtado e. Don’t know
12. Which of the following celebrities was recently arrested for DUI, while driving with a suspended license and had
cocaine their car? (Circle One)
a. Lindsay Lohan
b.Leonardo DiCaprio
b. Caroline Kennedy
d. Britney Spears
e. Don’t Know
©Kimberly St. Onge
Margaret Marshall Composing Inquiry: Teachers’ Resources Prentice Hall 2008
5
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The Composing Inquirer
Figure 5.11 Sample Perception Survey
Figure 5.12 Collected Data from Sample Perception Survey
Check One: Male ____ Female ____
Age: ____
1.
QUESTION
How important is having your own style? Circle One
Extremely important
Somewhat important
FEMALES - 44
MALES - 31
TOTAL - 75
1
Extremely important
Somewhat important
Not important
17
24
4
11
16
4
28
40
8
2
Extremely important
Somewhat important
Not important
Brands
One of a kind
9
22
13
23
21
6
14
11
18
13
15
36
24
41
34
Latest and greatest
Your own trends
Style/appearance
Personality
25
18
14
30
14
17
10
21
39
35
24
51
6
Preppy
Punk
Urban/Street
Flashy
Business/Sophisticate
Self-created/artistic
Gothic
Metro
Athletic
Comfortable/casual
Different style
Grunge/hippy
20
1
3
4
6
1
0
0
7
23
6
1
9
0
3
0
5
0
0
1
14
15
4
1
29
1
6
4
11
1
0
1
21
38
10
2
7
Friends
Family
Religion
Athletics/sports
Fashion icons
Music
Art
Hobbies/interests
Job/career
I don't know
17
9
0
4
10
3
2
7
2
10
10
2
1
5
1
2
0
5
0
9
27
11
1
9
11
5
2
12
2
19
8
Yes
No
Strongly agree
Somewhat agree
Disagree
37
7
13
27
4
27
4
15
16
0
64
11
28
43
4
Not important
2.
How important is it that people around you (friends, family, peers) approve of your style?
Extremely important
Somewhat important
Not important
3.
What is more important to you? Circle one: brands or one of a kind
If brands, name two that you like____________________________________________
4.
What is more important to you? Check one:
____ Latest and greatest/keeping up with the trends
____Starting your own trends and it doesn’t matter as long as it looks good
3
4
5.
What influences you more when making judgments about other people? Circle one:
Their style/appearance
or
Their personality
6.
Describe the way you dress by choosing two of the best options below:
____Preppy
____Gothic
____Punk
____Metro
____Urban/Street wear
____Athletic
____Flashy
____Comfortable/Casual
____Business/Sophisticated
____Different style everyday
____Self-created/artistic
____Grundge/Hippy
7.
What/who influences you the most to dress this way? (Pick Two)
____Friends
____Family
____Religion
____Athletics/Sports
____Fashion Icons/Celebrities *Please name celebrity:____________________
____Music
____Art
____Hobbies/Interests *Please list hobby:______________________________
____Job/Career *Please list job:______________________________________
____I don’t know what influences me the most
8.
Does your style reflect your personality? Circle One: YES
or
9.
Do you agree that personal style says a lot about someone? Circle one:
Strongly Agree
Somewhat Agree
Disagree
5
NO
9