Lesson objective
To understand how to draw and write up a
questionnaire
Success criteria:
Build – discuss what makes a good question in a questionnaire
Apply – you write up questions that you would like to ask
others in the class and at home (about their local GP
surgery)
Secure – pool the best questions in the group and draw up a
questionnaire to use when asking individuals. Relate these to
a specific service to see if their needs were being met
Lesson objective - To understand how to draw and write up a
questionnaire
Task 1
1.
2.
3.
4.
5.
Identify the types of
services used at a local
GP practice.
Now discuss what makes
a good question in a
questionnaire.
Remember what do you
want to find out?
Why do you want to
know this information?
Will the information tell
you what you want to
know?
Rules when writing a questionnaire
1. Keep the questions short and simple
2. Place your questions into three groups:
must know, useful to know and nice to
know
3. Discard the last group, unless the
previous two groups are very short.
4. Start with an introduction or welcome
message
5. Respondents - is the key word for the
people you are going to ask the
questions to
6. Sample - is the key term for the group
or size of group you have asked
7. Whenever possible leave difficult or
sensitive questions until near the end
of your survey.
8. Do not put two questions into one.
Lesson objective - To understand how to draw and write up a
questionnaire
Task 2 - Types of questions
Researchers use three basic types of questions: multiple choice,
numeric open end and text open end (sometimes called
"verbatims").
Example:
Lesson objective - To understand how to draw and write up a
questionnaire
Task 4 - Types of questions
Questions and answer choice grids, as in the first
of the following examples, are popular with many
researchers.
An alternative layout is:
Lesson objective - To understand how to draw and write up a
questionnaire
Task 3 - How to score your questions

Score or rating scale questions (e.g., "If '5' means very good and '1' means
very poor how would rate this service?")

Some like to force people to give an answer that is clearly positive or
negative. This can make the analysis easier.

Always consider the layout of your questionnaire. This is especially
important on paper, computer direct and Internet surveys.

You want to make it attractive, easy to understand and easy to complete.

If you are creating a paper survey, you also want to make it easy for your
data entry personnel.

Allow space for long replies to comment type questions. Some people will
type in longer answers on a Web page than they would write on a paper
questionnaire or say to an interviewer.
AfL –
Group work – teamwork grading
for the coursework:
When you do this for real during your coursework you will be assessed as follows:
If you have contributed a little to the team effort – 1-2-3 marks
If you have made some effort to contribute to the team effort – 4-5-6- marks
If you have made a significant contribution to the team effort 7-8 marks





Has your group created a range of good
questions?
Did the respondent understand the questions you
asked them?
What style of questions did you decide to use?
Did you find out what you wanted to know?
How will did you present your findings?
Lesson objective - To understand how to draw and write up a
questionnaire
Task 6 - Homework – using excel

Use the questionnaire with
at last four individuals at
home (more if possible).
Collate results and
present the information in
the data graphics form.
Ask me for help with using
excel if you don’t know
how to present the data
Adolescent health care screening
8
7
Sample Number

6
5
4
Series1
3
2
1
0
Yes
No
Have you used your GP surgery for any adolescence health
care screening
Results