This document discusses the process of conducting surveys. It defines what a survey is and lists its key characteristics. The document outlines the main steps in conducting a survey, which include: defining the problem, identifying the target population, choosing the data collection mode, selecting a sample, preparing the instrument, pretesting the instrument, and training interviewers. It also discusses different types of surveys, sampling techniques, question formats, and other considerations for designing an effective survey.

1. BARAWED, MARIA VICTORIA
CARRILLO, ANGELICA
CLEMENTE, JAMES CARL
CRUZ, JASMIN
DELA PAZ, SHAIRA JOY
GERONCA, MELANIE
III – 3 BSE ENGLISH

2. Definition/
Description of
the Method

3. SURVEY
 to ask (many people) a question or a
series of questions in order to gather
information about what most people do or
think about something.
- Merriam- Webster Dictionary

4. A survey is used to know or get the opinions
of a large group of people about a particular
topic or issue.

5. STEPS IN CONDUCTING A
SURVEY
• ask a number of questions, all related to
the issue, to find answers.
• select a sample
• administer the questions to each samples
• analyze the responses of the samples
• draw conclusions about the opinions of the
sample
• generalize to the population from which
the sample was selected.

6. CHARACTERISTICS OF A SURVEY
1. Information is collected
from a group of people
2. The main way in which
the information is
collected is through
asking questions
3. Information is collected
from a sample rather
than from every
member of the
population.

7. Types of
Surveys
Longitudi-
nal Survey
Cross-
Sectional
Survey

8. CROSS-SECTIONAL
SURVEYS
• Collects information from a sample that
has been drawn from a predetermined
population
• The information is collected at just one
point in time.

10. LONGITUDINAL
SURVEYS
• Information is collected at different points in
time in order to study changes over time
• Three longitudinal designs are commonly
employed in survey research: trend studies,
cohort studies and panel studies.

12. LONGITUDINAL DESIGNS
• In a Trend study, different sample from a
population whose members may change
are surveyed at different points in time
• A Cohort study samples a particular
population whose members do not change
over the course of the survey
• In a Panel study, the researcher surveys
the same sample of individuals at different
times during the course of the survey.

13. STEPS
IN
CONDUCTIN
G A
SURVEY
Steps in
Conducting
the Survey
Method

14. 1. DEFINING THE PROBLEM
What exactly do you want to know?
We have to clearly define the objectives in
conducting the survey. The questions in
the survey should each relate to one or
more of the survey’s objectives.

15. 2. IDENTIFYING THE TARGET
POPULATION
Survey data are collected from a number
of individual units of analysis to describe
those units; these descriptions are then
summarized to describe the population
that the units of analysis represent.

16. 3. CHOOSING THE MODE OF DATA
COLLECTION

17. Direct Administration to a Group
Mail Surveys
Telephone Surveys
Personal Interviews
Choosing the Mode of Data Collection

18. DIRECT ADMINISTRATION TO A
GROUP
This method is used whenever a
researcher has access to all (or most) of
the members of a particular group in one
place.
 Examples would include giving questionnaires to
students to complete in their classrooms or workers
complete at their job setting.

19. MAIL SURVEYS
This method is used when data in a survey
are collected by mail, the questionnaire is
sent to each individual in the sample, with
a request that it be completed and then
returned by a given date.

20. TELEPHONE SURVEYS
This method is used when
the researcher asks
questions of the
respondents over the
telephone.
*Nowadays, given the fast-pace of
technology, communication has
been more accessible for all.
Computers are being used more in
telephone surveys.

21. PERSONAL INTERVIEWS
This method is used when the researcher
conducts face-to-face interview with the
respondent. Rapport can be established,
questioned can be clarified, unclear or
incomplete answers can be followed-up,
and so on.
*Face-to-face interviewing also places less of a burden
on the reading and writing skills of the respondents and,
when necessary, permits spending more time with
respondents.

22. 4. SELECTING THE SAMPLE
• The subjects to be surveyed should be
selected from the population of interest.
• Researchers must ensure that the
subjects they intend to question possess
the desired information and that they will
be willing to answer these questions.

23. 4. SELECTING THE SAMPLE
Some examples of samples that have been
surveyed by educational researchers are as follows:
• A sample of all students attending an urban
university concerning their views on the
adequacy of the general education program at
the university
• A sample of all faculty members in an inner-city
high school district as to the changes needed to
help “at-risk” students learn more effectively.

24. For example, suppose that you have a group of
1,000 city government employees and you want
to survey them to find out which tools are best
suited to their jobs. You decide that you are
happy with a margin of error of 0.05.
Using Slovin's formula, you would be required to
survey n = N / (1 + Ne²) people:
1000 / (1 + 1000 × 0.05 ²) = 286
SLOVIN’S FORMULA
• If you take a population sample, you must use
a formula to figure out what sample size you
need to take.
n = N / (1 + Ne2)
n = Number of samples
N = Total population
e = Error tolerance

25. Probability Sampling utilizes some form of
random selection. In probability sampling,
each unit is drawn with known probability,
or has a non zero chance of being selected
in the sample.
SAMPLING TECHNIQUES
Sampling methods are classified as
either probability or nonprobability.
Nonprobability Sampling or judgment
sampling depends on subjective judgment.
The nonprobability method of sampling is a
process where probabilities cannot be
assigned to the units objectively.
Often, the surveyor selects a sample
according to his convenience, or generality
in nature.

26. PROBABILITY SAMPLING
Simple Random
Sampling
Stratified
Sampling
Systematic
Sampling
Cluster Sampling

27. PROBABILITY SAMPLING
Simple Random Sampling
Simple Random sampling is the purest form of
probability sampling. Each member of the
population has an equal and known chance of
being selected.
Systematic Sampling
Systematic sampling is often used instead of
random sampling. It is also called an Nth
name selection technique. After the required
sample size has been calculated, every Nth
record is selected from a list of population
members.
A systematic sample is obtained by randomly
selecting at random one element from the first
k elements in the frame and every kth element
thereafter. This is known as a 1-in-k
systematic sample.
Procedure (Trochim):
1. Number the units in population from 1 to N
2. Decide on the n (sample size) that is
required
3. Select an interval size k = N/n
4. Randomly select an integer between 1 to k
5. Finally, take every kth unit
Stratified Sampling
Stratified Sampling involves dividing the
population into homogeneous non-
overlapping groups (i.e., strata), selecting a
sample from each group, and conducting a
simple random sample in each stratum.
A stratified random sample is one obtained be
separating the population elements into non-
overlapping groups, called strata, and then
selecting a simple random sample from each
stratum.
Cluster Sampling
The smallest units into which a population can
be divided are called the elements of the
population, and groups of elements the
clusters.
A cluster sample is a probability sample in
which each sampling unit is a collection, or
cluster, of elements.

28. NON-PROBABILITY SAMPLING
Convenience
Sampling
Quota Sampling
Judgement
Sampling
Snowball
Sampling

29. NON-PROBABILITY SAMPLING
Convenience Sampling
Convenience sampling is used in exploratory
research where the researcher is interested in
getting an inexpensive approximation of the
truth. As the name implies, the sample is
selected because they are convenient.
Quota Sampling
Quota sampling is the nonprobability
equivalent of stratified sampling. Like stratified
sampling, the researcher first identifies the
stratums and their proportions as they are
represented in the population.
In quota sampling, you select people non-
randomly according to some fixed quota.
Judgment Sampling
Judgment sampling is a common
nonprobability method. The researcher selects
the sample based on judgment. This is usually
and extension of convenience sampling.
Snowball Sampling
Snowball sampling is a special nonprobability
method used when the desired sample
characteristic is rare. It may be extremely
difficult or cost prohibitive to locate
respondents in these situations
Snowball sampling relies on referrals
from initial subjects to generate additional
subjects.

30. 5. PREPARING THE
INSTRUMENT
• Questionnaires and Interview Schedule
• Questionnaire is usually administered by
the respondent.
• The interview schedule is administered
verbally by the researcher.
• Questionnaires should be attractive, not
too long, and the questions should be as
easy to answer as possible.

31. 5. PREPARING THE
INSTRUMENT
According to Fowler, there are four practical
standards that all survey questions should
meet:
1. Is this a question that can be asked
exactly the way it is written?
2. Is this a question that will mean the
same thing to everyone?
3. Is this a question that people can
answer?
4. Is this a question that people will be
willing to answer, given the data collection
procedures?

32. 5. PREPARING THE
INSTRUMENT
• In an interview schedule, he or she must
ask the questions in such a way that the
subjects of the study want to respond.
• The audience to whom the questions are
to be directed should be clearly identified.
• Specialized or unusual words should be
avoided if possible, or if they must be
used, defined clearly in the instructions
written in the instrument.
• Whatever the type of instrument is used,
the same questions must be asked of all
respondents in a sample.

33. TYPES OF QUESTIONS
Closed-ended Questions
• Easy to use, score, and code for analysis on
a computer.
• It also poses the possibility that an
individual’s true response is not present
among the options given.

34. CLOSED-ENDED QUESTIONS
• Some examples of closed-ended questions
are the following:
Which subject do you like least?
a. Social Studies
b. English
c. Science
d. Mathematics
e. Others (specify)
Very
Dissatisfied
Dissatisfied Satisfied Very Satisfied
a. Coursework 1 2 3 4
b. Professors 1 2 3 4
c. Advising 1 2 3 4
d. Requirements 1 2 3 4
e. Cost 1 2 3 4
f. Others (specify) 1 2 3 4
Rate each of the following parts of your master’s
degree program by circling the number under the
phrase that describes how you feel.

35. TYPES OF QUESTIONS
Open-ended Questions
• Allow for more individualized responses but
they are sometimes difficult to interpret.
• They are often hard to score, since so many
different kinds of responses are received.

36. OPEN-ENDED QUESTIONS
Some examples of open-ended questions are as
follows:
• What characteristic of a person would lead you
to rate him or her as a good administrator?
• What do you consider to be the most important
problem facing classroom teachers in high
school today?
• What were the three things about this class
you found most useful during the past
semester?

37. PREPARING THE INSTRUMENT:
QUESTIONS
Sometimes researchers find it useful to
combine both formats in a single question, as
shown in the following example:
Please rate and comment on each of the
following aspects of this course:
Very
Dissatisfied
Dissatisfied Satisfied Very Satisfied
a. Coursework 1 2 3 4
Comments:_____________________________________________
____

38. Closed-Ended Open-Ended
Advantages
 Enhance consistency of response across
respondents
 Allow more freedom of response
 Easier and faster to tabulate  Easier to construct
 More popular with respondents  Permit follow-up by interviewer
Disadvantages
 May limit breadth of responses
 Tend to produce responses that are
inconsistent in length and content across
respondents
 Take more time to construct
 Both questions and responses subject to
misinterpretation
 Require more questions to cover the
research topic
 Harder to tabulate and synthesize
Advantages and Disadvantages of Closed-Ended
Versus Open-Ended Questions

39. PRETESTING THE QUESTIONNAIRE
• Once the questions to be included in the
questionnaire or the interview schedule have
been written, the researcher is well advised
to try them out with a small sample similar
to the potential respondents.
• A “pretest” of the questionnaire or interview
schedule can reveal ambiguities, poorly
worded questions, questions that are not
understood, and unclear choices.
• It can also indicate whether the instructions
to the respondents are clear.

40. OVERALL FORMAT (INSTRUMENT)
• Perhaps the most important rule to follow is
to ensure that the questions are spread out
– that is, uncluttered. No more than one
question should be presented on a single
line.
• When respondents have to spend a lot of
time reading a question, they quickly become
discouraged from continuing.

41. OVERALL FORMAT (INSTRUMENT)
There are a variety of ways to present the
response categories from which respondents are
asked to choose. Babbie suggests that boxes,
as shown in the question below, are the best.
Have you ever taught an advanced placement
class?
[ ] Yes
[ ] No

42. OVERALL FORMAT (INSTRUMENT)
• Sometimes, certain questions will apply to only a
portion of the subjects in the sample. When this
is the case, follow-up questions can be
included in the questionnaire.
• The follow-up question is called a contingency
question – it is contingent upon how a
respondent answers the first question.
• If properly used, contingency questions
are a valuable survey tool, in that they
can make it easier for a respondent to
answer a given question and also
improve the quality of the data a
researcher receives.

43. OVERALL FORMAT (INSTRUMENT)
Although a variety a variety of contingency
formats may be used, the easiest to prepare is
simply to set off the contingency question by
indenting it, enclosing it in a box, and
connecting it to the base question by means of
an arrow to the appropriate response.
Have you ever taught an advanced placement
class?
[ ] Yes
[ ] No
If yes: Have you ever attended a
workshop in which you received special
training to teach such classes?
[ ] Yes
[ ] No

44. 6. PREPARING THE COVER LETTER
- A cover letter:
 explains the
purpose of the
questionnaire
 motivates the
samples to respond
 required to mail
surveys

45. 6. PREPARING THE COVER LETTER
The cover letter should be:
1. Brief
2. Addresses specifically to the individual
being asked to respond
3. Explain the purpose of the survey
4. Emphasize the importance of the topic of
the research
5. Engage the respondent's cooperation

46. 6. PREPARING THE COVER LETTER
6. If possible, it should indicate the
researchers willingness to share the
results of the study once it is completed.
7. Specify the date by which the completed
questionnaire is to be returned
8. Should be individually signed by the
researcher.

47. 7. TRAINING THE INTERVIEWERS
 telephone interviewers
 face-to-face interviewers TRAINING
GOOD INTERVIEWERS = GOOD SURVEY

48. IN TELEPHONE INTERVIEWS:
• interviewers need to be shown how to
engage their interviewees so that they do
not hang up on them before the interview
has even begun.
• they need to know how to explain quickly
the purpose of their call and why it is
important to obtain from the respondents.
• they need to learn how to ask questions in
a way that encourages interviewees to
respond honestly.

49. FACE-TO FACE INTERVIEWERS NEED:
• to learn how to establish rapport with their
interviewees and to put them at ease
• to know how to move on to a new set of
questions and return to the previous later
• to know when and how to "follow-up" on an
unusual answer or one that is ambiguous or
unclear.
• training in gestures, manner, facial expression,
and dress. Gen. Topics

50. 8. USING AN INTERVIEW TO
MEASURE ABILITY
• Interview has been used primarily to
obtain information on variables other than
cognitive ability
• Interviews have been used extensively in
the fields of developmental and cognitive
psychology to study but the content and
processes of cognition.

51. Jean Piaget
He and his colleagues
used a semi-structured
sequence of
contingency questions
to determine a child’s
cognitive level of
development.

52. Osborne and Freyberg
•Studied student
understanding of basic
science concept
•Freyberg and Osborne
make the argument that
teachers and curriculum
developers must have
such information on
student conceptions if
they are to teach
effectively.

53. Non Response
• In almost all surveys, some members of the
sample will not respond. This is referred to
as nonresponse
• Possible reasons: lack of interest in the
topic, forgetfulness, unwillingness to be
surveyed.

54. Why is nonresponse a problem?
• The chief reason is that those who do not
respond will very likely differ from the
respondents on answers to the survey
questions

55. Total Nonresponse
• Kalton points out that total nonresponse
can occur in interview surveys for any of
the following reasons Intended
respondents can resfuse to be
interviewed, not be at home when the
interviewer calls, be unable to take part in
the interview for various reasons (such as
illness, deafness, inability to speak the
language), or sometimes cannot even be
located. Of these, refusal and not-at-
homes are the most common.

56. Techniques employed to reduce
nonresponse
• Interview surveys
The interviewers are carefully trained:
To be Courteous
To Ask questions pleasant and
sensitively
To dress conservatively
To return to conduct an interview at a
more appropriate time if the situations
warrants.

57. •Assurances of anonymity and
confidentiality are made
• Questions are usually organized to start
with fairly simple and nonthreatening
questions.

58. • For Not-at-homes and Mailed
Questionnaires:
 Not-at-homes are treated by callbacks on
different days and at different times during
the day.
Mailed questionnaires can be followed up
with a remainder letter and often a second
or sometimes even a third mailing.
Tangible rewards

59. Random Replacement
• A procedure commonly used to handle
nonresponse, especially in telephone
surveys, is random replacement, which is
continuing to add randomly selected cases
until the desired sample size is reached.
• A random sample requires that the sample
actually comprises those who are originally
selected.

60. Things to remember:
The researchers should obtain,
during the survey or in other ways,
as much as demographic
information as they can on
respondents. (gender, age,
ethnicity, family size etc.)
In any case, the nonresponse rate
should always be reported

61. Item Nonresponse
• Partial gaps in the information provided by
respondents can also occur for a variety of
reasons:
The respondent may find certain
questions embarrassing or perhaps
irrelevant
The respondent may be pressed for
time

62. The interviewer may fail to record an
answer
Sometimes during the data analysis
phase of a survey, the answers to
certain questions are shown out
because they are inconsistent with
other answers.
 Some answers may be unclear or
illegible.

63. How to increase the response rate?
Administration of the questionnaire or
interview schedule:
▫ Make conditions under which the
interview is conducted, or the
questionnaire administered as simple
and convenient as possible for each
individual in the sample.

64. ▫ Be sure that the group to be surveyed
knows something about the information
you want to obtain.
▫ Train face-to-face or telephone
interviewers in how to ask questions
▫ Train face-to-face or telephone
interviewers in how to dress.

65. Format of the questionnaire or interview schedule:
▫ Be sure that sufficient space is provided for
respondents (or the interviewer) to fill in the necessary
biographical data that is needed (age, gender, grade
level and so on).
▫ Specify in precise terms the objectives the
questionnaire or interview schedule is intended to
achieve-exactly what kind of information is wanted from
the respondents?
▫ Be sure each item in the questionnaire or interview
schedule is related to one of the objectives of the study-
that is, it will help obtain information about the
objective.

66. ▫ Use close-ended (e.g., multiple-choice) rather
than or in addition to open-ended (e.g., free
response) questions.
▫ Ensure that no psychologically threatening
questions are included.
▫ Eliminate any leading questions
▫ Check for ambiguity of items with a panel of
judges. Revise as needed.
▫ Pretest the questionnaire or interview schedule
with a small group similar to the sample to be
surveyed.
Strenghts

67. Strengths and
Weaknesses
of a Survey
Research

68. Direct Administration to a Group
Advantages Disadvantages
 High rate of response
 Low cost factor
 Has an opportunity to
explain the study and
answer any questions
 There are not many
types of surveys that
can use samples of
individuals that are
collected together as
a group.

69. Mail Survey
Advantages Disadvantages
 Inexpensive
 Can be accomplished by the
researcher alone
 Allows access to sample that
might be hard to reach in person
or by telephone
 Respondents take sufficient time
to give thoughtful answers
 Less opportunity to encourage
the cooperation of the
respondents
 Assistance
 Have a tendency to produce low
response rates
 Do not lend themselves well to
obtaining information from certain
types of samples

70. Telephone Survey
Advantages Disadvantages
 Cheaper than personal interviews
 Can be conducted fairly quickly
 Lend themselves easily to
standardized questioning
procedures
 Allow the researcher to assist the
respondent
 Permit a greater amount of follow-
up
 Provide better coverage in certain
areas
 Access to some samples is not
possible
 Prevent visual observation of the
respondents
 Somewhat less effective in
obtaining information

71. Personal Interviews
Advantages Disadvantages
 Rapport can be established
 Questions can be clarified
 Unclear or incomplete answers
can be followed up
 Less of a burden to the
reading and writing skills of the
respondents
 Spending more time with the
respondents
 More costly than direct, mail,
telephone surveys
 Required a trained staff of
interviewers
 Total data collection time can
be quite a bit longer
 Lack of anonymity
 Some types of samples are
often difficult to contact in
sufficient numbers

72. Advantages and Disadvantages
of Survey Data Collection Methods
Direct
Administration
Telephone Mail Interview
 Comparative cost
 Facilities Needed?
 Require training of questioner?
 Data Collection Time
 Response Rate
 Group administration possible?
 Allow for random sampling?
 Require literate sample?
 Permit follow-up questions?
 Encourage response to sensitive
topic?
 Standardization of responses
Lowest
Yes
Yes
Shortest
Very high
Yes
Possibly
Yes
No
Somewhat
Easy
Intermediate
No
Yes
Short
Good
No
Yes
No
Yes
Somewhat
Somewhat
Intermediate
No
No
Longer
Poorest
No
Yes
Yes
No
Best
Easy
High
Yes
Yes
Longest
Very high
Yes
Yes
No
Yes
Weak
Hardest

73. APPLICATION OF THE
METHOD

74. CROSS SECTIONAL SURVEYS
• A cross sectional survey is carried out at one
time point or over a short period. They are
usually conducted to estimate the prevalence
of the outcome of interest for a given
population, commonly for the purposes of
public health planning.
• In Psychology, cross-sectional research
studies are often used by researchers
studying developmental psychology.
They often do this to examine changes
in similar groups at different ages.
• In economics, cross-sectional studies
typically involve the use of cross-
sectional regression, in order to sort out
the existence and magnitude of causal
effects of one or more independent
variables upon a dependent variable of
interest at a given point in time. They
differ from time series analysis, in which
the behavior of one or more economic
aggregates is traced through time.

75. LONGITUDINAL SURVEYS
Discipline Popular examples of research
Economics
income/poverty dynamics;
employment paths
Sociology
intergenerational mobility; impact
of social security on length of
unemployment;
Psychology
impact of changes in life
circumstances on happiness/
satisfaction
Political Sciences
impact of changes in life
circumstances on voting
behaviour/ party preference

76. SAMPLE OF A STUDY
USING THE METHOD

77. ENGLISH TEACHERS’ PERCEPTIONS OF
THE MOTHER TONGUE-BASED
EDUCATION POLICY IN THE
PHILIPPINES
S A FA RY WA - M B A L E K A , E D D , P H D
A D V E N T I S T I N T E R N AT I O N A L I N S T I T U T E O F
A D VA N C E D S T U D I E S
S I L A N G , C AV I T E , P H I L I P P I N E S
E M A I L : S A FA RY W @ YA H O O . C O M

78. ABSTRACT
The instruction of English in the Philippines causes quite some challenges to
scholars due to its rich linguistic diversity. With more than 180 languages currently
recorded in the country, linguistic power struggle is unavoidable, although it may be
silent. To make the situation even more complex, the Philippine Government recently
launched a new educational policy that promotes learning in mother tongues in earlier
years of primary education. While this policy is based on sound research, it poses quite
some challenges to linguists due to the various linguistic backgrounds found in almost
every classroom around the nation. This survey research investigated 467 English
teachers’ perceptions about the importance of this policy. Findings were inconclusive on
teachers’ perception about the policy’s importance on general learning and the nation’s
preparedness. Findings were positive, however, about teachers’ perceptions about the
role this policy plays on first language learning, students’ culture, and the Philippines as
a nation.
Keywords: Mother tongue-based education, multilingual education, MTB-MLE,
language policy, Philippines, survey research, English teachers, multilingualism.

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