Research tool.questionnaire

1. RESEARCH TOOL :RESEARCH TOOL :
QUESTIONNAIREQUESTIONNAIRE
Mukut HazarikaMukut Hazarika
ProfessorProfessor
Department of EducationDepartment of Education
Dibrugarh UniversityDibrugarh University

2. INQUIRY FORMSINQUIRY FORMS
Inquiry forms are a set of dataInquiry forms are a set of data
gathering research tools which make usegathering research tools which make use
of properly designed proformas forof properly designed proformas for
inquiring into and securing informationinquiring into and securing information
about certain phenomena underabout certain phenomena under
investigation.investigation.

3. The main inquiry forms are:The main inquiry forms are:
• QuestionnaireQuestionnaire
• ScheduleSchedule
• ChecklistChecklist
• Rating scaleRating scale
• Score cardScore card
• Opinionnaire or Attitude scaleOpinionnaire or Attitude scale

4. QuestionnaireQuestionnaire
• A questionnaire is a device consistingA questionnaire is a device consisting
of a series of questions dealing withof a series of questions dealing with
some psychological, social,some psychological, social,
educational, etc, topic (s) sent or giveneducational, etc, topic (s) sent or given
to an individual or group of individuals,to an individual or group of individuals,
with the object of obtaining data withwith the object of obtaining data with
regard to some problems underregard to some problems under
investigation (Koul, 1998)investigation (Koul, 1998)

5. Steps Followed in the ConstructionSteps Followed in the Construction
of Questionnaire:of Questionnaire:
• Setting the PurposeSetting the Purpose
• PreparationPreparation
• Construction of the first draftConstruction of the first draft
• Self-evaluationSelf-evaluation
• External evaluationExternal evaluation
• Revision: After receiving suggestions,Revision: After receiving suggestions,
some questions are eliminated, somesome questions are eliminated, some
changed and some new questions added.changed and some new questions added.

6. • Pre-test or Pilot study: A pre-test or pilotPre-test or Pilot study: A pre-test or pilot
study is necessary to check the suitabilitystudy is necessary to check the suitability
of the questionnaire as a whole.of the questionnaire as a whole.
• Revision: Some changes may be madeRevision: Some changes may be made
on the basis of the information gained inon the basis of the information gained in
pre-testing.pre-testing.
• Preparation of the final draft: After editing,Preparation of the final draft: After editing,
checking spelling, space for responses,checking spelling, space for responses,
the final draft is prepared.the final draft is prepared.

7. Setting Purpose of theSetting Purpose of the
QuestionnaireQuestionnaire
a) It must translate the objectives of ana) It must translate the objectives of an
investigation into specific questions, theinvestigation into specific questions, the
answers to which will provide the dataanswers to which will provide the data
necessary to explore the area defined bynecessary to explore the area defined by
the objectives.the objectives.
b) It must motivate the respondents tob) It must motivate the respondents to
communicate the required information. It iscommunicate the required information. It is
essential to include a courteous andessential to include a courteous and
carefully constructed covering letter tocarefully constructed covering letter to
explain the purpose of the study.explain the purpose of the study.

8. Writing and Organisation of ItemsWriting and Organisation of Items
a) Define or qualify terms that could easily be misinterpreted, e.g.a) Define or qualify terms that could easily be misinterpreted, e.g.
What are you doing now? What are the ‘new’ programmesWhat are you doing now? What are the ‘new’ programmes
introduced in Dibrugarh University?introduced in Dibrugarh University?
b) Be careful in using descriptive adjective and adverbs that have nob) Be careful in using descriptive adjective and adverbs that have no
agreed upon meaning, e.g. frequently, rarely, occasionally.agreed upon meaning, e.g. frequently, rarely, occasionally.
c) Beware of double negative, e.g. Don’t you like thatc) Beware of double negative, e.g. Don’t you like that
your child should not send to English medium School?your child should not send to English medium School?
d) Be careful of inadequate alternatives, e.g.d) Be careful of inadequate alternatives, e.g.
e) Avoid double barreled questions, e.g. Do you enjoye) Avoid double barreled questions, e.g. Do you enjoy
traveling in car and train. Does Dibrugarh universitytraveling in car and train. Does Dibrugarh university
follow reservation policy for SCs, STs, OBCs and womenfollow reservation policy for SCs, STs, OBCs and women
in admission?in admission?

9. f) Underline a word if you wish to indicate specialf) Underline a word if you wish to indicate special
emphasisemphasis
g) When asking for rating or comparison a pointg) When asking for rating or comparison a point
of reference is necessaryof reference is necessary
h) Avoid unwarranted assumptions/Presumingh) Avoid unwarranted assumptions/Presuming
questionsquestions
i) Phrase questions so that they are appropriatei) Phrase questions so that they are appropriate
for all respondentsfor all respondents
j) Design questions that will give a completej) Design questions that will give a complete
response, e.g. Do you read newspaper?response, e.g. Do you read newspaper?
k) Provide for the systematic quantification ofk) Provide for the systematic quantification of
responsesresponses

10. l) Consider the possibility of classifying the responsesl) Consider the possibility of classifying the responses
yourself, rather than having the respondent chooseyourself, rather than having the respondent choose
categories, e.g. Classify your occupation as skilledcategories, e.g. Classify your occupation as skilled
labour, clerical work, profession.labour, clerical work, profession.
• Information level of the respondentsInformation level of the respondents
• Social acceptance of responses/Embarrassing questionsSocial acceptance of responses/Embarrassing questions
• Avoid leading questions, e.g. ‘Would you say that you areAvoid leading questions, e.g. ‘Would you say that you are
in favour of co-education in secondary level ?’in favour of co-education in secondary level ?’
• Sequence of questionsSequence of questions
• The form of questionsThe form of questions
• Length of the questionnaireLength of the questionnaire
• Experts’ opinionExperts’ opinion

11. Standardization of theStandardization of the
QuestionnaireQuestionnaire
• Preliminary tryout of the questionnairePreliminary tryout of the questionnaire
• Validation of a questionnaireValidation of a questionnaire
• Reliability of a questionnaireReliability of a questionnaire
• Administration of a questionnaireAdministration of a questionnaire
• Analysing and interpreting questionnaireAnalysing and interpreting questionnaire
responsesresponses

12. Checklist:Checklist:
• A checklist is a device consisting of aA checklist is a device consisting of a
prepared list of items which are thought byprepared list of items which are thought by
the researcher to be relevant to thethe researcher to be relevant to the
problem being studied (Koul, 1998).problem being studied (Koul, 1998).
• The checklist items provides informationThe checklist items provides information
about facts, not of judgment.about facts, not of judgment.

13. Construction of Checklist:Construction of Checklist:
• Examine some already prepared checklist.Examine some already prepared checklist.
• Determine the items on which researcherDetermine the items on which researcher
requires information.requires information.
• Writing the items for checklist.Writing the items for checklist.
• After each item, provide space for the observerAfter each item, provide space for the observer
to indicate the presence or absence of the item.to indicate the presence or absence of the item.
• Items should be qualitatively distinct from eachItems should be qualitatively distinct from each
other. (mutually exclusive)other. (mutually exclusive)
• Arrange the items logically and psychologically.Arrange the items logically and psychologically.

14. Data schedule:Data schedule:
• Data schedule is used to collect someData schedule is used to collect some
factual information about institutions orfactual information about institutions or
individuals.individuals.
• Data to be filled in data schedule, does notData to be filled in data schedule, does not
need any personal judgment.need any personal judgment.
• Any one from the office can fill in the data.Any one from the office can fill in the data.

15. Name of the Institution:Name of the Institution:
Year of establishment:Year of establishment:
Number of teachers including Principal:Number of teachers including Principal:
Number of students:Number of students:

16. Interview Schedule:Interview Schedule:
• The set of structured questions in whichThe set of structured questions in which
answers are recorded by the intervieweranswers are recorded by the interviewer
himself is called interview schedule.himself is called interview schedule.
• It is distinguished from questionnaire inIt is distinguished from questionnaire in
the sense that in the interview schedulethe sense that in the interview schedule
the answers are filled in by the interviewerthe answers are filled in by the interviewer
himself, not by the respondents.himself, not by the respondents.

17. • Interview schedule can be used both for illiterateInterview schedule can be used both for illiterate
and educated respondents.and educated respondents.
• Interview schedule is used when theInterview schedule is used when the
respondents are located in small geographicalrespondents are located in small geographical
area so that they can be personally contacted.area so that they can be personally contacted.
• The size, physical appearance andThe size, physical appearance and
attractiveness are not important in schedule inattractiveness are not important in schedule in
securing information from the respondent.securing information from the respondent.
• In schedule, the investigator gets theIn schedule, the investigator gets the
opportunity to explain difficult terms used inopportunity to explain difficult terms used in
framing questions.framing questions.

18. Criteria of selection betweenCriteria of selection between
Interview schedule andInterview schedule and
questionnairequestionnaire
• The nature of investigationThe nature of investigation : If the: If the
study is about issues that respondentsstudy is about issues that respondents
may reluctant to discuss with anmay reluctant to discuss with an
investigator. However, there are situationsinvestigator. However, there are situations
where better information about sensitivewhere better information about sensitive
issues can be obtained by interviewingissues can be obtained by interviewing
respondents.respondents.

19. • The geographical distribution of theThe geographical distribution of the
populationpopulation: If the potential respondents: If the potential respondents
are scattered over a wide geographicalare scattered over a wide geographical
area, researcher has no choice but to usearea, researcher has no choice but to use
a questionnaire, as interviewing in thesea questionnaire, as interviewing in these
circumstances would be extremelycircumstances would be extremely
expansive.expansive.
• The type of populationThe type of population : If the: If the
population is illiterate, very young or old,population is illiterate, very young or old,
or handicapped, there may be no optionor handicapped, there may be no option
but to take interview.but to take interview.