The Process of data collection made accurately helps to maintain the integrity of the research, making informed decisions and procedures which might be followed by the researcher, in case, there are some methods selected according to the topic which have to fit with what is being tried to be gathered in the field. Therefore, the choice of method is influenced by the data collection strategy, the type of variable, the accuracy required, the collection point and the skill of the functionary.

1. 1
1. Introduction
The Process of data collection made accurately helps to maintain the integrity of the
research, making informed decisions and procedures which might be followed by the
researcher, in case, there are some methods selected according to the topic which have
to fit with what is being tried to be gathered in the field. Therefore, the choice of
method is influenced by the data collection strategy, the type of variable, the accuracy
required, the collection point and the skill of the functionary.
Practically, according to Nkpa (1997) says that "data collection in educational research
may take many forms. Notable among the many forms are tests, projective techniques,
consultation of records and documents, direct observation, interviews, and
questionnaires" (p.73)
In this work, we are going to focus how to deal with the last two items used as data
collection methods (interview and questionnaires) as part of our important tools since
we are being trained to be future teachers.
2. Objectives
2.1. General objective: Describe questionnaires and interviews as data collection
methods in educational research
2.2. Specific objectives:
– Identify techniques, forms and instruments conducting
interviews and questionnaires;
– Differentiate questionnaires from interviews;
– Explain the importance of questionnaires and interviews in the
process of educational research.

2. 2
3. Interviews
Nkpa (1997) defines and interview as "a face to face interaction in which oral questions
are posed by an interviewer to elicit oral responses from the interviewee". He also
emphasizes saying that "it should be realized that an interaction takes place among the
interviewer situation, the interviewee and the interview schedule" (p. 82).
Good and structured interviews are performed by using survey forms or notepad
whereas are written notes taken from the correspondents during the conversation. It
involves a previous preparation before the action to avoid get lost and ask unnecessary
questions which are out of the contest and save time.
3.1. Phases of an interview
Nkpa (1997, pp.82-85) sorts four major phases which may arbitrarily be distinguished
in an interview. These are the preparation phase, the phase in which rapport is
established, the question-answer phase, and the recording phase done distantly by using
technology sources (Skype, Viber) or close to the respondent. The phases are overlap
and interact.
3.1.1. Preparation
Much of the success of an interview will be credited to how well the interviewer has
prepared. During the preparation the preparation phase, decision is taken on the mode of
recording responses. Any recording instruments are checked and rechecked for validity
and reliability. They are subjected to a trial-run to ensure that they are in good working
condition. Here, the question should be derived from a well-defined hypotheses/
research questions and edited.
3.1.2. Rapport
A cordial atmosphere is one of the important issues which must be taken into
consideration. Some guidelines are preferred as follows. The researcher should
courteously seek permission from an appropriate authority providing the objective of
study and the nature of interview. Here, the researcher should give due consideration to
his/her punctuality, appearance in terms of appropriate inoffensive dressing, neatness,
dental and body deodorization and any other aspect that is likely to irritate the
interviewee.

3. 3
3.1.3. Question-answer
It is the conversation moment between interviewer and interviewee. Therefore, the
question-answer phase should be more permissive, flexible, and interacting than a plain
question and answer session. The interviewee should be kept interested and responsive
till the end of the interview using any appropriate strategy. Should also be followed up
by prodding and probing to yield comprehensive information and be avoided
interviewer bias.
3.1.4. Recording
Comprehensive information should be recorded from an interview as unobtrusively as
possible. Recording may be done via mental notes, written notes, or taped records.
a. Mental note – is the apprehension of information in the mind without any
writing instrument. However, an interviewer should appropriately asses himself
in terms of memory retention before deciding to use mental note.
b. Written note – are advisable when there are too many questions and responses to
keep track of via mental notes using notepad, pencil and rubber, or even a
simple paper and a pen.
c. Taped notes – is the process of using recorders of audio and video which solve
the problems of memory loss, and extensive writing.
3.2. Relative advantages and disadvantages of interviews
The use of interview as a method in the data collections has the following advantages:
 Interviewer does not need require reading or writing skills from the respondents;
 The information obtained is not restrictive. Responses are more spontaneous;
 Face to face interaction probing elicits more clarification;
 The researcher can control the order and sequence in which question are asked
and useful relationship may be established between involved;
 The researcher is opportune to assess the mood of the interviewee and respond
and adjust to it in order to elicit maximum information;
 Interviews yield a hundred per cent response returns.
Amongst the disadvantages of using interview as a collection data method in
educational research, we have the following:

4. 4
 Absolutely lack of anonymity is inherent in the interview;
 Sources of bias abound in the interview from faulty interpretations of responses,
from expectation expressed facially or by tone of voice, from directive probing,
from the influence of the interviewer's personality and appearance;
 Information may be lost during information;
 The interview is expensive because travelling and subsistence costs are incurred;
 The interview is more time-consuming to prepare for and to execute.
4. Questionnaire
According to Nkpa (1997), "a questionnaire is a carefully designed instrument for
collecting data in accordance with the specifications of the research questions and
hypotheses" (p. 74).
In other hand, it consists on eliciting written responses from the subjects of the research
through a series of questions/statements put together with specific aims in mind.
Questionnaires may be used to ascertain facts, opinions, beliefs, attitudes, and practices.
4.1. Components/structure of a questionnaire
The components mentioned by Nkpa (1997, pp. 74-77) are stated as follows:
i. The title – an appropriate caption for the substantive content of the
questionnaire. E.g. Attitudes of Young Students in Activity Cooperation.
ii. The introduction – it serves as note of the research objective and it is where is
included the anonymity and confidentiality of the respondents written.
iii. The response instructions – gives the mode how the respondents should answer
or fill the blanks.
iv. Biographical information – refers to a personal data of the respondent which
requires for analysis and interpretation.
v. The question/statements – deals with the substantive contents of the research.
They may require factual answers, opinions, or evaluations.
vi. Return instructions – directs the respondents to deposit completed
questionnaires to a certain designed collection point;
vii. The gratitude – it is a part of the questionnaire structure which recognizes and
thanks to the respondent for taking time, patience and effort to complete the
questionnaire.

5. 5
4.2. Methods of Questionnaire
Questionnaires can be classified as both, quantitative and qualitative method
depending on the nature of questions. Specifically, answers obtained through closed-
ended questions with multiple choice answer options are analyzed using quantitative
methods and they may involve pie-charts (example 1), bar-charts (example 2), and
percentages (example 3), whereas answers obtained to open-ended questionnaire
questions are analyzed using qualitative methods and they involve discussions and
critical analyses without use of numbers and calculations, (see annex on page 9).
4.3. Modes of questionnaire administration
The methods of administering questionnaires to respondents may be categorized into
three, namely: mailing, personal delivery with collection on the spot, and personal
delivery with collection after a time interval.
i. Mail questionnaire – which is sent via email to the respondent;
ii. Personal administration – delivered by the investigator or a research assistant
in person;
iii. Personal delivery with collection after a time interval – delivered in person
and return to collect them after a period of time.
4.4. Instrument used in questionnaire
According to BIEMER and LYBERG (2003), "survey instrument is a tool for
implementation of a scientific protocol for obtaining data from respondents" (p. 424).
For most social and behavioral surveys, the instrument involves a questionnaire that
provides a script for presenting a standard set of questions and response options (see
annex on page 9).
25%25%
25%
How many students are in
English Course?
0
200
Ladies Men
How many students are
in English Course?
Numb…
What is your satisfaction to
the PPG Classes?
a. 25%
b. 50%
c. 100%
Example #3Example #2Example #1

6. 6
5. Conclusion
As we have seen the way that interviews and questionnaire, it's our bother to choose
whether one or both can be useful in our process of data collection taking in
consideration to all aspects mentioned in the work. In fact, interviews and
questionnaires, although separated methods, they work together since to have a good
structured interview we also need to have a survey form which will enable us to follow
accurately the sequence of questions avoiding a waste of time of the researcher and the
person investigated.
To conclude, we exhort to all those are going to face this process of data collection in
school during the practice time to bear in mind that a good reading and understanding of
all methods of data collection it's very important, not only in our training, but for the
whole investigation life.

7. 7
6. References
NKPA, N. (1997). Educational Research for Modern Scholars. B. Sc. (UNN), M. Ed.
New York.
BIEMER, P. P., LYBERG, L. E. (2003). Introduction to Survey Quality. John Wiley &
Sons, Inc., New York.

8. 8
Annex

9. 9
Anexo
Universidade Pedagógica de Nampula
Licenciatura in English Teaching
This paper serves as a study work to conduct information related to the functioning of Universidade
Pedagógica de Nampula, as a program to improve quality of learning and teaching in the night-shift
classes. Gathering information from students is a vital part of this process. Please fill all numbers of this
questionnaire. If you have completed this questionnaire in another class, please do not fill it out again.
Thank you.
Part I……………………………………………………………………………………………
Please fill or circle a response for each question.If two responses apply,circle both.When you are done,
return the questionnaire to a student representative from your class to be taken to the Department of
Language Sciences' office.
1. What is your name?_______________________________________________
2. Course:__________Year_______Stream______Term_________Age_______
3. How many subjects you are attending this term? _______
4. How many lecturers you have?______
5. Do all lecturers teach all classes of the day? Yes (__) No (__)
6. What are the study methodologies adopted by them in classes?
a. Group studies (___)
b. Individual studies (___)
c. Debates (___)
d. Seminars (___)
7. How is being your level of lesson understanding? 10% (__) 25% (__) 50% (__) 75%(__) 100%
(__)
8. Which subject you enjoy more?______________________________________
Why?_________________________________________________________________________
___________________________________________________
9. What is your degree of satisfaction to the lecturers? Bad (__) Good (__) Very good (__)
10. Do lecturers provide manuals for the subjects? Yes (__) No (___)
11. How do you study the manuals? Individually (__) In group (___)
12. How did the courses help improve your language proficiency?__________________________
________________________________________________________________________________
13. How would you evaluate your interactions with lectures in class? Bad (__) Normal (__) Good
(__)
14. How would you rate the availability of lecturers outside class? Bad (__) Normal (__) Good (__)
15. What do you thing that needs to be
improved?_____________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Part II.
Thanks for your patience, cooperation and support.We hope that you do the same in next
opportunities.