2. DESIGNING THE QUESTIONNAIRE
A questionnaire is an instrument for collecting data. It
consists of a series of questions that respondents provide
answers to a research study.
3. Steps in DESIGNING THE
QUESTIONNAIRE
Step 1 –BACKGROUND
◦ You do a basic research on the background of the chosen variable
or construct, choose a construct that you can use to craft the
purpose and objective of the questionnaire.
◦ Example of construct are weight, height, age, IQ, Academic
Performance.
◦ After identifying the construct, you can easily state the purpose
and objective of the questionnaire and the research questions as
well; only then can you frame the hypothesis of the study.
4. Steps in DESIGNING THE
QUESTIONNAIRE
Step 2- QUESTIONNAIRE CONCEPTUALIZATION
◦Choose the responses scale to use. This is how your
respondents to answer in your study. You can choose from the
following response scales.
◦ Yes/No
◦ Yes/No/Don’t Know
◦ This type of response scale allows the respondent to select only one
answer. The don’t know answer is the neutral response.
5. Steps in DESIGNING THE
QUESTIONNAIRE
Step 2- QUESTIONNAIRE CONCEPTUALIZATION
◦Likert Scale
◦ It is a very popular rating scale used by researchers to measure behaviors
and attitudes quantitively. It consist of choices that range from one extreme
to another from where respondents choose a degree of their opinions. It
the best tool for measuring the level of opinions.
6. Example of Likert scale
Frequency of Occurrence Frequency of Use
Very frequently Always
Frequently Often
Occasionally Sometimes
Rarely Rarely
Very Rarely Never
7. Example of Likert scale
Degree of importance Quality
Very important Strongly Agree
Important Agree
Moderately Important Undecided
Of little importance Disagree
Not important Strongly Disagree
8. Example of Likert scale
Level of Satisfaction Agreement
Very satisfied Strongly Agree
Satisfied Agree
Undecided Undecided
Unsatisfied Disagree
Very unsatisfied Strongly Disagree
9. GUIDELINES IN MAKING QUESTIONS in
your QUESTIONNAIRE
1. The questions should be clear, concise and simple using
minimum number of words. Avoid lengthy and confusing
lay-out.
2. Classify your questions under each statement based on
your problem statement.
3. Questions should be consistent within the needs of the
study.
4. Avoid sensitive or highly debatable question.
10. TYPES OF QUESTIONS
1. DICHOTOMOUS QUESTIONS
◦This is a Yes/No or Like/Dislike questions where only two (2)
choices are provided. Male/Female and Good/bad are also
examples of dichotomous choices.
◦2. OPEN-ENDED QUESTIONS
◦ This types of questions usually answers the questions “why”. It allows
the respondents to give their ideas and insights on a particular issue.
This type of questions gives additional challenge to the researcher
who must review each response before assigning codes and analyzing
the data.
11. Example 1: What are your favorite
movies? (specify their titles)
12. Example 2: What do you like most about
your school? (specify their titles)
13. CLOSED QUESTIONS
These are called multiple choice questions. These questions may
consist of three or more mutually exclusive questions with
different categories.
Example 1: How often do you watch TV at home?
Never……………………………………………………………………………….1
1 or 2 times a week…………………………………………………………..2
3 or 4 times a week……………………………………………………………3
Nearly everyday…………………………………………………………………..4
14. Example 2
What is the highest level of education that your mother has
completed? (Please put a check mark (√) on one box only).
Elementary School
High School
College
Don’t know
15. RANK-ORDER SCALE QUESTIONS
Respondents are asked to rank their choices on each
statement or item.
Ranking requires that a set of items be ranked in order to
compare each item to all other.
16. Example 3: Please rank the following activities in order of
importance in your work as senior high school student.
(please use “5” as the most important activity. “1”is the least
important
Importance Ranking
a. Doing Homework Activities
b. Going to the library
c. Using the computer
d. Joining academic organizations
e. Doing homeworks
18. STEP 3-Establish the Validity of the
Questionnaire
Validity is traditionally defined as “degree to which a test measures
what it claims or purports to be measuring”.
A questionnaire undergoes a validation procedure to make sure that
it accurately measure what it aims to do. A valid questionnaire helps
to collect reliable and accurate data.
19. Kinds of Validity
1. Face Validity- this is a superficial or subjective
assessment. The questionnaire appears to measure the
construct or variable that the researcher study is supposed
to measure.
2. Content Validity- is most often measured by experts or
people who are familiar with the construct being measured.
The experts are asked to provide feedback on how well each
questions measure the variable or construct under study.
20. Kinds of Validity
3. Criterion-related validity
◦This type of validity measures the relationship between a
measure and an outcome.
◦Criterion related validity can be further divided into
concurrent and predictive validity.
◦4. Concurrent validity
◦ This type of validity measures how well the results of an evaluation or
assessment correlate with other assessments measuring the same
variables or constructs.
21. Kinds of Validity
5. Predictive validity
◦ This measures how well the results of an assessment can predict a
relationship between the construct being measured and future
behavior. For example the academic performance of a student in grade
11 math may be predicted by his/her math performance in junior high
school.
6. Construct Validity
This is concerned with the extent to which a measure is related to
other measures as specified in a theory or previous research. It is an
experimental demonstration that a test is measuring the construct it
claims to be measuring.
22. Step 4: Establishing the Reliability of the
Questionnaire
Reliability indicates the accuracy or precision of the
measuring instrument. It refers to a condition where
measurement process yields consistent responses
over repeated measurements.
23. Ways to assess the Reliability of the
Questionnaire
Test-retest reliability
◦This is the simplest method of assessing reliability. The
same test or questionnaire is administered twice and
correlation between the two sets of scores is
computed.
24. Ways to assess the Reliability of the
Questionnaire
Split-half method.
◦This method is also called equivalent or parallel
forms. In this method, two different test covering
the same topics are used and the correlation
between the two sets of scores is calculated.
25. Ways to assess the Reliability of the
Questionnaire
Internal Consistency
◦This method is used in assessing reliability of questions measured
on an interval or ratio scale. The reliability estimate is based on a
single form of test administered on a single occasion.
◦One popular formula to measure internal consistency is called
Cronbach’s alpha.
◦This can be computed using manual and electronic computations
such as the SPSS.
◦Cronbach’s alpha ranges from 0 (poor) to 1 (perfect reliability).
Anything above 0.70 is considered sufficiently reliable.
26. STEP 5. PILOT TESTING OF THE
QUESTIONNAIRE
Pilot testing a questionnaire is important before you use it to collect
data. Through this process, you can identify questions or statements
which are not clear to the participants or there might be some
problems with the relevance of the questionnaire to the current study.
27. STEP 5. PILOT TESTING OF THE
QUESTIONNAIRE
After designing the questionnaire, you may find 10-15 people from
your target group to pre-test the questionnaires. You design or provide
spaces where the testers can freely indicate their remarks.
Such remarks are the following:
◦“Delete this statement”. I don’t understand the questions.
◦“revise the question/statement.
◦“retain the questions”
◦The question is too long”
28. STEP 6 REVISE THE QUESTIONNAIRE
After identifying the problem areas in your questionnaire,
revise the instrument as needed based on the feedback
provided during the pre-testing or pilot-testing.
The best questionnaire is one that is edited and refined
towards producing clear questions arranged logically and in
sequential order.
The questionnaire should match with the research
objectives.
Editor's Notes
To apply this concept in research, you need a questionnaire that is reliable. You need questions that yield consistent scores when asked repeatedly.
To apply this concept in research, you need a questionnaire that is reliable. You need questions that yield consistent scores when asked repeatedly.
To apply this concept in research, you need a questionnaire that is reliable. You need questions that yield consistent scores when asked repeatedly.
To apply this concept in research, you need a questionnaire that is reliable. You need questions that yield consistent scores when asked repeatedly.
