This document provides guidance on developing a questionnaire for research. It discusses important considerations in instrument design such as validity, reliability, and usability. Common question formats like Likert scales, rankings, and open-ended questions are described along with examples. The importance of pilot testing the questionnaire and revising based on feedback is emphasized. Overall guidelines are provided such as keeping the questionnaire short, using clear language, and leaving space for comments.

1. QUESTIONNAIRE
PRESENTED BY:
MOHAMAD AIZAT BIN AHMAD (2011106699)
SITI HAJAR BINTI ANIP (2011937431)
NURUL HANA BINTI MOHD NAZRI (2011146955)

2. INSTRUMENTATION
 The whole process of preparing to
collect data which includes:
 Selection or design of the instruments
 Location
 Time
 Frequency
 Administration

3. Consideration in selecting a
research instrument
 Validity- measures what it is supposed
to measure
 Reliability- gives consistent result
 Objectivity- absence of subjective
judgments
 Usability- convenience instrument

4. What is Questionnaire?
 A questionnaire is a research instrument
consisting of a series of questions and other
prompts for the purpose of gathering
information from respondents.

5. Getting started
 Plan the survey as a whole
 Objectives - what you want your
questionnaire to achieve
 Data needs - your research goals, and
think about what information you need to
elicit from respondents to meet those
goals.

6. Getting started
o Analysis - how you are going to analyse
each question to get the results you need.
Remember there is a difference between
things you need to know, and those it would
be nice to know

7. Introduction
 The introduction of the questionnaire is
very important because it outlines the
pertinent information about the survey.
The introduction should:
 provide the title or subject of the survey
 explain the purpose of the survey
 request the respondent’s co-operation
 inform the respondent about confidentiality issues, the status
of the survey (voluntary or mandatory) and any existing data-
sharing agreements with other organizations.

8. Formatting The Questions
 Appropriate format for each question
has to be ascertained
 Each of the formats serves specific
purposes that coincide with the
researcher’s information and data
analysis needs

9. Likert Scale
 Usually used to measure the strength
of an attitude or an opinion
 respondents specify their level of
agreement or disagreement on a
symmetric agree-disagree scale for a
series of statements

10. Likert Scale
 The respondent is presented a
sentence and is asked to agree or
disagree on a 3,5 or 7 point scale.
 It provides an excellent means of
gathering opinions and attitudes
 When writing the scale, you must
include instructions that describe how
to complete it

11. Likert Scale
 On a survey or questionnaire, a typical
Likert item usually takes the following
format:
1 2 3 4 5
Strongly Disagree Neither agree Agree Strongly
disagree nor disagree agree
 "balanced" because there are equal
amounts of positive and negative
positions

12. Sample 1
Strongly Not Strongly
disagree Disagree sure Agree agree
I use research
methods in my
job

13. Rating Questions
 Ratings are assigned solely on the
basis of the score’s absolute position
within a range of possible values
 Easy to write, easy to answer
 Provide a level of quantification that is
adequate for most purposes

14. Sample
 Select the choice that best describes
your actions in the first five minutes of
the classes you teach
5= always, 4= almost always, 3= about half the time, 2= rarely, 1= never
_____ state lesson objectives and overview at start of the lesson
______ state lesson objectives but no overview at start of the lesson
______ don’t state objectives or overview at start of the lesson

15. Ranking Questions
 The respondent is given a list of items
and asked to rank them in order of
importance

16. Sample:
Rank in order of importance the following five weaknesses of the
training program. That is, place 1 beside the weakness you consider most
important, 2 beside the next most important weakness and so forth, until you
have ranked all five weaknesses.
Rank
The training program was too short. ____
The content did not suit my needs. ____
The content was too theoretical. ____
The training group was too large. ____
The training methods were poor. ____

17. Open-Ended Questions
 Easy to write
 Do not require an extensive
knowledge of the subject

18. Sample
1. What do you understand by the term ‘e-Learning’?
2. Give some examples of e-learning activities carried
out in your faculty.
3. What is your opinion regarding the integration of
ICT into university teaching and learning?
4. What suggestion(s) do you have to further improve
the integration of ICT into university teaching and
learning?

19. Open-Ended Questions
 Incomplete and ambiguous answers
 Hard to analyze
 Respondent may produce various
answers
 Cannot be subjected to machine-
processing
 “content analysis”- read and reread

20. Open-ended Questions
 People are uncertain about what the
questions means and how they are
expected to answer
 Increase respond burden- quality
varies with respondent’s literacy,
people are 10 times less likely to
answer open-ended questions

21. - Fill in the blanks
Sample:
How many management courses have you
completed in the past two years?
____________
*Note that the answer blank follows the
question

22. Multiple Choice
-The respondent is given choice of
answers and must check one
Sample 1
How many days of training have you
completed during the past 12-months?
none
6 – 10
11 – 15
16 or more

23. Sample 2
What were you doing the year before you
enrolled in this program?
Full-time employment
Part-time employment
Unemployed
Full-time student
Part-time student
Other (specify) ___________

24. List
 Good way to find out views in an
unbiased way
Sample:
List three most important skills you
acquired during this training session.
1. ______________________________
2. ______________________________
3. ______________________________

25. Pilot-test the Questionnaire
 WHY?
 It is difficult to criticize your own written work
 It is essential to obtain comments from at least a
small group of the intended respondents
 It identifies the ambiguities in the instructions
 It clarifies the wording of the questionnaire
 It alerts you to the omissions or anticipated
answers in MCQ or ranking questions

26.  HOW?
 Assemble a group of volunteers (6 to 12),
have them complete the questionnaire
individually
 Encourage them to write comments on the
actual questionnaire
 After the pilot-test, review the verbal and
written comments and evaluate its
effectiveness
 Revise the instrument
 If necessary, second pilot-test is advisable

27. Questionnaire Considerations
 Be sure to commit the study goals to
writing.
 Whenever you are unsure of a
question, refer to the study goals and a
solution will become clear.
 Ask only questions that directly address
the study goals.

28. Cont..
 Keep your questionnaire short.
 Response rate is the single most
important indicator of how much
confidence you can place in the results.
 A low response rate can be devastating
to a study.
 One of the most effective methods of
maximizing response is to shorten the
questionnaire.

29. Cont..
 Try to eliminate questions. If the information
will be used in a decision-making process,
then keep the question... it's important.
 To include other experts and relevant
decision-makers in the questionnaire design
process. Their suggestions will improve the
questionnaire.
 Formulate a plan for doing the statistical
analysis during the design stage of the project.
Know how every question will be analyzed
and be prepared to handle missing data.

30. Cont..
 Make the envelope unique.
 Provide a well-written cover letter.
 Give your questionnaire a title that is short
and meaningful to the respondent.
 Include clear and concise instructions on how
to complete the questionnaire. Be sure to
print the return address on the questionnaire
itself (since questionnaires often get
separated from the reply envelopes).
 Begin with a few non-threatening and
interesting items.

31. Cont..
 Use simple and direct language. This will
reduce misunderstandings and make the
questionnaire appear easier to complete.
One way to eliminate misunderstandings is to
emphasize crucial words in each item by
using bold, italics or underlining.
 Leave adequate space for respondents to
make comments. Leaving space for
comments will provide valuable information
not captured by the response categories.
 Place the most important items in the first half
of the questionnaire.

32. Cont..
 Hold the respondent's interest. We want the
respondent to complete our questionnaire
 Provide incentives as a motivation for a
properly completed questionnaire.
 Use professional production methods for the
questionnaire--either desktop publishing or
typesetting and key lining.
 Make it convenient. The easier it is for the
respondent to complete the questionnaire the
better.
 The final test of a questionnaire is to try it on
representatives of the target audience.

33. Advantages
 Very cheap – only for printing
 Very close to 100% of response.
 Can be posted or by e-mail.

34. Disadvantages
 Less honest response.
 Rush to complete.
 E-mail – maybe answered by other
person, low level in computer literacy
 Some people are not able to read and
write.
 By post – quite expensive.
 By hand – time consuming.

35. Conclusion
 Well constructed questionnaires permit
researchers to gather reasonably valid
quantitative and qualitative data in simple,
timely and costly efficient manner.
 Questionnaires lend themselves to logical
and organized data entry and analysis.
 Developing the questionnaire requires
thought, care and time. But the end product
can be satisfying.

36. THANK YOU