This ppt covers Questionnaire Design - Meaning, Types, Layout and Process of Designing Questionnaire which includes Questionnaire Definition OBJECTIVES OF QUESTIONNAIRE Questionnaire design process Guidelines for Question Wording Increasing the willingness of respondents Overcoming unwillingness to answer Layout of the Questionnaire

2. Questionnaire
First developed by Sir Francis Galton in Statistical Society of
London in 1838.
Quite often questionnaire is considered as the heart of a survey
operation, hence it should be carefully constructed. If it is
not properly set up then the survey is bound to fail.
A questionnaire is a pre-formulated written set of questions to
which respondents record their answers, usually within
rather closely defined alternatives.
Questionnaires are an efficient data collection mechanism
when the researcher knows exactly what is required and how
to measure the variables of interest.
Questionnaires can be administered personally, mailed to the
respondents, or electronically distributed.

3. Questionnaire Definition
A questionnaire, whether it is called a schedule, interview
form, or measuring instrument, is a formalized set of
questions for obtaining information from respondents.
Typically, a questionnaire is only one element of a data
collection package that might also include;
(1) field work procedures, such as instructions for selecting,
approaching, and questioning respondents;
(2) some reward, gift, or payment offered to respondents; and
(3) communication aids such as maps, pictures,
advertisements, and products (as in personal interviews)
and return envelopes (in mail surveys).

4. OBJECTIVES OF QUESTIONNAIRE
Any questionnaire has three specific objectives.
It must translate the information needed into a set of
specific questions that the respondents can and will
answer.
A questionnaire must uplift. Motivate, and encourage the
respondent to become involve in the interview, to
cooperate, and to complete the interviews. Incomplete
interviews have limited usefulness at best.
A questionnaire should minimize response error. The
response error may be defined as the error that arises
when respondents give inaccurate answers or their
answers are mis-recorded or mis-analyzed.

5. Questionnaire design process
Determining the order of questions
Choosing question wording
Type of interviewing method
Specify the information needed

6. Specify the information needed
Specify the information needed more clearly - It is helpful to
review components of the problem and the approach,
particularly the research questions, hypotheses, and
characteristics that influence the research design.
To further ensure that the information obtained fully
addresses all the components of the problem.
It is also important to have a clear idea of the target
population.
The characteristics of the respondent group have a great
influence on questionnaire design.

7. Type of Interviewing Method
An appreciation of how the type of interviewing method influences
questionnaire design can be obtained by considering how the
questionnaire is administered under each method.
 Personal interviews - respondents see the questionnaire and interact
face-to-face with the interviewer. Thus lengthy, complex, and varied
questions can be asked.
 Telephone interviews - respondents interact with the interviewer,
but they do not see the questionnaire. This limits the type of questions
that can be asked to short and simple ones.
 Mail questionnaires – are administered, so the questions must be
simple and detailed instructions must be provided.
 Computer Assisted Interviewing (CAPI and CATI) - complex
skip patterns and randomization of questions to eliminate order bias
can be easily accommodated.
 Internet Questionnaires - share many of the characteristics of CAPI.

8. Individual question content
Is the question necessary?
should contribute to the information needed or should serve
some specific purpose.
It is useful to ask some neutral questions at the beginning of
the questionnaire to establish involvement and rapport,
particularly when the topic of the questionnaire is sensitive
or controversial.
Sometimes filler questions are asked to disguise the purpose
or sponsorship of the project.
At times, certain questions may be duplicated for the purpose
of assessing reliability or validity.

9. Individual question content
Are several questions needed instead of one?
We must make sure that it is sufficient to get the desired information.
Sometimes, several questions are needed to obtain the required
information in an unambiguous manner.
Consider the question,
“Do you think Coca-Cola is a tasty and refreshing soft drink?”
Such a question is called a double-barreled question, because two or
more questions are combined into one.
To obtain the required information, two distinct questions should be
asked:
“Do you think Coca-Cola is a tasty soft drink?” and
“Do you think Coca-Cola is a refreshing soft drink?”

10. Overcoming Inability to Answer
Researchers should not assume that respondents can provide accurate or
reasonable answers to all questions.
The researcher should attempt to overcome the respondents’ inability to
answer.
Certain factors limit the respondents’ ability to provide the desired
information.
The respondents may not be informed, may not remember, or may be unable to
articulate certain types of responses.
 Is the respondent informed? - Unknown Answers and then filter
questions
 Can the Respondent Remember? – inability to remember leads to
errors of omission, telescoping, and creation
 Can the respondent articulate? – use pictures, maps, and descriptions.

11. Overcoming unwillingness to answer
Even if respondents are able to answer a particular question,
they may be unwilling to do so, either because
Effort required of the respondents – Minimize the efforts of
respondents
Context- inappropriate/appropriate for the given context
Legitimate Purpose – Respondents may feel data is irrelevant
(explain the purpose)
Sensitive Information - embarrassment or threaten the
respondent’s prestige

12. Increasing the willingness of respondents
1. Place sensitive topics at the end of the questionnaire.
2.Preface the question with a statement that the behavior of
interest is common. For example, before requesting
information on credit card debt, say “Recent studies show
that most Americans are in debt.”
3. Ask the question using the third-person technique
4.Hide the question in a group of other questions that
respondents are willing to answer.
5.Provide response categories rather than asking for specific
figures
6.Use randomized techniques – Yes or No

13. Choosing Question Structure
1) Unstructured Questions- Unstructured questions are open-
ended questions that respondents answer in their own words. They are
also referred to as free-response or free-answer questions.
Open-ended questions are good as first questions on a topic, they enable
the respondents to express general attitudes and opinions that can help
the researcher interpret their responses to structured questions.
Allow detailed and Unanticipated answers
Unstructured questions are useful in exploratory research.
A principal disadvantage is that potential for interviewer bias is high.
Coding of responses in a costly and time consuming.
Irrelevant answers if the Q is misunderstood
Takes longer time to complete

14. Choosing question structure
2) Structured Questions- Closed responses.
When the response falls into easily defined categories. Structured questions
specify the set of response alternatives and the response format.
Advantages
Quick and easy to answer
Answers are easier to analyze
Disadvantages
Requires knowledge of likely responses
Restricts possible answers
Respondents with no opinion or knowledge provide an answer anyway
A structured question may be multiple-choice, dichotomous, or a scale.

15. Choosing question structure
Multiple-Choice Questions- In multiple-choice questions, the researcher
provides a choice of answers, and respondents are asked to select one or
more of the alternatives given. Consider the following question.
Dichotomous Questions- A dichotomous question has only two response
alternatives: yes or no, agree or disagree, and so on. Often, the two
alternatives of interest are supplemented by a neutral alternative, such as
“no opinion,” “don’t know,” “both” or “none”. The question asked before
about intentions to buy a new car as a multiple-choice can also be asked as
dichotomous question.
Scales-

16. Choosing question wording
Question wording is the translation of the desired question
content and structure into words that respondents can clearly and
easily understand.
If a question is worded poorly, respondents may refuse to answer it
or may answer it incorrectly.
The first condition, known as item non-response, can increase the
complexity of data analysis.
The second condition leads to response error, discussed earlier.
Unless the respondents and the researcher assign exactly the same
meaning to the question, the results will be seriously biased.

17. Guidelines for Question Wording
(1) Define the issue - being addressed - who, what, when where,
why, and way
(2) Use ordinary words - match the vocabulary level of the respondents
(3) Avoid ambiguous words – Avoid “usually,” “normally,” “frequently,”
“often,” “regularly,” “occasionally,” and “sometimes”.
(4) Avoid leading questions – which trigger the respondents
(5) Avoid implicit alternatives – alternative answer to a question that is
not expressed in the options
(6) Avoid implicit assumptions – all respondents are assumed to have
same level of knowledge
(7) Avoid generalizations and estimates - should be specific, not general
(8) Use Dual statements - positive and negative statements.

18. Determining the Order of Questions
 Opening questions- Crucial in gaining the confidence and cooperation of
respondents. It should be interesting, simple, and non-threatening.
 Type of Information- The type of information obtained in a questionnaire
may be classified as:
(1) Basic information -relates directly to the research problem
(2) Classification information - consisting of socio-economic and demographic
characteristics, is used to classify the respondents and understand the results
(3) identification information - includes name, address, and telephone number.
 Difficult Questions- sensitive, embarrassing, complex, or dull should be
placed late in the sequence.
 Effect on subsequent questions- As a rule of thumb, general questions
should precede the specific questions. This prevents specific questions from
biasing responses to the general questions.

19. Determining the order of questions
 General appearance or “getup” of the questionnaire- An
attractive and neat questionnaire with appropriate introduction,
instructions, and well-arrayed set of questions and response alternatives
will make it easier for the respondents to answer them.
 A good introduction- A proper introduction that clearly discloses the
identity of the researcher and conveys the purpose of the survey is
absolutely necessary.
It is also essential to establish some rapport with the respondents and
motivate them to respond to the questions in the questionnaire
wholeheartedly and enthusiastically.
Assurance of confidentiality of the information provided by them will
allow for less biased answers.
The introduction section should end on a courteous note, thanking the
respondent for taking the time to respond to the survey.

20. Give each question a number
Put identification information on questionnaire
Never cramp question together
Make a cover sheet or face sheet for each question
Put the time and date of interview
Respondent identification number
Interviewers comments and observation on it
Give instructions on the questionnaire
Be polite in wording
Send via professional cover letter
Offer telephone number for any clarification
Always end with “Thank You” for your participation

21. Reference
• Kothari, C. R. (2004). Research methodology: Methods and
techniques. New Age International.
• Bodla, B. S. INTRODUCTION TO RESEARCH METHODOLOGY.
DIRECTORATE OF DISTANCE EDUCATION, GURU
JAMBHESHWAR UNIVERSITY OF SCIENCE & TECHNOLOGY,
HISAR.