This document provides an overview of surveys and questionnaires as research methods. It discusses key features such as collecting factual information and attitudes through closed and open questions. Examples of fact, behavior, and attitude questions are provided. Considerations for question design like being accessible, concise, and unbiased are outlined. Finally, the document discusses piloting questions and tools for developing online surveys.

1. ISM for D&T: Research methods 1
Surveys & Questionnaires
Alison Hardy & Sarah Davies
Monday 21st January 2013

2. Learning outcomes
• Know about survey and questionnaires as a
research tool/method
• Be aware of some of the strengths and
limitations of surveys/questionnaires in
educational research
(Sharp 2012. p.61)
• Be aware of some tools available for using
questionnaires/surveys in education

3. Remember this?
How do you know something to be as
you think it is?
Does it matter how you arrive at that knowledge?
21 January 2013 3

4. Approaches and paradigms
Normative paradigm Interpretive paradigm
Survey research Case study research
Documentary research
Experimental research Action research
Sharp 2012. p.46
This is just one interpretation of approaches to educational research. Cohen, Manion
and Lawrence (2007a) discuss these paradigms and how they represent a researchers
epistemology and ontology.
Reflect:
• Where are you on the paradigm spectrum?
• What do you think this says about you as a researcher?

5. A SEQUENCE OF CONSIDERATIONS
Ontology, epistemology, constraints,
PREPARATORY
purposes, foci, ethics, research
ISSUES question, politics, literature review
METHODOLOGY Approaches, reliability, validity
SAMPLING &
Reliability, validity, piloting
INSTRUMENTATION
TIMING &
SEQUENCING

6. A SEQUENCE OF CONSIDERATIONS
ORIENTING DECISIONS
E.G. SURVEY, EXPERIMENT,
RESEARCH DESIGN & NATURALISTIC, CASE STUDY,
METHODOLOGY ACTION RESEARCH, TESTING
DATA ANALYSIS
Cohen, Manion and Morrison, PRESENTING AND
2007b REPORTING RESULTS

7. Key features of surveys/ questionnaires
Summary from Sharp (2012) and Manion (1993) in Cohen, Manion and
Morrison (2007a)
• Data can be collected in one place
• Collects factual information from people (e.g. age and gender)
• Can be used to explore beliefs, values and attitudes
• Generates numerical data
• Data from surveys can be manipulated to show frequency or preferences.
Can indicate relationships/ trends/ correlations
• Standardises the information collected (all participants respond to the
same questions, cf interviews)
• Can be ‘economical and efficient’
• ‘Captures data from multiple choice, closed questions…’, open questions,
rank or rating questions
Quotes from Manion 1993 in Cohen, Manion and Morrison 2007a. (p.206)

8. Before you begin
• What do I hope to learn from this
questionnaire?
• Who do I want to complete the questionnaire?
• How will the information I obtain help me
achieve my goals and objectives for my
professional practice?

9. Questions first?
‘Questions then survey or survey then questions?
• The kind of questions you ask will in part
determine the kind of survey you will produce.
• In turn, the kind of survey you produce will in
part determine the kind of questions you will
ask.
• Always think about how you are going to
analyse your survey data (levels of
measurement, dependent/ independent/
control variables. ‘
(Lake 2011. P.4)

10. ‘….multiple choice, closed questions, …’,
open questions, rank or rating questions
• Facts: Closed questions or multiple choice
• Behaviour: multiple choice or open questions
or rank
• Attitudes/ beliefs: rank, rating or semantic

11. Facts
• Closed questions or multiple choice
– Which class are you in? (select one from a list)
– Are you male or female? (select one from a list)
Task:
Write 2/3 fact finding questions you could ask which
relate to your project

12. Behaviour
• Focussing on what pupils/teachers do
• multiple choice or open questions or rank
– How often do you…?
– How many times have you …?
– In my last D&T lesson I asked the teacher for help
… (select from one of the following)
Task:
Write 2/3 behaviour questions you could ask which
relate to your project

13. Attitudes/ beliefs
• Open, rank, rating or semantic
– Textiles is very boring for me (Likert scale followed
by ‘Why?’ question)
– My D&T teacher is willing to help me if I don’t
understand a topic (Likert scale)
– I find it easy to draw my design ideas in D&T (scale
from very easy – easy – hard – very hard)
Task:
Write 2/3 attitudes/ belief questions you could ask
which relate to your project

14. Advise on questions
• Accessible - language should be appropriate
for the participant
• Concise – avoid overload & minimise
ambiguity (e.g. How big is your class?)
• Unbiased & impartial (e.g. Should your textiles
project be more interesting?)
• Clear - construct simple questions
For more advice read Bell, 2010. (p. 60-61) and
Sharp (p.68)

15. Survey tools
Survey monkey
Smart survey
Fluid survey
• Free options available but with limitations:
– No ‘Thank you’ page
– Cannot password protect
– No personalised URL (open to anyone who can
find it)

16. Next steps
• Revisit slide 9
• Pilot questions
Read this article to see some of the challenges
about using questionnaires in educational settings
LAMBERT, M., 2008. Devil in the detail: using a pupil
questionnaire survey in an evaluation of out-of-
school classes for gifted and talented children.
Education 3–13, 36 (1), 69-78.

17. References
• BELL, J., 2010. Doing your research project. Open University Press.
• COHEN, L., MANION, L. and MORRISON, K.R.B., 2007a. Research
methods in education [electronic resource]. London: Routledge.
• COHEN, L., MANION, L. and MORRISON, K.R.B., 2007b. Research
methods in education website. London: Routledge
[http://cw.routledge.com/textbooks/cohen7e/powerpoints.asp
Accessed: 21/1/13]
• LAKE, L., 2011. Numeracy & Quantitative Methods: Developing
Survey Questions. University of Plymouth
[http://resources.jorum.ac.uk/handle/123456789/14716 Accessed:
21/1/13]
• LAMBERT, M., 2008. Devil in the detail: using a pupil questionnaire
survey in an evaluation of out-of-school classes for gifted and
talented children. Education 3–13, 36 (1), 69-78.
• SHARP, J., 2012. Success with your education research
project. Learning Matters.

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