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Howtodesignaquestionnaire1ppt課件asurveyinvolvesdirectlycollectinginformationfrompeople(orsometimesorganisations)whomweareinterestedin.Welldesignedquestionnairesarehighlystructuredtoallowthesametypesofinformationtobecollectedfromalargenumberofpeopleinthesamewayandfordatatobeanalysed
quantitativelyandsystematically.Questionnairesarebestusedforcollectingfactualdataandappropriatequestionnairedesignisessentialtoensurethatweobtainvalidresponsestoourquestions.2ppt課件ObjectivesindesigningquestionnairesTherearetwomainobjectivesindesigningaquestionnaire:
Tomaximizetheproportionofsubjectsansweringourquestionnaire—thatis,theresponserate.
Toobtainaccuraterelevantinformationforoursurvey.
3ppt課件DecidingwhattoaskTherearethreepotentialtypesofinformation:
Informationweareprimarilyinterestedin—thatis,dependentvariables.Informationwhichmightexplainthedependentvariables—thatis,independentvariables.
Otherfactorsrelatedtobothdependentandindependentfactorswhichmaydistorttheresultsandhavetobeadjustedfor—thatis,confoundingvariables4ppt課件WordingofindividualquestionsThewayquestionsarephrasedisimportantandtherearesomegeneralrulesforconstructinggoodquestionsinquestionnaire5ppt課件UseshortandsimplesentencesShort,simplesentencesaregenerallylessconfusingandambiguousthanlong,complexones.Asaruleofthumb,mostsentencesshouldcontainoneortwoclauses.Sentenceswithmorethanthreeclausesshouldberephrased.
6ppt課件AskforonlyonepieceofinformationatatimeForexample,“Pleaseratethelectureintermsofitscontentandpresentation”asksfortwopiecesofinformationatthesametime.Itshouldbedividedintotwoparts:“Pleaseratethelectureintermsof(a)itscontent,(b)itspresentation.”7ppt課件AvoidnegativesifpossibleNegativesshouldbeusedonlysparingly(謹(jǐn)慎地).Forexample,insteadofaskingstudentswhethertheyagreewiththestatement,“Smallgroupteachingshouldnotbeabolished,”thestatementshouldberephrasedas,“Smallgroupteachingshouldcontinue.”Doublenegativesshouldalwaysbeavoided.8ppt課件AskprecisequestionsQuestionsmaybeambiguousbecauseawordortermmayhaveadifferentmeaning.Forexample,ifweaskstudentstoratetheirinterestin“medicine,”thistermmightmean“generalmedicine”(asopposedtogeneralsurgery)tosome,butinclusiveofallclinicalspecialties(asopposedtoprofessionsoutsidemedicine)toothers.9ppt課件Anothersourceofambiguityisafailuretospecifyaframeofreference.Forexample,inthequestion,“Howoftendidyouborrowbooksfromyourlibrary?”thetimereferenceismissing.Itmightberephrasedas,“Howmanybookshaveyouborrowedfromthelibrarywithinthepastsixmonthsaltogether?”10ppt課件EnsurethoseyouaskhavethenecessaryknowledgeForexample,inasurveyofuniversitylecturersonrecentchangesinhighereducation,thequestion,“DoyouagreewiththerecommendationsintheDearingreportonhighereducation?”isunsatisfactoryforseveralreasons.Notonlydoesitaskforseveralpiecesofinformationatthesametimeasthereareseveralrecommendationsinthereport,thequestionalsoassumesthatalllecturersknowabouttherelevantrecommendations.11ppt課件SensitiveissuesItisoftendifficulttoobtaintruthfulanswerstosensitivequestions.Clearly,thequestion,“Haveyouevercopiedotherstudents’answersinadegreeexam?”islikelytoproduceeithernoresponseornegativeresponses.Lessdirectapproacheshavebeensuggested.Firstly,thecasualapproach:“Bytheway,doyouhappentohavecopiedotherstudents’answersinadegreeexam?”maybeusedasalastpartofanotherdecoyquestion.
12ppt課件MinimisebiasPeopletendtoanswerquestionsinawaytheyperceivetobesociallydesiredorexpectedbythequestionerandtheyoftenlookforcluesinthequestions.Manyapparentlyneutralquestionscanpotentiallyleadtobias.Forexample,inthequestion,“Withinthepastmonth,howmanylectureshaveyoumissedduetoyoureveningjob?”studentsmayperceivethedesiredresponsestobe“never”tothefirstquestion.Thisquestioncouldberephrasedas,“Withinthepastmonth,howmanytimesdidyoureveningjobcommitmentclashwithlectures?Howmanytimesdidyougiveprioritytoyoureveningjob?”Takeanotherexample.Thequestion,“Pleaseratehowusefulthefollowingtext-booksare.Pleasealsostatewhethertheyareincludedinyourlecturer’srecommendedreadinglist?”Thereisariskthatthestudentsmayperceivethattheyshouldratebooksrecommendedbylecturersmorefavourablythanthosenotrecommendedbytheirlecturers.Thisriskmaybeminimisedbyputtingthesecondquestionlateroninthequestionnaire.13ppt課件FormatofresponsesTheresponsescanbeinopenorclosedformats.Box1:AdvantagesofopenorclosedformatOpenformatlAllowsexplorationoftherangeofpossiblethemesarisingfromanissuelCanbeusedevenifacomprehensiverangeofalternativechoicescannotbecompiledClosed—thatis,forcedchoice—formatlEasyandquicktofillinlMinimisediscriminationagainstthelessliterate(inselfadministeredquestionnaire)orthelessarticulate(ininterviewquestionnaire)lEasytocode,record,andanalyseresultsquantitativelylEasytoreportresults14ppt課件LengthofquestionnaireTherearenouniversalagreementsabouttheoptimallengthofquestionnaires.Itprobablydependsonthetypeofrespondents.However,shortsimplequestionnairesusuallyattracthigherresponseratesthanlongcomplexones.15ppt課件ArrangingthequestionsTheorderofthequestionsisalsoimportant.Somegeneralrulesare:lGofromgeneraltoparticular.lGofromeasytodifficult.lGofromfactualtoabstract.lStartwithclosedformatquestions.lStartwithquestionsrelevanttothemainsubject.lDonotstartwithdemographicandpersonalquestions.
16ppt課件Introduction,personalisedletter,andendingItseemsagoodideatohaveeitherapersonalisedcoveringletteroratleastanintroductionexplainingbrieflythepurposeofthesurvey,theimportanceoftherespondents’participation,whoisresponsib
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