Asking Questions
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Asking Questions Living and Learning at School Questionnaire (LLSQ) Twilight Seminar 5 July 2010 Mirella Wyra Flinders University
description
Asking Questions. Living and Learning at School Questionnaire (LLSQ). Twilight Seminar 5 July 2010 Mirella Wyra Flinders University. extracting information. Using Remark software (and a scanner) Design Barcoding Bubbles. DATABASE. What do we want to find out?. - PowerPoint PPT Presentation
Transcript of Asking Questions
Asking Questions
Living and Learning at School Questionnaire (LLSQ)
Twilight Seminar 5 July 2010Mirella Wyra
Flinders University
Living and Learning at School Questionnaire
2007 2008 2009
Year 7 students
Year 8 students
Year 9 students
Year 7 students
Year 8 students
Year 7 students
Year 8 students
Year 9 students
Year 9 students
Year10 students
Year11 students
Year 10 students
extracting information
Using Remark software (and a scanner)• Design• Barcoding• Bubbles
DATABASE
What do we want to find out?
What are the research objectives?LLSQ example
Wellbeing Bullying Coping with bullying Learning Transition from primary school to high school Popularity Coping with schoolwork Coping with homework Friendship Demographics
Wellbeing
Bullying
Coping with bullying
Learning
Transition from primary school to
high school
Popularity
Coping with schoolwork
Coping with homework
Demographics
What needs to be considered?
What do we want to find out via an individual item? = need a clear conceptual idea of what content is to be
measured
Items and Responses
Wording of items Wording of responses
Item presentationInstructions
What needs to be considered? Whom do we
ask?
Who are our participants? Demographic characteristics (age, abilities) Cultural differences (sensitivity) Needs (is support needed)
• Individual differences to consider for: Questionnaire construction Questionnaire length Item complexity Item length
Wording of items Wording of responses
Item presentationInstructions
How will we analyse the data?
Keep this question in mind when designing questionnaire items
Wording of items Wording of responses
Item presentationInstructions
Questionnaire Items
Form• Question
e.g. How many good friends do you have at your primary school?
• Statement e.g. I draw pictures or diagrams to help me understand this subject.
Wording e.g. In the last month, do you think you have had any
emotional or social or behaviour difficulties? Consider possible responses: ‘Yes’ ‘No’
*Caution: if participants don’t understand an item: And answer anyway = invalid data
And don’t respond = less data to analyse
Precise = asking what we want to find out ( e.g. double barrel items; terminology) Simple (avoid difficult words; avoid difficult sentences) Clear = e.g. no double negatives (I don’t like to be not
warm.) Short = is there a more concise way to ask/state
Questionnaire Itemscont.
Questions removed
9a. I set goals that I want to achieve in these two subjects this year
23. Overall, how well did you, or would you, cope with bullying at school?
• (circle one of these letters)• Not very well………………………………..very well• 1…...2…...3.…..4…….5……6……7……8……9
20. Do you know if your school has a policy and grievance procedure to deal with harassment/bullying (Please circle)
Yes unsure no
Questions modified
9 e. If I don’t do well in these subjects I can usually improve by trying harder and making more effort.
NOW: 10. I can get better at this subject if I put in the effort.-------------------------- 9l. I try to match new things that I'm learning to what I
already know in these subjectsNOW: 16. When I’m learning something new in this subject I think
about what I already know about it.--------------------------- 19g. Run away NOW: 60. Get away from the bullies
Questions modified
19g. Run away NOW:
60. Get away from the bullies
Responses
Open ended items• Boxes e.g.
Open-ended items can provide info in participants’ own words (strength)
responses or lack of may reflect different abilities (weakness)
time consuming to analyse (weakness)
ResponsesCont.
Closed ended items• Mutually exclusive
E.g. (0-10; 10-20; 20-30) = overlap• Exhaustive
E.g. 12years old; 13 years old…15 years old Quantifying words (sometimes, often, always) are vague
and should be avoided – use numerical ranges; however… Ordered (strongly disagree…..strongly agree)
• REMEMBER link with the item Closed ended items can provide exact information
needed by researcher Closed ended items are easier to analyse
Response presentation
Appearance Clarity Precision Examples
Wellbeing
Bullying
Coping with bullying
Learning
Transition from primary school to
high school
