TAMAM project workshop using questionnaires for data collection
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Transcript of TAMAM project workshop using questionnaires for data collection
TAMAM PROJECT WORKSHOPUSING QUESTIONNAIRES FOR DATA COLLECTION
Dr. Ali AlBulushi
WHAT IS A QUESTIONNAIRE?
• A research tool for data collection• It is a tool used to collect information/data from
usually large population about a specific phenomenon under investigation.
• The term ‘questionnaire’ used in different ways:– often refers to self-administered and postal
questionnaires (mail surveys)– some authors also use the term to describe
structured interview schedules (telephone or face-to-face)
WHY A QUESTIONNAIRE
• Target large amount of people• Use to describe, compare or explain a
phenomenon • Can cover a wide range of activities and
behaviour, knowledge, attitudes, preferences• Specific objectives, standardised and highly
structured questions• Used to collect quantitative data – information
that can be counted or measured.
What are the strengths and limitations of questionnaires?
Let’s get some from you!
STRENGTHS OF QUESTIONNAIRES
• Helps to collect background and baseline information easily
• Can target large number of people• Reach respondents in widely dispersed locations• Can be relatively low cost in time and money• Relatively easy to get information from people quickly• Standardised questions• Analysis can be straight-forward and responses pre-
coded• Low pressure for respondents• Lack of interviewer bias
(possibility of ‘ghost interviewer’ effect)
LIMITATIONS OF QUESTIONNAIRES
• Low response rate and consequent bias and confidence in results
• Unsuitable for some people (e.g. poor literacy, visually impaired, young children)
• Question wording can have major effect on answers• Misunderstandings cannot be corrected• No opportunities to probe and develop answers• No control over the context and order questions are
answered• No check on incomplete responses• Seeks information only by asking, can we trust what
people say? e.g. issues with over-reporting
QUESTIONNAIRE PREPARATION
• Establish the purpose and/or guiding question of the questionnaire
• Construct the questionnaire– Plan for the questions in light of your purpose – Develop the questions
• Plan for the administration
DEVELOP THE QUESTIONS
• Types of Questions1. Dichotomous questions (YES/NO)2. MCQ3. Scaled response (Likert scale)4. Ranking5. Checklist6. Open-ended
It’s not necessary to have the same type of questions all through the questionnaire
• Dichotomous Question– Have you taught the ENGLISH basic education
curriculum to grade grade 8? ☐ YES ☐ NO
• Multiple Choice Question– The new Basic Education Curriculum of English
is:1. A waste of time;2. An extra burden on teachers3. Not appropriate to our school4. A useful complementary curriculum5. Well-presented-and practicable
• Scale responses (Likert scale)Strongly disagree
Disagree Undecided Agree
Strongly agree
The teacher is the only one who should be held accountable for students academic achievement
The teacher should address students’ deviant behavior when it is observed outside the school
The teacher should discuss the students’ progress with their parents
There are many factors that influence students’ academic achievement
• Ranking– Please indicate your priorities by placing numbers
in the boxes to indicate the ordering of your views, 1=the highest priority, 2=the second highest, and so on.
– The proposed amendments to the English basic education curriculum might e successful if the following factors are addressed:
• The appropriate material resources are in schools ☐• The amendments are made clear to all teachers ☐• The amendments are supported by the English team ☐• The necessary staff development is assured ☐• There are improvements to students achievement ☐
• Checklist– Do you have a scheduled time outside class to
assist your students? ☐ YES ☐ NO– How many students do you assist outside class
time on an average teaching day? _____ students
• Open-ended– What are the difficulties that you personally
face in managing the interaction between your students in the classroom?
OPEN VS. CLOSED QUESTIONS (OPPENHEIM, 1992)
Strength Limitation
OPEN Freedom & spontaneity of answer
Time-consuming
Opportunity to probe Coding more problematic
Useful for testing hypothesis about ideas or awareness
More effort from respondents
CLOSED Requires little time Loss of spontaneous responses
No extended writing Bias in answer categories
Low costs Sometimes too crude
Easy to process May irritate respondents
Make group comparisons easy
Useful for testing specific hypothesis
Please see the handout about the questionnaire pitfalls task prepared in Arabic.
TASK 1
الفلسفية الدراسية المواد تفضل هلالمواد أم الطابع وأكاديمة والنظرية
مباشرة صلة لها والتي البسيطة العمليةكطالب؟ لك العملي بالواقع
أجابة الى المستجيب يقود مو�ج�ه سؤالأخرى دون معينة
المناظرة لوضع المحددة الجوانب هي مامعكوسة تراها أن تود التي الميتافيزيقية
الحياتية كالمهارات دراسية مادة فيالصف طالب تستهدف في ١١والتي إناث
ساحلية؟ بيئة
توجيهه تم وإن حتى الثقافة رفيع سؤال � جدا للمثفقين
وزن بدون � مقررا تدر�س أن تفضل هل( ٥أو ٤أو ٣أكاديمي ) غير لطالب حصص
) ( � ومساءا فقط � ظهرا األربعاء متفرغين � تعويضا ويشمل األسبوع في فقط � واحدا
أطول � مقررا أم المواصالت، عن � مالياأكاديمي ) وزن ( ٨أو ٧أو ٦بدون حصص
�مصمم كامال � مقررا أم متفرغين، لطالبولكن محدد ® يوم من جزء في للمتفرغين
مسائية؟ حصص حضور بدونمعقد سؤال
من أكثر عمرك كان ولم ٤٥أن � عاماضع الخدمة، خالل تدريبية دورة أي تحضر
� في خانة (✓عالمة ✓) وعالمة أبدًا)كبير ًالسنأخرى في خانة (
للحساسية مثيرة تعليمات أو سؤال
معلمين تسجيل بعدم شعورك مدى ماأكاديمي وزن بدون تدريبية دورات في
لم الذين المعلمين من الخدمة خاللالتدريس؟ سلك في عامين يكملوا
مزدوجة نفي بصياغة سؤال
الصفحات في كل ٧و ٦و ٥أجب عنالدورات عن بأراءك يتعلق سؤالعام بشكل الخدمة أثناء التدريبية
المهنية الحياة في قيمتها عن ومعتقداتكعملهم؟ رأس على للمعلمين
تكمل أستبانة في � جدا مفتوح سؤال � كبيرا � وقتا وتتطلب المستجيب من � ذاتيا
� أيضا
بإنتظام؟ واجباته بأنجاز طفلك يقوم هلالمدرسة؟ في الطالب عدد يبلغ كم
في األلي الحاسب أجهزة عدد كم المدرسة؟
. ما منها جزء® أو للعبارة التفسير تعددية ) الطالب ) عدد كم ؟ بإنتظام معنىكرحلة ) بعذر المتغيبين مع جميعها
أجهزة( كل عذر؟ بدون أو مدرسيةعن العاطلة فيها بما اآللي الحاسب
خارج للتصليح الخاضغة مع أو العملالمدرسة؟
ال تفضل ؟ SNDP أم PGKLM أيهما
مفهومة غير أختصارات وجود
عمرك؟ كم٦٠-٥٠، ٥٠-٤٠، ٤٠-٣٠، ٣٠-٢٠، ٢٠-١٥
منفصلة / منفردة غير فئات
الحياتية المهارات مادة تدرس ان يجبيمكن ولكن فقط مجيدين الغير للطالب
المراحل في الطالب لجميع تقدم أن .العليا
مزدوج سؤال
TASK 1 FEEDBACK: AVOIDING PITFALLS IN QUESTION WRITING 1. Abbreviations2. Ambiguity and vague wording (fairly, generally, you – the
respondent, household, family?)3. Doubled barrelled – ‘do you speak English or French?’4. Double negatives – ‘Do not you de-emphasize corporal
punishment?’5. Inappropriate categories6. Leading questions – ‘do you like indoor confined
individualistic sports or outdoor open team-based sports in the fresh air?’
7. Memory issues – ‘list at least 5 of your best subjects at schools and the teachers who taught them.’
8. Social desirability9. Question complexity
Each school should have brought a questionnaire drafted to be used in TAMAM project. Exchange your questionnaires and try to give feedback to the questionnaire you received. Focus on the design, layout, questions, purpose, instructions, length, user-friendliness, etc.
TASK 2
If you were sending out a questionnaire, what would you do to maximise the response rate and minimize non-response?
TECHNIQUES FOR MINIMIZING NON-RESPONSE• Good design: thoughtful layout, easy to follow, simple
questions, appearance, length, degree of interest and importance, thank people for taking part
• Pre-notification• Explanation of selection• Cover letter• Incentives
– Small future incentives, e.g. prize draw– Understanding why their input is important
• Reminders• Confidentiality• Anonymity• Pre-paid return envelopes