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Cap 8: Collecting Primary Data: Questionnaires (Designing Questionnaires,…

- - - - Try to avoid language that is prejudicial or contains sexist, disablist or racist stereotyping.
    - - Avoid vague phrases such as ‘average’, ‘regularly’ and ‘a great deal’ since they are likely to be interpreted in different ways by different respondents.
    - - These suggest a possible answer and hence promote bias.
    - - These should be avoided because they are impossible to
        answer.
    - - Avoid questions that make assumptions about people’s
        beliefs or behaviours.
    - - Try to avoid hypothetical questions such as: ‘Suppose you were asked to ...’ since these have been shown to be poor predictors of people’s actual subsequent behaviour.
    - - Make sure that the group that has been targeted to answer the questions has the knowledge actually to do so.
    - - People may have difficulty recalling what has occurred even quite recently.
  - - - The researcher has to be clear about the information required and encode this accurately into a question.
      - The respondent must interpret the question in a way that the researcher intended.
      - The respondent must construct an answer that contains information that the researcher has requested.
      - The researcher must interpret the answer as the respondent had intended it to be interpreted.
    - - Is the question necessary? Just how will it be useful?
      - Are several questions needed on the subject matter of this question?
      - Do respondents have the information necessary to answer the question?
      - Does the question need to be more concrete, specific and closely related to the respondent’s personal experience?
      - Is the question content sufficiently general and free from spurious concreteness and specificity?
      - Is the question content biased and loaded in one direction, without accompanying questions to balance the emphasis?
      - Will the respondents give the information that is asked for?
  - - - Open questions have no definitive response and contain answers that are recorded in full
      - How’, ‘Why’, ‘What’, etc.
      - The advantage of open questions
        
        is the potential for richness of responses, some of which may not have been anticipated by the researchers.
      - the downside of open questions
        
        is that while they are easy to answer they are also difficult to analyse.
    - - A closed question is one to which the respondent is offered a set of pre-designed replies such as ‘Yes/No’,‘True or False’, multiple choice responses
      - closed questions may restrict the richness of alternative responses, but are easier to analyse
      - Ver exemplos
        
        List questions pg 195
        
        Category questions
        
        Ranking questions
        
        Scale questions
  - - - Opinions
        
        Very satisfied/Somewhat satisfied/Somewhat dissatisfied/Very dissatisfied
        Very important/Somewhat important/Not too important/Not at all important
      - Knowledge
        
        Very familiar/Somewhat familiar/Not too familiar/Not at all familiar
        True/False
      - Frequency of events or behavior
        
        Always/Frequently/Seldom/Never
        
        Often/Sometimes/Rarely/Never
        
        Per day/Per week/Per month/Per year/Never
      - Ratings
        
        Excellent/Good/Fair/Poor
        
        Got better/Got worse/Stayed the same
        
        Very fair/Fair/Unfair/Very unfair
        
        High/Medium/Low
  - - - General instructions, dealing with the purpose of the questionnaire, assurances of confidentiality, how and when to return the questionnaire.
      - Section introductions when the questionnaire is divided into subsections.
      - Question instructions (e.g. tick only one response).
      - ‘Go to’ instructions.
- - - - If everyone responds with the same answer to a question this is often not very useful, since one purpose of using a questionnaire is to examine the diversity of views on a subject.
    - - so if it is found that two questions measure the same thing, one
        of them can be dropped.
    - - With some respondents, a pattern of answering Likert-type questions quickly sets in. So, if they tick ‘Strongly agree’ for, say, the first three questions, this response becomes habitual and they tick all remaining questions with this response.To avoid this happening, it is wise to alternate responses, for example, by using a negative statement on which the respondent will have to disagree.
- - - - Stability (over time).
      - Equivalence (administering two versions of a test instrument to the same people on the same day).
      - Inter-judge reliability.