如何设计问卷-英文-Questionnaire-课件

Howtodesignaquestionnaire1ppt课件asurveyinvolvesdirectlycollectinginformationfrompeople(orsometimesorganisations)whomweareinterestedin.Welldesignedquestionnairesarehighlystructuredtoallowthesametypesofinformationtobecollectedfromalargenumberofpeopleinthesamewayandfordatatobeanalysed

quantitativelyandsystematically.Questionnairesarebestusedforcollectingfactualdataandappropriatequestionnairedesignisessentialtoensurethatweobtainvalidresponsestoourquestions.2ppt课件ObjectivesindesigningquestionnairesTherearetwomainobjectivesindesigningaquestionnaire:

Tomaximizetheproportionofsubjectsansweringourquestionnaire—thatis,theresponserate.

Toobtainaccuraterelevantinformationforoursurvey.

3ppt课件DecidingwhattoaskTherearethreepotentialtypesofinformation:

Informationweareprimarilyinterestedin—thatis,dependentvariables.Informationwhichmightexplainthedependentvariables—thatis,independentvariables.

Otherfactorsrelatedtobothdependentandindependentfactorswhichmaydistorttheresultsandhavetobeadjustedfor—thatis,confoundingvariables4ppt课件WordingofindividualquestionsThewayquestionsarephrasedisimportantandtherearesomegeneralrulesforconstructinggoodquestionsinquestionnaire5ppt课件UseshortandsimplesentencesShort,simplesentencesaregenerallylessconfusingandambiguousthanlong,complexones.Asaruleofthumb,mostsentencesshouldcontainoneortwoclauses.Sentenceswithmorethanthreeclausesshouldberephrased.

6ppt课件AskforonlyonepieceofinformationatatimeForexample,“Pleaseratethelectureintermsofitscontentandpresentation”asksfortwopiecesofinformationatthesametime.Itshouldbedividedintotwoparts:“Pleaseratethelectureintermsof(a)itscontent,(b)itspresentation.”7ppt课件AvoidnegativesifpossibleNegativesshouldbeusedonlysparingly（谨慎地）.Forexample,insteadofaskingstudentswhethertheyagreewiththestatement,“Smallgroupteachingshouldnotbeabolished,”thestatementshouldberephrasedas,“Smallgroupteachingshouldcontinue.”Doublenegativesshouldalwaysbeavoided.8ppt课件AskprecisequestionsQuestionsmaybeambiguousbecauseawordortermmayhaveadifferentmeaning.Forexample,ifweaskstudentstoratetheirinterestin“medicine,”thistermmightmean“generalmedicine”(asopposedtogeneralsurgery)tosome,butinclusiveofallclinicalspecialties(asopposedtoprofessionsoutsidemedicine)toothers.9ppt课件Anothersourceofambiguityisafailuretospecifyaframeofreference.Forexample,inthequestion,“Howoftendidyouborrowbooksfromyourlibrary?”thetimereferenceismissing.Itmightberephrasedas,“Howmanybookshaveyouborrowedfromthelibrarywithinthepastsixmonthsaltogether?”10ppt课件EnsurethoseyouaskhavethenecessaryknowledgeForexample,inasurveyofuniversitylecturersonrecentchangesinhighereducation,thequestion,“DoyouagreewiththerecommendationsintheDearingreportonhighereducation?”isunsatisfactoryforseveralreasons.Notonlydoesitaskforseveralpiecesofinformationatthesametimeasthereareseveralrecommendationsinthereport,thequestionalsoassumesthatalllecturersknowabouttherelevantrecommendations.11ppt课件SensitiveissuesItisoftendifficulttoobtaintruthfulanswerstosensitivequestions.Clearly,thequestion,“Haveyouevercopiedotherstudents’answersinadegreeexam?”islikelytoproduceeithernoresponseornegativeresponses.Lessdirectapproacheshavebeensuggested.Firstly,thecasualapproach:“Bytheway,doyouhappentohavecopiedotherstudents’answersinadegreeexam?”maybeusedasalastpartofanotherdecoyquestion.

12ppt课件MinimisebiasPeopletendtoanswerquestionsinawaytheyperceivetobesociallydesiredorexpectedbythequestionerandtheyoftenlookforcluesinthequestions.Manyapparentlyneutralquestionscanpotentiallyleadtobias.Forexample,inthequestion,“Withinthepastmonth,howmanylectureshaveyoumissedduetoyoureveningjob?”studentsmayperceivethedesiredresponsestobe“never”tothefirstquestion.Thisquestioncouldberephrasedas,“Withinthepastmonth,howmanytimesdidyoureveningjobcommitmentclashwithlectures?Howmanytimesdidyougiveprioritytoyoureveningjob?”Takeanotherexample.Thequestion,“Pleaseratehowusefulthefollowingtext-booksare.Pleasealsostatewhethertheyareincludedinyourlecturer’srecommendedreadinglist?”Thereisariskthatthestudentsmayperceivethattheyshouldratebooksrecommendedbylecturersmorefavourablythanthosenotrecommendedbytheirlecturers.Thisriskmaybeminimisedbyputtingthesecondquestionlateroninthequestionnaire.13ppt课件FormatofresponsesTheresponsescanbeinopenorclosedformats.Box1:AdvantagesofopenorclosedformatOpenformatlAllowsexplorationoftherangeofpossiblethemesarisingfromanissuelCanbeusedevenifacomprehensiverangeofalternativechoicescannotbecompiledClosed—thatis,forcedchoice—formatlEasyandquicktofillinlMinimisediscriminationagainstthelessliterate(inselfadministeredquestionnaire)orthelessarticulate(ininterviewquestionnaire)lEasytocode,record,andanalyseresultsquantitativelylEasytoreportresults14ppt课件LengthofquestionnaireTherearenouniversalagreementsabouttheoptimallengthofquestionnaires.Itprobablydependsonthetypeofrespondents.However,shortsimplequestionnairesusuallyattracthigherresponseratesthanlongcomplexones.15ppt课件ArrangingthequestionsTheorderofthequestionsisalsoimportant.Somegeneralrulesare:lGofromgeneraltoparticular.lGofromeasytodifficult.lGofromfactualtoabstract.lStartwithclosedformatquestions.lStartwithquestionsrelevanttothemainsubject.lDonotstartwithdemographicandpersonalquestions.

16ppt课件Introduction,personalisedletter,andendingItseemsagoodideatohaveeitherapersonalisedcoveringletteroratleastanintroductionexplainingbrieflythepurposeofthesurvey,theimportanceoftherespondents’participation,whoisresponsib