English for Academic

and Professional
Purposes

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English for Academic and Professional Purposes 12
Quarter 4 – Module 10: DESIGNS, TESTS, AND REVISES SURVEY QUESTIONNAIRES
First Edition, 2020

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of the Government of the Philippines. However, prior approval of the government agency or
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ownership over them.

Published by the Department of Education Division of Pasig City

Development Team of the Module

Writer: Kristel S. Flores
Editor: Julius Cezar Napallatan
Technical Reviewer: Rowena D. Roxas
Management Team: Ma. Evalou Concepcion A. Agustin
OIC-Schools Division Superintendent
Carolina T. Rivera, CESE
OIC-Assistant Schools Division Superintendent
Manuel A. Laguerta EdD
Chief Curriculum Implementation Division
Victor M. Javena, Ed. D.
Chief - School Governance and Operations Division
Education Program Supervisors
1. Librada L. Agon, Ed. D., EPP/TLE
2. Liza A. Alvarez, Science
3. Bernard R. Balitao, Araling Panlipunan
4. Joselito E. Calios, English
5. Norlyn D. Conde, Ed. D., MAPEH
6. Wilma Q. Del Rosario, LRMS
7. Ma. Teresita E. Herrera, Ed. D., Filipino
8. Perlita M. Ignacio, Ph. D., ESP/SPED
9. Dulce O. Santos, Ed. D., Kinder/MTB
10. Teresita P. Tagulao, Ed. D., Mathematics

Printed in the Philippines by ________________________

Department of Education – Division of Pasig City

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 English for Academic and
Professional Purposes

Lesson 10
Quarter
Designs, Tests, 1 Survey
and Revises
Questionnaires

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Introductory Message

For the facilitator:

Welcome to the English for Academic and Professional Purposes on DESIGNS,

TESTS, AND REVISES SURVEY QUESTIONNAIRES. This module was
collaboratively designed, developed and reviewed by educators from Schools
Division Office of Pasig City headed by its Officer-In-Charge Schools Division
Superintendent, Ma. Evalou Concepcion A. Agustin in partnership with the Local
Government of Pasig through its mayor, Honorable Victor Ma. Regis N. Sotto.
The writers utilized the standards set by the K to 12 Curriculum using the Most
Essential Learning Competencies (MELC) while overcoming their personal, social,
and economic constraints in schooling.

This learning material hopes to engage the learners into guided and independent
learning activities at their own pace and time. Further, this also aims to help
learners acquire the needed 21st century skills especially the 5 Cs namely:
Communication, Collaboration, Creativity, Critical Thinking and Character while
taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Moreover, you are expected to encourage and assist the
learners as they do the tasks included in the module.

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For the learner:

Welcome to the English for Academic and Professional Purposes Module on

DESIGNS, TESTS, AND REVISES SURVEY QUESTIONNAIRES.The hand is one of
the most symbolized part of the human body. It is often used to depict skill, action
and purpose. Through our hands we may learn, create and accomplish. Hence, the
hand in this learning resource signifies that you as a learner is capable and
empowered to successfully achieve the relevant competencies and skills at your
own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning material while being an active
learner.

This module has the following parts and corresponding icons:

Expectation - These are what you will be able to know after

completing the lessons in the module

Pretest - This will measure your prior knowledge and the

concepts to be mastered throughout the lesson. 

Recap - This section will measure what learnings and skills

that you understand from the previous lesson.

Lesson- This section will discuss the topic for this module. 

Activities - This is a set of activities you will perform.

Wrap Up- This section summarizes the concepts and

applications of the lessons.
Valuing-this part will check the integration of values in the
learning competency.

Posttest - This will measure how much you have learned from
the entire module. Ito po ang parts ng module

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 EXPECTATION

This is your self-instructional learner module in English 11. All the

activities provided in this lesson will help you learn and understand:
DESIGNS, TESTS, AND REVISES SURVEY QUESTIONNAIRES.

PRETEST

DIRECTIONS: Choose the letter of the correct answer.

1. A questionnaire is a research instrument consisting of a series of
questions for the purpose of gathering information from respondents.
A. False, it does not involve research. B. False
C. True D. It depends.
2. Questionnaires can be an effective means of measuring the behavior,
attitudes, preferences, opinions and, intentions of relatively large numbers
of subjects more cheaply and quickly than other methods.

A. False, it does not involve research. B. False

C. True D. It depends.
3. One of the most telling examples that a question may not be
understandable is when it is skipped. While some people may answer the
questions anyway, questions that are not understandable are the most likely
questions to be skipped on a survey.
A. Skipped Questions
B. Hesitation Times
C. Question Types
D. Data Difference
4. Depending on your sample, it’s not uncommon to debrief a small number
of respondents before sending the survey out to a large sample of people.
A. Debriefing Respondents B. Hesitation Times
C. Question Types D. Data Diffrences

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5. Sometimes researchers play around with multiple questions to see if there
are different answers for different styles of questions that are supposed to be
asking the same thing. If so, one may be preferable to another.
A. Debriefing Respondents B. Hesitation Times
C. Question Types D. Question Types

RECAP

We have learned that a technical report is a document written by a

researcher detailing the results of a project and submitted to the sponsor of
that project." Technical Reports are not peer-reviewed unless they are
subsequently published in a peer-review journal.

A technical report (also scientific report) is a document that describes

the process, progress, or results of technical or scientific research or the
state of a technical or scientific research problem. It might also include
recommendations and conclusions of the research. Unlike other scientific
literature, such as scientific journals and the proceedings of some academic
conferences, technical reports rarely undergo comprehensive independent
peer review before publication. They may be considered as grey literature.
Where there is a review process, it is often limited to within the originating
organization. Similarly, there are no formal publishing procedures for such
reports, except where established locally.

LESSON

A questionnaire is a research instrument consisting of a series of

questions for the purpose of gathering information from respondents.
Questionnaires can be thought of as a kind of written interview. They can be
carried out face to face, by telephone, computer or post.

Questionnaires provide a relatively cheap, quick and efficient way of

obtaining large amounts of information from a large sample of people. Data
can be collected relatively quickly because the researcher would not need to
be present when the questionnaires were completed. This is useful for large
populations when interviews would be impractical.

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 However, a problem with questionnaires is that respondents may lie
due to social desirability. Most people want to present a positive image of
themselves and so may lie or bend the truth to look good, e.g., pupils would
exaggerate revision duration.

Questionnaires can be an effective means of measuring the behavior,

attitudes, preferences, opinions and, intentions of relatively large numbers
of subjects more cheaply and quickly than other methods.

Here are some tips and tricks to help you ensure you are designing a
good survey questionnaire:

1. Clearly state your intentions with the research.

2. Include instructions with your survey questionnaire
3. Don't ask for personal information unless you need it.
4. Keep the questions short and concise
5. Ask only one question at a time (the double barreled question)
6. Make sure the questions are unbiased.
7. Ask questions that can be answered by your subjects
8. Present the questions in a clean and organized layout.

Once you have developed your survey questionnaire, you should

conduct a small test (5 -10 people) to make sure that respondents clearly
understand the questions you are asking and that you are capturing the
information that you need for your study.

In examination of survey pretesting reveals a paradox. On the one

hand, pretesting is the only way to evaluate in advance whether a
questionnaire causes problems for interviewers or respondents.
Consequently, both elementary textbooks and experienced researchers
declare pretesting indispensable. On the other hand, most textbooks offer
minimal, if any, guidance about pretesting methods, and published survey
reports usually provide no information about whether questionnaires were
pretested and, if so, how, and with what results. Moreover, until recently
there was relatively little methodological research on pretesting.

6 Ways to Test a Survey Questionnaire

Researchers pre-test for a variety of reasons. At its core, pretesting is

designed to make sure that people understand the questions, and that there
isn’t anything in the data that indicates that the information is inaccurate.
Still, this is admittedly a difficult process – how can one assume that the
answers they are receiving are accurate or inaccurate? What may seem like
an anomaly may be honest answers, and what may look like sensible
answers may be incorrect responses. In general, researchers look for the

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following in pre-test data to indicate that something may be wrong with their
survey.

1. Skipped Questions
One of the most telling examples that a question may not be
understandable is when it’s skipped. While some people may answer the
questions anyway, questions that are not understandable are the most
likely questions to be skipped on a survey.

2. “Don’t Know” Answer

Another common answer when a question is unclear is the “don’t
know” or default answer. If respondents are unclear what a question is
asking, they may select the response that most closely resembles “don’t
know.” If you don’t have this option, it may be the “neither agree nor
disagree,” although confusion may arise if this is simply the most likely
answer.

3. Data Differences
When businesses are willing to spend extra to run several pre-test
surveys, another issue may be seen if identical questions have different
meanings based on where they are in the survey. For example, if a
question that shows up late in the survey gets a different response when
it shows up early in the survey.

4. Hesitation Times
Some surveys show the length of time it takes for a person to answer a
question. Hesitation times may be measured in some datasets to include
long pauses that may indicate problems answering the questions.

5. Debriefing Respondents
Depending on your sample, it’s not uncommon to debrief a small
number of respondents before sending the survey out to a large sample of
people. This helps to find out if they had any issues while taking the
survey, problems with any of the question clarity, and more.

6. Question Types
Sometimes researchers play around with multiple questions to see if
there are different answers for different styles of questions that are
supposed to be asking the same thing. If so, one may be preferable to
another.

Once you receive feedback from your classmates, teacher, and others,
you will be in a place where you can revise your research question.
Remember that the final decision is yours. You will have to decide which
advice for revision is useful and to the point and which is not. To assist you
in this process, we offer the following questions:

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 Is there agreement among your readers that your research question is
too broad?

Have you been given advice for narrowing your research question, or
can you think of a good way to focus the question?

Is there a consensus among readers that your research question is too

narrow? What ideas do you have for making it more general?

Have you received feedback that suggests you have some

misunderstanding of the issue at hand?

Have your readers provided you with specifics about what it is you
misunderstand?

Did you receive comments about the clarity of your question? Were
your readers specific about how to clarify your phrasing of the question?

After reviewing your initial research question, all of the responses

initiated by this question, as well as your answers to the above questions,
you are ready to move to a formal draft of your Research Question.

ACTIVITIES

Directions: Accomplish the following tasks below. Write your answers on a

paper.

I. Write your own idea about Survey Questionnaire.

Survey Questionnaire

II. Directions: Identify the following statements. Choose the letter of

your answer inside the box.

A. Survey B. Questionnaire

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 C. Designing Questionnaire D. Testing Questionnaire
E. Revising Questionnaire

_________ 1. You will have to decide which advice for revision is

useful and to the point and which is not.
_________ 2. Once you have developed your survey questionnaire,
you should conduct a small test (5 -10 people) to make sure that
respondents clearly understand the questions.

_________ 3. It is a research instrument consisting of a series of

questions for the purpose of gathering information from
respondents.
_________ 4. It examine and record the area and features of (an area
of land) so as to construct a map, plan, or description.
_________ 5. It is to construct a conceptual framework.

RUBRICS IN WRITING A SURVEY QUESTIONNAIRRE

Language 20%
Content 20%
Mechanics 20%
Organization 40%
______________________
TOTAL 100%

WRAP–UP

To wrap everything up that we have talked about in this lesson, do the 3-2-1
Important Things Activity

The three important things I learned for today`s lesson are..

1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________

The two things I realized in today`s lesson are…

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 1. _________________________________________________________________
2. _________________________________________________________________

The one important thing I pledge to share to others is…

1. __________________________________________________________________

VALUING

Answer the following questions.

1. What is the importance of Survey Questionnaire on the Academe?

2. What are the things you need to consider in doing a survey?

POSTTEST

Encircle the letter of the correct answer.

1. What type of questions should you avoid using in a questionnaire?

A. Biased questions
B. Closed questions
C. Open questions
D. Open ended questions
2. What is the first step in survey research?
A. selecting the sample
B. choosing the mode of data collection
C. identifying the target population
D. defining the problem

3. Pick the appropriate responses for the following question:

"Will you be attending the school event this Friday?"
A. Yes, No, Maybe

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 B. Very Interested, interested, Neutral, Not Interested, Extremely
disinterested
C. Strongly Agree, Agree, Neither agree or disagree, Strongly disagree
D. Green, Blue, Black, Gold

4. A questionnaire is a research instrument consisting of a series of

questions for the purpose of gathering information from respondents.

A. False, it does not involve research. B. False

C. True D. It depends.

5. Questionnaires can be an effective means of measuring the behavior,

attitudes, preferences, opinions and, intentions of relatively large
numbers of subjects more cheaply and quickly than other methods.

A. False, it does not involve research. B. False

C. True D. It depends.

References

English for Academic and Professional Purposes by: Grace M.Saqueton,

Marikit Tara Uychoco
pp.133-135
“Survey Questionnaire” Wikimedia Foundation, June 12, 2020.
https://www.editage.com/insights/what-is-a-survey questionnaire
“Structures of Survey Questionnaire?” Wikimedia Foundation, April 27, 2020.
https://unilearning.uow.edu.au/report/3b.html

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