ITEM AND RESPONSE QUESTIONNAIRE VALIDATION

Tick (√) the box that corresponds to your rating.

Outstanding Satisfactory Fair Needs

Improvement
4 3 2 1
1. Directions are clear and unequivocal.

2. Questions are unequivocal.

3. Used correct grammar.

4. No biased questions.

5. Every item/question applies to each

respondent.

6. All questions are related to the

topic/research problems under study.
7. All questions would gather data relevant
to the study and would answer the
research problems.
8. Made as many questions as would supply
adequate information for the study.

9. Grouped the questions in logical

sequence, i.e., Questions may be grouped
according to the research problems under
the statement of the problem or easier
questions should be asked first.

10. Asked one item at a time, thereby

avoiding multi-barrelled items.

11. Used positive language. Stated all

questions affirmatively.

12. Worded carefully or avoided questions

that deal with confidential or embarrassing
information.

13. Explained and illustrated difficult

question/s or used simple terms for easy
understanding.

14. Used the appropriate scale/s (e.g., Likert).

15. Choices or options are objective and

aligned to the question (for multiple choice
and multiple response questions).
16. Created a sufficient number of response
categories. This is to make possible the
inclusion of the correct choice of the
respondent.

17. Proper reverse scoring (if applicable).

Sometimes, a group of statements on a
single measure is stated in different
“directions.” That is, a 5 indicates a high
level of endorsement of a particular
attitude, whereas on other items, a 5
means low level. Before responses can be
combined into a single meaningful total
score, all items must be in the same
direction. To accomplish this, the scores
for those items that are in an opposite
direction are “reversed.” High scores
become low scores and low scores
become high scores.

18. Balanced the visual, numeric, and

conceptual mid-point of the response
options.

19. Placed all spaces for replies at the left

side (if applicable).

20. Made the respondents anonymous (if

need be).

21. If the respondent is anonymous, are there

questions/items about their identification
depending on the variables needed for the
study? e.g., age, grade level, sex, etc.

22. Added a catch-all-word into the options of

multiple response questions, i.e., Others,
pls. specify

Comment/s:

Limited questions, I suggest to come up with atleast 10 question to fully support the Statement of
the Problem and to come up with good results.
 Validated by:

Name (Optional): May Joy A. Mina

Position: OIC Guidance and Admissions Office

Thank you for participating in our study. We appreciate your validation and feedback 


No directions written
Academic Demands

4 3 2 1
(Strongly Agree) (Agree) (Disagree) (Strongly Disagree)

I feel like my workload is

not manageable.

I spend so much time

accomplishing my
workload.

I feel like I don’t have

time for personal matters
anymore because of my
workload.

I feel as though I’m not

learning enough as I just
focus on completing my
tasks.

My academic standing is
improving because of the
demands in my
academics.

Academic Burnout

4 3 2 1
 (Strongly Agree) (Agree) (Disagree) (Strongly Disagree)

I feel burnt out from

school.

I often get overwhelmed

by the amount of
workload in school.

Academic demands are

emotionally draining.

I always lack energy for

school.

I feel like I’m working

too hard at school.