English for Academic and Professional

Learning Area Grade Level 12

W4 Quarter
Purposes
2/4 Date
I. LESSON TITLE Survey Questionnaires
II. MOST ESSENTIAL LEARNING Designs, tests and revises survey questionnaires
COMPETENCIES (MELCs)
III. CONTENT/CORE CONTENT Principles and uses of surveys, experiments and scientific observations
IV. LEARNING PHASES AND LEARNING ACTIVITIES
I. Introduction (Time Frame: 30 mins)
No survey can achieve success without a well-designed questionnaire. All the researcher has to guide him/her is a lengthy
list of do's and don'ts born out of the experience of other researchers past and present. Hence, questionnaire design is more of
an art than a science.
The design of a questionnaire will depend on whether the researcher wishes to collect exploratory information (i.e.
qualitative information for the purposes of better understanding or the generation of hypotheses on a subject) or quantitative
information (to test specific hypotheses that have previously been generated).
In this lesson, you will learn how to designs, tests and revises survey questionnaires in the principles and uses of surveys,
experiments and scientific observations. As you go through this module, you need to bring with you some experiences or
instances in your life where you need to assert your beliefs as a person in order for you to make a meaningful learning
experience.
D. Development (Time Frame: 60 mins)
Design of Questionnaires
Exploratory questionnaires: If the information being collected is qualitative and will not be statistically analyzed, a standardized
questionnaire may not be required. A formal questionnaire, for example, may limit the conversation and prevent a complete
exploration of the woman's views and process when interviewing the female head of the household to learn how decisions are
made within the family when purchasing breakfast foodstuffs. Instead one might prepare a brief guide, listing perhaps ten
major open-ended questions, with appropriate probes/prompts listed under each.

Formal standardized questionnaires: If the researcher is looking to test and quantify hypotheses and the data is to be
analyzed statistically, a formal standardized questionnaire is designed.

Questionnaires are difficult to design for several reasons:

● Each question must provide a valid and reliable measure.
● The questions must clearly communicate the research intention to the survey respondent.
● The questions must be assembled into a logical, clear instrument that flows naturally and will keep the respondent
sufficiently interested to continue to cooperate.

When preparing the questions, bear in mind that they can take many forms. Questions might be:

1. Open-ended: Designed to prompt the respondent to provide you with

more than just one or two word responses. These are often
"how" or "why" questions.
2. Closed-ended (also sometimes referred to as forced choice questions):
Specific questions that prompt yes or no answers.
3. Multiple choice: Allow the respondent to select one answer from a few
possible choices.
4. Likert scale: Each respondent is asked to rate items on a response scale. For instance, they could rate each item on a 1-to-
5 response
scale where:
1 = strongly disagree 3 = undecided
2 = disagree 4 = agree 5 = strongly agree
The objective is to gather data that is:
● Valid: measures the quantity or concept that is supposed to be measured
● Reliable: measures the quantity or concept in a consistent or reproducible manner
● Unbiased: measures the quantity or concept in a way that does not systematically under- or overestimate the true
value
● Discriminating: can distinguish adequately between respondents for whom the underlying level of the quantity or
concept is different
Questionnaire testing and pilot surveys
Survey protocol, data collection and questionnaire testing are fundamental components of the data production process.
Testing provides a means to check whether the questionnaire is valid in itself (form; question formulation, including translation
if relevant; overall structure and transitions between questions and/or question sets), and to validate the data collection
protocol (the tasks of contacting respondents and presenting the survey to them; tools used for follow-up in the field, etc.).
https://www.ined.fr/en/resources-methods/survey-methodology/methodological-choices/questionnaire-design-and-testing/
Revise
Shorten the set of questions for the study. If a question does not address one of your aims, discard it.
https://evalcop.extension.org/2012/11/survey-design-testing-monitoring-and-revising/

Refine the questions included and their wording by testing them with a variety of respondents.
⚪ Ensure the flow is natural.
⚪ Verify that terms and concepts are familiar and easy to understand for your target audience.
Keep recall to a minimum and focus on the recent past.

Sample survey questions and how to revise them:

Question: How many cups of coffee or tea do you drink in a day?

Principle: Ask for an answer in only one dimension.
Solution: Separate the question into two –
(1) How many cups of coffee do you drink during a typical day?
(2) How many cups of tea do you drink during a typical day?

Question: What brand of laptop do you own?

(A) Acer (B) Apple
Principle: Avoid hidden assumptions. Make sure to accommodate all possible answers.
Solution: (1) Make each response a separate dichotomous item
Do you own an Acer laptop? (Circle: Yes or No)
Do you own an Apple laptop? (Circle: Yes or No)
(2) Add necessary response categories and allow for multiple
responses.
What brand of laptop do you own? (Circle all that apply)
Do not own computer Acer
Apple Other: __________
Question: Have you had pain in the last week?
[ ] Never [ ] Seldom [ ] Often [ ] Very often
Principle: Make sure question and answer options match.
Solution: Reword either question or answer to match.
How often have you had pain in the last week?
[ ] Never [ ] Seldom [ ] Often [ ] Very Often
https://www.mc.vanderbilt.edu › workshop_files

Learning Task 1: Write TRUE if the statement about survey questionnaires is true, FALSE if otherwise. Use the space provided.

_____1. Good questionnaires are difficult to construct; bad questionnaires

are difficult to analyze.
_____2. A good survey questionnaire exemplifies complexity.
_____3. It is extremely useful for members of the research team to test the
questionnaire by administering it among themselves.
_____4. Irrelevant questions are necessary in a well-designed questionnaire.
_____5. Questionnaires are a potential source of bias and must be
formulated very carefully to assure the quality of the data collected.

Learning task 2: Identify the preparatory stage of Survey Questionnaires exemplified by the statement. Use the choices below.
A. Design B. Test C. Revise

__1. Each question must provide a valid and reliable measure

__2. It provides a means to check whether the questionnaire is valid in itself
__3. If a question does not address one of your aims, discard it.
__4. Write out the primary and secondary aims of the study
__5. Verify that terms are easy to understand for the target audience
E. Engagement (Time Frame: 60 mins)
Learning Task 3: On the space provided write O if the survey question and option given is good, X if otherwise.

__1. Where did you grow up?

[ ] Province [ ] Rented place [ ) City
__2. Where did you grow up?
[ ]House in the province [ ]Rented place in the province [ ]City
__3. Which one of the following do you think increases a person’s chance
of having a heart attack the most? (Check one.)
[ ] Smoking [ ] Obesity [ ] Stress
__4. Which of the following increases the chance of having a heart attack?
Smoking: [ ] Yes [ ] No [ ] Don’t know
Obesity: [ ] Yes [ ] No [ ] Don’t know
Stress: [ ] Yes [ ] No [ ] Don’t know
__5. Are you against drug abuse? (Circle: Yes or No)

Learning Task 4: Fill-out the given survey questionnaire.

OBJECTIVE: This survey questionnaire aims to know whether the respondent wants face to face classes to resume.
Name (Optional): _____________________________________________________
Age: ____________________ School: _______________________
1. Would you like face to face classes to resume?
[ ] Yes [ ] No, because ___________________________
2. If your answer is No in question #1, which of the following conditions will make you choose face to face classes over other
learning modalities? (Check all that applies)
[ ] Availability of vaccine in my area
[ ] High percentage of people already vaccinated for herd immunity
[ ] Availability of alcohol, face mask and face shield in schools
[ ] Daily disinfection of classrooms and the entire school premises
[ ] Financial assistance in case you contracted the virus

A. Assimilation (Time Frame: 30 mins)

Remember: A questionnaire is a research tool that consists of a series of questions or other forms of prompts designed to
gather data from a respondent. A standard research questionnaire contains a combination of closed-ended and open-
ended questions. Long-form, open-ended questions enable the respondent to expand on their ideas.
It can be in the form of :
Open-ended questions, Closed-ended questions, Nominal questions,
Likert scale questions, Rating scale (or ordinal) questions and
'Yes' or 'no' questions.

Learning task 5: Analyze the survey questionnaire in Learning task 4 by answering the questions below:

1. Is the survey questionnaire easy to understand? Why? Why not?

______________________________________________________________________
2. Is the questionnaire aligned to its objective? Why? Why not?
_______________________________________________________________________
3. Will you be able to gather the correct data by using the abovementioned questionnaire? Why? Why not?
_______________________________________________________________________
4. Modify and improve the survey questionnaire above. You may use a separate sheet for this activity. Refer to the rubric
below for guidance.
 https://apliense.xtec.cat/arc/sites/default/files/A.2.3.%20Assessment%20Criteria.pdf
V. ASSESSMENT (Time Frame: 30 mins)
(Learning Activity Sheets for Enrichment, Remediation, or Assessment to be given on Weeks 3 and 6)
Learning Task 6: Choose the letter that corresponds to the correct answer. Write your answers on your notebook.
__1. All of the following exemplifies the characteristics of a well-designed
survey questionnaire, EXCEPT
A. Subjective B. Reliable C. Unbiased D. Valid

For nos. 2-5, use the choices below.

A. Discriminating B. Reliable C. Unbiased D. Valid

__2. It measures the quantity or concept that is supposed to be measured.

__3. It measures the quantity or concept in a consistent or reproducible
manner.
__4. It measures the quantity or concept in a way that does not
systematically under- or overestimate the true value
__5. It can distinguish adequately between respondents for whom the
underlying level of the quantity or concept is different
VI. REFLECTION (Time Frame: 30 mins)
● Communicate your personal assessment as indicated in the Learner’s Assessment Card.
In your journal, write your personal insights about the lesson using the prompts below:
I understand that _________________________________________.
I realize that ______________________________________________.
I enjoyed activity ________ because ________________________.
I need to learn more about _________________________.
VII. REFERENCES https://www.ined.fr/en/resources-methods/survey-methodology/methodological-choices/questionnaire-design-and-
testing/
https://evalcop.extension.org/2012/11/survey-design-testing-monitoring-and-revising/
https://www.mc.vanderbilt.edu › workshop_file
https://apliense.xtec.cat/arc/sites/default/files/A.2.3.%20Assessment%20Criteria.pdf
Prepared by: JENNY C. DE LEON Checked by: ANDREA C. SEÑADOZA, CHARITO BERNAS