QUESTIONNAIRES

1. Definition of concept

A questionnaire consists of a series of questions that respondents read for themselves and answer
(Kalof, Dan, & Dietz, 2008). It is a list of questions each with a range of answers; a format that
enables standardised, relatively structured, data to be gathered about each of a (usually) large
number of cases (Matthews & Ross, 2010). It is a document containing questions and other types
of items designed to solicit information appropriate for analysis (Babbie, 2011). It is a written list
of questions, the answers to which are recorded by respondents (Kumar, 2011). It is a set of self-
report items that is completed by respondents at their own pace, often without supervision
(Stangor, 2011). It is a collection of questions administered to respondents (Bryman, 2012). It is
an instrument delivered to the participant via personal (intercept, phone) or non-personal
(computer-delivered, mail-delivered) means that is completed by the participant (Cooper &
Schindler, 2014).

2. Types of questionnaires

Essentially, there are three broad types of questionnaire which include the following:
a. Mail questionnaires - This instrument is addressed to respondents and delivered by mail,
and can be an efficient way of collecting large amounts of data. The mail survey is,
however, sometimes considered impersonal and can suffer from low response rates.
b. Group-administered questionnaires – It is a useful instrument for collecting data from a
sample of respondents who can naturally be brought together for the purpose.
c. Household drop-off questionnaires – It is a hybrid of the mail and the group-
administered survey. Using this approach, the researcher delivers the questionnaire by
hand to a member of an identified household for collection at some later date.

3. Characteristics of a Good Questionnaire

a) The covering letter of the questionnaire is drafted in a befriending tone and indicates its
importance to the respondents.

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 b) The questionnaire contains directions which are clear and complete. Important items are
clearly defined and each question deals with a single idea defined in unambiguous terms.
c) It is reasonable short, though comprehensive enough to secure all relevant information.
d) It does not seek information which may be obtainable from other sources such as school
records and university results.
e) It is attractive in appearance, neatly arranged, clearly duplicated and free from
typographical errors.
f) It avoids annoying or embracing questions, which arouse hostility in the respondent.
g) Items are arranged in categories which ensure easy and accurate responses.
h) Questions do not contain leading suggestions for the respondents and are objective in
nature.
i) They are arranged in good order. Simple and general questions should precede the
specific and complex ones. Questions that create favourable atmosphere should precede
those that are personal and touch delicate points.
j) They are so worded, that it is easy to tabulate and interpret the responses. It is always
advisable to base them upon a preconceived tabulation sheet.

4. Type of questions used in questionnaires

4.1 Open-ended questions

They are questions for which the respondent is asked to provide his or her own answers (Babbie,
2011). An open-ended question asks the respondent to write his own answer. It imposes none of
the restrictions of closed and multiple-choice questions. They allow for the recording of any
response to a question provided by the respondent. The answers to open-ended questions are in
no way predetermined – this can make analysis difficult. Each response must be recorded and
analyzed or coded to reveal the meaning of the response. A typical open-ended question would
be: ‘Tell us about the area you live in?’

4.1.1 Advantages open-ended questions

a) They allow self-expression, richness of detail and creativity.

b) They allow adequate responses to sophisticated issues.
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 c) They allow number of possible answers that are unlimited.
d) Findings that were not anticipated can be discovered.
e) They result to a revelation of the respondents’ frame references, thinking processes and
logics.
f) Respondents can respond to questions in detail and can clarify and qualify answers
(Neuman, 2014).

4.1.2 Disadvantages open-ended questions

a) Some answers may be off-topic and irrelevant.

b) Different degrees of detail in answers are given by different respondents.
c) The coding of answers and responses is difficult.
d) Statistical analysis and comparison become an uphill task and complex.
e) The advantage in responding to answers belongs to articulate and highly literate
respondents.
f) For respondents who lose directions, the posed questions may be too general.
g) Responses consume a lot of space in the questionnaire.
h) It necessitates a greater amount of respondent’s effort, thought and time (Neuman, 2014).

4.2 Closed-ended questions

They are questions in which the respondent is asked to select an answer from among a list
provided by the researcher (Babbie, 2011). A closed-ended question has the respondent select an
answer from a given number of options. These are questions to which all possible answers are
provided. The most often-used form of closed question is the dichotomous question requiring a
‘yes’ or ‘no’ response. For example, ‘Do you wear glasses?’ is a dichotomous question: the
respondent either does (responding ‘yes’) or doesn’t (responding ‘no’) wear glasses.

4.2.1 Advantages closed-ended questions

a. The choice of answers can clarify meaning of question for respondents.

b. The response coding process and statistical analysis are easier.

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 c. There is a lesser likelihood of respondents to give irrelevant or confused answers to
questions.
d. It is easier and faster for respondents to respond.
e. There is easier comparison of the responses of different respondents.
f. There is a possibility of replication. There is an advantage for less articulate or less
literate respondents.
g. It is easier for respondents to answer about touchy and sensitive topics.

4.2.2 Disadvantages closed-ended questions

a. There can be confusion if many (for example 15) response choices are given.
b. Respondents may not have a clue on the ideas suggested in the questionnaires.
c. There can be frustration to the respondents when their desired answer is not among the
given choices.
d. Respondents with no knowledge or no opinion can routinely respond anyway.
e. There is a possibility of making of wrong responses or clerical mistakes.
f. It is possible for a question misinterpretation to go unnoticed.
g. The respondents can give simple responses to sophisticated matters.

4.3 Multiple-choice questions (ranking questions)

Many questionnaires include questions which provide a number of predefined responses. This
allows the researcher to hold some control over the responses given. However, the construction
and piloting of multiple-choice questions usually require careful thought to ensure that all or
most responses possible are covered. A typical multiple-choice question would be: Which of the
following are important attributes of an employee? (Please tick all that apply).
( ) Good timekeeping
( ) Well developed customer relation skills
( ) Good numerical skills
( ) Ability to liaise with other staff in other departments.

5. Questionnaire design
The stages of questionnaire design:
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5.1 Information required
When you are designing your questionnaire, you need to translate the general topic of interest
into specific research aims and then questions.

5.2 Target informants

At the beginning of your study, you need to decide which broad characteristics of the informants
will be appropriate to your study.

5.3 Question content

In order to make decisions regarding the questions, you will need to divide each broad question
(objective) you have identified in the first stage into more specific investigative questions.

5.4 Question wording and format

Questionnaire design is a communication exercise, since words often have different meanings for
different people. The point here is that you need to elicit the information you want, but in order
to achieve this you have to ask the informants questions that they understand.

5.5 Length of the questionnaire

The common assumption is that questionnaire length affects the response rate, in the sense that
increased length tires informants and pushes more of them over a threshold beyond which they
are no longer willing to participate.

5.6 Piloting the questionnaire

Your questionnaire will not be ready for fieldwork unless you first test (pilot) it with a small
number of informants. This piloting is similar to test-driving a car; it will show whether your
questionnaire is suitable for your research project in the sense that it will produce the desired
outcomes.

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5.7 The final questionnaire
After your pilot test, your questionnaire should be almost ready for the main study (your
fieldwork). All that is left for you to do is to lay out and set up the questionnaire in its final form
(Altinay & Paraskevas, 2008).

References

Altinay, L., & Paraskevas, A. (2008). Planning for Research in Hospitality and Tourism.
Amsterdam: Butterworth Heinemann.

Babbie, E. (2011). The Basics of Social Research (5th ed.). Belmont, CA: Wadsworth.

Bryman, A. (2012). Social Research Methods (4th ed.). New York, NY: Oxford University Press
Inc.

Cooper, D. R., & Schindler, P. S. (2014). Business Research Methods (12th ed.). New York, NY:
McGraw-Hill/Irwin.

Kalof, L., Dan, A., & Dietz, T. (2008). Essentials of Social Research. New York, NY: Open
University Press.

Kumar, R. (2011). Research Methodology : A step-by-step guide for beginners (3rd ed.).
Thousand Oaks, California: SAGE Publications Inc.

Matthews, B., & Ross, L. (2010). Research Methods : A Practical Guide for the Social Sciences.
London: Pearson Education Limited.

Neuman, W. L. (2014). Social Research Methods : Qualitative and Quantitative Approaches (7th
ed.). London, UK: Pearson Education Limited.

Stangor, C. (2011). Research Methods for the Behavioral Science (4th ed.). Belmont, CA:
Wadsworth.

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