SurveysSurveys

An overviewAn overviewhttp://sst.tees.ac.uk/external/U0000504/http://sst.tees.ac.uk/external/U0000504/Notes/skills/surveys/srvcontents.htmlNotes/skills/surveys/srvcontents.html

ContentsContents

What is a survey?What is a survey? Key points in survey designKey points in survey design Questionnaire developmentQuestionnaire development Types of questionTypes of question Writing questionsWriting questions

What is a survey?What is a survey?

A survey is a method of gathering data about A survey is a method of gathering data about events that are actually occurring - events that are actually occurring - A “snapshot in timeA “snapshot in time

In science surveys are most commonly found inIn science surveys are most commonly found in HealthHealth Food & NutritionFood & Nutrition

There is probably scope for surveys in other areas.There is probably scope for surveys in other areas.

Designing a surveyDesigning a survey

What are you trying to investigate?What are you trying to investigate? Is a survey the most appropriate?Is a survey the most appropriate? Who is the target population?Who is the target population? How do you propose to administer the How do you propose to administer the

survey?survey? How do you propose to analyse the data?How do you propose to analyse the data?

Stages in designing a Stages in designing a surveysurvey

Decide on informationneeded

Carry out pilot study

Design Questionnaire

Conduct test survey

Decide sample &methods

Review Questionnaire& sample

Issue Questionnaire

Code and AnalyseData

Write Report

Survey design is an iterative Survey design is an iterative process involvingprocess involving Pilot studyPilot study Testing questionsTesting questions Modifying itemsModifying items

This may be repeated more than This may be repeated more than onceonce

These stages occupy most of These stages occupy most of the timethe time

Before finally issuing the Before finally issuing the questionnairequestionnaire

Finally the data is analysed and Finally the data is analysed and the report writtenthe report written

Designing a Designing a questionnairequestionnaire

Design is important for useful dataDesign is important for useful data How will you analyse the data?How will you analyse the data?

QualitativeQualitative QuantitativeQuantitative

This will affect the types of question you useThis will affect the types of question you use Open - respondents can give their opinions, feelings Open - respondents can give their opinions, feelings

etc. in their own words.etc. in their own words. Structured - range of responses is restricted.Structured - range of responses is restricted.

Open questionsOpen questions

Wide range of viewsWide range of views Richness of dataRichness of data Generally best suited to qualitative analysisGenerally best suited to qualitative analysis

Has its own methods of verification.Has its own methods of verification.

Non-uniform responsesNon-uniform responses Best suited to small scale or pilot surveys.Best suited to small scale or pilot surveys. Useful for developing fixed response itemsUseful for developing fixed response items

Structured questionStructured question

Constrained choiceConstrained choice Involved standardised responsesInvolved standardised responses Best suited to quantitative analysisBest suited to quantitative analysis

Usually using statisticsUsually using statistics

May miss important issuesMay miss important issues Add qualitative item(s)Add qualitative item(s) ““Are there any other points you would like to add?”Are there any other points you would like to add?”

Suitable for large samplesSuitable for large samples

Some practical issuesSome practical issues

How many questions?How many questions? Too few - not enough dataToo few - not enough data Too many - goes in the bin!Too many - goes in the bin!

LayoutLayout Well spaced, clearly laid outWell spaced, clearly laid out Easy to followEasy to follow

Length of questionsLength of questions Not too long - break into shorter questionsNot too long - break into shorter questions

Pilot questionnaire helps resolve issuesPilot questionnaire helps resolve issues

EthicsEthics

Critical to survey research.Critical to survey research. Should I be asking this?Should I be asking this?

ConfidentialityConfidentiality Sensitive informationSensitive information Personal informationPersonal information Raising expectations?Raising expectations?

Anonymity of respondentsAnonymity of respondents Data protection act.Data protection act.

Types of structured Types of structured questionquestion

ListList CategoryCategory QuantityQuantity RankingRanking ScaleScale GridGrid

ListList

Which of the following did you eat at your Which of the following did you eat at your last meal? Tick all that applylast meal? Tick all that apply Cooked vegetablesCooked vegetables SaladSalad Boiled or mashed potatoesBoiled or mashed potatoes Roast potatoesRoast potatoes ChipsChips Jacket potatoesJacket potatoes Fresh fruitFresh fruit

CategoryCategory

Please indicate your age?Please indicate your age? Less than 18  

18 - 24  

25 34  

35 - 44  

Etc.  

Note: Questions of age are considered by some as embarrassing (see below) and best asked as a category rather than the direct question What is your age?

Quantity & RankingQuantity & Ranking

Quantity:Quantity: How many times did you eat chips last How many times did you eat chips last week?week?

Ranking: Ranking: Place the following in the order of Place the following in the order of importance, number 1 being the most importantimportance, number 1 being the most important

A well stocked libraryA well stocked library Well equipped laboratoriesWell equipped laboratories Up to date computing facilitiesUp to date computing facilities

Scale/Grid: Scale/Grid:   Stron

gly agree

A-gree

Neither agree nor

disagree

Dis-agree

Strongly dis-

agreeThe laboratory classes in this module were well organised

         

There were sufficient tutorials/seminars in this module

         

The lectures in this module were clearly presented

         

Content issuesContent issues

Willing to answerWilling to answer Knowledge of subjectKnowledge of subject Cover full range of possible answersCover full range of possible answers Use prompt cards in oral surveysUse prompt cards in oral surveys Wording must be specificWording must be specific

Use simple, clear languageUse simple, clear language

Beware!Beware!

Presumptions e.g. Presumptions e.g. do not assume all students are on full time coursesdo not assume all students are on full time courses

Leading questions e.g. Leading questions e.g. You do think this is a poor module don’t you?You do think this is a poor module don’t you?

Double questions e.g. Double questions e.g. Do you go to aerobics and go jogging?Do you go to aerobics and go jogging?

Embarrassing questions e.g. Embarrassing questions e.g. What is your age?What is your age?

In summaryIn summary

Formulate a hypothesisFormulate a hypothesis How does this question contribute?How does this question contribute?

Pilot your survey Pilot your survey Open questionnaire to identify issuesOpen questionnaire to identify issues Test and revise your questionsTest and revise your questions

How will I analyse the data?How will I analyse the data? Qualitative or quantitative?Qualitative or quantitative? Which statistical tests?Which statistical tests?

What are the ethical issues?What are the ethical issues?

ExerciseExercise

Look at the questionnaire you will be given.Look at the questionnaire you will be given. Identify the faults in each question.Identify the faults in each question. Post your criticism of each question using the Post your criticism of each question using the

blackboard form.blackboard form. Work in fours based on your tutorial groups.Work in fours based on your tutorial groups. Improve the questionnaire.Improve the questionnaire. Submit your improved version using the digital Submit your improved version using the digital

drop box.drop box. A copy of the original to download and edit is provided.A copy of the original to download and edit is provided.

The EndThe End

For nowFor nowhttp://sst.tees.ac.uk/external/U0000504/Notes/http://sst.tees.ac.uk/external/U0000504/Notes/skills/surveys/srvcontents.htmlskills/surveys/srvcontents.html