Eapp q2 Module 5

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EAPP – Grade 11/12
Quarter 2 Module 5: Designs, Tests and Revises Survey Questionnaires
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ownership over them.
Regional Director: Gilbert T. Sadsad

Assistant Regional Director: Jessie L. Amin
Development Team of the Module
Writer: HAZEL GRACE T. VARGAS
Editors: GINA B. PANTINO

SONIA V. PRENSADER
JOSALIE T. TONIO
LORAINE T. CHIONG
Reviewers: GINA B. PANTINO and

Masbate City Division headed by JEANETTE ROMBLON
Illustrator / Layout Artist: JOHN MICHAEL P. SARTE

SHS
English for Academic

and Professional
Purposes
Quarter 2 – Module 5
DESIGNS, TESTS AND REVISES
SURVEY QUESTIONNAIRES
This instructional material was developed based from the Most Essential
Learning Competencies (MELC) in English for Academic and Professional
Purposes in response to the new normal scheme in learning delivery of the
Department of Education. This module was collaboratively reviewed by
educators and program specialists in the Regional Office V. We encourage
teachers and other educational stakeholders to email their feedback,
comments, and recommendations to the Department of Education at
____________________.
We value your feedback and recommendations.
Department of Education Republic of the Philippines
1
I. Introduction
One of the ways to gather data is through a questionnaire. However, as a
researcher, you must know the right questions that you will use to get the information
you need. Designing a questionnaire is quite challenging but fun. Do not give up if
your first attempt needs revision. Remember, practice makes perfect. Keep pushing!
II. Objective:
Designs, tests and revises survey questionnaires
III. Vocabulary List:
Before you begin, here are some words that you will encounter in the module:
⮚ Questionnaire – a written document containing questions and other types of items

designed to solicit information appropriate to analysis.
⮚ Survey Research - the collection of information from a sample of

individuals through their responses to questions or statements
⮚ Respondent – a person who provides data in a survey research.
IV. Pre-Test
At this point, you are going to check how much you know so far about designing,
revising and testing a questionnaire. Write your answers on a separate sheet of
paper or in your notebook. Are you ready?
Directions: Write T if the statement is True and F if it is False.
1. A questionnaire is the same as a survey.

2. When a staff handed you a piece of paper that asks you to choose a smiley to
express how you feel about their service is an example of a survey question.
3. A questionnaire should be anchored on the research problem.
4. In designing a questionnaire, a researcher can always include all the questions
that come into his/her mind.
5. Likert-Scale questionnaire items are best used to measure the feeling or opinion.
6. It is always good to appeal to the emotions of the respondents in creating
questions.
7. Arrangement of questions does not matter as long as it will provide the
information needed from the respondents.
8. Always use multiple choice type of questions or close-ended questions to be able
to gather data easily.
9. A questionnaire can be compared to a newly sewn dress that needs to be fitted
before finally giving to a customer.
10. Testing and revising a questionnaire can be ignored as long as the design of the
questionnaire hits the targeted research problem and the required data.
2
V. Learning Concepts
In the previous lessons, you have learned that there are various kinds of reports
depending on the objective of the researcher. In each kind of report, there are
instruments used to gather data. One of the ways to gather data through a survey is
by using a survey questionnaire.
Have you experienced entering a restaurant or a café and you were asked to
answer a series of questions about your experience at that place or their service?
There are some places where all you need is to choose the type of smiley that
speaks of how you feel after your experience at their place. These are examples of
simple survey questionnaires.
A questionnaire is a structured series of questions designed to

collect primary data from respondents. A well-designed
questionnaire motivates respondents to provide accurate and
complete information which is very helpful in attaining the survey’s
objective. (QuickMBA.com, n.d.)
DESIGNING A QUESTIONNAIRE
Here are the suggested steps on how to develop a questionnaire:
(Adapted from QuickMBA.com)
3
Now that you know how to design the questionnaire, are you ready to form your
questions? Alright, let’s do this.
QUESTION WORDING BASIC

(Adapted from Filiberto, D. (2013) with some notes from Baxter, L. and Babbie, E. (2003))
1. Write short and simple questions
Respondents are often unwilling to study an item in order to understand it. Assume
that respondents will answer the questionnaire quickly. Therefore, provide clear,
short items that will not be misinterpreted.
Example:
Given the current trend of more hits, more home runs, longer games in general,
and more injuries in baseball today, do you think that steroid use should
continue to be banned even though it is not enforced?
*Problem: Long questions can be confusing
Better question:
Steroid use has both positive and negative effects on baseball. Do you think
that steroid use should be banned?"
2. Avoid leading questions, wording that influences respondents to consider a subject

in a weighted manner, or injects a preference or opinion.
Example:
Do you hate the president of the Philippines?”

Why is this leading? Because the question itself includes an opinion word.
Who do you think of when you hear COVID -19?

a. China b. Pres. Duterte c. Chinese d. Lockdown
Why is this leading? Because it forces the respondent to answer one of these
choices, even if none of them comes to mind.
What makes our product better than our competitors’ products?
3. Appropriately Open-Ended and Closed-Ended Questions
Use open-ended questions when responses need to be elaborated by the

respondents for exhaustive and comprehensive data gathering. They’re more suited
to exploratory research that looks to describe a subject based on trends and patterns.
4
Closed-Ended questions are popular because they provide greater uniformity
or responses and are easily processed compared to open-ended questions. However,
closed-ended questions the response categories should be exhaustive and mutually
exclusive. In other words, all possible options should be provided.
Example:
Why do you play sports?
1. Enjoyment 2. Health 3. Friends 4. Other-----
4. Questions must be non-threatening and attempt to evoke the truth.
Example:
Who do you think consume more cigarettes: you or your friends?
When a respondent is concerned about the consequences of answering a question in a

particular manner, there is a good possibility that the answer will not be truthful.
5. Question Clarity
Avoid ambiguities and vague words (e.g. usual, regular, normal)

Example:
What is your number of serving of eggs in a typical day?
Problem: How many eggs constitute a serving? What does ‘a typical day’
mean?
Better question:
On days you eat eggs, how many eggs do you usually consume?
Do you watch television regularly?

*Vague questions are difficult to answer (what is the meaning of "regularly"?)
Better question:
How often do you watch Television?"
Note: Questions should mean the same thing to all respondents. All the terms should
be understandable or defined, time periods specified, complex questions asked in
multiple stages.
6. Don’t use double-barrelled questions
Ask one question at a time. Avoid asking 2 questions, imposing unwarranted

assumptions, or hidden contingencies. Whenever you use ‘and’ on a question or a
statement, check if it is double-barrelled.
5
Example:
Do you find the classes you took during your first semester in SHS more demanding
and interesting than your JHS classes?
Yes No
* How would someone respond if they felt their SHS classes were more demanding
but also more boring than their JHS classes? Or less demanding but more interesting?
Because the question combines “demanding” and “interesting,” there is no way to
respond yes to one criterion but no to the other.
Do you find the classes you took during your first semester in SHS more
demanding than your JHS classes?
7. Clearly define the response scale dimension or continuum.
When using a response scale, clearly define the dimension or continuum

respondents are to use in their rating task
Example:
Response categories - Make them logical and meaningful: NOT:

Many......Some.......A Few......Very Few.....None
DO a Bipolar or Unipolar rating scale: Bipolar measures both direction and intensity
of an attitude: Unipolar scale measures one concept with varying degrees of intensity.
8. Minimize presuppositions – an assumption about the world whose truth is taken for
granted.
Answering a question implies accepting its presuppositions, a respondent may be led

to provide an answer even if its presuppositions are false.
Example:
Are you a DDS or a Dilawan?

Problem: presupposes that one of the alternatives is true.
What are your usual hours of work?”

Problem: Does respondent have usual hours of work?
Better Question:
What are your usual hours of work, or do you not have usual hours?
Remember: Each question should have a specific purpose or should not be included
in the questionnaire.
6
TYPE OF QUESTIONS AND ITS USAGE
1. Open-Ended
Best Used for:

o Breaking the ice in an interview
o When respondent’s own words are important
o When the researcher does not know all the possible answers
Example:
What changes do you recommend for the school to do in order to help students perform
better?
_________________________________________________________________________
_________________________________________________________________________
2. Closed-Ended
Best Used for:

● Collecting rank ordered data
● When all response choices are known
● When quantitative statistical tool results are desired
Example:
In which of the following do you live?

o A house
o An apartment
o A condo unit
Other forms closed-ended questions:

a. Likert-Scale
Best Used for:

Assessing a person’s opinion and feelings about something
Example:
Please circle the way you feel about the following:
1 = Disagree 5 = Agree
7
b. Multiple Choice
Best Used for:
● When there are finite number of options
Example:
Which of the following best describes your current civil status?
Single
Married
Widowed
Divorced
c. Rating Scales
Best Used for:
● Rate things in relation to other things
Example:
How likely would you recommend the current strand you are enrolled in to your friend?
d. Ranking Questions
Best Used for:
● Ordering answer choices by way of preference. This allows you to not only
understand how respondents feel about each answer option, but it also helps
you understand each one’s relative popularity.
Example:
Rank the following subjects in order of preference – 1 being your favorite and 5 being
your least favorite.
English Social Sciences

Math Music, Arts, PE and Health
Science TLE
Filipino Edukasyon sa Pagpapakatao
So you now have your questions and you know which questions to use, let’s arrange
your questions! Are you ready?
8
ORDERING THE QUESTIONS
(Adapted from Contemporary Communication Research by Smith, M.J., 1988)
1. Adapt a general organizational pattern that complements a survey’s research

objectives.
Two general patterns:

o Funnel pattern – begins with broad questions followed by progressively
narrower or more specific ones
o Inverted pattern – narrowly focused questions are followed by more general
ones.
2. Topically related questions should be grouped together.

A researcher should group together questions pertinent to a single topic then
move to another topic. It is easier for the answer questions this way.
3. Easy-to-answer questions should be placed first.

Easy questions serve as motivation.
4. Questions should be ordered to avoid establishing a response bias.

*Response Bias – a tendency of a respondent to answer all closed-questions the
same way regardless of content.
Example: A respondent check “Somewhat agree” to all criteria.
Now that you have arranged your questions, the next thing to do is to make sure it
works. Remember, nobody’s perfect so don’t feel sad if you think your questionnaire
is no good. You can always revise it. Keep pushing!
TESTING AND REVISING THE QUESTIONNAIRE

Have you experienced asking a dressmaker or a tailor sew your school uniform?
What does a tailor or dressmaker usually do before finally giving you your sewn uniform? He
or she would let you fit it first, right? Why do you think so?
That is the same as the questionnaire. You are the tailor and the questionnaire is the
school uniform. You need to check if the questionnaire fits the respondents and your target
information. No matter how carefully you design a questionnaire, there is always the
POSSIBILITY of error. You are always certain to make some mistake. The surest protection
against such error is to PRE-TEST the questionnaire in full or in part. (Baxter, L. & Babbie,
E., 2003)
That is the last part of designing your questionnaire before finally administering and
distributing it to your respondents. There are no fixed steps on how to test your
questionnaire but here are some general guidelines that might be helpful. Keep in mind that
you are aiming for the questionnaire to be as effective as it can be.
9
Some Practical Tips on Testing a Questionnaire: (Adapted from tools4dev.org)
1. Find 5 to 10 people from your target group
2. Ask them to complete the survey while thinking out loud.

*take note of their opinions and feedback
3. Observe how they complete the survey.

*note their hesitations or where they made mistakes in answering. This is an
indication that the survey questions and layout are not clear enough and needs
improvement.
Look at this example:
4. Make improvements based on the results.

Quick tips before you finish the module:
✔ All questionnaires need an introduction. Be sure to have one.
✔ It is useful to begin every questionnaire with basic instructions for completing
it.
✔ The format of a questionnaire is as important as the wording and ordering. Be
sure that it is spread out and uncluttered.
✔ Physical aspects such as page layout, font type and size, questions spacing,
and the type of paper should be considered. Always check on these.
Congratulations! Your questionnaire is ready to go!
10
VI. Practice Task 1
Directions: Here is an example of a Survey Questionnaire. Analyze the content and answer
the questions that follow. (Taken from Practical Research 2 for Senior High School: Quantitative)
Title: Students Satisfaction on Student Services in a Private Secondary School
Dear Student,
Thank you for being a respondent for this survey. Please help us improve our
services by completing this survey.
1. What is your overall satisfaction rating with our school services?
Very Satisfied
Somewhat Satisfied
Neither satisfied nor dissatisfied
Somewhat dissatisfied
Very dissatisfied
2. Please explain your answer

___________________________________________________________________
___________________________________________________________________
3. Please rate your level of satisfaction in the quality of student services provided by
your school.
5 – Very satisfied 4– 3 – Neither 2 – Somewhat 1 – Very

Somewhat satisfied nor dissatisfied dissatisfied
satisfied dissatisfied
5 4 3 2 1
Registrar’s Office
Canteen
Student Information System (SIS)
Comfort Room
Classroom Ventilation
Cashier’s Office
College/Department Staff
4. Please rate the following personal goals of going to Senior High School (SHS) in
order of importance from 1 to 6 with 1 indicating most important goal, 2 second most
important goal and so on.
_______________ To pursue college education
_______________ To be employed after graduation
_______________ To enhance my self-esteem
_______________ To become a useful citizen
_______________To be socially and intellectually mature
Questions: (Write your answers in a separate sheet of paper or in your notebook.)
1. What is the purpose of the survey questionnaire above?
2. What type of questions were used in the questionnaire?
3. In question no 4, is the given options enough? Why or why not?
11
4. If you were to use a questionnaire with the same given survey topic, would you
consider using this questionnaire? Why or why not?
VII. Practice Task 2

Directions: Here are some survey questions from a questionnaire. Examine them
closely and identify whether they are acceptable or not. Write A for acceptable. For
any non-acceptable question, revise the question to make it acceptable.Write your
answers on a separate sheet of paper or in your notebook.
Example: (for non-acceptable)

Question: Was the school facility not unclean?
Revision: How would you rate the cleanliness of the school facility?
1. How awesome is the service provided?

2. Where do you enjoy drinking milk tea?
3. How would you rate the preparedness and rescue mission?
4. What device do you usually use to check your email?
A. Computer | B. Mobile Phone | C. Tablet | D. iPad
5. How was our service today?
Okay | Good | Fantastic | Unforgettable | Mind-blowing
6.
A B C D
Strongly Somewhat Somewhat Strongly
Agree Agree Disagree Agree
Students treat one another with
respect.
7. What Senior High School Track are you currently enrolled in?
a. Academic b. TVL c. Arts and Design d. Sports
8. Which of the following options best describes your employment status?

o Employed (Full-time)
o Employed (Part-time)
o Homemaker
o Retired
o Not currently employed
9. Who did you purchase the product for?
1. Self
2. Family member
3. Friend
4. Colleague
5. Others, please specify ______________________
10. Does Research contribute to your stress/anxiety level?
1 2 3 4
Not at all Absolutely
12
VIII. Practice Task 3
Directions: Make up several (5 to 10) questionnaire items that measures the people’s
feelings regarding the action of the government towards COVID 19 pandemic.Write your
answers on a separate sheet of paper or in your notebook.
Note: Each question that you make will be scored from 1 to 5 based on the rubric given
below. This means you have a chance to get a maximum of 50 points if all the questions
you made get 5 points.
Rubrics for Rating the Questionnaire Items

*each developed question (questionnaire item) will be rated based on the criteria given.
The question is clear and precise, collectively allowing for detailed,
unambiguous and meaningful answers. The question is interpreted
5
in the same way by respondents.
The question sometimes is clear and precise, collectively allowing

for meaningful answers. Questions are interpreted in the same way
4 by respondents.
The question somewhat clear and precise but contains minor

grammatical error and some characteristics of question wording is
3 not present. The question is interpreted in the same way by
respondents.
The question is quite difficult to understand, biased and/or leading

words are present, contains minor grammatical error. Question is
2 interpreted in different way by respondents
The question is difficult to understand not precise and ambiguous.

It contains major grammatical error. Question is interpreted in
1
different way by respondents
13
IX. Post-Test
Directions: Read each question carefully and choose the correct answer.Write your
answers in a separate sheet of paper or in your notebook.
1. A questionnaire is defined by the following except:
a. to gather data from respondents
b. translates the research problem into questions that will answered by
respondents
c. wording, appearance and flow of questions fosters cooperation and motivate
the respondents to answer
d. a tool designed to control data for a survey
2. A well-designed questionnaire needs to be as short as possible.

a. True
b. False
3. What is the first step in designing a survey questionnaire?

a. Pre-testing
b. Identifying the respondents
c. Identifying the research problem
d. Identifying the type of questions to be used
4. Which of the following is considered a good questionnaire item?

a. How long does it take you to walk and run around the court?
b. If you were the President, what will you do to combat the COVID Pandemic?
c. How much did you enjoy the reading the new novel?
d. Rate your experience in the service provided.
5. Study the questionnaire item below and choose the correct statement that
describes the question.
Do you go to the park when you are stressed from work?
a. The question assumes that the respondent gets stressed at work.

b. It is a double-barreled question since work and the park are two separate
places.
c. It is an open-ended question and will be hard to quantify.
d. There is nothing wrong with the question.
6. If you want to know how the students feel about the new rules and regulations set
by your organization, what type of questions will you most likely use?
a. Likert-Scale
b. Multiple Choice
c. Ranking
d. Open-ended
7. “How much is your ‘baon’ every day?”

If you were to revise this question, how should it be?
a. Do your parents give you ‘baon’? Yes No
14
b. I will provide options so that the respondent will not feel embarrassed
Example: Our parents does not give us money as ‘baon’.
Php 1.00 – 49.99
Php 50.00 – 99.99
Php 100.00 - above
c. I will not include this question in my questionnaire because it is not necessary.
d. There is no need to revise this question because it will give the information I
need.
8. Participants in a pre-test should be:

a. Representative of the target population under study
b. Friends and relatives
c. Other survey researchers
d. Individuals from outside the population under study
9. In testing your questionnaire, why is it necessary to observe where the

respondents changed their mind in answering?
a. It will show what items needs revision.
b. It will reveal some items that might be confusing so they hesitated or change
their minds.
c. It will help the researcher understand why the items might be confusing.
d. All of the above
10. Now that you have all the questions ready, reviewed, and sequenced, which of
the following do you still need to consider?
a. the type of paper where it will be printed
b. writing an introduction and instructions
c. the format of the question items
d. all of the above
Assignment/Additional Activities
Find a questionnaire in a magazine or newspaper or from the internet. Critique at

least five of the questions for their strengths and weaknesses.
15
Pre-Test
1. F 6. F
2. T 7. F
3. T 8. F
4. F 9. T
5. T 10. F
Practice Task 1:
1. To determine the students’ satisfaction on students’ services in a private secondary
school
2. Likert-Scale, Rating Scale, Open-Ended question
3. There should be an option for ‘others, please specify’ so that the respondent can
provide an answer that is not included in the options to be ranked.
4. Yes, because the questionnaire items include the students’ services that
students/respondents need to give their opinion about.
Practice Task 2:
1. Leading question.
Revision: How would you rate this product?
2. There is an assumption the respondent enjoys drinking milk tea.
Revision: How would you rate the taste of the milk tea?
3. This is a double-barreled question. Preparedness and rescue mission should be
rated separately.
Revision: How would you rate the preparedness of the rescue team?
How would you rate the conduct of the rescue mission?
4. There is an overlap in the options given. An iPad is also a tablet.
Revision: *Remove iPad from the options
5. Unbalanced options
Revision: How satisfied are you with our service today?
a. Very Satisfied b. Satisfied c. Neutral d. Dissatisfied e. Very
Dissatisfied
6. Acceptable
7. Acceptable
8. Acceptable
9. Acceptable
10. Acceptable
Practice Task 3:
Rubrics for Rating the Questionnaire Items
*each developed question (questionnaire item) will be rated based on the criteria given.
16
5 The question is clear and precise, collectively allowing for detailed,
unambiguous and meaningful answers. The question is interpreted
in the same way by respondents.
4 The question sometimes is clear and precise, collectively allowing
for meaningful answers. Questions are interpreted in the same
way by respondents.
3 The question somewhat clear and precise but contains minor
grammatical error and some characteristics of question wording is
not present. The question is interpreted in the same way by
respondents.
2 The question is quite difficult to understand, biased and/or leading
words are present, contains minor grammatical error. Question is
interpreted in different way by respondents
1 The question is difficult to understand not precise and ambiguous.
It contains major grammatical error. Question is interpreted in
different way by respondents
Post-Test:
1. D
2. A
3. C
4. D
5. A
6. A
7. B
8. A
9. D
10. D
Assignment:
Rubrics for Rating the Critique
5 4 3 2 1
All the Most of the Some the A little of the Most of the
Content weaknesses and weaknesses and weaknesses weaknesses weakness and
strengths were strengths were and strengths and strengths strengths were
discussed discussed were discussed. were discussed. not discussed
comprehensively. comprehensively. properly.
Organization The thoughts The flow of The transition Not logical nor Not clear,
discussed are discussion is of the thoughts effective; major making paper
logical and slightly organized in the revisions need difficult to
appropriate. and appropriate. discussion was to be made follow
not smooth.
Grammar Does not contain Few, if any, minor Some minor Some major Major errors
and any grammatical errors that do not errors which errors which greatly impede
Wording error. impede occasionally often impede comprehension
comprehension. impede comprehension
comprehension
17
References:
Baxter, L and Babbie, E. (2003).The Basics of Communication Research. Boston, MA:
Wadsworth Cengage Learning
Bullen, P. (n.d.). How To Pretest And Pilot A Survey Questionnaire.
http://www.tools4dev.org/resources/how-to-pretest-and-pilot-a-survey-questionnaire/
Filiberto, D. (2013). Survey Question and Questionnaire Design Slideshare 022113 Dmf.
https://www.slideshare.net/DavidFiliberto/survey-question-and-questionnaire-design-
slideshare-022113-dmf
N.A., (n.d.). Questionnaire Design. http://www.quickmba.com/marketing/research/qdesign/
N.A., (n.d.). Types of Survey Questions. https://www.surveymonkey.com/mp/survey-
question-types/#open-ended
Ng, JK. (2006). Designing A Questionnaire.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4797036/
Price, P., et al. (2013). Research Methods in Psychology. Canada: Creative Commons.
https://opentextbc.ca/researchmethods/chapter/overview-of-survey-research/
Prieto, N., et al. (2017). Practical Research 2 for Senior High School. Quezon City:
LORIMAR Publishing, Inc.,
Smith, M.J. (1988). Contemporary Communication Research Methods. California:
Wadsworth Publishing Company
18

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Regional Director: Gilbert T. Sadsad

Development Team of the Module

Writer: HAZEL GRACE T. VARGAS

Editors: GINA B. PANTINO

Reviewers: GINA B. PANTINO and

Illustrator / Layout Artist: JOHN MICHAEL P. SARTE

English for Academic

We value your feedback and recommendations.

Department of Education Republic of the Philippines

III. Vocabulary List:

⮚ Questionnaire – a written document containing questions and other types of items

⮚ Survey Research - the collection of information from a sample of

⮚ Respondent – a person who provides data in a survey research.

Directions: Write T if the statement is True and F if it is False.

1. A questionnaire is the same as a survey.

A questionnaire is a structured series of questions designed to

QUESTION WORDING BASIC

1. Write short and simple questions

*Problem: Long questions can be confusing

2. Avoid leading questions, wording that influences respondents to consider a subject

Do you hate the president of the Philippines?”

Who do you think of when you hear COVID -19?

3. Appropriately Open-Ended and Closed-Ended Questions

Use open-ended questions when responses need to be elaborated by the

Who do you think consume more cigarettes: you or your friends?

When a respondent is concerned about the consequences of answering a question in a

Avoid ambiguities and vague words (e.g. usual, regular, normal)

What is your number of serving of eggs in a typical day?

Do you watch television regularly?

6. Don’t use double-barrelled questions

Ask one question at a time. Avoid asking 2 questions, imposing unwarranted

7. Clearly define the response scale dimension or continuum.

When using a response scale, clearly define the dimension or continuum

Response categories - Make them logical and meaningful: NOT:

Answering a question implies accepting its presuppositions, a respondent may be led

Are you a DDS or a Dilawan?

What are your usual hours of work?”

Best Used for:

Best Used for:

In which of the following do you live?

Other forms closed-ended questions:

Best Used for:

Please circle the way you feel about the following:

English Social Sciences

1. Adapt a general organizational pattern that complements a survey’s research

Two general patterns:

2. Topically related questions should be grouped together.

3. Easy-to-answer questions should be placed first.

4. Questions should be ordered to avoid establishing a response bias.

Example: A respondent check “Somewhat agree” to all criteria.

TESTING AND REVISING THE QUESTIONNAIRE

2. Ask them to complete the survey while thinking out loud.

3. Observe how they complete the survey.

Look at this example:

4. Make improvements based on the results.

Congratulations! Your questionnaire is ready to go!

2. Please explain your answer

5 – Very satisfied 4– 3 – Neither 2 – Somewhat 1 – Very

VII. Practice Task 2

Example: (for non-acceptable)

1. How awesome is the service provided?

8. Which of the following options best describes your employment status?

10. Does Research contribute to your stress/anxiety level?