Eapp Q2 Module 5
Eapp Q2 Module 5
Eapp Q2 Module 5
What I Know
Directions: Consider yourself as a client to answer the questions below. Put a check () if you think the
question is clear and understandable and it does not create any difficulty and confusion and (X) if it is
confusing or difficult. Write your answers on a separate sheet of paper.
_____ 1. What medium of communication you will use to become updated with the events?
Magazine or Newspaper
Radio
Television
Internet
_____ 2. What is your most usual means you use to become updated with the events?
Magazine or Newspaper
Radio
Television
Internet
_____ 3. Enter in the boxes opposite the three options you selected below
Option A Option B Option C
Option D Option E Option F
_____ 4. Below are the features of camping holiday. Indicate their importance to you by
placing numbers 1-4 where 1 is the most important.
People ______
Cost ______
Open Air ______
Mobility ______
Atmosphere ______
_____ 5. “Have you been to an out of town trip recently?”
_____ 6. “Have you been to an out of town trip in the last two weeks?”
_____ 7. “Do you think women should eat less and exercise more?”
i t n y r
n x t i e m e p i o
s c u e d
b w r y a t l s y e
Answer: __ __ __ __ __ __ __ __ __ __ Answer: __ __ __ __ __
3. 4.
s w o i e s w q w r I q r v k e o
h n y o t n u g e o A i m s t i n
Answer: __ __ __ __ __ __ __ __ __ Answer: __ __ __ __ __ __ __ __ __
What Is It
Good day, dear dedicated learners! In the previous module, you have learned that there are
various kinds of reports. In each kind of report, there are instruments used to gather data. One of the
ways to gather data is by using a survey questionnaires. So, if you are excited and ready, let’s get
started!
A survey is a general view, examination, or description of someone or something. It also refers
to looking carefully and thoroughly at (someone or something), especially to assess them. When you
want to do a survey, you need a questionnaire to help get the information that you need. A good
questionnaire should be valid, reliable, clear, and interesting.
Designing a Questionnaire
DESIGN
Ask the right questions
Questions may be “close-ended” or “open-ended.” You can use either depending on the data
that you want to get from your respondents.
“Close-ended” questions provide options to the respondents and require them to choose one or
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more items from the list. This is used if the range of answers are well Module
known 5 – options
and the Quarter are
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limited.
For example: Do you have a computer at home? ___Yes ___No
“Open-ended” questions allow the respondent to express their opinions freely and they are not
restricted by the options. This is used if the answer options are multiple and unknown. The answers to
the open-ended questions require re-grouping before analysis.
For example: What are the reasons why students do not have computers at home? (You can list
one or two reasons.)
The options available should be comprehensive so that the respondent can find an option which
best suits his/ her answer. You can include an “Other: please specify ________” category as one of the
options. You can also let them check as many items as applicable but be sure to mention it in your
options.
For example: Why do you want to have a computer? (You can choose more than one)
In questions that involve assessing attitudes or giving opinions, a scale with a range of responses
is preferred to a yes/no answer. Likert scale (usually 5-point or 7-point) is a commonly used method.
For example:
In a questionnaire which has many parts, some of which need not be answered by the
respondent, filtering is used to guide the respondent to answer only the relevant questions. However,
you should avoid using too much filtering as this may confuse the respondents and make the
questionnaire complicated.
For example:
Avoid double-barreled questions. It is a common mistake that refers to asking two things in one
question.
This is important because the “look” of the questionnaire may decide whether the respondent is
going to fill it up or not.
The title should be highlighted and should reflect the main objective of the research. If possible,
divide the questionnaire into sections according to the content (e.g. boxes with bold headings) and it
should flow smoothly from one section to another with appropriate filtering.
If your respondents involve older persons, a bigger font size should be used. Finally, include a
cover letter stating the objective of your study, and your affiliations. EAPP
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importantly, it should
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confidentiality clause. This is to inform your respondents on how you are going to use the collected
information.
EXAMPLE OF QUESTIONNAIRE
Directions: Please rate each item as to the extent/desire that your mathematics teachers displayed the
following traits and behavior using the following scale:
For example:
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Place a check mark in the box if you experienced pain on the Module
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X it doesn’t.
TEST
A pilot test is a crucial step in the design of questionnaire before data collection begins. It will
help detect flaws in the questionnaire in terms of content, grammar, and format.
You can ask your colleagues, family, or friends to comment on the questionnaire. By doing so,
mistakes in terms of content, grammar, and or format will be lessened. This should be followed by
asking the potential respondents to answer the questionnaire and provide their feedback. For those
questions which you feel may be confusing or sensitive, it is important to ask the respondents to
comment specifically during the pilot test.
REVISE
You will evaluate for general content, organization, and tone, by adding, deleting, and organizing
information if necessary. When revising, it can be helpful to answer these questions:
Who is your audience?
Are your objectives enough?
Have you included enough information?
Do you have more information than you need?
Have you chosen the proper words to express your ideas?
Are you wordy, repetitive, or inconsistent?
When you have done all of these, you have crafted a good survey questionnaire. It does not
seem easy at first but when you start doing it, you will find it very helpful.
What’s More
Directions: Using the example questions in the pre-test, analyze each using the guidelines on what
should or should not for effective questions. Be able to determine whether the question is effective or not
(mark check). Then provide the reason of your answer.
What I Can Do
Directions: Directions: Here is an example of a Survey Questionnaire. Analyze the content and answer
the questions that follow. Write your answer on a separate sheet of paper. (Taken from Practical
Research 2 for Senior High School: Quantitative)
Dear Student,
Thank you for being a respondent for this survey. Please help us improve our services by
completing this survey.
3. Please rate your level of satisfaction in the quality of student services provided by your school.
5 – Very satisfied 4 – Somewhat satisfied 3 – Neither satisfied nor dissatisfied
2 – Somewhat dissatisfied 1 – Very 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:
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?
Assessment
Directions: Read the questions carefully. Write the letter of the correct answer on a separate sheet of
paper.
3 The question is somewhat clear and precise but contains minor grammatical errors 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 errors. 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.
Answer Key
WHAT I KNOW WHAT’S MORE
WHAT I CAN DO
Answers may vary. Answers may vary. Sample answers
1. To determine the students’
WHAT’S IN
satisfaction on students’
1. experiment
services in a private secondary
2. study
school
3. questions
4. interview 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.
ADDITIONAL ACTIVITIES
Answers may vary