LESSON #16

Classroom investigation
Theme #16. Questionnaire to students and teachers: diary notes

Length: One hour and twenty minutes Number of Students: 14

Lesson Outline
1.Lead in
2.Activity 1. Exploring a questionnaire and teacher’s diary
3.Activity 2. Questionnaire - Advantages and disadvantages
4. Activity3. Principles of a questionnaire design

The aіm:
to raise learners’ awareness of principles of designing a questionnaire for research

Objectives:
 to let students explore advantages and disadvantages of using a questionnaire as a
data-collection tool
Activity Type: Individual, small group, whole class (teacher-students)

Lead-in

Time: 10 min

 Ask the following questions and hold a discussion in plenary:

~ Have you ever completed a questionnaire? If yes, what was it for? Did you like
completing it? Why/Why not?
~ Have you ever designed a questionnaire? If yes, what was it for? Did you like
designing it? Why/Why not?
 Introduce the topic of the lesson. Say that you will explore a questionnaire as a research tool.

Activity 1 Exploring a questionnaire

Time: 20 minutes
Objective: to let students’ explore a sample questionnaire
Materials: Handout 1 and Handout 2

Procedure:
 Distribute Handout 1.
 Ask students to study the sample questionnaire and answer the questions on Handout 2.
 Elicit answers in plenary.

Suggested answers:
 What do you think is the aim of the questionnaire?
The focus of the questionnaire is on intercultural learning.
 Who is intended for?
The questionnaire is designed for undergraduate students majoring in English.
 The possible research question might be: What are the students’ needs in terms of
intercultural learning?
 How long do you think it will take to complete the questionnaire?
As it is stated in the introduction it will take approximately 10 minutes to complete the
questionnaire.
 What types of questions are there (open, closed)?
 There are closed (e.g. question 1 –respondents should choose from the given options),
open (e.g. question 4 – options are not given, respondents should give their own
answers), and mixed (e.g. question 2 – it requires ticking Yes or No and then requires
clarification).
 Do you like the questionnaire? Why/Why not?

 Make a transition to the next activity by saying that now you will draw conclusions based on
the analysis.

Activity 2 Questionnaire - Advantages and disadvantages

Time: 10 minutes
Objective: to let students explore advantages and disadvantages of using questionnaires as a
research tool
Materials: Whiteboard

Procedure:
 Ask students to brainstorm advantages and disadvantages of using a questionnaire as a
research tool. Allow 10 minutes for students for working in groups.
 Ask volunteers to share their answers with the whole class.

Suggested answers:
Questionnaires as a research tool
Advantages Disadvantages
 Cheap and easy to administer  Unpredictable response rate
 Allows covering large numbers of (especially when given out to complete
respondents at home, or administered through
 Allows respondents to complete a Internet)
questionnaire at their own pace  Item non-response rate (i.e.
respondents may leave certain questions
unanswered)
 Summarise the activity by saying that questionnaires are practical in collecting and analyzing
data. There are certain disadvantages of using them, therefore a researcher should use other
research tools (for example, interviews, observations, test etc.) along with questionnaires to
get valid data.

Activity 3 Principles of a questionnaire design

Time: 35 minutes
Objective: to raise students’ awareness of principles of a questionnaire design
Materials: Handout 3

Procedure:
 Distribute the handout 3
 Invite questions and discussion.

Home assignment (5 minutes)

 Remind students that the questionnaire you have analysed during this lesson is intended for
students. Ask students the following question:
~ How do you think the questionnaire for teachers is different from the one for students?
~ What research questions the questionnaire for teachers’ will help to get answers to?
 Ask them to create their own questionnaire.
Classroom Investigation I
Questionnaire as a research tool
Handout 1

Questionnaire for students

Dear students,
We are conducting research on the feasibility of integrating suitable content in the English
language curriculum for undergraduates. Your answers will be treated in confidence. There are
no right or wrong answers. Please answer all the questions. It should take you approximately 10
minutes.

Name (optional): ________________________

Institution/Department: ____________________________
Gender  Male  Female
Nationality: ______________
What is your native language? Tick the relevant answer:
 Uzbek  Russian Karakalpak Tadjik Other (please specify) __________

1. How long have you been learning English? Tick the relevant answer.
 Less than 3 years  3 - 6 years  More than 6 years

2. Have you ever travelled to any English speaking country?  Yes No
If yes, please specify which country, when and reason(s) for your visit?
_______________________________

3. Where do you find information about English speaking countries? You may tick the THREE
most important options to you.
Newspapers and magazines
Internet
Films
Songs
TV
Resource centres (e.g. British Council)
Course books
Other sources (please specify) _________________________________________

4. What type of information do you usually search for or are interested in about English speaking
countries?
______________________________________________________________________

______________________________________________________________________

5. Would you like to know more about how to behave when you meet people from
English speaking countries?  Yes  No  I’m not sure

Why/Why not? (please specify)

______________________________________________________________________

______________________________________________________________________
6. Have you ever encountered any intercultural misunderstandings while communicating in
English with foreigners?  Yes No
If “yes”, please describe your experience.
______________________________________________________________________

______________________________________________________________________
______________________________________________________________________

7. Continue the statement by ticking the three options that you consider to be most relevant to
you.
Studying the target culture may help me:
 to behave appropriately while dealing with foreigners
 to understand my own culture better
 to communicate appropriately with foreigners
 to combat stereotypes
 to be ready for future international contacts
 as a teacher to prepare my students for intercultural communication
 Other (please specify)
______________________________________________________________________

Explain why you need to develop the above chosen options.

______________________________________________________________________

______________________________________________________________________

8. As a future teacher of English, do you think it is important to be trained how to develop your
learners’ intercultural awareness?  Yes  No
Why/Why not?
______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

9. How do you think developing your intercultural awareness will help you in your future career?
______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Thank you for taking the time to complete this questionnaire.

 What do you think is the aim of the questionnaire?
 Who is intended for?
 How long do you think it will take to complete the questionnaire?
 What types of questions are there (open, closed)?
 Do you like the questionnaire? Why/Why not?
Classroom Investigation I
Questionnaire as a research tool
Handout 2

A teacher diary is a diary where a teacher records what happens in their classes and their
thoughts about it. Teacher diaries are used as development tools.

Example

After a class that went badly, the teacher makes notes in her diary about what happened,
what she thought the causes were, ideas about how to change them and a short action plan.

In the classroom

Teacher diaries are a good way to start a course of development; a natural second step
would be peer observation, i.e. getting another teacher to analyse the class in the same way.

 teacher’s diary is a sort of record of his day to day activities.

 It may show him/her what he has done, what he is doing and what he plans to do in the
future.

 No elaborate lesson plans are to be written on the diary, brief outlines are sufficient.

 In the beginning of the year the teacher may draw the blueprint of his yearly work.

 Schedules of the syllabus to be covered term wise and month wise etc. may be prepared
in each subject he has to teach.

Content of teacher’s diary

 Blueprint of yearly work

 Schedule of syllabus

 Abstracts and outlines of the lesson

 Weekly programmes

 Academic records.

 Records of formative and summative tests.

 List of students who need special care.

 Record of day to day activities.

Besides the above the teacher’s diary should consist of

 Weekly programmes as shown in the school timetable

 Other extra moral duties assigned to the teacher

  Brief record what he has done time to time

 Entry of homework assigned to the students name of the students he/she teaches class
wise.

 Academic record of students

 Distinctive features of class or the individual students.

 Remarks about daily or weekly work

 Record of class tests.

Need of teacher’s diary

 The teacher’s diary is his helpful guide.

 It will enable him to keep a personal contact with his work

 It will enable him to maintaining an active interest in his activities and remind him of his
shortcomings, drawbacks etc.

 The worth of a dairy lies in the regularity with which it is filled and the use to which it is
put.

 The inspiration which it may give to the teacher to be on his track.

 The head should occasionally check the diaries and give useful comments orally or in
written.

Head should supervise these things in teachers diary

 Progress and consistency of the syllabus

 Surprise checking of classes

 Monitoring effective teaching methods

 Monitoring progress of delicate students and CWSN.

 Open to feedback from teacher and students.

 Formal or informal communication.

Classroom Investigation I
Questionnaire as a research tool
Handout 3

Questionnaire
A questionnaire is a means of eliciting the feelings, beliefs, experiences, perceptions, or
attitudes of some sample of individuals. As a data collecting instrument, it could be structured or
unstructured.

The questionnaire is most frequently a very concise, preplanned set of questions

designed to yield specific information to meet a particular need for research information about a
pertinent topic. The research information is attained from respondents normally from a related
interest area. The dictionary definition gives a clearer definition: A questionnaire is a written or
printed form used in gathering information on some subject or subjects consisting of a list of
questions to be submitted to one or more persons.

Evaluation of a Questionnaire or Interview Script

Is the question necessary? How will it be used? What answers will it provide? How will it be
tabulated, analyzed, and interpreted?
Are several questions needed instead of one?
Do the respondents have the information or experience necessary to answer the questions?
Is the question clear?
Is the question loaded in one direction? Biased? Emotionally toned?
Will the respondents answer the question honestly?
Will the respondents answer the question?
Is the question misleading because of unstated assumptions?
Is the best type of answer solicited?
Is the wording of the question likely to be objectionable to the respondents?
Is a direct or indirect question best?
If a checklist is used, are the possible answers mutually exclusive, or should they be?
If a checklist is used, are the possible answers "exhaustive"?
Is the answer to a question likely to be influenced by preceding questions?
Are the questions in psychological order?
Is the respondent required to make interpretations of quantities or does the respondent give
data which investigator must interpret?

Advantages

Economy - Expense and time involved in training interviewers and sending them to interview
are reduced by using questionnaires.
Uniformity of questions - Each respondent receives the same set of questions phrased in
exactly the same way. Questionnaires may, therefore, yield data more comparable than
information obtained through an interview.
Standardization - If the questions are highly structured and the conditions under which they
are answered are controlled, then the questionnaire could become standardized.
Disadvantages

Respondent’s motivation is difficult to assess, affecting the validity of response.

Unless a random sampling of returns is obtained, those returned completed may represent
biased samples.

Factors affecting the percentage of returned questionnaires

Length of the questionnaire.

Reputation of the sponsoring agency.
Complexity of the questions asked.
Relative importance of the study as determined by the potential respondent.
Extent to which the respondent believes that his responses are important.
Quality and design of the questionnaire.
Time of year the questionnaires are sent out.

The questionnaire is said to be the most "used and abused" method of gathering information by
the lazy man. because often it is poorly organized, vaguely worded, and excessively lengthy.

Two types of questionnaires

Closed or restricted form - calls for a "yes" or "no" answer, short response, or item checking;
is fairly easy to interpret, tabulate, and summarize.
Open or unrestricted form - calls for free response from the respondent; allows for greater
depth of response; is difficult to interpret, tabulate, and summarize.

Characteristics of a good questionnaire

Deals with a significant topic, a topic the respondent will recognize as important enough to
justify spending his time in completing. The significance should be clearly stated on the
questionnaire or in the accompanying letter.
Seeks only that information which cannot be obtained from other sources such as census data.
As short as possible, only long enough to get the essential data. Long questionnaires
frequently find their way into wastebaskets.
Attractive in appearance, neatly arranged, and clearly duplicated or printed.
Directions are clear and complete, important terms are defined, each question deals with a
single idea, all questions are worded as simply and clearly as possible, and the categories
provide an opportunity for easy, accurate, and unambiguous responses.
Questions are objective, with no leading suggestions to the desired response.
Questions are presented in good psychological order, proceeding from general to more
specific responses. This order helps the respondent to organize his own thinking, so that his
answers are logical and objective. It may be wise to present questions that create a favorable
attitude before proceeding to those that may be a bit delicate or intimate. If possible, annoying
or embarrassing questions should be avoided.
Easy to tabulate and interpret. It is advisable to preconstruct a tabulation sheet, anticipating
how the data will be tabulated and interpreted, before the final form of the question is decided
 upon. Working backward from a visualization of the final analysis of data is an important step
in avoiding ambiguity in questionnaire form. If mechanical tabulating equipment is to be
used, it is important to allow code numbers for all possible responses to permit easy transfer
to machine-tabulation cards.

Guides for preparing and administering the questionnaire

Get all of the help you can in planning and constructing your questionnaire. Study other
questionnaires and submit your own questionnaire to faculty members and class members for
criticism.
Try your questionnaire out on a few friends or associates. This helps to locate unclear and
vague terms.
Choose respondents carefully. It is important that questionnaires be sent only to those who
possess the desired information - those who are likely to be sufficiently interested to respond
conscientiously and objectively.
A preliminary card asking whether or not the individual would be willing to participate in the
proposed study is recommended by some research authorities. This is not only a courteous
approach but a practical way of discovering those who will cooperate in furnishing the desired
information.
It has also been found that in many instances better response is obtained when the original
request was sent to the administrative head of an organization rather than directly to the person
who had the desired information. It is possible that when a superior officer turns over a
questionnaire to a staff member to fill out there is some implied feeling of obligation.
If questionnaires are planned for use in public schools, it is imperative that approval of the
project be secured from the principal or superintendent of the school.
If the desired information is delicate or intimate in nature, one must consider the possibility of
providing anonymous responses. This will result in the most objective responses. If identity
for classification purposes is necessary, the respondent must be convinced that the
information will be held in strictest confidence.
Try to get the aid of sponsorship. Recipients are more likely to answer if a person,
organization, or institution of prestige has endorsed the project.
Be sure to include a courteous, carefully constructed cover letter to explain the purpose of the
study.
Some recipients are slow to return questionnaires. A courteous post card reminding an
individual that the questionnaire has not been received will often bring in some additional
responses.
An important point to remember is that questionnaires should be used only after all other
sources on the topic to be researched have been thoroughly examined. The American
Association of School Administration and the Research Division publish an annual
bibliography, Questionnaire Studies Completed. This has been published since 1930.

Rules for proper construction of a questionnaire

Define or qualify terms that could easily be misunderstood or misinterpreted.

What is the value of the tools in your Vo-Ag shop? (Replacement, present, market, teaching
value, etc.)
What are you doing now? (Filling out your stupid questionnaire.)
Be careful with descriptive adjectives and adverbs that have no agreed upon meaning, such as
frequently, occasionally, and rarely (one person’s rarely may be another person’s frequently).
Beware of double negatives.
 Are you opposed to not requiring students to take showers after gym classes?
Are you in favor of not offering Vo. Ag. IV in your Agriculture Program?

(One must study these questions carefully or answer improperly.)

Be careful of inadequate alternatives.

Married Yes ____ No ____

Employed Yes ____ No ____

(There are other answers that these types of questions do not answer, such as divorced, separated,
union strikes, etc.)

Avoid double barreled questions.

Do you believe that students should be placed in separate groups for instructional purposes and
assigned to special schools?
Should all Vo. Ag. I students take both wood and metal in shop? (One might be for one part of
the question and opposed to the other.)
Underline a word to emphasize its importance.

The following illustration will serve to emphasize how a line under the word one wishes to
emphasize can change a sentence from the standpoint of the respondent’s train of thought.

Were you there last night?

Were you there last night?

Were you there last night?

Were you there last night?

Were you there last night?

When asking for a rating, a point of reference is needed.

How would you rate campus dress today?

How would you rate student attitudes? (Compared to what?)
Avoid unfounded assumptions.

Are you satisfied with the salary you received last year? (A no answer might mean that I didn’t
receive a raise last year or that I did get a raise, but I’m not satisfied.)
Phrase questions so that they are appropriate for all respondents.

What is your monthly salary?

What is your yearly salary?

(Both questions may not have a definite answer. Salaries could be ten months, eleven months,
etc. Yearly salaries are subject to commission, seasonal changes, etc.)
 Design questions that give complete possibilities for comprehension of responses.

Do you read the New York Times?

Do you watch the news on television?

(Neither question indicates much about the reading or viewing habits of an individual.)

Provide for a systematic quantification of responses.

What is your favorite TV program?

What is your favorite radio program?

(It is hard to summarize where the respondents pick a number of items from a list. A better way
is to rank in order of preference. Example: Rank one through five the following radio programs. The
items can then be tabulated by inverse weightings or points.)

Consider the possibility of classifying the responses yourself rather than having the
respondent choose categories.

A student might miss his father’s occupation.

Unskilled labor ____

Skilled labor ____

Clearance work ____

Ask a child one or two short questions.

At what place does your father work?

What kind of work does he do?

(A younger child might not be able to choose the proper category in number one above. He
could, however, answer the questions in the second example.)

The opinionnaire, or attitude scale, is an information form that attempts to measure the attitude
or belief of an individual. How one feels or what he believes is his attitude, which can’t be
measured or described. The researcher, therefore, must depend upon what the individual says are
his beliefs and feelings. From the statement of his opinion his attitude is inferred.

Limitations of inferring attitude from expressed opinion

An individual may hide his real attitude and express socially acceptable opinions.
He may not really know how he feels about a social issue.
He may never have considered the idea seriously.
He may not know his attitude about a situation in the abstract and so may be unable to predict
his reaction or behavior until confronted with a real situation.