SURVEY

RESEARCH
MENDOZA, LIZAMHEL
PEDRO, CHRISTINE
SALAZAR, MARLET
 A survey is a system for
collecting information from or
about people to describe,
compare, or explain their
knowledge, attitudes, and
behavior (Fink, 2003).
Major Characteristics of
a Survey
Information is collected to describe some aspects
or characteristics of the population of which that
group is a part.
Information is collected through asking questions.
Information is collected from a sample.
 Types of Surveys
Cross-sectional Survey Longitudinal Survey
 Types of Surveys
Cross-sectional Survey Longitudinal Survey
 Longitudinal Designs
TREND COHORT PANEL
2021 2022 2021 2022 2021 2022
SURVEY RESEARCH AND
CORRELATIONAL
RESEARCH
A SURVEY RESEARCH is one way of collecting
information or data which may be in a
quantitative or qualitative form.

A CORRELATION RESEARCH investigates the

possibility of relationships between two or more
variables.

STEPS IN SURVEY
RESEARCH
Researchers need to define clearly their
OBJECTIVES in conducting a survey.
DEFINING Questions need to be interesting and important
THE to motivate individuals to respond.
HIERARCHAL APPROACH - A strategy for
PROBLEM defining survey questions, beginning with the
broadest and most general questions and ending
with the most specific.
Why many public school teachers
“burn out” and leave the profession
within a few years? (Jaeger)
He suggests three general factors:
economics, working conditions, and
perceived social status—around which
to structure possible questions for the
survey.
IDENTIFYING SURVEY DATA are collected from a
number of individual units of analysis
THE TARGET to describe those units; these
descriptions are then summarized to
POPULATION describe the population that the units
of analysis represent.

Identify the UNITS OF ANALYSIS e.g. data collected from a sample of

e.g. survey of faculty opinion about a new faculty members (the unit of analysis)
discipline policy recently instituted in a would be summarized to describe the
particular school district, each faculty population that this sample represents (all
member sampled and surveyed would be of the faculty members in that particular
the unit of analysis school district).
 CHOOSING THE
MODE OF DATA
COLLECTION
DIRECT
WEB-BASED MAIL SURVEYS
ADMINISTRATION
SURVEY
TO A GROUP

TELEPHONE PERSONAL
SURVEYS INTERVIEW
 The subjects to be surveyed
should be selected from the
SELECTING THE population of interest.
SAMPLE Preliminary inquiry is
recommended to be conducted
among potential respondents.

A sample of all students attending an urban university

concerning their views on the adequacy of the general
education program at the university.
A sample of all faculty members in an inner-city high
school district as to the changes needed to help “at-
risk” students learn more effectively.
A sample of all such students in the same district
concerning their views on the same topic.
PREPARING THE
INSTRUMENT
Four practical standards that all survey questions
should meet (Fowler):
1. Is this a question that can be asked exactly the
1. Questionnaire way it is written?
2. Interview 2. Is this a question that will mean the same thing
to everyone?
schedule 3. Is this a question that people can answer?
4. Is this a question that people will be willing to
answer, given the data collection procedures?
TYPES OF QUESTIONs
CLOSE-ENDED QUESTIONS
Multiple-choice questions
It allows a respondent to
select his or her answer from
a number of options. They
may be used to measure
opinions, attitudes, or
knowledge.
 Examples of open-ended
OPEN-ENDED QUESTIONS questions:
1. What characteristics of a person
It allow for more
would lead you to rate him or her as
individualized responses, a good administrator?
but they are sometimes 2. What do you consider to be the
difficult to interpret. They most important problem facing
are also often hard to classroom teachers in high schools
score, since so many today?
different kinds of 3. What were the three things about
responses are received. this class you found most useful
during the past semester?
Therefore, closed-ended or short-
answer questions are preferable,
although sometimes researchers find it
useful to combine both formats in a
single question, as shown in the
following example of a question using
both open- and closed-ended formats
 SUGGESTIONS FOR 2. Keep the focus as SIMPLE as possible.
IMPROVING CLOSE- Poor: Who do you think are more satisfied with
ENDED QUESTION teaching in elementary and secondary schools,
men or women?
a. Men are more satisfied.
1. Be sure the question is UNAMBIGUOUS. b. Women are more satisfied.
Poor: Do you spend a lot of time studying? c. Men and women are about equally satisfied.
Better: How much time do you spend each day d. Don’t know.
studying? Better: Who do you think are more satisfi ed
a. More than 2 hours. with teaching in elementary schools, men or
b. One to 2 hours. women? a. Men are more satisfied.
c. Thirty minutes to 1 hour. b. Women are more satisfied.
d. Less than 30 minutes. c. Men and women are about equally satisfied.
e. Other (specify). _______________ d. Don’t know.
 4. Use COMMON LANGUAGE.
Poor: What do you think is the principal
reason schools are experiencing
increased student absenteeism today?
3. Keep the questions SHORT. a. Problems at home.
Poor: What part of the district’s b. Lack of interest in school.
English curriculum, in your opinion, is
c. Illness.
of the most importance in terms of
the overall development of the d. Don’t know.
students in the program? Better: What do you think is the main
Better: What part of the district’s reason students are absent more this
English curriculum is the most year than previously?
important? a. Problems at home.
b. Lack of interest in school.
c. Illness.
d. Don’t know.
5. AVOID the use of terms that might BIAS
RESPONSES.
Poor: Do you support the superintendent’s “no
smoking” policy on campus grounds while school
is in session? 6. Avoid LEADING QUESTIONS.
a. I support the policy. Poor: What rules do you consider necessary
b. I am opposed to the policy. in your classes?
c. I don’t care one way or the other about the Better: Circle each of the following that
policy. describes a rule you set in your classes.
d. I am undecided about the policy. a. All homework must be turned in on the
Better: Do you support a “no smoking” policy date due.
on campus grounds while school is in session? b. Students are not to interrupt other
students during class discussions.
a. I support the policy.
c. Late homework is not accepted.
b. I am opposed to the policy.
d. Students are counted tardy if they are
c. I don’t care one way or the other about the
more than 5 minutes late to class.
policy. e. Other (specify) ________________
d. I am undecided about the policy.
7. Avoid DOUBLE NEGATIVES.
Poor: Would you not be opposed to
supervising students outside of your
classroom?
a. Yes.
b. No.
c. Undecided.
Better: Would you be willing to supervise
students outside of your classroom?
a. Yes.
b. No.
c. Undecided.
 PRETESTING THE
QUESTIONNAIRE
A “pretest” of the questionnaire or interview
schedule can reveal ambiguities, poorly worded
questions, questions that are not understood,
and unclear choices; it can also indicate
whether the instructions to the respondents
are clear.
OVERALL FORMAT
Questions should be spread out and
uncluttered. No more than one question should
be presented on a single line.
CONTINGENCY QUESTIONS - (or follow-up
questions) contingent upon how a respondent
answers the first question.
A clear and well-organized presentation of
contingency questions is particularly important
in interview schedules.
 Usually written for mailed surveys
Should be brief and addressed specifically to

PREPARING THE the individual being asked to respond

Should explain the purpose of the survey,

COVER LETTER emphasize the importance of the topic of the

research and engage the the respondents'
cooperation
Should indicate the researcher's willingness to
share the results of the study once it is
completed
Confidentiality and anonymity of the
respondents should be assured
Should specify the date by which the
completed questionnaire is to be returned,
and it should be individually signed by the
researcher
STEPS IN SURVEY
RESEARCH
I. DEFINING THE PROBLEM

II. IDENTIFYING THE TARGET POPULATION

III. CHOOSING THE MODE OF DATA COLLECTION

IV. SELECTING THE SAMPLE

V. PREPARING THE INSTRUMENT

VI.PREPARING THE COVER LETTTER

 Training Interviewers

Telephone Interviewers Face to Face Interviewers

establish rapport
know how to engage their
know how to make follow-up
interviewees
questions or go back to
how to explain quickly the
unanswered questions
purpose of their call
know how to read/interpret
know how to ask questions
body language
that would encourage
interviewees to respond
honestly
 General Topics for
Training Interviewers

proper ways to contact respondents

conventions used in the design of the questionnaire
probing inadequate answers in a nondirective way
procedures for recording answers to open-ended and
closed-ended questions
rules and guidelines for handling the interpersonal
aspects of the interview
 Dealing
Dealing with
with Non-response
Non-response

research may be
Reasons inconclusive because of
lack of interest in the lack of enough
topic being surveyed information
forgetfulness conclusions do not
unwillingness to be represent views of the
surveyed population from which
the sample was drawn
 Item Nonresponse
Usually respondents are evading the questions
respondents do not understand the question

HIGH NONRESPONSE RATE

Questions on expenditures or statistics

EX: Students may not always reveal their grades to other students
 Refusal to be interviewed
Why does Not at home
nonresponse Unable to take part
happen? because of sickness or
language barrier

For mail surveys.

Undelivered questionnaire
Did not return to sender
 Reducing total nonresponse

Interviewers should be:

courteous
dressed properly (professional but not intimidating)
consider the time of the interview
able to ensure anonymity and confidentiality
conduct callbacks for not-at-homes
set up appointments
reminders of mails/letters (emails)
give rewards or compensation
 Dealing
Noteswith Non-response
to interviewers

Researchers should obtain as much demographic information as

they can on respondents.
So it can:
give a more complete description of the sample
may support an argument for representativeness (gender, age,
ethnicity, family size, and so forth)
 Increasing Response Rate

Ensure that questionnaires are properly administered

Be mindful of interview schedule

Essentially, one must possess all the

characteristics of an effective interviewer to
ensure that respondents will be, at least,
cooperative in the survey.
Sample
Paper
Thank you
See you next time.