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EAPP
om – Grade 11/12
Quarter 2 Module 5: Designs, Tests and Revises Survey Questionnaires

Republic Act 8293, section 176 states that: No copyright shall subsist in any
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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

Illustrator / Layout Artist: JOHN MICHAEL P. SARTE

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SHS
om

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.

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Department of Education
om Republic of the Philippines

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omI. 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

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om the required data.

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V.
om 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)

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omNow 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.
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om 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.

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om 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.

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TYPE
om 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

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om 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
Widowe
d

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
Scienc Health TLE
e Edukasyon sa

So you now have your questions and you know which questions to use, let’s arrange
your questions! Are you ready?

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ORDERING
om 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
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effective
om as it can be.

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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!

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VI. Practice Task 1
om

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– 2– 1 – Very

Somewh Neither Somewhat dissatisfie
at satisfied dissatisfied d
satisfied nor
dissatisfie
d
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.)

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om 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?

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om 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
Strongl Somewh Somewh Strongl
y at Agree at y
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

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VIII. Practice Task 3
om
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
5
question is interpreted in the same way by respondents.

The question sometimes is clear and precise, collectively

allowing for meaningful answers. Questions are
4 interpreted in the same way by respondents.

The question somewhat clear and precise but contains

minor grammatical error and some characteristics of
3 question wording is 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
2 error. Question is interpreted in different way by
respondents
The question is difficult to understand not precise and
ambiguous.
1
It contains major grammatical error. Question is
interpreted in different way by respondents

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omIX. 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?

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om a. Do your parents give you ‘baon’? Yes No

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om 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.

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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

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