Survey Instruments and Questionnaire Design
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SURVEY INSTRUMENTS & QUESTIONNAIRE DESIGN
Warren Seuradge Strategic Planning, Policy, and Partnerships
Region of Peel (2014)
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Step 1
Problem Definition and Research Objectives
Step 2
RESEARCH AND QUESTIONNAIRE DESIGN
Step 3
Data Analysis and
Measurement
!" S#rv"$ Pr%&"''
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Step 1
Problem Definition and Research Objectives
Step 2
RESEARCH AND QUESTIONNAIRE DESIGN
Step 3
Data Analysis and
Measurement
!" S#rv"$ Pr%&"''
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Step 1
Problem Definition and Research Objectives
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Step 1
Problem Definition and Research Objectives
Pr%b(") R"&%*+,-,%+
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Step 1
Problem Definition and Research Objectives
Pr%b(") R"&%*+,-,%+
(1) Identify Source of the Problem
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Step 1
Problem Definition and Research Objectives
Pr%b(") R"&%*+,-,%+
(a) FAILURE TO MEET OBJECTIVES
WHAT HAPPENED VERSUS SHOULD HAVE HAPPENED
(1) Identify Source of the Problem
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Step 1
Problem Definition and Research Objectives
Pr%b(") R"&%*+,-,%+
(a) FAILURE TO MEET OBJECTIVES
WHAT HAPPENED VERSUS SHOULD HAVE HAPPENED (b) OPPORTUNITIES
WHAT HAPPENED VERSUS COULD HAPPEN
(1) Identify Source of the Problem
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Step 1
Problem Definition and Research Objectives
Pr%b(") R"&%*+,-,%+
(a) FAILURE TO MEET OBJECTIVES
WHAT HAPPENED VERSUS SHOULD HAVE HAPPENED (b) OPPORTUNITIES
WHAT HAPPENED VERSUS COULD HAPPEN
(1) Identify Source of the Problem
(2) Define the ProbLEM
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Step 1
Problem Definition and Research Objectives
Pr%b(") R"&%*+,-,%+
(a) FAILURE TO MEET OBJECTIVES
WHAT HAPPENED VERSUS SHOULD HAVE HAPPENED (b) OPPORTUNITIES
WHAT HAPPENED VERSUS COULD HAPPEN
(1) Identify Source of the Problem
(2) Define the ProbLEM
VALIDATE SYMPTOMS WITH PRIMARY AND SECONDARY RESEARCH
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Step 1
Problem Definition and Research Objectives
Pr%b(") R"&%*+,-,%+
(a) FAILURE TO MEET OBJECTIVES
WHAT HAPPENED VERSUS SHOULD HAVE HAPPENED (b) OPPORTUNITIES
WHAT HAPPENED VERSUS COULD HAPPEN
SITUATIONAL ANALYSIS
(1) Identify Source of the Problem
(2) Define the ProbLEM
VALIDATE SYMPTOMS WITH PRIMARY AND SECONDARY RESEARCH
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Step 1
Problem Definition and Research Objectives
Pr%b(") R"&%*+,-,%+
(a) FAILURE TO MEET OBJECTIVES
WHAT HAPPENED VERSUS SHOULD HAVE HAPPENED (b) OPPORTUNITIES
WHAT HAPPENED VERSUS COULD HAPPEN
(1) Identify Source of the Problem
(2) Define the ProbLEM SITUATIONAL ANALYSIS
VALIDATE PROBABLE CAUSES VALIDATE SYMPTOMS WITH PRIMARY AND SECONDARY
RESEARCH
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Step 1
Problem Definition and Research Objectives
Pr%b(") R"&%*+,-,%+
(a) FAILURE TO MEET OBJECTIVES
WHAT HAPPENED VERSUS SHOULD HAVE HAPPENED (b) OPPORTUNITIES
WHAT HAPPENED VERSUS COULD HAPPEN
(1) Identify Source of the Problem
(2) Define the ProbLEM SITUATIONAL ANALYSIS
VALIDATE PROBABLE CAUSES
DETERMINE INFORMATION GAPS
VALIDATE SYMPTOMS WITH PRIMARY AND SECONDARY RESEARCH
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Step 1
Problem Definition and Research Objectives
Pr%b(") R"&%*+,-,%+
(a) FAILURE TO MEET OBJECTIVES
WHAT HAPPENED VERSUS SHOULD HAVE HAPPENED (b) OPPORTUNITIES
WHAT HAPPENED VERSUS COULD HAPPEN
(1) Identify Source of the Problem
(2) Define the ProbLEM SITUATIONAL ANALYSIS
VALIDATE PROBABLE CAUSES
DETERMINE INFORMATION GAPS
(1) STAKEHOLDERS (2) PROBLEM SYMPTOMS (3) POTENTIAL CAUSES (4) COURSES OF ACTION? !" '-.-")"+- '/%#(0
,+&(#0":
VALIDATE SYMPTOMS WITH PRIMARY AND SECONDARY RESEARCH
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Step 1
Problem Definition and Research Objectives
Pr%b(") R"&%*+,-,%+
(a) FAILURE TO MEET OBJECTIVES
WHAT HAPPENED VERSUS SHOULD HAVE HAPPENED (b) OPPORTUNITIES
WHAT HAPPENED VERSUS COULD HAPPEN
(1) Identify Source of the Problem
(2) Define the ProbLEM
(3) CREATE RESEARCH OBJECTIVES
VALIDATE SYMPTOMS WITH PRIMARY AND SECONDARY RESEARCH
SITUATIONAL ANALYSIS
VALIDATE PROBABLE CAUSES
DETERMINE INFORMATION GAPS
Problem Statement
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Step 1
Problem Definition and Research Objectives
Pr%b(") R"&%*+,-,%+
(a) FAILURE TO MEET OBJECTIVES
WHAT HAPPENED VERSUS SHOULD HAVE HAPPENED (b) OPPORTUNITIES
WHAT HAPPENED VERSUS COULD HAPPEN
(3) CREATE RESEARCH OBJECTIVES
(1) Identify Source of the Problem
(2) Define the ProbLEM
HYPOTHESIS TO CLOSE THE INFORMATION GAP IN THE PROBLEM STATEMENT
VALIDATE SYMPTOMS WITH PRIMARY AND SECONDARY RESEARCH
SITUATIONAL ANALYSIS
VALIDATE PROBABLE CAUSES
DETERMINE INFORMATION GAPS
Problem Statement
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Step 1
Problem Definition and Research Objectives
Pr%b(") R"&%*+,-,%+
(a) FAILURE TO MEET OBJECTIVES
WHAT HAPPENED VERSUS SHOULD HAVE HAPPENED (b) OPPORTUNITIES
WHAT HAPPENED VERSUS COULD HAPPEN
(3) CREATE RESEARCH OBJECTIVES
(1) Identify Source of the Problem
(2) Define the ProbLEM
HYPOTHESIS TO CLOSE THE INFORMATION GAP IN THE PROBLEM STATEMENT
IE. To gather information from a sample representative of the PEEL REGION POPULATION AMONG THOSE WHO ARE “VERY LIKELY” to use an emergency shelter within the next 6 months, as
measured on a scale of 1 = Very UNLIKELY and 5 = VERY LIKELY. This data would serve as an input into a forecasting model to predict service demand.
VALIDATE SYMPTOMS WITH PRIMARY AND SECONDARY RESEARCH
SITUATIONAL ANALYSIS
VALIDATE PROBABLE CAUSES
DETERMINE INFORMATION GAPS
Problem Statement
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Step 1
Problem Definition and Research Objectives
Step 2
RESEARCH AND QUESTIONNAIRE DESIGN
Step 3
Data Analysis and
Measurement
!" S#rv"$ Pr%&"''
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Step 2
RESEARCH AND QUESTIONNAIRE DESIGN
R"'".r&/ D"',*+
(a) EXPLORATORY BROADLY DEFINE THE PROBLEM
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Step 2
RESEARCH AND QUESTIONNAIRE DESIGN
R"'".r&/ D"',*+
(a) EXPLORATORY BROADLY DEFINE THE PROBLEM
EXPERIENCE SURVEYS CASE ANALYSIS
FOCUS GROUPS
SECOND-ARY
DATA
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Step 2
RESEARCH AND QUESTIONNAIRE DESIGN
R"'".r&/ D"',*+
(a) EXPLORATORY
(b) DESCRIPTIVE ANSWERS WHO, WHAT, WHERE, WHEN, WHY, & HOW
BROADLY DEFINE THE PROBLEM
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Step 2
RESEARCH AND QUESTIONNAIRE DESIGN
R"'".r&/ D"',*+
(a) EXPLORATORY
(b) DESCRIPTIVE ANSWERS WHO, WHAT, WHERE, WHEN, WHY, & HOW
CROSS-SECTIONAL STUDY
SAMPLE SURVEY
LONGITUDINAL STUDY PANELS
BROADLY DEFINE THE PROBLEM
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Step 2
RESEARCH AND QUESTIONNAIRE DESIGN
R"'".r&/ D"',*+
(b) DESCRIPTIVE
(c) CAUSAL IF X, THEN Y
(a) EXPLORATORY
ANSWERS WHO, WHAT, WHERE, WHEN, WHY, & HOW BROADLY DEFINE THE PROBLEM
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Step 2
RESEARCH AND QUESTIONNAIRE DESIGN
R"'".r&/ D"',*+
(b) DESCRIPTIVE
(c) CAUSAL IF X, THEN Y
(a) EXPLORATORY
BEFORE-AFTER WITH CONTROL GROUP
ONE-GROUP, BEFORE ONE GROUP, BEFORE-AFTER ANSWERS WHO, WHAT, WHERE, WHEN, WHY, & HOW BROADLY DEFINE THE PROBLEM
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Step 2
RESEARCH AND QUESTIONNAIRE DESIGN
R"'".r&/ D"',*+
(b) DESCRIPTIVE
(c) CAUSAL
(a) EXPLORATORY
ANSWERS WHO, WHAT, WHERE, WHEN, WHY, & HOW BROADLY DEFINE THE PROBLEM IF X, THEN Y
A''"'':
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Step 2
RESEARCH AND QUESTIONNAIRE DESIGN
R"'".r&/ D"',*+
A''"'':
(1) INTERNAL VALIDITY
(2) EXTERNAL VALIDITY
ANSWERS WHO, WHAT, WHERE, WHEN, WHY, & HOW BROADLY DEFINE THE PROBLEM IF X, THEN Y
(b) DESCRIPTIVE
(c) CAUSAL
(a) EXPLORATORY
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Step 2
RESEARCH AND QUESTIONNAIRE DESIGN
S#rv"$ S-r#&-#r"
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Step 2
RESEARCH AND QUESTIONNAIRE DESIGN
S#rv"$ S-r#&-#r" Question type Location Examples rationale
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Step 2
RESEARCH AND QUESTIONNAIRE DESIGN
S#rv"$ S-r#&-#r" Question type Location Examples rationale
Screens Part 1 Have you visited a
shelter in the past month? Selection
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Step 2
RESEARCH AND QUESTIONNAIRE DESIGN
S#rv"$ S-r#&-#r" Question type Location Examples rationale
Warm-Ups
Screens Part 1
Part 2
Have you visited a shelter in the past month?
To What extent were you satisfied with the experience?
Selection
Ease
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Step 2
RESEARCH AND QUESTIONNAIRE DESIGN
S#rv"$ S-r#&-#r" Question type Location Examples rationale
Transitions
Warm-Ups
Screens Part 1
Part 2
Part 3
Have you visited a shelter in the past month?
To What extent were you satisfied with the experience?
The following part of this survey concerns your employment history.
Selection
Ease
Subject change
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Step 2
RESEARCH AND QUESTIONNAIRE DESIGN
S#rv"$ S-r#&-#r" Question type Location Examples rationale
Complicated Questions
Transitions
Warm-Ups
Screens Part 1
Part 2
Part 3
Part 4
Have you visited a shelter in the past month?
To What extent were you satisfied with the experience?
The following part of this survey concerns your employment history.
Rate each of the following factors on a scale of 1 = no need to 7 =
extremely need.
Selection
Ease
Subject change
Commitment
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Step 2
RESEARCH AND QUESTIONNAIRE DESIGN
S#rv"$ S-r#&-#r" Question type Location Examples rationale
Complicated Questions
Classification and Demographics
Transitions
Warm-Ups
Screens Part 1
Part 2
Part 3
Part 4
Part 5
Have you visited a shelter in the past month?
To What extent were you satisfied with the experience?
The following part of this survey concerns your employment history.
Rate each of the following factors on a scale of 1 = no need to 7 =
extremely need.
What is the highest level of education you’ve attained.
Selection
Ease
Subject change
Commitment
Personal
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Step 2
RESEARCH AND QUESTIONNAIRE DESIGN
Q#"'-,%+ F%r)#(.-,%+
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Step 2
RESEARCH AND QUESTIONNAIRE DESIGN
Q#"'-,%+ F%r)#(.-,%+
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Step 2
RESEARCH AND QUESTIONNAIRE DESIGN
Q#"'-,%+ F%r)#(.-,%+
Thin
gs to
do
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Step 2
RESEARCH AND QUESTIONNAIRE DESIGN
Q#"'-,%+ F%r)#(.-,%+
Thin
gs to
do
• Be Focused • please rate your experience
with x on the following features.
• Be Brief • Did you use the emergency
shelter as a last-resort?
• Use Simple Structure • To what extent do you rely
on emergency shelters? (Quantify options)
• Be Crystal Clear • Under What Circumstances
would you find the emergency shelter useful? (LIST OPTIONS)
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Step 2
RESEARCH AND QUESTIONNAIRE DESIGN
Q#"'-,%+ F%r)#(.-,%+
Thin
gs to
do
• Be Focused • please rate your experience
with x on the following features.
• Be Brief • Did you use the emergency
shelter as a last-resort?
• Use Simple Structure • To what extent do you rely
on emergency shelters? (Quantify options)
• Be Crystal Clear • Under What Circumstances
would you find the emergency shelter useful? (LIST OPTIONS)
Thin
gs to
Avoi
d
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Step 2
RESEARCH AND QUESTIONNAIRE DESIGN
Q#"'-,%+ F%r)#(.-,%+
Thin
gs to
do
• Be Focused • please rate your experience
with x on the following features.
• Be Brief • Did you use the emergency
shelter as a last-resort?
• Use Simple Structure • To what extent do you rely
on emergency shelters? (Quantify options)
• Be Crystal Clear • Under What Circumstances
would you find the emergency shelter useful? (LIST OPTIONS)
• Leading q’s • Shouldn’t everybody have
the right to live free of poverty?
• Loaded Q’s • Have you quit smoking?
• Double Barreled Q’s • Do you think social service
agencies should offer more educational resources and outreach programs?
• Overstated Q’s • Do you think This program
will eliminate poverty in Peel?
Thin
gs to
Avoi
d
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Step 1
Problem Definition and Research Objectives
Step 2
RESEARCH AND QUESTIONNAIRE DESIGN
Step 3
Data Analysis and
Measurement
!" S#rv"$ Pr%&"''
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Step 3
DATA ANALYSIS AND MEASUREMENT
S&.(" C/.r.&-"r,'-,&'
(a) NOMINAL SCALES LABELS OBJECTS (RACE, RELIGION, TYPE OF DWELLING, AGE, GENDER,
YES/NO Q’s) DESCRIPTION
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Step 3
DATA ANALYSIS AND MEASUREMENT
S&.(" C/.r.&-"r,'-,&'
(a) NOMINAL SCALES LABELS OBJECTS (RACE, RELIGION, TYPE OF DWELLING, AGE, GENDER,
YES/NO Q’s) DESCRIPTION
(b) ORDINAL SCALES INDICATE RELATIVE SIZE DIFFERENCES
BETWEEN OBJECTS (SERVICE-FREQUENCY USAGE)
DESCRIPTION + ORDER
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Step 3
DATA ANALYSIS AND MEASUREMENT
S&.(" C/.r.&-"r,'-,&'
(a) NOMINAL SCALES LABELS OBJECTS (RACE, RELIGION, TYPE OF DWELLING, AGE, GENDER,
YES/NO Q’s) DESCRIPTION
(b) ORDINAL SCALES INDICATE RELATIVE SIZE DIFFERENCES
BETWEEN OBJECTS (SERVICE-FREQUENCY USAGE)
DESCRIPTION + ORDER
(c) INTERVAL SCALES DESCRIPTORS ARE EQUAL DISTANCES
APART (RATING A SERVICE ON ITS OVERALL QUALITY FROM POOR = 1 and
EXCELLENT = 5) DESCRIPTION + ORDER + DISTANCE
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Step 3
DATA ANALYSIS AND MEASUREMENT
S&.(" C/.r.&-"r,'-,&'
(a) NOMINAL SCALES LABELS OBJECTS (RACE, RELIGION, TYPE OF DWELLING, AGE, GENDER,
YES/NO Q’s) DESCRIPTION
(b) ORDINAL SCALES INDICATE RELATIVE SIZE DIFFERENCES
BETWEEN OBJECTS (SERVICE-FREQUENCY USAGE)
DESCRIPTION + ORDER
(c) INTERVAL SCALES DESCRIPTORS ARE EQUAL DISTANCES
APART (RATING A SERVICE ON ITS OVERALL QUALITY FROM POOR = 1 and
EXCELLENT = 5) DESCRIPTION + ORDER + DISTANCE
(d) RATIO SCALES TRUE ZERO ORIGIN EXISTS (# OF
$ SPENT ON X PER WEEK, DISTANCE TRAVELLED, # OF CHILDREN, # OF PEOPLE IN
HOUSEHOLD) DESCRIPTION + ORDER +
DISTANCE + ORIGIN
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Step 3
DATA ANALYSIS AND MEASUREMENT
D.-. T1" .+0 S-.-,'-,&'
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Step 3
DATA ANALYSIS AND MEASUREMENT
D.-. T1" .+0 S-.-,'-,&'
DATA Relationships Statistical Analysis
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Step 3
DATA ANALYSIS AND MEASUREMENT
D.-. T1" .+0 S-.-,'-,&'
DATA Relationships Statistical Analysis
• CROSS-TABULATIONS • CHI-SQUARE TESTS (PRESENCE OF RELATIONSHIP) • CRAMER’S V-STATISTIC (STRENGTH OF RELATIONSHIP)
(a) NOMINAL (CATEGORICAL) SCALES
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Step 3
DATA ANALYSIS AND MEASUREMENT
D.-. T1" .+0 S-.-,'-,&'
DATA Relationships Statistical Analysis
• CROSS-TABULATIONS • CHI-SQUARE TESTS (PRESENCE OF RELATIONSHIP) • CRAMER’S V-STATISTIC (STRENGTH OF RELATIONSHIP)
• SPEARMAN RANK-ORDER CORRELATION • KENDALL’S TAU
(a) NOMINAL (CATEGORICAL) SCALES
(b) ORDINAL (RANKING) SCALES
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Step 3
DATA ANALYSIS AND MEASUREMENT
D.-. T1" .+0 S-.-,'-,&'
DATA Relationships Statistical Analysis
• CROSS-TABULATIONS • CHI-SQUARE TESTS (PRESENCE OF RELATIONSHIP) • CRAMER’S V-STATISTIC (STRENGTH OF RELATIONSHIP)
• SPEARMAN RANK-ORDER CORRELATION • KENDALL’S TAU
• SCATTER PLOT • PEARSON PRODUCT MOMENT CORRELATION
(a) NOMINAL (CATEGORICAL) SCALES
(b) ORDINAL (RANKING) SCALES
(b) METRIC (INTERVAL/RATIO) SCALES
![Page 50: Survey Instruments and Questionnaire Design](https://reader033.fdocuments.net/reader033/viewer/2022051313/5480b20cb4af9faf158b5e66/html5/thumbnails/50.jpg)
Step 1
Problem Definition and Research Objectives
Step 2
RESEARCH AND QUESTIONNAIRE DESIGN
Step 3
Data Analysis and
Measurement
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