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BUsiness research methods for the busines grade

1. Business Research Methods William G. Zikmund Chapter . 15: Questionnaire Design

2. “It is not every question that deserves an answer.” Publius Syrus (roman,1st century B.C.)

3. Designing a Questionnaire A survey is only as good as the questions it asks The underlying research problem and objectives must be clearly understood by the researchers Using common sense, good grammar and imagination alone cannot guarantee producing a high quality questionnaire Good quality and professionally-worded, carefully conceived questionnaires produce good quality information which can aid in decision-making Good questionnaires require experience and a knowledge of the respondents level of awareness, education and understanding in order to maximize feedback and miminize respondent and other potential sources of error

4. The Major Decisions in Questionnaire Design 1. What should be asked? 2. How should each question be phrased? 3. In what sequence should the questions be arranged? 4. What questionnaire layout will best serve the research objectives? 5. How should the questionnaire be pretested? Does the questionnaire need to be revised?

5. Questionnaire Relevancy & Accuracy Qustionnaires must fulfill the two fundamental criteria of Relevancy and accuracy in order to meet the purposes for which the research is being undertaken Relevancy means that no unnecessary information is obained from the questionnaire and that all the information that is needed for the purpose of the research is collected, and that no important information is omitted Accuracy means that the questions are worded in a manner which ensures the collection of correct information from respondents

6. It should measure what it intends to measure

7. Phrasing Questions Open-ended questions These require the respondent to answer the question in his or her own words Fixed-alternative questions These require the respondent to choose, among a limited number of alternative given responses, the one which coincides closely with his or her view or behavior.

8. Open-ended questions Open ended questions are most beneficial when the researcher is conducting exploratory research. Range of responses not known. Open ended questions are valuable at the beginning of an interview The cost of open ended response is substantially greater than that of fixed end alternative questions. In open ended question interviewer bias may influence the responses.

9. Types Fixed-alternative Questions The simple-dichotomy (dichotomous) question requires the respondent to choose one of two alternatives. The answer can be a simple “yes” or “no” or a choice between “this” and “that.” For example: Did you have any overnight travel for work-related activities last month? Yes No

10. determinant-choice question requires the respondent to choose one and only one response from among several possible alternatives. For example: Please give us some information about your flight. In which section of the aircraft did you sit? First class Business class Coach class

11. Types of Fixed-alternative Questions The frequency-determination question is a determinant-choice question that asks for an answer about the general frequency of occurrence. For example: How frequently do you watch MTV? Every day 5–6 times a week 2–4 times a week Once a week Less than once a week Never

12. Types Fixed-alternative Questions The Checklist Question – Respondent can choose multiple answers to a single question. Example: What sources of information would you use to compile your classroom project research paper: Local bookstores University libraries in Islamabad and surroundings Research Institutes The Digital library at CIIT Islamabad Technical Journals Magazines and Newspapers Interviews with Key Stakeholders

13. Fixed-alternative Questions

14. Respondents may have quite different educational backgrounds (from illiterate or semi-literate to PhD) and conversational levels (from quiet and shy to articulate) which have to be taken into consideration when designing a questionnaire which is intended for general circulation. Technical jargon should only be considered when the group of respondents is homogenous and familiar with the jargon

15. Avoid leading and loaded questions

16. Avoid leading and loaded questions

17. Respondents must not be presented with terms and words that are vague or general or which cause confusion and misunderstanding (example: How „frequently“ do you go the the internet cafe? Do you „usually“ pepare for your examinations alone?

18. Questions which adress two or more issues simultaneously

19. Respondents are presented with assumptions which cause them to give biased responses Should Ghouri’s continue its excellent gift-wrapping program? [__] Yes [___] No

20. Respondents are asked to give answers to questions which they may not be in a position to give due to forgetfulness

21. Sequencing Questions in Questionnaires The order in which questions are put in a questionnaire may significantly affect the response rate If opening questions are interesting, simple to comprehend and easy to answer respondents cooperation and involvement will maintainedthrought the questionnaire Asking questionnaires which require resondents to give personal details at the beginning of the questionnaire is generally not recommended

22. Sequencing Questions in Questionnaires Question sequence Order bias Funnel technique Filter bias