REAL ILLUMINATI AGENT CALL+256782561496/[phone]

REAL ILLUMINATI AGENT CALL+256782561496/[phone]

1. ENGLISH FOR
ACADEMIC AND
PROFESSIONAL
PURPOSES

2. Processing:
◦How do you come up with your
survey questions?
◦What are the things that you
consider in designing the survey
questions?
2

3. Examine the sample survey questionnaires.
Let’s start with the first set of slides

4. “Quotations are commonly printed
as a means of inspiration and to
invoke philosophical thoughts from
the reader.
4

5. THIS IS A
SLIDE TITLE
◦Here you have a list of items
◦And some text
◦But remember not to overload
your slides with content
Your audience will listen to you or
read the content, but won’t do both.
5

6. Designing Effective
Survey
6

7. Survey questions
should be easy to
understand and hard
to misinterpret!
7

8. Writing
Good
Question
s
Use common language &
clearly defined terms
Use mostly closed questions
Include demographic questions
to help identify the sample
Use precise, unambiguous
language
Make sure questions are valid &
reliable
8

9. What to Avoid!
◦Avoid double-barreled
questions
◦Avoid leading, biased
questions
◦Avoid loaded questions
◦Avoid repetitive
questions
◦Avoid personal questions
9

10. Gathering Demographic Information
10
Do you expect age or gender to play a role in
people’s opinions?
Do you expect education level or income level to
play a role?
Do you expect size of household or length of
employment to play a role?
Do you want to compare responses from different
groups?

11. Sequencing
your
Questions
11
Group questions that are
similar
Put them in a logical order
Place demographic
questions at the beginning
Put any sensitive or difficult
questions at the end
Put any open-ended
questions at the end

12. Types
of
Questionnai
re
Questions
12
Yes/No
Are you currently employed?
___ yes ___ no

13. Types
of
Questionnai
re
Questions
13
True - False
Your store is located
downtown.
___ True ___ False

14. Types
of
Questionnai
re
Questions
14
Multiple Choice
What precautions does your
store take to curtail shoplifting?
___ Sensormatic tags
___ Ink dye tags
___ Employees circulating on
the floor
___ Dressing room attendants
on duty
___ Surveillance cameras

15. Types
of
Questionnai
re
Questions
15
Agree/Disagree Scale
Drug use is a problem among
our employees.
___ Strongly agree
___ Agree
___ No opinion
___ Disagree
___ Strongly disagree

16. Types
of
Questionnai
re
Questions
16
Ranking
How much of your household’s
shopping and recreation occurs
downtown?
___ Little or none
___ Less than half
___ About half
___ More than half
___ Most or all

17. Types
of
Questionna
ire
Questions
17
Rating
Rate the following factors according
to their influence on you when you
bought your home? (5 = very
important and 1 = unimportant)
___ Commuting time
___ The home itself
___ Purchase price and financing
___ Proximity to friends and family
___ Schools

18. Types
of
Questionnai
re
Questions
18
Checklist
From what sources did you
finance your business? Check all
that apply.
___ Bank
___ Savings and loan institution
___ Personal savings
___ Federal or state government
loan
___ Other _____________

19. Formulating Response Categories
1. Limit types of questions and response sets
to no more than three
2. Give clear-cut answer choices
3. Make response sets easy to navigate
4. Make sure response categories don’t
overlap
5. Make sure responses cover all possibilities
19

20. Overlapping Response Categories
Example:
How many credit hours have you completed
at ______?
___ 1 – 25
___ 26 – 55
___ 56 –85
___ 85 or more
20

21. 21
Revising Your Questionnaire

22. Revising
your
questionna
ire
◦Have you asked
everything you want
answers to ?
◦Will the answers help you
make recommendations?
◦Are your questions
unbiased, clear, and to the
point?
22

23. Revising
your
questionnai
re
◦Are they logically
arranged?
◦Is the questionnaire neat
& uncluttered?
◦Is it carefully edited?
◦Can respondents
complete it quickly &
without difficulty?
23

24. Be sure to test run your questionnaire!

25. 25
Once questionnaires with a
mistake go out, it’s too late to
correct them! This has a
negative effect on your
credibility as a researcher.

26. Take Note!!!
Survey questions must be
crafted based from the objectives of
the research. It should present
instructions in an accessible
manner. Likewise, it should be
answerable in less than fifteen
minutes.
26

27. PARTS OF RESEARCH REPORT
1. TITLE PAGE
2. ABSTRACT
3. INTRODUCTION
4. REVIEW OF RELATED LITERATURE
5. METHODOLOGY
6. RESULTS AND DISCUSSION
7. CONCLUSION
8. RECOMMENDATION
9. REFERENCES
10. APPENDICES (OPTIONAL)

28. 1.Title Page
What It Is: The first page of the report
containing essential information about the
study.
Purpose: To provide a clear and concise
identification of the research, including the
title, authors, institution, and submission
date.

29. PARTS OF A TITLE PAGE
Title of the Research:
Reflects the main focus of the study.
Researchers’ Names
Institution and School Year
Date of Submission

30. 2. Abstract
What It Is: A summary of the entire
research study in 150–250 words.
Purpose: To give readers a quick
overview of the research problem,
objectives, methods, key findings, and
conclusions.

31. Parts of An Abstract
A brief summary of the study,
including the research problem,
objectives, methodology (use of
questionnaires), key findings, and
conclusions.

32. 3. Introduction
What It Is: The opening section that introduces
the research topic and sets the stage for the
study.
Purpose:
Background of the Study: Explains the
context and relevance of the topic.
Statement of the Problem: Defines the main
issue or question the research addresses.

33. PARTS OF AN INTRODUCTION
Objectives of the Study: Outlines what the
study aims to achieve.
Significance of the Study: Explains why the
research is important and who benefits from it.
•Scope and Limitations: Defines the
boundaries of the research and any
constraints faced.

34. 4. Review of Related Literature
What It Is: A summary of existing studies,
theories, and concepts related to the research
topic.
Purpose:
•To show how the research fits into existing
knowledge.
•To identify gaps in the literature that the study
addresses.

35. Parts of a Review of Related
Literature
Summarizes relevant studies or theories to
provide a foundation for your research.
Establishes how your study fills gaps or
builds on previous research.

36. 5. Methodology
What It Is: A detailed description of how the
research was conducted.
Purpose:
•To explain the research design (e.g., survey-
based, experimental).
•To describe the respondents (e.g., students,
grade levels) and how they were chosen.

37. METHODOLOGY
•To provide details about the research
instrument (e.g., questionnaire) and its
validation.
•To outline the data collection and analysis
procedures, ensuring replicability.

38. Parts of a Research Methodology
Research Design: Describes the type of
research (e.g., descriptive, correlational).
Respondents: Details about the participants
(e.g., number, selection criteria, grade level).
Research Instrument: Explains the
questionnaire design, types of questions
(e.g., Likert scale, multiple-choice), and its
validation process.

39. PARTS OF a RESEARCH
METHODOLOGY
Data Collection Procedure: Describes how
and when the data was gathered (e.g., in-
person or online surveys).
Data Analysis: Describes methods used to
interpret the responses (e.g., percentage
distribution, mean scores, statistical tools).

40. 6. Results and Discussion
What It Is: A presentation and analysis of the
data collected during the study.
Purpose:
Results: Presents raw data (e.g., charts,
tables, or graphs) to show what was observed.
Discussion: Interprets the results, linking them
to the research objectives and related literature.

41. Results and Discussion
Presentation of Data:
Use tables, graphs, or charts to
summarize responses.
Highlight key patterns or trends.

42. Results and Discussion
Analysis and Interpretation:
Discuss what the results mean in relation
to the research objectives or questions.
Link findings to existing literature or
theories.

43. 7. Conclusion
What It Is: A concise summary of the study’s
main findings.
Purpose:
•To answer the research questions or
objectives.
•To highlight the implications of the findings
for the respondents or relevant stakeholders.

44. Conclusion
Summarizes the main findings and
answers the research questions.
Highlights the implications of the study
for the respondents or school community.

45. 8. Recommendations
What It Is: Suggestions based on the
study’s findings.
Purpose:
•To propose actions, changes, or future
research directions that address the
study’s results.

46. Recommendations
Offers practical suggestions based on the
findings, such as improvements in school
policies, programs, or practices.
Suggests topics for future research if
applicable.

47. 9. References
What It Is: A list of all the sources cited in
the study (books, articles, journals, etc.).
Purpose: To give credit to original authors
and provide readers with resources to verify
or further explore the information.

48. 10. Appendices (optional)
What It Is: Supplementary materials, such
as the questionnaire, raw data, or additional
visuals.
Purpose: To provide detailed supporting
documents that are too lengthy or detailed to
include in the main report.

49. Appendices (optional)
Sample Questionnaire: Includes the
actual questionnaire used for data
collection.
Raw Data: Summarized responses, if not
included in the results section.
Other Supporting Documents: Letters of
permission, charts, or photos.

50. The number of questions to include
in a questionnaire depends on your
research objectives, the type of data
you need, and the time respondents
can reasonably dedicate to
completing the survey. However,
here are general
recommendations:

51. 1.General Guidelines
10–20 Questions: Ideal for a short, focused
survey. This is manageable for respondents and
sufficient for most school-based studies.
20–30 Questions: Suitable for more detailed
research or when you need to cover multiple
aspects of a topic.
Less than 10 Questions: Works well for very
specific studies or pilot tests.

52. 2. Factors to Consider
2.1 Research Objectives:
Ensure each question directly
addresses your research questions
or objectives. Avoid unnecessary
questions.

53. 2. Factors to Consider
2.2 Type of Questions:
Closed-ended Questions (e.g.,
multiple-choice, Likert scale): Faster to
answer, allowing for more questions.
Open-ended Questions: Require longer
responses, so keep them minimal to
avoid fatigue.

54. 2. Factors to Consider
2.3 Respondent’s Time:
Aim for a completion time of 5–10
minutes. Surveys that take longer
may lead to incomplete or rushed
answers

55. 2. Factors to Consider
2. 4 Sample Size:
If you have a large sample, a longer
questionnaire may be acceptable
since individual responses are less
critical.
2. 5 Pilot Testing:
Conduct a trial run to determine if
respondents find the length reasonable.

56. 3. Suggested Breakdown for School-Based
Research
Demographics: 3–5 questions (e.g., grade
level, age, gender, etc.).
Main Questions: 10–15 focused on your topic.
Optional Section: 2–5 questions for additional
insights or open-ended feedback.

57. 4. Example
If your research focuses on study habits and
academic performance, you might structure
your questionnaire like this:
Demographics: 4 questions (e.g., grade,
preferred study time).
Study Habits: 8–10 questions (e.g., frequency,
duration, methods used).
Academic Performance: 3–5 questions (e.g.,
self-assessment, grades, challenges).

58. Demographics refer to the
characteristics or attributes of a group of
people that are used to categorize or
describe them. In the context of
research, demographic questions are
typically included in surveys or
questionnaires to gather basic
information about respondents.

59. Purpose of Collecting Demographics in
Research
•To understand the composition of the
sample group (e.g., age, gender, grade level).
•To analyze relationships between
demographic factors and the research topic
(e.g., how study habits vary by grade).
•To ensure that the data represents a specific
group or population, making findings more
relevant.

60. Examples of Common Demographic
Questions
1. Age
“What is your age?” (Options: 15–16, 17–18, etc.)
2. Gender
“What is your gender?” (Options: Male, Female,
Prefer not to say)
3. Grade Level
“What is your current grade level?” (Options:
Grade 11, Grade 12, etc.)

61. 4. Socioeconomic Status (if relevant)
•“What is your family’s approximate monthly
income?” (Options: Below PHP 10,000, PHP
10,000–20,000, etc.)
5. Location (if needed for analysis)
•“Where do you live?” (Options: Urban area,
Rural area, etc.)
6. Academic Background
•“What strand are you currently enrolled in?”
(Options: STEM, ABM, HUMSS, etc.)

62. Why Demographics Are Important?
In a study, demographics provide context to the
data. For example:
If your research shows that STEM students in
Grade 12 perform better academically with
group study, knowing their demographics
(grade, strand, etc.) helps explain these results.
They allow researchers to compare subgroups,
like differences in stress levels between male
and female students

63. FOR ABM STUDENTS
1.Consumer Preferences for School Canteen
Products
2.Peer Influence on Students’ Decision-
Making Skills
3.Effectiveness of Social Media Platforms for
Promoting School Events
4.The Influence of Parental Financial Support
on the Spending Behavior of Students

64. 5. Consumer Behavior of High School
Students Towards Promotional Discounts
Offered by Online Apps
6. The Role of Peer Support in Enhancing
Students’ Leadership Capabilities
7. Trends in Buying Behavior Among High
School Students for School-Based
Products

65. FOR STEM STUDENTS
1.Feasibility of Biodegradable Packaging
Solutions for School Canteens
2. Designing and Testing an Eco-Friendly Bag
for Students Using Recycled Materials
3. Analysis of Energy Consumption in
Classrooms and Sustainable Alternatives
4. The Impact of Social Media Usage on
Students’ Study Habits

66. 5. Awareness and Utilization of
Educational Technology Among Students
6. Effectiveness of Mobile Apps in Assisting
Students with Schoolwork
7. Correlation Between Screen Time and
Students’ Cognitive Performance
8. The Effectiveness of Study Habits on
Students’ Academic Performance

67. 9. Impact of Online Learning Tools on
Students’ Study Efficiency
10. Relationship Between Reading
Comprehension Skills and Academic
Performance
11. Preferred Learning Styles Among Junior
and Senior High School Students
12. Perception of Sustainability Practices
Among High School Students

68. FOR HUMSS STUDENTS
1.The Relationship Between Peer Pressure
and Academic Choices of Students
2. The Impact of Extracurricular Activities
on Students’ Time Management
3. Students’ Perceptions of Leadership
Roles and Their Academic Growth
4. The Effect of Class Participation on
Students’ Self-Confidence

69. 5. Students’ Awareness and Practices in
Waste Management Within the School
6. The Impact of Classroom Environment
on Students’ Concentration Levels
7. Noise Pollution in School and It’s
Effects on Students’ Learning
Experiences
8. The Effects of Sleep Patterns on
Students’ Classroom Performance

70. 9. Stress Levels Among High School
Students and Their Coping Mechanisms
10. Impact of Physical Activity on Students’
Focus and Academic Productivity
11. The Relationship Between Students’
Eating Habits and Academic
Performance

71. Performance Task Instructions
Group Submission:
This is a group task. Collaborate effectively to complete the paper.
Critic Review:
Ensure your work is reviewed by your critic before submission.
Deadline: Submit your final paper on or before December 06,
2024. Please soft bind your research paper before submission.
Formatting Guidelines:
Paper Size: Short bond paper
Spacing: 1.5 paragraph spacing.
Font Style: Use Bookman Style or Times New Roman only.
Tables and Graphs: Include relevant tables and graphs to
support your content.

72. CRITERIA EXCELLENT (4) GOOD (3) SATISFACTORY (2) NEEDS
IMPROVEMENT (1)
1. Content
and
Relevance
The research is highly
relevant, well-organized, and
comprehensive, addressing
all objectives
The research is mostly
relevant and covers key
objectives but lacks minor
details
The research is somewhat
relevant but misses some
objectives or important details
The research lacks
relevance, is poorly
organized, or fails to meet
objectives
2. Critical
Analysis
Demonstrates in-depth
analysis, insight, and critical
thinking throughout the paper
Provides good analysis with
occasional insights, though
some arguments need
elaboration.
Shows limited analysis or
critical thinking, with
arguments that lack depth
Little to no analysis or
critical thinking;
arguments are weak or
missing
3. Tables and
Graphs
Tables and graphs are highly
relevant, accurate, well-
labeled, and enhance
understanding.
Tables and graphs are mostly
accurate and relevant, though
labeling or clarity could
improve
Tables and graphs are
present but lack accuracy,
relevance, or clarity.
No tables or graphs, or
they are poorly executed
and irrelevant
4. FormattingPerfectly follows all formatting
guidelines (short bond,
spacing, font, etc.)
Mostly adheres to formatting
guidelines, with minor errors.
Partially adheres to formatting
but has noticeable errors
(e.g., spacing, font)
Does not follow formatting
guidelines.
5. Writing
Quality
Writing is clear, concise, and
free of grammatical and
spelling errors
Writing is generally clear, with
minor grammatical or spelling
issues.
Writing is somewhat clear but
contains several grammatical
or spelling errors.
Writing lacks clarity and
has frequent grammatical
or spelling issues.
6.
Collaboration
All group members contribute
significantly, and the work
shows strong teamwork.
Most group members
contribute, and teamwork is
evident but not fully balanced.
Few members contribute
actively, and teamwork needs
improvement
Minimal contribution from
members, and teamwork
is poor or nonexistent.
Rubric for Research Paper Evaluation

73. 73
References:
https://www.typeform.com/surveys/question-types/
https://www.template.net/business/survey-templates/studen
t-survey/
http://www.whatkidscando.org/specialcollections/student_a
s_allies/pdfs/saa_samplesurveys_final.pdf
 

74. The End.
I hope you have
learned a lot from this
subject.
Thank you!