Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Chapter 13 Survey Designs
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 13.2 By the end of this chapter, you should be able to: Identify the intent and use of survey research Identify types of survey designs Describe the key characteristics of a survey Describe how to construct survey questionnaires Describe how to design and conduct survey interviews List the steps in the process of conducting survey research Identify how to evaluate survey research
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 13.3 What Is Survey Research? Survey research designs are procedures in quantitative research in which investigators administer a survey to a sample or to the entire population of people in order to describe the attitudes, opinions, behaviors, or characteristics of the population.
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 13.4 When to Use a Survey To assess trends To assess opinions, beliefs, and attitudes For follow-up analyses For evaluations
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 13.5 The Development of Survey Research 1817 International Survey of Education Systems 1890 Stanley Hall survey of children 1907 The Pittsburgh Survey examined social problems WWI and WWII sampling techniques improved Applications began to vary from social science to media Universities established social science research centers Private organizations such as Gallup, Rand Corporation, and Roper formed
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 13.6 The Types of Survey Designs Changes in a subpopulation group identified by a common characteristic over time Time of Data Collection Study Over TimeStudy at One Point in Time LongitudinalCross-sectional Changes in the same people over time Trends in the same population over time Attitudes and Practices Community Needs Program Evaluation TrendCohortPanel Group Comparisons National Assessment
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 13.7 Key Characteristics of Survey Research Sampling from a population Collecting data through questionnaires or interviews Designing instruments for data collection Obtaining a high response rate
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 13.8 Population, Target Population, Sampling Frame, and Sample The Population The group of individuals having one characteristic that distinguishes them from other groups. The Target Population or Sampling Frame The actual list of sampling units from which the sample is selected. The Sample The group of participants in a study selected from the target population from which the researcher generalizes to the target population.
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 13.9 Reducing Error in Survey Research Reducing coverage error: Have a good sampling frame list on which to select individuals Reducing sampling error: Select as large a sample from the population as possible Reducing measurement error: Use a good instrument with clear, unambiguous questions and response options Reducing nonresponse error: Use rigorous administration procedures to achieve as large a return rate as possible
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Forms of Data Collection Based on Who Completes or Records the Data Who completes or records the data? ParticipantResearcher Mailed Questionnaire Electronic Questionnaire One on One To a Group Over Telephone Individual Interview Focus Group Interview Telephone Interview
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Aspects of Survey Instrument Design Personal Attitudinal Behavioral Sensitive Scale Open-ended
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Question Construction Problems Question is unclear Double-barreled questions Question is wordy Question is negatively worded Overlapping responses
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Question Construction Problems (cont’d) Questions contain jargon Unbalanced response options Mismatch between questions and answers Question includes overly technical language Not all questions are applicable to all the participants
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Pilot Testing Test on a small number of individuals in the sample Ask for written feedback on the questions Revise the survey based on the written comments Exclude the pilot participants from the final sample for the study
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Response Rate Mail out the original questionnaire with cover letter Follow it in two weeks with a second mailing of the questionnaire to those who have not responded Follow again in two weeks with a postcard to nonrespondents reminding them to complete the questionnaire
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Three-Phase Survey Administration Procedure Step 1: First Mailing of Survey Step 2: Second Mailing of Survey Step 3: Postcard Mailing 2 Weeks Start 6 Weeks Time
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Planning and Conducting a Mailed Questionnaire Survey Write a cover letter to invite the participants to complete the questionnaire Form and construct the questionnaire Identify what statistical procedures will be used to analyze data from the mailed questionnaire
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Planning and Designing an Interview Survey The interviewer should maintain a neutral stance during the interview Train the interviewers prior to the interview Take good notes of responses or use a tape recorder For telephone interviews, develop a telephone interview guide prior to the interview
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Steps in Conducting Survey Research 1. Decide if a survey is the best design to use 2. Identify the research questions or hypotheses 3. Identify the population, the sampling frame, and the sample 4. Determine the survey design and data collection procedures
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Steps in Conducting Survey Research (cont’d) 5. Develop or locate an instrument 6. Administer the instrument 7. Analyze the data to address the research questions or hypotheses 8. Write the report
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Evaluating Survey Research Was the target population or sampling frame clearly specified? Was the sampling procedure specified? If a random sample was not used, were modifications from it explained? Was the sample clearly identified and the basis on which it was chosen specified?
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Evaluating Survey Research (cont’d) Did the type of survey match the questions or hypotheses advanced by the author? Was it clear whether a questionnaire or an interview survey comprised the form of data collection? Did the researcher identify the basis for selecting or developing the instrument? Was information reported on the reliability and validity of scores from past use of the questionnaire or interview? Did the author mention the dates on which the questionnaire or interview was administered? Were the administration procedures clearly identified?
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Evaluating Survey Research (cont’d) If a questionnaire was used, were the procedures for obtaining responses identified? Were follow- up procedures used to ensure a high response rate? Did the data analysis match the research questions or hypothesis to be answered in the study? If an interview was used, were the field procedures for collecting this information specified? Were demographic characteristics, previous experience, training, and monitoring discussed for the interviewer(s)?
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Evaluating Survey Research (cont’d) Did the researcher check on the reliability and validity of scores from the data collection in the study? Was the study written scientifically and ethically?