1. Developing and using questionnaires

2. During this session we will…
Consider when it might be appropriate to use questionnaires for data collection
Examine the different types of question which may be used in questionnaires
Consider how we might organise and interpret questionnaire data
Undertake practical exercises to develop a questionnaire

3. Workshop activity
Please complete the questionnaire which has been provided
The rest will follow!
Ask participants to complete a short questionnaire relating to mathematics and teaching

4. Questionnaire advantages
Possible to gain large data sets
Can provide a good source of data for comparing individual responses or that of sub-samples
Lend themselves well to future replication
Can provide a useful primary source of data collection which can be combined with other methods to build a strong data set.
May provide both quantitative and qualitative data

5. Possible difficulties with questionnaires
Difficult to write unambiguous and easily understood questions
Impersonal and demanding on the time of respondents – can lead to poor response rates

6. Triangulation by methods
Triangulation provides verification of data and strengthens the reliability of data
Single method data collection is generally weak
Method 1
Questionnaire
Method 2
Interviews
Method 3
Focus Groups
Literature
Review

7. Avoiding problems with wording questions
Use simple language
Keep questions short
Avoid double barrelled questions
Avoid leading questions
Ask questions only of those who are able to answer them
Try to ensure that the questions mean the same for all potential respondents
ALWAYS PILOT YOUR QUESTIONNAIRE

8. Ordering questions
Provide a clear introduction which explains why you are conducting this questionnaire
Begin with respondent information questions – name, position etc.
Divide the questionnaire into sections in order to ensure that there is a clear thread of ideas
If you wish to follow up with interviews seek consent at the end of the questionnaire

9. Introduction Research Aim
To analyse the impact of the whole school mathematics project on children’s learning.
NB I am asking for quite a lot of personal information and views here; I hope that you will accept my assurance that I will keep the individual respondents identities confidential. If you feel uncomfortable with any particular question, please feel free to ignore it. If any questions appear too vague, please ask for clarification. If you need more space, please use the reverse. Thank you.

10. Types of question (1) Information questions: Category questions:
Provide factual information – not concerned with opinions. – Non contentious
e.g.: How long have you taught at this schools
Category questions:
Used to organise individuals into like groups
e.g. Have you ever been, or are you currently the school’s SENCO?
Yes (now) Yes (previously) No

11. Types of question (2) Multiple Choice: Scale: (Likert)
Do you see weekly table tests as
Essential Desirable Undesirable
Scale: (Likert)
How do you regard girls attitudes towards mathematics in this school?
Very positive Positive Mixed
Negative Very negative Not sure

12. Types of question (3) Ranking:
What do you see as the most important personality traits in a mathematics teacher.
Please rank from 1-6 with 1 being most important
A sense of humour Patience
Compassion Energy
Enthusiasm Diligence
May want to adjust this slide

13. Types of question (4) Table or Grid:
How would you rank the impact of resources used to support learning in mathematics. (please tick one box for each individual only
Very positive
Positive
Neutral
Negative
Very negative
You
The children
Teaching assistants

14. Types of question (5) Open ended:
Would you like to add any further comments about the teaching of mathematics within your the school?
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

15. E mail questionnaires
It may be possible to distribute questionnaires by
Always use the received and read response facility on your – don’t pester respondents
There may be ethical issues about using if you are asking confidential questions and you don’t know who is opening or has access to the mail.

16. Analysing Your Questionnaire
Look at the Questionnaires on your table
Question 1
How might the data be analysed?
Question 2
How might this data be analysed?
Question 3
Give each table a pile of questionnaires and support them in analysing each question

17. Using questionnaires with children
Questionnaires can be used with children but are difficult to design.
Try using pictorial questionnaires with very young children
There are some examples in their booklets

18. A checklist for researchers using questionnaires
Ask for minimal information required for the research purpose – don’t make demands on respondent time
Ensure that questions can be answered
Be aware of respondent sensibilities
Triangulate with other approaches
Think about how the data will be analysed before sending out the questionnaire