如何设计问卷-英文-Questionnaire-课件.ppt
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- 如何 设计 问卷 英文 Questionnaire 课件
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1、How to design a questionnaire1ppt课件 a survey involves directly collecting information from people (or sometimes organisations) whom we are interested in. Well designed questionnaires are highly structured to allow the same types of information to be collected from a large number of people in the sam
2、e way and for data to be analysed quantitatively and systematically. Questionnaires are best used for collecting factual data and appropriate questionnaire design is essential to ensure that we obtain valid responses to our questions.2ppt课件 Objectives in designing questionnaires There are two main o
3、bjectives in designing a questionnaire: To maximize the proportion of subjects answering our questionnairethat is, the response rate. To obtain accurate relevant information for our survey. 3ppt课件 Deciding what to ask There are three potential types of information: Information we are primarily inter
4、ested inthat is, dependent variables. Information which might explain the dependent variablesthat is, independent variables. Other factors related to both dependent and independent factors which may distort the results and have to be adjusted forthat is, confounding variables4ppt课件 Wording of indivi
5、dual questions The way questions are phrased is important and there are some general rules for constructing good questions in questionnaire5ppt课件Use short and simple sentences Short, simple sentences are generally less confusing and ambiguous than long, complex ones. As a rule of thumb, most sentenc
6、es should contain one or two clauses. Sentences with more than three clauses should be rephrased. 6ppt课件 Ask for only one piece of information at a time For example, “Please rate the lecture in terms of its content and presentation” asks for two pieces of information at the same time. It should be d
7、ivided into two parts: “Please rate the lecture in terms of (a) its content, (b) its presentation.”7ppt课件 Avoid negatives if possible Negatives should be used only sparingly(谨慎地). For example, instead of asking students whether they agree with the statement, “Small group teaching should not be aboli
8、shed,” the statement should be rephrased as, “Small group teaching should continue.” Double negatives should always be avoided.8ppt课件 Ask precise questions Questions may be ambiguous because a word or term may have a different meaning. For example, if we ask students to rate their interest in “medic
9、ine,” this term might mean “general medicine” (as opposed to general surgery) to some, but inclusive of all clinical specialties (as opposed to professions outside medicine) to others.9ppt课件 Another source of ambiguity is a failure to specify a frame of reference. For example, in the question, “How
10、often did you borrow books from your library?” the time reference is missing. It might be rephrased as, “How many books have you borrowed from the library within the past six months altogether?”10ppt课件 Ensure those you ask have the necessary knowledge For example, in a survey of university lecturers
11、 on recent changes in higher education, the question, “Do you agree with the recommendations in the Dearing report on higher education?” is unsatisfactory for several reasons. Not only does it ask for several pieces of information at the same time as there are several recommendations in the report,
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