Don’t asking leading questions. The question ‘How often do you wash your car?’ might seem innocuous enough. However, it makes two assumptions. Firstly, it assumes that the respondent has a car and secondly, it assumes the respondent washes his car. It could be considered a prestige bias question. Would a respondent feel bad if they didn’t have a car and therefore would tick ‘four times a week’ anyway? Would they feel bad if they don’t ever wash their car but feel the researcher expects them to? If you need to ask this question, you should ask a filter question first to find out whether the respondent actually owned a car. Then you would need to ask: ‘If
you wash your car, how many times a year?’ By wording the question in this way and by being careful about the frequency list, you’re not leading the respondent into answering in a certain way. Have a look at Exercise 2 which will help you to think about some of the issues involved in the wording and structuring of questions.
E
XERCISE2
Read the following questions and decide what is wrong with them. Think about how you might overcome the problems you have identified. 1. Do you go swimming? Never
&
Rarely&
Frequently&
Sometimes&
2. What do you think about the Green Peace attempt to blackmail the Government?
3. What is wrong with the young people of today and what can we do about it?
4. How many books have you read in the last year?
None
&
1 ^ 10
&
10 ^ 20&
20 ^ 30&
Over 30&
5. What is the profit of your company, to the nearest one hundred pounds?
6. What do you think should be done about global warming?
Points to consider
1. The problem with this question is in the categories supplied for the answer. Everybody has a di¡erent idea as to what words such as ‘sometimes’ and ‘frequently’ mean. Instead, give speci¢c time frames such as ‘twice a year’ or ‘once a month’. Also, the order of answers should follow a logical sequence ^ in the example above, they do not.
2. This is a very leading question which uses an emotive word ^ blackmail. It assumes that Green Peace is blackmailing the Government and assumes that someone knows about the issues and would be able to answer. A ¢lter question would have to be used in this case and the word ‘blackmail’changed. 3. This question is double-barrelled, leading and ambiguous. It asks two questions in one and so needs to be split up. The word ‘wrong’ is emotive and suggests there is something not normal about the young people of today. It asks the respondent to distance themselves and comment from the moral high ground.
4. This question may contain prestige bias ^ would people be more likely to say they have read plenty of books when they might not have read any? Also, the categories for the answers need modi¢cation ^ which box would you tick for someone who answered ‘20’?
5. This question assumes knowledge and could only be asked of someone who has the ¢gures to hand. It also asks for what could be con¢dential information which a respondent might be reluctant to give. The word ‘pro¢t’ has di¡erent meanings for di¡erent people, especially if the question is asked by an interviewer, rather than read by the respondent. In an often quoted case, when this question was used, the respondent took it to mean ‘prophet’ and as such was unable to answer the question.
6. In this question it is assumed that the respondent thinks something should be done about global warming and that they are able to comment on the issue. Indeed, global warm- ing in itself is a contested issue. This question leads the respondent into having an opinion about something on which they might not otherwise have one.
L
ENGTH AND ORDERING OF QUESTIONSWhen you’re constructing a questionnaire, keep it as short as possible. If it has to be longer because of the nature of your research, think about whether your respondents will actually take the time to fill it in. Some people will do so if they feel there is some personal benefit to be gained. This is why long consumer behaviour surveys offer entry into large prize draws for completed questionnaires. If your budget is limited, you might be able to offer a copy of the final report or other information which may be of use to the respondent as an incentive.
Be realistic about how long a questionnaire will take to fill in. Saying it will take a ‘moment’ is not helpful. Include filter questions with answers such as ‘If no, go to question 28’.
Psychologically it’s good for respondents to be able to jump sections as it stops people becoming frustrated by unnecessary or irrelevant questions.
As with interviewing or focus groups, when designing a questionnaire start with easy questions which respondents will enjoy answering, thus
encouraging them to continue filling in the questionnaire. If you begin with complex questions which need long responses, your respondents will be less likely to fill in the form. If you’re constructing a combined questionnaire, keep your open-ended questions for the end as, once someone has spent time completing the rest of the questionnaire, they are more likely to continue with those questions which take a little more effort to complete. When constructing a questionnaire, you need to make it as interesting as possible and easy to follow. Try to vary the type and length of questions as variety provides interest. Group the questions into specific topics as this makes it easier to understand and follow. Layout and spacing are extremely important. If your questionnaire looks cluttered, respondents will be less likely to fill it in.