Questionnaire

The purpose of the questionnaires (Appendixes C and D) in this study is to reach as wide a range of gifted students as possible in order to gain an understanding of their opinions about the current curriculum in science in 6th grade and the proposed enrichment programme (PEP). A number of factors influenced the researcher‟s selection of this method. First, the researcher believes that such a questionnaire is the most suitable method to provide standardised information from this group of the population (Cohen et al., 2000). The sample includes more than one hundred gifted students, so the questionnaire is one of the best methods available to provide data that will help to answer Questions Two and Three of this study (Cohen, et al., 2000). Moreover, there are fifty-six items that need answers and a questionnaire is the most efficient technique to collect a large amount of data (Oppenheim, 2005).

It would have been very difficult to reach all of the study participants face-to-face, because doing so costs time and money, and the sample has been chosen from different regions of Saudi Arabia: east, middle, and west to provide as representative a sample of the targeted population as possible (see Figure 4.2).

Figure ‎4.2: The three locations of the questionnaire participants.

Oppenheim (2005) points out that there are different ways to use the term „questionnaire‟. Some specialists would reserve the term completely for self- administered and postal questions, while others would include structured interview under the general rubric of questionnaires. Fellegi (2003) defines a questionnaire as the information from a respondent on a subject obtained by a group or arrangement of designed questions. The researcher criticizes this definition because it is very general, not complete, and does not include certain important factors, such as whether it is direct or indirect. (e.g. face to face or on-line ). The current study chose the definition from Payne and Payne (2004:186) Questionnaires are the printed sets of questions to be

answered by respondents, either through face-to-face interviews or self-completion, as a tested, structured, clearly presented and systematic means of collecting data (mainly in the quantitative methods tradition. This definition includes all the basic elements of

the questionnaire and also includes some more modern ways to collect the data such as e-mail or the Internet.

In designing a questionnaire, a researcher should take into account many factors that will lead to the acquisition of good results and responses. Before starting to design a questionnaire, the researcher needs to have clear research questions. May (1999) points out several issues that a researcher should keep in mind when designing a questionnaire: he or she should know what information the questionnaire will provide,

language. However, the questions should not be too general or insufficiently specific. The respondents should understand the questions, so they must be clear and

unambiguous. The vocabulary and wording of questions should be clear and in short sentences. In this study, the researcher takes into account the age of the respondents (11- 12 years) to simplify the sentences to avoid any confusion of the students. Fellegi (2003) suggests that a researcher should avoid double negatives in sentence structures because respondents will not know whether they agree or disagree. For example: “Are

you for or against not including enrichment programmes for gifted children in primary schools?‖ This question is difficult because it contains a double negative: “against” and

“not” are both negative words (Fellegi, 2003). The next important issue that May (1999) suggests, which any researcher should consider when writing questions, is to avoid leading questions; in other words, items in which the way the question is phrased has an influence on the response. For example: “You don't think that … do you?” Questionnaires should not ask sensitive questions that may lead to social desirability bias (Fellegi, 2003). The researcher should also avoid irritating questions or

instructions (Cohen et al., 2007).

In addition, double questions should be avoided because the respondent will perhaps agree with the first idea, while he/ she may disagree with the second. For example: “Do you think the enrichment programme is useful and easy to apply?” In this case, the respondent might think it is useful but not easy to apply. In this study, the researcher has attempted to design as an effective questionnaire as possible.

In general, different types of questions can be included in a questionnaire (Cohen et

al., 2007). Oppenheim (2005) claims that the use of closed questions has advantages in

that they do not need extended writing and require little time. Moreover, there is no difference between articulate and inarticulate respondents. The most important factors are that they are less onerous in collecting and capturing the data relatively cheaply (Fellegi, 2003). On the other hand, there are several disadvantages to closed questions: …by forcing the respondent to choose from given alternatives or by making the

respondent select alternatives that might not have otherwise occurred (Nachmias and

Nachmias, 1981). Additionally, the use of closed questions may lead to the loss of spontaneous responses (Oppenheim, 2005).

An example of closed questions can be found in multiple choice questionnaires, such the agreement scale; this current study used this type of question because of the nature of the data that will be gathered. In addition, the agreement scale question is

obviously an easy form for respondents because the questionnaire can be answered by students aged from 11 to 12 years old if the researcher decides to ask respondents for their views about the science curriculum in Saudi Arabia, he may ask questions such as:

The science curriculum in Saudi Arabia meets the needs of gifted children: 1- Strongly agree 2- Agree 3- Disagree 4- Strongly disagree.

In the second type of question- open-ended questions - the respondents are not given a choice. In addition, there is the freedom and spontaneity of answers. Other advantages are useful for testing hypotheses about ideas or awareness (Oppenheim, 2005). Another advantage of open-ended questions is that respondents are given the opportunity for self-expression or elaboration (Fellegi, 2003). Thus, the questionnaire at the end should have a space for comments to give the opportunity for comments or explanation. In this study, the questionnaire included space for students to give their comments, suggestions, and any opinions about the current science textbook.

On the other hand, there are some disadvantages in using open-ended questions, such as respondents misinterpreting what is required in their response. Moreover, this type of response is time-consuming to code (Oppenheim, 2005). It is very costly and slow to process and may be unreliable. Furthermore, it demands more effort from respondents (Oppenheim, 2005). These types of questions are usually more appropriate with qualitative research

Another important component of any questionnaire is the covering letter (Appendix D) and/or questionnaire cover-sheet, the purpose of which is to set out the aim of the study and to inform the respondents of its importance (Cohen et al., 2000).

Furthermore, it also assures respondents of confidentiality (Cohen et al., 2000). The introduction should be as short as possible. In this research study, the researcher followed the important guidelines set out by Cohen et al. (2000:259) in the covering letter:

1. Include the research title, the researcher‟s name, address, organization and any contact method: email and telephone;

2. Indicate the benefits of the research.

In addition, Fellegi (2003) suggests that the introduction to the questionnaire should elucidate how the data will be used, and that it will be kept confidential. (see Appendix D)