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o A survey is a way of collecting information that you hope represents the views of
the whole community or group in which you are interested.
o Is a data-gathering technique that makes you obtain facts or information about
the subject or object of your research through the data-gathering instruments of
interview or questionnaire.
T H E R E A R E T H R E E M A I N WAY S O F G O I N G A B O U T T H I S :
3. Census surveys, in which you give your survey questionnaire to every member
of the population you want to learn about. This will give you the most accurate
information about the group, but it may not be very practical for large groups.
WHY SHOULD YOU CONDUCT A SURVEY ?
You can collect information about the behaviors, needs, and opinions using surveys.
Surveys can be used to find out attitudes and reactions, to measure client satisfaction,
to gauge opinions about various issues, and to add credibility to your research. Surveys
are a primary source of information -- that is, you directly ask someone for a response
to a question, rather than using any secondary sources like written records.
You can use surveys to measure ideas or opinions about community issues related to
your initiative. For example, you may want to know how many people use your services,
what users think about your services, what new users expect from your services, and
whether users are satisfied with what you provide.
WHEN SHOULD YOU CONDUCT A SURVEY ?
The information you need isn't readily available through other means
When carrying out a survey, a researcher will initially need to establish a certain
understanding as to the nature and purpose of the study. Is it to be a poll of people’s
behavior, attitudes or opinions? Or is it an analytical study, examining correlation
(the relationship) between sets of data? What do you hope to learn from the
process? What will happen to the results? Who will be asked, what will they be
asked and how will they be asked? Being clear about the aims of the survey will help
to establish the target population, which may comprise of individuals, specific groups
or units (e.g. clinics or wards). After an overall aim for the study has been
established, it may be useful to propose more precise goals. For example, if the
overall aim of a survey is to establish service users’ opinions of the care they
receive, more precise goals of enquiry could include particular objectives of the
service, such as quality of care.
Identify the ‘sample frame’ – before choosing a sample from the overall
population, it is necessary to produce a sample frame, a list of all those within the
population of interest from which a sample can be selected.
Systematic sampling – from a list of names you may decide that every nth
person or individuals whose names begin with specified alphabetical letters will
be selected for inclusion in the sample, until the sample size required has been
attained. Care should be taken with this method because, due to the way the
sample frame is produced, an unrepresentative sample can be chosen. A
periodic cycle may exist in the list that could bias the sample.
Cluster sampling – is applied when a population naturally falls into groups. For
example, in a school, classes can be used as the unit to be randomized, rather
than individual schoolchildren.
Identify how large the sample needs to be – a sample only constitutes a proportion of
the real population. Hence, results from the sample that are generalized to the overall
population are at risk of inaccuracy; the choice of an alternative sample could give
different responses, generating different results. Such inaccuracies can be reduced
through the use of random sampling and careful selection of the sample size. When
deciding on a sample size, researchers need to consider various aspects of their
research, including:
The level of diversity within the population as a whole (e.g. degree of variability in
terms of qualifications, job, gender);
The degree of precision required from the sample in relation to the overall
population;
For example: "Why is it important to use condoms?" These questions are used when
you want to find out what leads people to specific behaviors, what their attitudes are
towards different things, or how much they know about a given topic; they provide good
anecdotal evidence. The drawback to using open-ended questions is that it's hard to
compile their results.
For example: "Do you use condoms?" These are used when the information you need
is fairly clear-cut, i.e., if you need to know whether people use a particular service or
have ever heard of a specific local resource.
Multiple choice: Allow the respondent to select one answer from a few possible
choices.
For example: "When I have sex, I use condoms... a) every time, b) most times, c)
sometimes, d) rarely, e) never." These allow you to find out more detailed information
than closed-ended questions, and the results can be compiled more easily than open-
ended questions.
Likert scale: Each respondent is asked to rate items on a response scale. For
instance, they could rate each item on a 1-to-5 response scale where:
1 = strongly disagree
2 = disagree
3 = undecided
4 = agree
5 = strongly agree
If you want to weed out neutral and undecided responses you can use an even-
numbered scale with no middle "neutral" or "undecided" choice. In this situation, the
respondent is forced to decide whether he or she leans more towards the "agree" or
"disagree" end of the scale for each item. The final score for the respondent on the
scale might be the sum of his or her ratings for all of the items.
Example: Using the Likert scale
Here are a few sample survey questions in Likert scale format, done without a neutral
category:
Please check the answer indicating your reaction to the questions listed below.
Strongly Disagree
Disagree
Agree
Strongly Agree
Constructing a Survey
1. Martha wants to construct a survey that shows which sports students at her
school like to play the most.
a) List the goal of the survey.
The goal of the survey is to find the answer to the question: “Which sports do
students at Martha’s school like to play the most?”
b) What population sample should she interview?
A sample of the population would include a random sample of the student population
in Martha’s school. A good strategy would be to randomly select students (using dice
or a random number generator) as they walk into an all-school assembly.
c) How should she administer the survey?
Face-to-face interviews are a good choice in this case. Interviews will be easy to
conduct since the survey consists of only one question which can be quickly
answered and recorded, and asking the question face to face will help eliminate non-
response bias.
d) Create a data collection sheet that she can use to record her results.
In order to collect the data to this simple survey Martha can design a data collection
sheet such as the one below:
Sport Tally
baseball
basketball
football
soccer
volleyball
swimming
This is a good, simple data collection sheet because:
Plenty of space is left for the tally marks.
Only one question is being asked.
Many possibilities are included, but space is left at the bottom in case
students give answers that Martha didn’t think of.
The answer from each interviewee can be quickly collected and then the data
collector can move on to the next person.
Once the data has been collected, suitable graphs can be made to display the
results.
[Figure2]
[Figure1]
b. Make a pie chart of the collected information, showing the percentage of students in
each category.
To make a pie chart, we find the percentage of the students in each category by dividing
the number of students in each category as in part a. The central angle of each slice of
the pie is found by multiplying the percentage of students in each category by 360
degrees (the total number of degrees in a circle). To draw a pie-chart by hand, you can
use a protractor to measure the central angles that you find for each category.
EXPERIMENT
“An experiment is a scientific method of collecting data whereby you give the
subjects a sort of treatment or condition then evaluate the results to find out the
manner by which the treatment affected the subjects and to discover the reasons
behind the effects of such treatment on the subjects.” (Baraceros, 2016, p. 98)
The following list of steps explains the process of conducting experimental research in
more detail. Researchers should follow these steps in order to ensure the integrity of the
process.
The practical steps needed for planning and conducting an experiment include:
recognizing the goal of the experiment, choice of factors, choice of response, choice of
the design, analysis and then drawing conclusions. This pretty much covers the steps
involved in the scientific method.
Experimental Factors - these are factors that you can specify (and set the levels)
and then assign at random as the treatment to the experimental units. Examples
would be temperature, level of an additive fertilizer amount per acre, etc.
Classification Factors - can't be changed or assigned, these come as labels on
the experimental units. The age and sex of the participants are classification factors
which can't be changed or randomly assigned. But you can select individuals from
these groups randomly.
Quantitative Factors - you can assign any specified level of a quantitative factor.
Examples: percent or pH level of a chemical.
Qualitative Factors - have categories which are different types. Examples might be
species of a plant or animal, a brand in the marketing field, gender, - these are not
ordered or continuous but are arranged perhaps in sets.
Levels, or settings of each factor in the study.
The steps in the following checklist summarize a very large number of decisions that
need to be made at each stage of the experimental planning process. The steps are
not independent, and at any stage, it may be necessary to go back and revise some
of the decisions made at an earlier stage.
Checklist
A list should be made of the precise questions that are to be addressed by the
experiment. It is this list that helps to determine the decisions required at the
subsequent stages of the checklist. It is advisable to list only the essential
questions, since side issues will unnecessarily complicate the experiment,
increasing both the cost and the likelihood of mistakes.
Major sources of variation can be divided into two types: those that are of
interest to the experimenter, called “treatment factors,” and those that are not of
interest, called “nuisance factors.”
i. treatment factors and their levels,
The levels are the specific types or amounts of the treatment factor that
will be used in the experiment.
Experimental units are the “material” to which the levels of the treatment
factor(s) are applied.
When an experiment involves two major sources of variation that have each
been designated as blocking factors, these blocking factors are said to be either
crossed or nested.
o Nested (or Hierarchical) Blocking Factors. Two blocking factors are said
to be nested when observations taken at two different levels of one blocking
factor are automatically at two different levels of the second blocking factor
A split-plot design is a design with at least one blocking factor where the
experimental units within each block are assigned to the treatment factor levels
as usual, and in addition, the blocks are assigned at random to the levels of a
further treatment factor. This type of design is used when the levels of one (or
more) treatment factors are easy to change, while the alteration of levels of other
treatment factors are costly, or time-consuming.
The units in which the measurements are to be made should be specified, and
these should reflect the objectives of the experiment.
Precise directions should be listed as to how the measurements are to be
made. This might include details of the measuring instruments to be used, the
time at which the measurements are to be made, the way in which the
measurements are to be recorded. It is important that everyone involved in
running the experiment follow these directions exactly. It is advisable to draw up
a data collection sheet that shows the order in which the observations are to be
made and the units of measurement.
The model must indicate explicitly the relationship that is believed to exist between
the response variable and the major sources of variation that were identified at step
(b). The techniques used in the analysis of the experimental data will depend upon
the form of the model. It is important, therefore, that the model represent the true
relationship reasonably accurately.
The most common type of model is the linear model, which shows the response
variable set equal to a linear combination of terms representing the major
sources of variation plus an error term representing all the minor sources of
variation taken together
A model containing only fixed-effect factors (apart from the response and error
random variables) is called a fixed-effects model. (fixed effect if the factor levels
have been specifically selected by the experimenter and if the experimenter is
interested in comparing the effects on the response variable of these specific
levels.)
Models for which all factors are random effects are called random-effects
models. (random effect-a factor has an extremely large number of possible
levels, and the levels included in the experiment are a random sample from the
population of all possible levels.)
Models for which some factors are random effects and others are fixed effects
are called mixed models.
The type of analysis that will be performed on the experimental data depends on the
objectives determined in step (a), the design selected in step (c), and its associated
model specified in step (f). The entire analysis should be outlined (including
hypotheses to be tested and confidence intervals to be calculated). The analysis not
only determines the calculations at step (h), but also verifies that the design is
suitable for achieving the objectives of the experiment.
At this stage in the checklist, a calculation should be done for the number of
observations that are needed in order to achieve the objectives of the experiment. If
too few observations are taken, then the experiment may be inconclusive. If too
many are taken, then time, energy, and money are needlessly expended.
6 steps in planning a survey that will help you avoid the most common mistakes.
(2019, January 09). Retrieved from https://www.netigate.net/articles/survey-
tips/6-steps-in-planning-a-survey-that-will-help-you-avoid-the-most-common-
mistakes/
Dean, A., Voss, D., & Draguljic, D. (2017). Planning Experiments. Retrieved from
https://www.springer.com/gp/book/9783319522487
Rawley, E. (2017, June 06). Planning and Conducting Surveys. Retrieved from
https://www.ck12.org/statistics/planning-and-conducting-
surveys/lesson/Planning-and-Conducting-Surveys-ALG-I/