11/1

2 English for Academic and

Professional Purposes (EAPP)
Q2/Q4-Module 5
Survey Questionnaires

What I Need To Know

 Most Essential Learning Competency (MELC):
Designs, tests and revises survey questionnaires (CS_EN11/12A-EAPP-IIe-j-7)
Objectives:
At the end of this module, the students should be able to:
1. define survey questionnaires;
2. identify a well-designed survey questionnaires; and
3. design a survey questionnaire.

What I Know
To check what you already know about our new topic/lesson, answer the pre-test below.

PRE-TEST
Directions: Consider yourself as a client to answer the questions below. Put a check () if you think the
question is clear and understandable and it does not create any difficulty and confusion and (X) if it is
confusing or difficult. Write your answers on a separate sheet of paper.

_____ 1. What medium of communication you will use to become updated with the events?
   Magazine or Newspaper
   Radio
  Television
   Internet 
_____ 2. What is your most usual means you use to become updated with the events?
   Magazine or Newspaper 
   Radio
   Television
   Internet
_____ 3. Enter in the boxes opposite the three options you selected below 
Option  A Option  B Option  C   
Option  D Option  E Option  F   
  
_____ 4. Below are the features of camping holiday. Indicate their importance to you by
placing numbers 1-4 where 1 is the most important.
People ______
Cost ______
Open Air    ______
Mobility ______
Atmosphere  ______
_____ 5. “Have you been to an out of town trip recently?” 

_____ 6. “Have you been to an out of town trip in the last two weeks?”

_____ 7. “Do you think women should eat less and exercise more?”

_____ 8. “Are you against a ban on marijuana?”

_____ 9. Give your age on 1st June 2019  ____ years.

_____ 10. Are you… 

______ Under 18  
______ 18-65  
______ Over 65 

9. What is the most suitable verb to complete the sentence below?

A conclusion should _______ the findings already presentedEAPP
in theModule
report. 5 – Quarter II/IV, Page 1 of 8
 a. narrate b. describe c. explain d. not include
10. What word does NOT describe a report?
a. factual b. orderly c. objective d. entertaining

LESSON 5 SURVEY QUESTIONNAIRE

What’s In
Let us recall your knowledge on the previous lesson and try to link it to our new topic through a 4
pics 1 word game.

Directions: Answer the 4-pics-1 word game. The answers of these are some of the most important words or
terminologies in this lesson. Write your answers on a separate sheet of paper. (5 points each)
1. 2.

i t n y R
n x T i e m e p i o
s c u e D
b w R y a t l s y i

Answer: __ __ __ __ __ __ __ __ __ __ Answer: __ __ __ __ __
3. 4.

s w o i e s w q w r i q r v k e o
h n y o t n u g e o a i m s t i n

Answer: __ __ __ __ __ __ __ __ __ Answer: __ __ __ __ __ __ __ __ __

What Is It

EAPP Module 5 – Quarter II/IV, Page 2 of 8

Good day, dear dedicated learners! In the previous module, you have learned that there are
various kinds of reports. In each kind of report, there are instruments used to gather data. One of the
ways to gather data is by using a survey questionnaires. So, if you are excited and ready, let’s get
started!
A survey is a general view, examination, or description of someone or something.  It also refers
to looking carefully and thoroughly at (someone or something), especially to assess them.  When you
want to do a survey, you need a questionnaire to help get the information that you need.  A good
questionnaire should be valid, reliable, clear, and interesting.

Valid - it asks what it intends to ask

Reliable - it gets the same answer if the same question is
posed repeatedly in a short time
Clear - it is easily understood
Interesting - it is completed by the respondents and gets better
response rate

https://www.megapixl.com/3d-person-and-checklist-illustration-42190201

A questionnaire is a structured series of questions designed to collect primary data from

respondents. A well-designed questionnaire motivates respondents to provide accurate and complete
information which is very helpful in attaining the survey’s objective. (QuickMBA.com, n.d.)
Have you experienced entering a restaurant or a café and you were asked to answer a series of
questions about your experience at that place or their service? There are some places where all you
need is to choose the type of smiley that speaks how you feel after you experience at their place. These
are examples of simple survey questionnaires.

Designing a Questionnaire

Here are the suggested steps on how to develop a questionnaire:

1 Determine the research problem or the target information.

Choose the type of questions and method of administration:

2
(written, email form, telephone interview, personal interview)

3 Determine the general question content needed to obtain the desired information.

4 Determine the form of responses.

5 Choose the exact question wording.

6 Make sure that sequence of the questions is effective.

7 Test the questionnaire and revise if needed.

EAPP Module 5 – Quarter II/IV, Page 3 of 8

Remember these when you create a survey questionnaire:

DESIGN
 Ask the right questions
Questions may be “close-ended” or “open-ended.” You can use either depending on the data
that you want to get from your respondents.

“Close-ended” questions provide options to the respondents and require them to choose one or
more items from the list.  This is used if the range of answers are well known and the options are limited.
For example: Do you have a computer at home? ___Yes ___No

“Open-ended” questions allow the respondent to express their opinions freely and they are not
restricted by the options. This is used if the answer options are multiple and unknown. The answers to
the open-ended questions require re-grouping before analysis.
For example: What are the reasons why students do not have computers at home?  (You can list
one or two reasons.)

The options available should be comprehensive so that the respondent can find an option which
best suits his/ her answer.  You can include an “Other: please specify ________” category as one of the
options.  You can also let them check as many items as applicable but be sure to mention it in your
options.
For example: Why do you want to have a computer? (You can choose more than one)

I need it for my projects in school.

I want to play online games.

My friends have computers.

I want to use it for business.

Others: Please specify: ___________________________

In questions that involve assessing attitudes or giving opinions, a scale with a range of responses
is preferred to a yes/no answer. Likert scale (usually 5-point or 7-point) is a commonly used method.

For example: 

Questions Strongly Agre Neutral Strongly Disagree

agree e 3 disagree 1
5 4 2
We should have a computer at
home.

In a questionnaire which has many parts, some of which need not be answered by the
respondent, filtering is used to guide the respondent to answer only the relevant questions. However,
you should avoid using too much filtering as this may confuse the respondents and make the
questionnaire complicated.

For example: 

Do you have a computer at home?___ Yes ___ No

           If your answer is no, proceed to question no. 4.

Avoid double-barreled questions.  It is a common mistake that refers to asking two things in one
question.

For example: Do you have a computer and a laptop at home?

Avoid ambiguous questions.  Be clear and specific in constructing your question.

  Use Appropriate Format
EAPP Module 5 – Quarter II/IV, Page 4 of 8
This is important because the “look” of the questionnaire may decide whether the respondent is
going to fill it up or not. 

The title should be highlighted and should reflect the main objective of the research. If possible,
divide the questionnaire into sections according to the content (e.g. boxes with bold headings) and it
should flow smoothly from one section to another with appropriate filtering.

If your respondents involve older persons, a bigger font size should be used. Finally, include a
cover letter stating the objective of your study, and your affiliations.  Most importantly, it should include a
confidentiality clause.  This is to inform your respondents on how you are going to use the collected
information.

EXAMPLE OF QUESTIONNAIRE

Directions: Please rate each item as to the extent/desire that your mathematics teachers displayed the
following traits and behavior using the following scale:

5- Always 4- Often 3- Sometimes 2- Rarely 1- Never

A. Personality Traits 5 4 3 2 1
My Mathematics Teacher…….
1. Has a good relationship with the
students and teachers.
2.Shows smartness, confidence and
firmness in making decisions.
3. Imposes proper discipline and is not
lenient in following the prescribed rules.
4. has an appealing personality with
good sense of humor.
5. Is open to suggestions and opinions
and is worthy of praise.
B. Teaching Skills
My Mathematics Teacher………
1. Explains the objectives of the lesson
clearly at the start of each period.
2. has mastery of the subject matter.
3. is organized in presenting subject
matter by systematically following course
outline.
4. Is updated with present trends,
relevant to the subject matter.
5. uses various strategies, teaching
aids/devices and technique in presenting
the lessons.
C. Instructional Materials
My Mathematics teacher uses……
1. Chalk and blackboard in explaining the
lessons.
2. workbooks/textbooks
3. Powerpoint presentations (visual aids)
4. articles
5. materials for project development

Thank you very much for your cooperation!

JENNILYN F. BALBALOSA
Researcher
  Arrange the questions logically EAPP Module 5 – Quarter II/IV, Page 5 of 8
The order of the questions should flow in a logical sequence. Start with simple questions and
move to more complex questions. You can start with the demographic profile like age, address, and
others.
 Make instructions clear
Instructions should be very clear and introductory comments should be appropriate. Short instructions
help the respondents understand easily and help them set their mind on answering the questions. 
The respondents should be told exactly what is wanted for them to do.
For example:
Place a check mark in the box if you experienced pain on the particular back or X it doesn’t.   

TEST
A pilot test is a crucial step in the design of questionnaire before data collection begins. It will
help detect flaws in the questionnaire in terms of content, grammar, and format. 
You can ask your colleagues, family, or friends to comment on the questionnaire. By doing so,
mistakes in terms of content, grammar, and or format will be lessened.  This should be followed by
asking the potential respondents to answer the questionnaire and provide their feedback. For those
questions which you feel may be confusing or sensitive, it is important to ask the respondents to
comment specifically during the pilot test.

REVISE
You will evaluate for general content, organization, and tone, by adding, deleting, and organizing
information if necessary. When revising, it can be helpful to answer these questions: 
Who is your audience? 
Are your objectives enough? 
Have you included enough information? 
Do you have more information than you need? 
Have you chosen the proper words to express your ideas?
Are you wordy, repetitive, or inconsistent? 
When you have done all of these, you have crafted a good survey questionnaire.  It does not
seem easy at first but when you start doing it, you will find it very helpful.

Assessment
Directions: Read the questions carefully. Write the letter of the correct answer on a separate sheet of
paper.

1. Which defines questionnaire?

a. a tool designed to control data for a survey
b. the collecting of information about a particular subject
c. to gather data from respondents
d. translates the research problem into questions that will answered by respondents.

2. How can you say that a questionnaire is well-designed?

a. A well-designed questionnaire needs to be as short as possible.
b. A well-designed questionnaire needs to be long to ensure clarity.
c. A well-designed questionnaire needs to have idiomatic expressions.
d. A well-designed questionnaire needs to be in an essay form.

3. What is the second step in designing a survey questionnaire?

a. Pre-testing
b. Identifying the respondents
c. Identifying the research problem
d. Identifying the type of questions to be used

4. Which of the following is considered a good questionnaire item?

a. Rate your experience in the service provided.
 b. If you were the president, what would you do to combat the COVID-19 pandemic
c. How long does it take you to walk and run around the court?
d. How much did you enjoy reading the new novel?
5. Study the
EAPP Module 5 – Quarter II/IV, Page 6 of 8
questionnaire
item below and
choose the
correct statement that describes the question.
Do you go to the park when you are stressed from work?

a. There is nothing wrong with the question.

b. The question assumes that the respondent gets stressed at work.
c. It is an open-ended question and will be hard to quantify.
d. It is a double-barreled question since work and the park are two separate places.

6. If you want to know how the students feel about the new rules and regulations set by your
organization, what type of questions will you most likely use?
a. multiple choice b. ranking c. Likert-Scale d. fill in the blanks

7. “How much is your ‘baon’ every day?”

If you were to revise this question, how should it be?
a. I will not include this question in my questionnaire because it is not necessary.
b. I will provide options so that the respondent will not feel embarrassed.
Example: Our parents does not give us money as ‘baon’.
Php 1.00-49.99
Php50.00 - 99.99
Php 100.00 – above
c. there is no need to revise this question because it will give the information I need.
d. Do your parents give you ‘baon’? Yes No

8. Participants in a pre-test should be ______.

a. imaginary respondents
b. friends and relatives
c. individuals outside the target population under study
d. representatives of the target population under study

9. In testing questionnaire, why is it necessary to observe where the respondents changed their mind in
answering?
a. It will help the researcher understand why the items might be confusing.
b. It will reveal some items that might be confusing so they hesitated or changed their minds.
c. It will show which items need revision.
d. All of the above

10. Now that you have all the questionnaires ready, reviewed, and sequenced, which of the following do
you still need to consider?
a. the format of the question items
b. writing an introduction and instructions
c. the type of paper where it will be printed
d. All of the above
 ROSALES NATIONAL HIGH SCHOOL
SENIOR DEPARTMENT EAPP Module 5 – Quarter II/IV, Page 7 of 8
Don Antonio Village, Rosales, Pangasinan

INSTRUCTION: Detach and submit this Worksheet together with the activity sheets.

WORKSHEET

Name: ENGLISH FOR ACADEMIC

Subject
Grade/Section AND PROFESSIONAL
:
: PURPOSES
Subj. Teacher: Week: 5

Directions: Construct a 10-item questionnaire on the given study. Each item will be scored from 1 to 5.
This means you have a chance to get a maximum score of 50 points if all the questions you made get 5
points. Use the rubrics below as your guide.

Title: Home Factors: Its Effect on the Academic Performance of Students

Rubric for Rating the Questionnaire Items

(Each question item will be rated based on the criteria given.)
5 The question is clear and precise, collectively allowing for detailed, unambiguous and
meaningful answers. The question is interpreted in the same way by respondents.

4 The question sometimes is clear and precise, collectively allowing for meaningful
answers. Questions are interpreted in the same way by respondents.

3 The question is somewhat clear and precise but contains minor grammatical errors and
some characteristics of question wording is not present. The question is interpreted in
the same way by respondents.
2 The question is quite difficult to understand, biased and/or leading words are present,
contains minor grammatical errors. Question is interpreted in different way by
respondents.
1 The question is difficult to understand not precise and ambiguous. It contains major
grammatical error. Question is interpreted in different way by respondents.