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‫ح‬ ‫ه‬
‫ر‬ ‫ال‬ ِ ‫ه‬
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“DESIGN OF A QUESTIONNIRE”
18 May 2019

Dr. Dayang Hjh Tiawa

Penolong Kanan Professor
CPKL
Thesis Format Chapter 2 – Literature Review

Chapter 1 Chapter 3
1.1 Introduction 3.0 Introduction
1.2 Background of Study 3.1 Research Design
1.3 Problem Statements 3.1.1
1.4 Research Objectives 3.1.2
1.5 Research Questions 3.1.3 Survey
Research Hypothesis 3.3 Research Procedures
1.6 Significance of the Study 3.4 Population, Sample and
1.7 Scope of Study Sampling Method
1.8 Limitation of the Study 3.4 Research Instrument
1.9 Conceptual Framework 3.4.1 Interview
1.10 Theoretical Framework 3.4.2 Documents
1.11Conceptual
and 3.4.3
Operational Definition Questionnaire
1.12 Conclusion 3.5 Pilot Testing
3.5.1 Reliability
3.5.2 Validity
3.6 Data Analysis
 important issue is the quality of data collected,
which is dependent on the mode of data collection
used = data collection techniques = questionnaire
(soal selidik) or interview (temubual)
 Langkah & peraturan membentuk
instrumen kajian
1. Senaraikan variable-variable yang ingin dikaji (IV
dan DV)
 Conceptual & Theoretical Framework
 Conceptual Definition
 Operational Definition
 RQ

2. Menganggar/Plan cara menganalisis Data

Independent Variable (IV)
Dependent Variable (DV)
• Variables are the observable characteristics or
events that assume a range of values during a
research
• DV s are the outcome measure taken=conceptual
variables are the ideas of what needs to be
measured
 Tajuk:
“Syhubah dalam pemakanan orang
Islam di sini
 Conceptual Framework

Al- Al-
Sunnah
Quraan

DOKUMEN

Hadis
Hukum SYUBHAH Fatwa
Nabi Islam PEMAKANAN POLISI mufti

Sijil
Uruf halal
masyarakat
Ijma’

Ulama

Tingkah
laku
Theoretical Framework
merujuk kepada teori behaviour: cognitive, affective & psychomotor..dapat
menentukan variable yang penting untuk diukur

SYUBHAH
PEMAKAN
AN
Adopt a new behavior

TAHU Kognitif “WARAK”-- JATI DIRI

1
(knowledge)
FAHAM

2 Amalan Tingkah

application laku
3

kesedaran

Affective
(attitude)

Pskiomotor
Belief (practice)

Role
Model Social Facilities
support
• konstruk kefahaman
• konstruk kesadaran
• konstruk amalan
• konstruk kepercayaan
• konstuk tindakan

Write 8 to 10 items/statements for

each construct
 10

Designing Instruments
Conceptual Definition
(CD)

Construct / Sub Construct

Formation (CF)

Operational Definition
(OD)
• Conceptual Definition:
▫ tells U what the concept means in abstracts or
theoretical terms ,
▫ what Ur constructs (how they related to other
constructs)
▫ How something works in theory
▫ Example “meter” CD: distance

• Operational Definition: tells U how to observe or

MEASURE the concept
▫ Example OD: km/hour (CP: speed)
Kefahaman:
CD: keupayaan memahami sesuatu
OP: memahami (outcome/DV) konsep halal, haram dan syubahah dalam
pemakanan
Soalan: saya faham konsep halal
saya faham konsep haram
saya faham konsep syubahah

Kesedaran/awareness:
CD: perihal atau rasa sedar; keinsafan
OD: menyedari makan makanan yang disediakan oleh orang bukan islam
Soalan: Saya hanya akan makan di permis makanan milik orang islam

Amalan:
CD: Perbuatan atau sesuatu yg dilakukan (dilaksanakan, dikerjakan, dsb)
sbg suatu kebiasaan
OD: pilihan kebiasaan

Soalan: Saya menjauhi makanan yang dikeluarkan oleh syarikat bukan

muslim yang tidak ada kelulusan halal
Contoh lain
I f U were studying ways of helping people stop
smoking, smoking cessation (giving up/quit)
would be an outcome measure (DV).
U could measure smoking cessation as a person
not smoking a cigarette for 1 months, as a person
who has not smoked in a year, or a 50%
reduction in the number of cigarettes smoked =
operational definition
Hands-on
Sangat Tidak Setuju Tidak Setuju Tidak Pasti Setuju Sangat Setuju
KONSTRUK KEFAHAMAN

1.s a ya memahami konsep halal dalam 1 2 3 4 5

pema kanan

2. Sa ya memahami konsep haram 1 2 3 4 5

da lam pemakanan

3. Sa ya memahami konsep syuhaha 1 2 3 4 5

Rujuk contoh soal selidik

Scales (or Levels) of measurement

• There are different formats (frequency, Quality,

satisfaction, Agreement)

• Identify the format you would like to use with your

items.

• Determine how many response categories

(descriptors) you need to include in your format.
 Likert Scale

• Named after Rensis Likert.

• This is the most common format

(Agreement)

• The response options should be worded so as to

have roughly equal intervals with respect to
agreement.

• Common choices for a mid point include neither

agree nor disagree and Neutral.
 Scale Development
• The number of response categories should be
limited to the respondents’ ability to
discriminate meaningfully.

• Normally 5-7 response categories (descriptors)

are adequate.
 Scale Development
Response categories (descriptors) in Likert
format

1. Strongly Disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly Agree
dua2 akan memberi kesan kepada response-A ascending order response option
(strongly disagree to strongly agree) -ini akan menyebabkan primacy effect dan
left side selection bias (negative option)
B desending order (strongly agree to strongly disagree) - tend to produce more
positive data
sama jua di antara horizontal ascending order & horizontal descending,
horizontal descending order yg mempunyai score yg tinggi iaitu B
 Scaling

Scales are composed of a stem statement that directs the

respondents, anchor words, and a series of scale steps.

e.g. Going to the dentist is: stem statement

Pleasant………………Unpleasant anchor words
/descriptors

1 2 3 4 5 scale steps

19
 Scale Development

Example for items in Likert Type Scale

format (Agreement with 4 point scale)

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree
Rating
A rating scale is a set of categories designed to elicit
information about a quantitative or qualitative attribute.
Common examples are the 1–10 rating scales in which a
person selects the number that is considered to reflect the
perceived quality of a product or the level of experienced
pain.
 Types of Scale

Semantic Differential measures attitudes toward a concept

by asking the respondent to rate qualities such as
evaluation, potency, and activity on a 5 to 9 point scale
anchored by the bipolar adjectives (Osgood et al 1957)

E.g. Your attitude towards visiting the dentist is:

Active…………………………Passive (activity)
Powerful………………………… Powerless (potency)
Favourable…………………………Unfavourable
(evaluation)
1 2 3 4 5
22
 Rating Scales

• The most basic of the scaled instruments

• Consists of a stem statement and scale steps
e.g.
People of age between 18-30 are more likely to be
dangerous drivers:
a. always
b. sometimes
c. never

23
Levels of measurement of the DV : 4 levels:

RATIO

INTERVAL

ORDINAL

NOMINAL
 TYPES OF SCALE
Nominal
•In nominal measurement, the score for each subject is placement into one
of two/more categories
•These categories are mutually are exclusive so a single subject cannot fall
into more than one category
•Male/female, hair color, race etc….
Ordinal
•Each subject also a discrete measure/category
•Categories of agreement
•The order of this data is symbolized with the use of numbers 1,2,3,4,5 or
7,9 but there is no implication of equal interval between the numbers
Interval (sela)
Marks grade
90-100% A+
85-89% A
80-84% A-
Ratio (nisbah)
1:4
JENIS SKALA
NOMINAL

• Skala nominal adalah skala pengukuran

yang paling mudah dan merupakan bentuk
pengukuran yang paling rendah boleh
digunakan ahli pengukuran
• Skala nominal membentuk nombor bagi
menunjukkan kategori yang berlainan
JENIS SKALA
NOMINAL

• Contoh: Guru ingin membahagikan etnik

pelajar dalam kelasnya kepada beberapa
kategori
• Nombor 1 : Kategori Melayu,
• Nombor 2 : Kategori Cina
• Nombor 3 : Kategori India
• Nombor 4 : Lain-lain etnik
 JENIS SKALA
NOMINAL

• Pemberian nombor 1,2,3 atau 4 dan

selanjutnya adalah untuk memudahkan
analisis komputer.
• Ini tidak bermakna 1 lebih baik atau
superior dari 2 dan seterusnya.
• Ia hanya melambangkan kumpulan bagi
sesuatu pembolehubah sepertimana
contoh etnik tadi
 JENIS SKALA
NOMINAL

• Apabila nombor digunakan untuk

menamakan orang atau objek, dan nombor
ini tidak mempunyai apa-apa hubungan
dalaman antara satu sama lain dari segi
nilai, maka skala pengukurannya disebut
sebagai nominal
• Contoh lain (Jantina, Negeri, Kepercayaan
dan warna, no kad pengenalan, nombor
jersey)
JENIS SKALA
ORDINAL

• Menyusun data daripada yang rendah

kepada yang tinggi atau daripada yang
lemah kepada yang cemerlang atau
susunan yang melambangkan satu bentuk
hierarki
• Contoh: Guru mungkin menyusun skor
yang didapati dalam ujian bahasa Melayu
daripada markah yang tertinggi kepada
markah yang terendah sekali. Berapa
banyak lebihan tidak ditentukan
JENIS SKALA
ORDINAL

• Contoh: Perbezaan kedudukan pelajar

nombor 8 dengan nombor 9 hanya 4
markah sahaja, tetapi perbezaan
kedudukan antara nombor 1 dengan 2
adalah 20 markah
• Maka apa yang pentingnya, pelajar
nombor 1 lebih tinggi markahnya daripada
pelajar nombor 2
• Contoh: Skala likert, Pencapaian dalam
kelas
 JENIS SKALA
SELA

• Pengukuran yang mempunyai skala sela

mempunyai semua ciri ordinal, dan ditambah
pula di setiap titik dalam skala berkenaan
mempunyai jarak yang sama.
• Jarak numerik yang sama di atas skala sela
menggambarkan jarak yang sama pada ciri yang
diukur
JENIS SKALA
SELA

• Katakan kita mempunyai 5 benda dengan

nilai;
• a b c d e
• 1 2 3 4 5
• Sela a ke c ialah 3 – 1 = 2
• Sela c ke d ialah 4 – 3 = 1
 JENIS SKALA
SELA

• Andaikan kita ada 5 orang pelajar yang

diukur menggunakan skala sela
• Perbezaan pencapaian antara pelajar a dan
c dengan pelajar b dan d adalah sama.
Tetapi kita tidak boleh menyatakan
pencapaian d dua kali lebih daripada b
• Di sini bukan kuantiti atau amaun yang
dicampur tolak, tetapi selanya atau
jaraknya
 JENIS SKALA
SELA

• Nilai 0 dalam skala sela tidak bermakna

tidak ada apa-apapun yang diukur.
Contoh: suhu
• Perbezaan IQ 60 dengan 70, perbezaannya
adalah 10, begitu juga dengan IQ 120 dan
IQ 130.Namun..adakah ini bermnakna IQ
120 lebih baik 2 kali ganda dari IQ 60?
• Tidak terdapat titik sifar sebenar pada IQ
 JENIS SKALA
NISBAH

• Aras tertinggi dalam pengukuran

• Mempunyai ciri-ciri nominal, ordinal, sela
dan mempunyai nilai sifar mutlak.
• Nombor pada skala menunjukkan amaun
atau ciri sebenar diukur
JENIS SKALA
NISBAH

• Skala yang digunakan untuk mengukur

tinggi adalah nisbah, begitu juga dengan
berat.Selain itu, pendapatan, masa, umur
dan sebagainya.
• Jarang digunakan dalam pengukuran
pendidikan kerana pengukuran yang kerap
dijalankan tidak melibatkan penggunaan
titik kosong sebenar
 JENIS SKALA
NISBAH

• Dalam peperiksaan bilik darjah, calon yang

mendapat 0 markah bukan bermakna dia
tiada langsung ilmu dalam bidang yang
diuji. Mungkin dia tidak dapat
mengeluarkan jawapan seperti yang
dikehendakki.
 Menganggar/Plan cara menganalisis Data
(chapter 4) Chi-Squre Test
The Goodness Of Fit Test
Mann-Whitney U Test
1 IV Kruskal-Wallis H Test
Differences
Chi-Squre Test
2 IV
The Goodness Of Fit Test
RO

Nominal/Ordinal

RO
Spearman rho (ordinal-ordinal), Phi, Cramer,
Relationship Lambda (nominal-nominal) or Rank-biserial (nominal-
Ordinal)
PENTING: JENIS ANALISIS YG DIGUNAKAN DITENTUKAN
OLEH JENIS SKALA PENGUKURAN
PENGKAJI YG TIDAK MERANCANG DENGAN TELITI TENTANG APAKAH JENIS
ANALISIS DATA AKAN MENGHADAPI MASALAH SETELAH DATA DIKUMPUL

T-Test
1 IV with 2 groups
Difference/s
2 IV with more ANOVA Test
than 2 group
RO

Interval/Ratio

RO 1 IV Pearson Correlation Test

Relationship
2 or more IV Multiple Regression Test
 MEAN,
MEDIAN,
Chapter 4 MODE

DESCRIPTIVE PERCENTAGE

STANDARD
DEVIATION
ANALYSIS
HYPHOTESIS
TESTING

CORRELATION,
INFERENTIAL REGRESSION

T-Test, ANOVA
1. To compare an effectiveness of 6 teaching techniques
in science subject.

Variable Types of scale Analysis

IV (score of Interval ANOVA
science subject)
DV (effectiveness) Nominal
1.To determine a relationship between IQ with
students’ achievement in Mathematics .

Variable Types of scale Analysis

IV ( IQ) Interval Pearson
DV ( Math Score) Interval Correlation
 COMPARISON

FOR TWO DEPENDENCE OF SAMPLES

SAMPLES Independent Related
Type of data
Interval Independent Paired Samples t-
samples t-test test
Ordinal Mann-Whitney Wilcoxon test,
Sign test
Nominal Chi-square Mc Nemar
 COMPARISON

THREE OR DEPENDENCE OF SAMPLES

MORE Independent Related
SAMPLES
Type of data
Interval One way ANOVA Within subjects
ANOVA
Ordinal Kruskal Wallis Friedman test
k-sample
Nominal Chi square Cohcran Q test
 RELATIONSHIP

Type of data Statistic

Interval Pearson correlation
Ordinal Spearman’s rho
Kendall’s tau-a, tau-b, tau-c
Nominal Phi Cramer’s V
 47

Content Validity

• Give the items to at least 3 experts for

classification . The panel of experts will attempt to
match the operational definitions (OD) with their
appropriate categories within the domain.
• The statements could be mixed (in other words,
don't put all the statements about a given
construct together).
 48

Construct Validity

• Run a Factor Analysis (exploratory) on the pilot

test responses. More advanced students may wish
to do a Confirmatory Factory Analysis [AMOS] or
any other software which can produce the result
showing the correlation of items for each category.
• This process is to validate the instruments in terms
of Construct Validity
 49

Reliability

• Run Cronbach's Alpha (or any other software )

for each factor/category (subscale) to investigate
internal consistency reliability.

• Modify and retest the instrument if necessary

(alpha<.70).
 MEASUREMENT
A measurement is a systematic process of
assigning numerals (quantitative) to objects,
organisms or events using rule

• Measurement rule - specifies a systematic

procedure for assigning numbers. E.g. 1 for Male
and 0 for female
Sebelum menggunakan spss:
• perlu tahu cara menyediakan data
•Cara memindah data daripada program lain
(words, excel

FIT service on installation: spss version 28:

mac – BND$20
windows - $15

NVIVO version 12
- Windows $39
- MacOS $55
MANUAL CODING
• Summary of the instruction that you will convert
to SPSS
• Preparing the codebook involves deciding (and
documenting) about:-
a) defining and labeling each of the
variables
b) Assigning numbers to each of the
possible response
MANUAL CODING
• Should be recorded in a book or computer file
• As a reference if you have left the data for quite
some times.
• Other researchers can understand your data
easily
• Remember the abbreviations that you put in
your data
 variables

Codebook

Coding SPSS
Instruction Name
MANUAL CODING
• VARIABLE NAMES
- Each item must have a unique variable name
- Some of them give clear information (gender,
age)
- The items that make up scale may be identified
using abbreviation
- Must begin with a letter not a number
- Cant include full stops, spaces or symbols (!.?*”;)
MANUAL
• VARIABLECODING
NAMES
- Cannot include words used as commands by
SPSS (all, gt, and, not, ge, with)
- Cannot exceed 64 characters
- The first variable in any data set should be ID-
unique numbers that identifies each cases
- Don’t forget to assign number at your
questionnaire
- It makes you easily to find the cases if have any
error
MANUAL CODING
• CODING RESPONSES
- Each responses must be assigned a numerical
code before it can be entered in SPSS
 MANUAL CODING
Variable SPSS Coding Instruction
Variable
name
Kod Responden ID Ditentukan berdasarkan
nombor yang diletakkan pada
soal selidik
Jantina Jantina 1 = Lelaki
2= Perempuan
CGPA CGPA Ditentukan dari nilai yang
dimasukkan Responden
Kemahiran KK1 to KK9 1 : Sangat tidak setuju
Berkomunikasi (KK) 2 : Tidak Setuju
3: Kurang Setuju
Item 1 -9 4: Setuju
5: Sangat Setuju
 ‫ْٱلـ َحـ ْمـدُُ ه‬
‫لُ‬
‫لً‬
‫شكراًُجزي ُ‬