SEMINAR 3

SURVEY RESEARCH METHODOLOGY

SURVEY RESEARCH METHODOLOGY

Survey research is the studying of large and small

populations by selecting samples chosen from the
populations to discover the relative incidence, distribution
and interrelations of sociological and psychological
variables.
Inference/generalisation

Reading Habits of Reading Habits

Random
Representative
Sample Sample
of Malaysian
Survey Selection Students

Inference/generalisation Census
 Description of
Single Variables

Cross-Sectional
Survey Exploring
Relationships

Types of Trend Studies

Surveys
Longitudinal
Survey Cohort Studies

Panel Studies
 Description of
Single Variables

CROSS- Time-bound
SECTIONAL Association
SURVEY
Exploring
Relationships

Time-ordered
Association

Data collection is done at one point in time

CROSS-SECTIONAL SURVEY:
Description of single variable

Example:
To study the reading interest of secondary school
students, you administer a questionnaire with 20 items,
each indicating a different type of reading material. 200
respondents are asked to indicate their degree of
interest (e.g. always, sometimes, never)

Analysis: Item by item using frequency counts and

percentages (descriptive statistics)
- marginal tabulation
CROSS-SECTIONAL SURVEY:
Exploring Relationships

Time-bound Association

Example:
To examine the relationship between job satisfaction and readiness
for change, you administer two questionnaires, each on one variable,
to a sample of 150 working adults. They are asked to respond to the
items in each questionnaire based on their current attitude, feeling,
opinion, etc.

Current state
Possible Analysis:
(1) Correlation
(2) Chi-square Job Satisfaction
Readiness for Change
Time-ordered Association

Example:
To study whether attitude towards the teaching of Maths in English
is related to the amount of training. You administer a questionnaire
designed to collect information about the two variables, training (e.g.
frequency of courses) and attitude (e.g. Likert-type attitude statements)
to 150 primary school Maths teachers.
Data collection

Training Attitude
(2002) (2006)

Possible Analysis: Source of error:

Correlation
Respondents may not remember past
Chi-square
information
 Trend Studies

Longitudinal Cohort Studies

Survey

Panel Studies

Data collection is done at different points in time

Data Collection
 Trend Studies
Different samples are drawn from a given general
population at different data collection points and
surveyed
Example:
The Use of English in Teaching Maths among primary
school teachers

General Primary School

population is Maths Teachers
changing from
year to year

S1 S3
S2

2004 2005 2006

 Cohort Studies
Different samples are drawn from one specific
population at different data collection points and
surveyed

Example:
The Use of English in Teaching Maths among primary
school teachers

Population Primary School

remains the same Maths Teachers

S3
S1
S2

2005 2006
2004
Panel Studies
A sample is drawn from a population and
surveyed over a period of time
Example:
The Use of English in Teaching Maths among primary
school teachers
Primary School
Maths Teachers

Sample

2004 2005 2006

SAMPLING IN SURVEYS
In research, it is impossible or uneconomical to study the
whole population. Researchers would normally select a
representative sample (sampel yang benar-benar
mewakili populasi) to work on and then make
inferences/generalisations about the population
using statistical techniques.

What is a representative sample?

 Representative Sample
Population Generalisation
(N = 10,000)
SAMPLE
(n = 500)
Characteristics:
- Gender: 51000 (M); 4900 (F) Characteristics:

- SES: 2500 (H), 4000 (M), - Gender: 255 (M); 245 (F)
Sampling
3500 (L) - SES: 125 (H), 200 (M), 175 (L)

- Race : 5000 (M), 3000 (C), - Race : 250(M), 150(C), 50 (I),

1000 (I), 1000 (O). 50(O).

5% Sample
Population
Representative Sample = Sample that has similar characteristics as the
population – Population Validity
Source of Sample

TARGET ACCESSIBLE SAMPLE

POPULATION POPULATION

POPULATION

GRADUATE TECHERS GRADUATE TECHERS SAMPLE

IN MALAYSIA IN KELANTAN
(n = 100)
(N = 100,000) (N = 10,000)
 Sampling Techniques

Probability Non-probability
sampling sampling

Random Cluster Quota Convenience

sampling sampling sampling sampling

Purposive
Systematic Stratified
sampling
sampling sampling
Random Sampling
(a) Assign a number to each member of the population and select
the subjects based on the numbers in a random table. OR
(b) Place a slip of paper with the name or ID no. of each member
in a container, mix the slips thoroughly and draw the required
number of names or numbers

Systematic Sampling
- Divide the population by the sample size needed
e.g. 1000/100 = 10
- Select at random a number < 10, e.g. 7
- Number the members of the population and select every Nth (i.e.
7th) name from the list of the population
 Stratified sampling
- Divide the population into subgroups (strata) according to
certain critical factors (e.g. gender – Male and Female)
- randomly select sufficient number of subjects from each
subgroup. The proportion of subjects selected from each
subgroup is the same as the population.

Example
Population Sample
(N = 5000) (n = 500)
Male = 3000 (60%) Male = ?
Female = 2000 (40%) Female = ?

If the data from different subsamples (i.e. Male and Female) are to be
combined for analysis, the subsamples must be proportionate to those
in the population. However, if the two subsamples were to be
compared, not combined, it would not be necessary for the
subsamples to be proportionate.
Cluster Sampling
- randomly select groups of individuals (e.g.10
schools) from the population (100 schools)
- Include all the individuals of the groups (10 schools)
in the sample.

Population

Sample

The whole cluster is selected, not

individuals
Non-Probability Sampling

Quota sampling
- Identify the subgroups and their proportions in the
population (e.g. 60% Female & 40% Male)
- Select the subjects for the sample based on convenience
and researchers’ judgment
Purposive sampling
- Select subjects based on certain criteria (e.g. choosing
those who are talkative so that they can provide
information in an interview)
Convenience sampling
- Select subjects who are readily available and easy to survey
Sample Size

General Rule: Use the largest sample possible

The larger the sample, the more likely the sample
values (e.g. mean, SD, %, etc) are representative of
the population values and the smaller is the error.

Large

Error

Small

Small Large

Sample Size
Guidelines
Use a larger sample size if research involves comparison of
groups
Use a larger sample size if attrition is expected esp. for
longitudinal studies conducted over a long period.
Use a larger sample size if the population is heterogeneous on
the variables being studied. The more variables being studied,
the bigger should be the sample size to accommodate the
different characteristics of individuals

RULE OF THUMB:
Experimental study – at least 30 subjects in each
cell/subgroup

Survey
Pop. under 100 – no need to sample
Edward, A.W (n.d.). Non-experimental Quantitative
Pop. 500 = 50 % sample Research.. Retrieved on Sept. 10 2006 from
Pop. 1,500 = 20 % sample http://kancrn.kckps.k12.ks.us/guide/nonexperimental.html.

Pop. 5,000 = under 10 % sample

(a) Using Sample Size Calculator

www.surveysystem.com/sscalc.htm
Determine Sample Size
Confidence Level: 95% 99%
Confidence Interval:
Population:

Calculate Clear

Sample size needed

(b) Using Sample Size Table

Conducting A Questionnaire
Survey
PROCESS OF CONDUCTING A
QUESTIONNAIRE SURVEY

(1) Defining the objectives of the study

Objectives determine
- what information you wish to collect
- what you wish to do with the information
- How you want to collect the information (sample,
instrument & procedure)
- How you wish to analyse the information

This issues MUST be thoroughly thought

through before you start your research.
(2) Writing the items & Construction of
questionnaires
General qualities of a good questionnaire
- clarity of questions/statements
- avoid leading questions/statements
- avoid hypothetical questions/statements
- avoid questions/statements requiring prior
knowledge/memory
- avoid double barreled questions/statements
- consider the order of questions/statements (e.g.
leave the boring ones later)

(Refer to the Module, p. 101 for examples)

NB: AVOID MAKING YOUR OWN QUESTIONNAIRE BUT LOOK

OUT FOR ONE AVAILABLE & MODIFY
(3) Selecting method of conducting the survey
- Determine sample size and selection method
- Decide on the procedure to collect data (e.g, by phone, face-to-
face interview, self-administered questionnaire, etc)

(4) Pilot-Testing Questionnaire

- Review by people who are interested or familiar with the
research to be done (esp. experts in the area)
- Get a small group of individuals who are in many respects
similar to the actual sample to respond to the instrument and
check for the following:
 Time needed to complete questionnaire
 Appropriate order of questions
 Sufficient space for responses
 Clarity of instructions
 Reliability
 Validity To be discussed under Instrumentation
(5) Administering Questionnaire
- Obtain permission from EPRD, State Education
Department & Schools
- Provide training to field assistants if they are used
- Gain the cooperation of teachers if their students are
the subjects.
- Get consent from parents, if necessary
- Conduct the survey during free days (e.g. no
examinations/tests, celebrations, etc)
- Ensure the return of questionnaires
- Thank those who assist you or who are involved.
 Data Collection Method
Method strength weakness
Mail survey 1. Convenient 1. Low response rate
2. No clarification

Web survey 1. Less expensive 1. Low response rate

2. Able to reach a large 2. difficult to prove authenticity of
audience respondents
3. Sample – only those with internet
access
Telephone 1. Quick way to get data 1. Only respondents with telephone
interview 2. Give respondents the feeling 2. Data distortion may occur
of anonymity

Face-to-face 1. Able to provide clarification 1. More expensive

interview 2. Ensure availability of 2. Time-consuming
data/high response rate

Group- 1. Able to capture a large 1. Presence of researcher might affect

administered sample responses
Questionnaire 2. High response rate
3. Able to provide clarification
Ethics In Surveys

Use number codes for respondents, not names (e.g. 001,

002, 003……)
Keep the details of the respondents confidential
 GOOD LUCK &
HAPPY STUDYING

THANK YOU