Questionnaires in education

Questionnaires in education

1. Operationalisation of concepts

   • May be difficult to turn sociological ideas into language that pupils will understand.
   • May produce answers that are based on a misunderstanding of what questions mean.
   • Researcher may have to over-simplify the questions so much that they cease to have any sociological value.

2. Samples & Sampling frames

   • Schools keep lists of pupils, staff & parents. Providing accurate sampling frames, allowing representativeness.
   • Ready-made opportunity samples, of pupils & teachers. eg. classes & departments.
   • Schools may not keep lists which reflect the researcher's interests.
     • Maybe not ethnic origins.
   • Could be hard to access such confidential information.

3. Access & Response rate

   • Response rates are often low.
   • May be reluctant to allow them in, may disrupt lessons, or they object to the topic.
   • But, response rate can be high, as if the head give permission, then the pupils may feel under pressure to complete.
     • May produce more representative data.
   • Teachers & parents are accustomed to completing questionnaires.
     • But, teachers may also be too busy.

4. Practical Issues

   • Can be useful to quickly gather large amounts of data.
   • Data generated is often limited & superficial.
   • Involve participants being able to read & understand questions.
   • Children have a shorter attention span, need to be brief questions. Limiting the amount information which can be gathered.
   • May not actually know the answers, narrower life experiences, memory patterns.

5. Anoymity & Detachment

   • Be useful when researching sensitive areas, eg bulling. Pupils may be able to give a clear detailed response.
   • Children may want to be safe-guarded, reassurance may be difficult to achieve. As no personal contact with the researcher.
   • Interpretivist. Lack of contact with respondents, young people may be less likely to give full & honest responses.