# data[].attributes.body
Te whakamahi tikanga ine hei whakaoti rapa
nga Apply measurement in solving problems

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Matrix 2.5 AS91184 Communicate understanding of an art history topic 4 credits Internal

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Matrix 2.5 AS91184 Communicate understanding of an art history topic 4 credits Internal

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Matrix 3.8 AS91489	Analyse texts about art 4 credits	Internal

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Matrix 3.8 AS91489	Analyse texts about art 4 credits	Internal

# data[].attributes.headline
Paerewa Paetae 2.5 AS91184 Communicate understanding of an art history topic 4 credits Internal

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Paerewa Paetae 2.5 AS91184 Communicate understanding of an art history topic 4 credits Internal

# data[].attributes.headline
Paerewa Paetae 3.8 AS91489	Analyse texts about art 4 credits	Internal

# data[].attributes.subject
Paerewa Paetae 3.8 AS91489	Analyse texts about art 4 credits	Internal

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Te whakamahi tikanga ine hei whakaoti rapanga
Apply measurement in solving problems

# data[].attributes.headline
Conditions of Assessment 2.5 AS91184 Communicate understanding of an art history topic 4 credits Internal

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Conditions of Assessment 2.5 AS91184 Communicate understanding of an art history topic 4 credits Internal

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Conditions of Assessment 3.8 AS91489 Analyse texts about art 4 credits	Internal

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Conditions of Assessment 3.8 AS91489 Analyse texts about art 4 credits	Internal

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THREE DIFFERENT ERAS THAT FOCUSED ON THE SAME TOPIC ART HISTORY 2.5 AS91184	Communicate understanding of an art history topic 4 credits Internal

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THREE DIFFERENT ERAS THAT FOCUSED ON THE SAME TOPIC ART HISTORY 2.5 AS91184	Communicate understanding of an art history topic 4 credits Internal

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THREE DIFFERENT ERAS THAT FOCUSED ON THE SAME TOPIC ART HISTORY 113

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Introducing Art History: formal analysis 3.8 AS91489 Analyse texts about art 4 credits	Internal

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Introducing Art History: formal analysis 3.8 AS91489 Analyse texts about art 4 credits	Internal

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watch this video and source other videos to assist your understanding of analysing texts about art

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Introducing Art History:   formal analysis

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Final exam review, 2019 3.8 AS91489 Analyse texts about art 4 credits internal

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Final exam review, 2019 3.8 AS91489 Analyse texts about art 4 credits internal

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Unit 5: ART HISTORY: Modern Art | Contemporary Topics 1 2.5 Communicate understanding of an art history topic 4 credits Internal

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Unit 5: ART HISTORY: Modern Art | Contemporary Topics 1 2.5 Communicate understanding of an art history topic 4 credits Internal

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Unit 5:  ART HISTORY: Modern Art | Contemporary Topics 1

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Visual Analysis Essay 3.8 AS91489 Analyse texts about art 4 credits Internal

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Visual Analysis Essay 3.8 AS91489 Analyse texts about art 4 credits Internal

# data[].attributes.body
watch this video and source other videos to assist your understanding of analysing texts about art

# data[].attributes.headline
8+ Vocabulary to Describe a Work of Art 2.5 AS91184	Communicate understanding of an art history topic 4 credits internal

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8+ Vocabulary to Describe a Work of Art 2.5 AS91184	Communicate understanding of an art history topic 4 credits internal

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Exemplar 2.5 AS91184	Communicate understanding of an art history topic 4 credits internal

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Exemplar 2.5 AS91184	Communicate understanding of an art history topic 4 credits internal

# data[].attributes.headline
Matrix 1.2 AS91016                                                                     Demonstrate understanding of the subject matter of art works 4 credits

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Matrix 1.2 AS91016                                                                     Demonstrate understanding of the subject matter of art works 4 credits

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THREE DIFFEERENT ERA THAT FOCUED ON THE AME TOPIC ART HISTORY 1.2 AS91016                                                                     Demonstrate understanding of the subject matter of art works 4 credits

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THREE DIFFEERENT ERA THAT FOCUED ON THE AME TOPIC ART HISTORY 1.2 AS91016                                                                     Demonstrate understanding of the subject matter of art works 4 credits

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Paerewa Paetae 1.2 AS91016                                                                     Demonstrate understanding of the subject matter of art works 4 credits

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Paerewa Paetae 1.2 AS91016                                                                     Demonstrate understanding of the subject matter of art works 4 credits

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Condition of Assessment 1.2 AS91016                                                                     Demonstrate understanding of the subject matter of art works 4 credits

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Condition of Assessment 1.2 AS91016                                                                     Demonstrate understanding of the subject matter of art works 4 credits

# data[].attributes.headline
Unit 5: ART HISTORY: Modern Art | Contemporary Topics 1 2.5 Communicate understanding of an art history topic 4 credits Internal

# data[].attributes.subject
Unit 5: ART HISTORY: Modern Art | Contemporary Topics 1 2.5 Communicate understanding of an art history topic 4 credits Internal

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Te waihanga i te uiui pāngarau
Write a questionare

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Te waihanga i te uiui pāngarau
Write a quesionare

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Te waihanga i te uiui pāngarau
Write a questionare

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Te waihanga i te uiui pāngarau
Write a questionare

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Tuhinga o Mua - Condition of Assessment 2.8 AS91263

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Tuhinga o Mua - Condition of Assessment 2.8 AS91263

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Te waihanga i te uiui pāngarau
Write a questionare

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Tuhinga o mua - Condition of Assessment 2.8 AS91263

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Tuhinga o mua - Condition of Assessment 2.8 AS91263

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Te waihanga i te uiui pāngarau
Write a questionare

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Te waihanga i te uiui pāngarau
Write a questionare

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Designing a Questionnaire or Survey - statistics help

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Te waihanga i te uiui pāngarau
Write a questionare

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Designing a Questionnaire or Survey - statistics help

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Te waihanga i te uiui pāngarau
Write a questionare

# data[].attributes.headline
Paerewa Paetae / Whakatauira 2.8 AS91263

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Paerewa Paetae / Whakatauira 2.8 AS91263

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Te waihanga i te uiui pāngarau
Write a questionare

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Te waihanga i te uiui pāngarau
Write a questionare

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Te whakamahi tikanga ine hei whakaoti rapanga
Apply measurement in solving problems

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Garden Design Formula 1

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Garden Design Formula 2

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How to find the volume of a cylinder

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Largest possible volume of a cylinder inscribed in a sphere (KristaKingMath)

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Largest possible volume of a cylinder inscribed in a sphere (KristaKingMath)

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Length, area, volume, mass (weight), activity, time and date, converstions, temperature, speed, direction, unite, accturacy and precision,

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Measurement is finding a number that shows the size or amount of something.

There are two main "Systems of Measurement": Metric and US Standard.

Metric

US Standard Units

We can measure many different things, but mostly we measure Length, Area, Volume, Mass and Time.

Length

Area

Volume

Mass (Weight)

Activity

Time and Date

Conversions

How do you change from one measurement to another? If you know how long something is in meters, but need to know feet? Or square inches to square meters? You need to know how to do Conversions!

Temperature

How hot or cold is it going to be today? Is 40° Celsius nice weather? How about 40° Fahrenheit?

Speed

Direction

Units

Accuracy and Precision

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Measurement is finding a number that shows the size or amount of something. There are two main "Systems of Measurement": Metric and US Standard. We can measure many different things, but mostly we measure Length, Area, Volume, Mass and Time. How do you change from one measurement to another?

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Measurement is finding a number that shows the size or amount of something.

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The metric system is a system of measuring. It has three main units:

With those three simple measurements
we can measure nearly everything in the world!

Examples:

Meter

The length of this guitar is
about 1 meter:

When unfolded this ruler
measures 2 meters:

Kilogram

This gold bar has a mass
of 1 kilogram:

A dictionary also has a mass of
about 1 kilogram:

Second

1 second is about as long as it takes
to say "one thousand and one"

Larger or Smaller

But what if we want to talk about really big or really small things?

Answer: we can use Metric Number Prefixes

like "kilo" (a thousand)

and "milli" (one thousandth)

and so on

Examples:

something that is 1,000 meters is a " kilo meter"

a very short time of one thousandth of a second is a " milli second"

In fact the kilogram already uses this method, as it's a thousand grams, a kilo gram.

Here is a quick summary of the special prefixes:

Common Big and Small Numbers

Examples:

A thousand meters is a kilometer and abbreviated km (k for kilo, m for meter)

A million liters is a megaliter and abbreviated ML

A millionth of a second is a microsecond and abbreviated µs (µ is the greek symbol "mu")

These prefixes are used for computers too! A megabyte (MB) is a million bytes, a gigabyte (GB) is a billion bytes, etc.
How to remember?
For large values (each one a thousand times bigger) say:

"kilo mega giga tera"

And for small values (each one a thousand times smaller) say:

"milli micro nano pico"

Try saying them both a few times, they sort of rhyme and become easy to remember.

Making Other Units

We can also combine the meter, kilogram and second to make new Units of Measurement!

Example: Speed

Speed is how far something moves over a period of time

So it can be measured in meters per second

It means: How many meters does something travel in one second

We can write it as meters/second, or more simply m/s

Here are a few common units that are based on the meter, kilogram and second:

Area

Square Meter

Area is length by length, so the basic unit of area is a square that is 1 meter on each side, in other words one square meter.

The Unit is meters × meters, which is written

Volume:

Cubic Meter

Volume is length by length by length, so the basic unit of volume is a cube that is 1 meter on each side, in other words one cubic meter.

The Unit is meters × meters × meters, which is written

Liter

A cube that is 1 meter on each side is also equal to 1,000 liters.

1 m ³ = 1,000 Liters

Liter is abbreviated L (some people use lowercase l, but that looks too much like 1).

So a liter is actually one-thousandth of a cubic meter.

Another way of thinking about a liter is:

A box that is 0.1 meters (10 cm) on each side,

One square meter that is millimeter thick.

Time

Hour

An hour is 60 minutes, and a minute is 60 seconds, so an hour is:

Day

A day is 24 hours so:

1 day = 24 × 60 × 60 = 86,400 second

Speed

Speed in meters per second (m/s)

This is a combination of two units (meters and seconds) to make a new one (m/s).

If something is moving at 1 m/s it moves 1 meter every second.

Speed in kilometers per hour (km/h)

A kilometer has 1000 meters, and an hour has 3600 seconds, so a kilometer per hour is:

How did I know to make it 1000/3600, and not 3600/1000 (the other way around)? Read how to Safely Convert From One Unit to Another.

Acceleration

Acceleration is how fast velocity changes.

When a runner accelerates from 5 m/s (5 meter per second) to 6 m/s (6 meters per second) in just one second, they accelerate by 1 meter per second per second!

And yes, "per second" is used twice!
It can be thought of as (m/s)/s but is usually written m/s ²

Force

Force is usually measured in the Unit of Newtons, an important measurement in Physics and Engineering.

A Newton is how much force it takes to make 1 kg accelerate at .

1 Newton = 1 (one kilogram meter per second squared).

So force is actually based on the meter, kilogram and second.

So force is a combination of the three basic units.

SI

The Metric System had its beginnings back in 1670 by a mathematician called Gabriel Mouton.

The modern version, (since 1960) is correctly called "International System of Units" or "SI" (from the French "Système International").

So we should really call it " SI", but mostly people just call it "Metric".

A few special units are also needed to complete the SI System:

ampere for electric current,

kelvin for temperature,

mole for the amount of substance, and

candela for luminous intensity

So the complete list is:

All other units (such as speed, force, power and many more) are "derived units" that are defined using these seven base units.

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The metric system is a system of measuring. It has three main units: With those three simple measurements we can measure nearly everything in the world!

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Te waihanga i te uiui pāngarau
Write a questionare

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Te Taura Whiri i te Reo Maori

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The purpose of the study for this report was to understand the actual and potential contribution of the English-medium compulsory schooling sector to the revitalisation of te reo Māori. To this end, the evaluation sought to identify how te reo Māori is delivered in English medium schools; what is working; what success looks like; and what may be reasonably expected of the provision.

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The purpose of the study for this report was to understand the actual and potential contribution of the English-medium compulsory schooling sector to the revitalisation of te reo Māori. To this end, the evaluation sought to identify how te reo Māori is delivered in English medium schools; what is working; what success looks like; and what may be reasonably expected of the provision.

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Te Taura Whiri i te Reo Maori

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The purpose of the study for this report was to understand the actual and potential contribution of the English-medium compulsory schooling sector to the revitalisation of te reo Māori. To this end, the evaluation sought to identify how te reo Māori is delivered in English medium schools; what is working; what success looks like; and what may be reasonably expected of the provision.

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The purpose of the study for this report was to understand the actual and potential contribution of the English-medium compulsory schooling sector to the revitalisation of te reo Māori. To this end, the evaluation sought to identify how te reo Māori is delivered in English medium schools; what is working; what success looks like; and what may be reasonably expected of the provision.

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Evaluation of te reo Māori in English-medium compulsory education Research report prepared for Te Taura Whiri i te Reo Māori By Haemata Limited (Murphy, H., Reid, D., Patrick, A., Gray, A., Bradnam, L.)

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Evaluation of te reo Māori in English-medium compulsory education Research report prepared for Te Taura Whiri i te Reo Māori By Haemata Limited (Murphy, H., Reid, D., Patrick, A., Gray, A., Bradnam, L.)

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use Survey Monkey to make at least 3 of your own Survey's

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use Survey Monkey to make at least 3 of your own Survey's

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Find out what your prospects, customers, employees think. Send up to 10 questions to 100 people right now for free.

By clicking "CREATE FREE ACCOUNT" or Facebook or Google, you agree to the Terms of Use and Privacy Policy. You also agree to receive information and offers relevant to our services via email. You can opt-out of these emails in your My Account page anytime.

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Thank you! Create Your Own Online Survey Now! | SurveyMonkey

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Te whakamahi tikanga ine hei whakaoti rapanga
Apply measurement in solving problems

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Welcome to the Education Perfect Teachers' Control Panel! Education Perfect is a fun, responsive and effective way to learn online. Have a look at our exciting Smart Lessons in Science, English, Maths, History and Geography. Learn 11+ foreign languages including French, Japanese, Chinese (Mandarin), German, Spanish, Italian, Indonesian, Māori and Hebrew.

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Understanding metric units

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Welcome to our Metric Conversion Charts.

Here you will find a range of different metric measurement charts to help you to understand how metric units work.

There are also some handy printable conversion charts for you to use.

Metric Conversion Chart

There are quite a few major differences in the way that different countries measure amounts.

The terms "pint" and "gallon" can mean different amounts of liquid depending on which country you are in.

These differences can lead to quite a few problems when it comes to comparing quantities or prices per gallon in different countries!

But with metric units, things are different!

When you use metric units, it helps to standardise your units of measurement and avoid these problems.

Metric units also work with the decimal number system, where every conversion factor is a power of 10.

The charts below will help you to convert between a range of metric measures, from lengths to area and volume and weights.

Length/Distance Conversion Charts

Area Conversion Charts

Volume Conversion Charts

Weight Conversion Charts

Liquid Volume Conversion Charts

Printable Metric Conversion Charts

The charts below contain the same information as the above tables, but in one simple easy-to-print page.

There are two different charts, one with US spelling and one with UK spelling.

Metric Conversion Worksheets

As well as metric conversion charts, we also have a selection of metric conversion worksheets.

The sheets involve converting from a range of metric units.

They are a great resources for practicing multiplying and dividing by 10, 100 and 1000.

Metric to Standard Conversion Charts (US)

The following web information page is all about converting measurements from metric to standard units.

Please note that measurements in the US and UK differ for weights and liquid volumes.

These pages will help you to convert a range of:

from metric units to standard units.

Military Time Conversion Chart (24 hour conversion)

The following web information page is all about converting standard to military time, and military to standard time.

You will find an online chart on this page, as well as some handy printable charts.

There is also an online converter to do it all for you automatically!

If you want to know how to convert in and out of military time yourself, this is all explained too!

Using this page will help you to:

convert military times to standard times;

convert standard times to military times;

understand how to convert to and from military times.

You can also try our Military Time Converter which is an online tool to convert to and from military time.

Conversion Online Calculators Free

Our conversion calculators will help you to convert between units of measure.

We have a range of calculators so that it is easy to select the type of measures you want to convert.

Time Conversion Calculators

Our time calculators will allow you to convert any digital time into a military time, and back.

We also have a decimal time converter which will take a time in hours, minutes and seconds and then convert it to a decimal number which represents that time. This calculator will also take a decimal time and convert it to hours, minutes and seconds.

Celsius to Fahrenheit Conversion Calculator

We have a celsius to fahrenheit calculator which will enable you to quickly convert any celsius number to fahrenheit, or any fahrenheit number to celsius.

Popular Conversion Calculators

Here are some of our specific online calculators for converting between two units of measure.

Online Conversion Checker

Every effort has been made to ensure that the Measure Conversion Charts on this page are accurate.

If you wish to double check that the conversion that you wish to make is correct, or if the conversion that you are looking for is not here, use the link below which will open an online conversion checker in a new browsing window.

How to Print or Save these sheets

Need help with printing or saving?
Follow these 3 easy steps to get your worksheets printed out perfectly!

How to Print or Save these sheets

Need help with printing or saving?
Follow these 3 easy steps to get your worksheets printed out perfectly!

Math-Salamanders.com

The Math Salamanders hope you enjoy using these free printable Math worksheets and all our other Math games and resources.

We welcome any comments about our site or worksheets on the Facebook comments box at the bottom of every page.

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Welcome to our Metric Conversion Charts. Here you will find a range of different metric measurement charts to help you to understand how metric units work. There are also some handy printable conversion charts for you to use. There are quite a few major differences in the way that different countries measure amounts.

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Te whakamahi tikanga ine hei whakaoti rapanga
Apply measurement in solving problems

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Te whakamahi tikanga ine hei whakaoti rapanga
Apply measurement in solving problems

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Example: Measuring Te Reo Maori Speakers - a guide to different data sources

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Example: Measuring Te Reo Maori Speakers - a guide to different data sources

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Example: Measuring Te Reo Maori Speakers - a guide to different data sources

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Example: Measuring Te Reo Maori Speakers - a guide to different data sources

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Muaūpoko Education and Te Reo SurveyIn the expressionof Rangatiratanga, Muaūpoko Tribal Authority has entered into an agreementwith the Ministry of Education to work collaboratively on areas of sharedinterest to support Muaūpoko learners to achieve education success asMuaūpoko. This work will also support Muaūpoko to increase their influencein education within their tribal boundary.For this to happen, we invite our Muaūpoko Whānau to take part in the following Survey.

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Muaūpoko Education and Te Reo SurveyIn the expressionof Rangatiratanga, Muaūpoko Tribal Authority has entered into an agreementwith the Ministry of Education to work collaboratively on areas of sharedinterest to support Muaūpoko learners to achieve education success asMuaūpoko. This work will also support Muaūpoko to increase their influencein education within their tribal boundary.For this to happen, we invite our Muaūpoko Whānau to take part in the following Survey.

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5 Muaūpoko CD's, 2 Muaūpoko T-shirts including $50 petrol vouchers.

Muaūpoko Education and Te Reo Survey

In the expression
of Rangatiratanga, Muaūpoko Tribal Authority has entered into an agreement
with the Ministry of Education to work collaboratively on areas of shared
interest to support Muaūpoko learners to achieve education success as
Muaūpoko. This work will also support Muaūpoko to increase their influence
in education within their tribal boundary.

For this to happen, we invite our Muaūpoko Whānau to take part in the following Survey.

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5 Muaūpoko CD's, 2 Muaūpoko T-shirts including $50 petrol vouchers. Muaūpoko Education and Te Reo Survey In the expression of Rangatiratanga, Muaūpoko Tribal Authority has entered into an agreement with the Ministry of Education to work collaboratively on areas of shared interest to support Muaūpoko learners to achieve education success as Muaūpoko.

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Muaūpoko Education and Te Reo SurveyIn the expressionof Rangatiratanga, Muaūpoko Tribal Authority has entered into an agreementwith the Ministry of Education to work collaboratively on areas of sharedinterest to support Muaūpoko learners to achieve education success asMuaūpoko. This work will also support Muaūpoko to increase their influencein education within their tribal boundary.For this to happen, we invite our Muaūpoko Whānau to take part in the following Survey.

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Muaūpoko Education and Te Reo SurveyIn the expressionof Rangatiratanga, Muaūpoko Tribal Authority has entered into an agreementwith the Ministry of Education to work collaboratively on areas of sharedinterest to support Muaūpoko learners to achieve education success asMuaūpoko. This work will also support Muaūpoko to increase their influencein education within their tribal boundary.For this to happen, we invite our Muaūpoko Whānau to take part in the following Survey.

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5 Muaūpoko CD's, 2 Muaūpoko T-shirts including $50 petrol vouchers.

Muaūpoko Education and Te Reo Survey

In the expression
of Rangatiratanga, Muaūpoko Tribal Authority has entered into an agreement
with the Ministry of Education to work collaboratively on areas of shared
interest to support Muaūpoko learners to achieve education success as
Muaūpoko. This work will also support Muaūpoko to increase their influence
in education within their tribal boundary.

For this to happen, we invite our Muaūpoko Whānau to take part in the following Survey.

# data[].attributes.attachment_link.description
5 Muaūpoko CD's, 2 Muaūpoko T-shirts including $50 petrol vouchers. Muaūpoko Education and Te Reo Survey In the expression of Rangatiratanga, Muaūpoko Tribal Authority has entered into an agreement with the Ministry of Education to work collaboratively on areas of shared interest to support Muaūpoko learners to achieve education success as Muaūpoko.

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Te Whare Wananga o Waiakato - Karahipi

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Find Entrance, Undergraduate, and Postgraduate scholarships for University of Waikato students.

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Paul Woodford Day Melville High School Scholarship for Excellence

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Paul Woodford Day Melville High School Scholarship for Excellence

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Value: $2,000

Study Level: Entrance/School Leaver

Subject Area: Any

Closing Date: 31 Aug 2019

Eligibility

The Principal of Melville High School can nominate a Year 13 student who demonstrates academic excellence. This student should be intending to enrol full-time at the University of Waikato in 2020. This Scholarship is by nomination only.

Regulations

Contact

Scholarships
Te Mata Kairangi School of Graduate Research
The University of Waikato
Private Bag 3105, Hamilton 3240
New Zealand

Phone +64 7 858 5096
Email scholarships@waikato.ac.nz

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Eligibility

The Principal of Melville High School can nominate a Year 13 student who demonstrates academic excellence. This student should be intending to enrol full-time at the University of Waikato in 2020. This Scholarship is by nomination only.

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Paul Woodford Day Melville High School Scholarship for Excellence

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Purpose

The Sir Edmund Hillary Scholarship is the University of Waikato's premier school leaver scholarship. It enables recipients to excel and is for those with strengths in three key pillars: 1) excellence in a sporting code or creative or performing art, 2) high academic achievement, and 3) strong leadership qualities or potential. Recipients will be supported during their studies with a tailored leadership and personal development programme.
For more information, visit the website: www.waikato.ac.nz/about/hillary/

Before Applying:

Please ensure you read the 'Guidelines on Applying for School Leaver Scholarships' before you commence the application process.

Eligibility

For school leavers with strengths in three key pillars: 1) excellence in a sport or creative/performing art, 2) high academic achievement, and 3) strong leadership qualities or potential. Students taking one gap year may also apply. The Selection Panel will also take into account the applicant’s willingness and ability to fully participate in, and contribute to, the Hillary Scholarship Programme.

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Value: Up to $10,000 per annum for the duration of the recipient's undergraduate degree (subject to the recipient maintaining the required level of performance)

Study Level: Entrance/School Leaver

Subject Area: Any

Closing Date: 31 Aug 2019

Purpose

The Sir Edmund Hillary Scholarship is the University of Waikato's premier school leaver scholarship. It enables recipients to excel and is for those with strengths in three key pillars: 1) excellence in a sporting code or creative or performing art, 2) high academic achievement, and 3) strong leadership qualities or potential. Recipients will be supported during their studies with a tailored leadership and personal development programme.
For more information, visit the website: www.waikato.ac.nz/about/hillary/

Before Applying:

Please ensure you read the 'Guidelines on Applying for School Leaver Scholarships' before you commence the application process.

Eligibility

For school leavers with strengths in three key pillars: 1) excellence in a sport or creative/performing art, 2) high academic achievement, and 3) strong leadership qualities or potential. Students taking one gap year may also apply. The Selection Panel will also take into account the applicant's willingness and ability to fully participate in, and contribute to, the Hillary Scholarship Programme.

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Value: Up to $10,000 per annum for the duration of the recipient's undergraduate degree (subject to the recipient maintaining the required level of performance) Study Level: Entrance/School Leaver Subject Area: Any Closing Date: 31 Aug 2019 The Sir Edmund Hillary Scholarship is the University of Waikato's premier school leaver scholarship.

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Value: Up to $10,000

Study Level: Entrance/School Leaver

Subject Area: Any

Closing Date: 31 Aug 2019

About

Te Ara Whānui Scholarship recognises the importance the University of Waikato assigns to fostering, developing, and protecting excellence of Māori, and kapa haka, kaupapa Māori, tikanga, reo and/or mātauranga Māori.
Te Ara Whānui can be translated to mean the broad pathway, and is taken from the saying, Te Ara Whānui a Tāne. This is the pathway Tāne climbed into the heavens to seek knowledge, which he returned to earth as a treasure for all people. It is fitting, therefore, that this Scholarship provides a platform for Māori students to strive for excellence in a programme of study at the University of Waikato and to awaken and widen knowledge of Māori.

Before Applying:

Please ensure you read the 'Guidelines on Applying for School Leaver Scholarships' before you commence the application process.

Eligibility

For domestic students who are studying at NCEA Level 3 (or equivalent) towards University Entrance in 2019, have cultural excellence in Māori, achieved NCEA Level 2 (or equivalent) with Merit or higher, and are intending to enrol full-time at UoW in 2020.

Regulations  Apply Now

Contact

Scholarships
Te Mata Kairangi School of Graduate Research
The University of Waikato
Private Bag 3105, Hamilton 3240
New Zealand

Phone +64 7 858 5096
Email scholarships@waikato.ac.nz

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About

Te Ara Whānui Scholarship recognises the importance the University of Waikato assigns to fostering, developing, and protecting excellence of Māori, and kapa haka, kaupapa Māori, tikanga, reo and/or mātauranga Māori.
Te Ara Whānui can be translated to mean the broad pathway, and is taken from the saying, Te Ara Whānui a Tāne. This is the pathway Tāne climbed into the heavens to seek knowledge, which he returned to earth as a treasure for all people. It is fitting, therefore, that this Scholarship provides a platform for Māori students to strive for excellence in a programme of study at the University of Waikato and to awaken and widen knowledge of Māori.

Before Applying:

Please ensure you read the 'Guidelines on Applying for School Leaver Scholarships' before you commence the application process.

Eligibility

For domestic students who are studying at NCEA Level 3 (or equivalent) towards University Entrance in 2019, have cultural excellence in Māori, achieved NCEA Level 2 (or equivalent) with Merit or higher, and are intending to enrol full-time at UoW in 2020.

# data[].attributes.attachment_link.description
Te Ara Whānui Scholarship recognises the importance the University of Waikato assigns to fostering, developing, and protecting excellence of Māori, and kapa haka, kaupapa Māori, tikanga, reo and/or mātauranga Māori.Te Ara Whānui can be translated to mean the broad pathway, and is taken from the saying, Te Ara Whānui a Tāne.

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Te Paewai o te Rangi: The University of Waikato Scholarship for Outstanding Academic Achievement

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Te Paewai o te Rangi: The University of Waikato Scholarship for Outstanding Academic Achievement

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Value: Up to $25,000 over three years

Study Level: Entrance/School Leaver

Subject Area: Any

Closing Date: 31 Aug 2019

About

Te Paewai o te Rangi: The University of Waikato Scholarship for Outstanding Academic Achievement has been established to contribute to the University’s Vision of achieving excellence, distinctiveness and international connectedness.

Te Paewai o te Rangi can be translated to mean the water horizon.  It is the place where the ocean meets the sky, and where the sun sets and rises every day.  This is the transition point where Tāne traveled on his quest to ascend into the heavens and to suspend the stars in the sky.  Metaphorically, Te Paewai o te Rangi describes a person’s journey to achieve excellence.  It is the pathway to the stars; an unending pursuit to reach the pinnacle of your desires which in the case of this Scholarship is education and knowledge.

Te Paewai o te Rangi is also a pathway where the terrestrial becomes the celestial and people move on to a higher state of being and understanding.  It is a point where change occurs and people push the boundaries and go beyond the norm. It is fitting therefore that this Scholarship provides a platform for outstanding students to strive for excellence in a programme of study at the University of Waikato and to reach the stars.

The University of Waikato will award up to 50 Scholarships for Outstanding Academic Achievement annually on the basis of academic excellence, leadership potential, and community citizenship.

Before Applying:

Please ensure you read the 'Guidelines on Applying for School Leaver Scholarships' before you commence the application process.

Eligibility

For school leavers and students who have taken one gap year who are intending to enrol full-time in undergraduate study at UoW in 2020. Applicants must have achieved NCEA Level 2 with Excellence (or equivalent) and must be on-track to achieve NCEA Level 3 with Excellence (or equivalent). Applicants must show exceptional leadership qualities and/or be actively involved in community initiatives.

Regulations  Apply Now

Contact

Scholarships
Te Mata Kairangi School of Graduate Research
The University of Waikato
Private Bag 3105, Hamilton 3240
New Zealand

Phone +64 7 858 5096
Email scholarships@waikato.ac.nz

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Value: Up to $25,000 over three years

Study Level: Entrance/School Leaver

Subject Area: Any

Closing Date: 31 Aug 2019

About

Te Paewai o te Rangi: The University of Waikato Scholarship for Outstanding Academic Achievement has been established to contribute to the University's Vision of achieving excellence, distinctiveness and international connectedness.

Te Paewai o te Rangi can be translated to mean the water horizon. It is the place where the ocean meets the sky, and where the sun sets and rises every day. This is the transition point where Tāne traveled on his quest to ascend into the heavens and to suspend the stars in the sky. Metaphorically, Te Paewai o te Rangi describes a person's journey to achieve excellence. It is the pathway to the stars; an unending pursuit to reach the pinnacle of your desires which in the case of this Scholarship is education and knowledge.

Te Paewai o te Rangi is also a pathway where the terrestrial becomes the celestial and people move on to a higher state of being and understanding. It is a point where change occurs and people push the boundaries and go beyond the norm. It is fitting therefore that this Scholarship provides a platform for outstanding students to strive for excellence in a programme of study at the University of Waikato and to reach the stars.

The University of Waikato will award up to 50 Scholarships for Outstanding Academic Achievement annually on the basis of academic excellence, leadership potential, and community citizenship.

Before Applying:

Please ensure you read the 'Guidelines on Applying for School Leaver Scholarships' before you commence the application process.

Eligibility

For school leavers and students who have taken one gap year who are intending to enrol full-time in undergraduate study at UoW in 2020. Applicants must have achieved NCEA Level 2 with Excellence (or equivalent) and must be on-track to achieve NCEA Level 3 with Excellence (or equivalent). Applicants must show exceptional leadership qualities and/or be actively involved in community initiatives.

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Te Paewai o te Rangi: The University of Waikato Scholarship for Outstanding Academic Achievement

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Value: Up to $25,000 over three years Study Level: Entrance/School Leaver Subject Area: Any Closing Date: 31 Aug 2019 Te Paewai o te Rangi: The University of Waikato Scholarship for Outstanding Academic Achievement has been established to contribute to the University's Vision of achieving excellence, distinctiveness and international connectedness.

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The 'Ko Te Tangata' Scholarship (Bay of Plenty Schools)

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The 'Ko Te Tangata' Scholarship (Bay of Plenty Schools)

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Value: Up to $5,000

Study Level: Entrance/School Leaver

Subject Area: Any

Closing Date: 31 Aug 2019

About

The ‘Ko Te Tangata’ Scholarship (Bay of Plenty Schools) is the University of Waikato scholarship for the schools of the Bay of Plenty region. As a leading tertiary provider, the University of Waikato has been active in the Bay of Plenty since the 1990s, and with the new University campus due to open in the Tauranga CBD in 2019, our commitment to Tauranga and the Bay is set to endure long into the future. This Scholarship, named ‘for the people’, recognises the University’s strong connection and commitment to the schools and communities of the districts within the Bay of Plenty region, including (in alphabetical order): Kawerau District, Ōpōtoki District, Tauranga City, Western Bay of Plenty District, Whakatāne District, and parts of Rotorua and Taupō Districts.
The Scholarship will be awarded primarily on the basis of evidence of academic readiness (NCEA Level 2 results), and community involvement. The Scholarship also recognises that for many prospective students, family and financial circumstances are factors that may hinder the opportunity to study at university, and special consideration will be given to applicants who demonstrate serious financial hardship and/or extraordinary personal circumstances.

Before Applying:

Please ensure you read the 'Guidelines on Applying for School Leaver Scholarships' before you commence the application process.

Eligibility

For school leaver and gap year students who are NZ citizens or permanent residents, studying at NCEA Level 3 (or equivalent) at a secondary school within the Bay of Plenty region (see map in Appendix 1 of the regulations), and intending to enrol full-time (120 points) in an undergraduate degree at the University of Waikato for the first time in the year of tenure.

Regulations  Apply Now

Contact

Scholarships
Te Mata Kairangi School of Graduate Research
The University of Waikato
Private Bag 3105, Hamilton 3240
New Zealand

Phone +64 7 858 5096
Email scholarships@waikato.ac.nz

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About

The 'Ko Te Tangata' Scholarship (Bay of Plenty Schools) is the University of Waikato scholarship for the schools of the Bay of Plenty region. As a leading tertiary provider, the University of Waikato has been active in the Bay of Plenty since the 1990s, and with the new University campus due to open in the Tauranga CBD in 2019, our commitment to Tauranga and the Bay is set to endure long into the future. This Scholarship, named 'for the people', recognises the University's strong connection and commitment to the schools and communities of the districts within the Bay of Plenty region, including (in alphabetical order): Kawerau District, Ōpōtoki District, Tauranga City, Western Bay of Plenty District, Whakatāne District, and parts of Rotorua and Taupō Districts.
The Scholarship will be awarded primarily on the basis of evidence of academic readiness (NCEA Level 2 results), and community involvement. The Scholarship also recognises that for many prospective students, family and financial circumstances are factors that may hinder the opportunity to study at university, and special consideration will be given to applicants who demonstrate serious financial hardship and/or extraordinary personal circumstances.

Before Applying:

Please ensure you read the 'Guidelines on Applying for School Leaver Scholarships' before you commence the application process.

Eligibility

For school leaver and gap year students who are NZ citizens or permanent residents, studying at NCEA Level 3 (or equivalent) at a secondary school within the Bay of Plenty region (see map in Appendix 1 of the regulations), and intending to enrol full-time (120 points) in an undergraduate degree at the University of Waikato for the first time in the year of tenure.

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The 'Ko Te Tangata' Scholarship (Bay of Plenty Schools)

# data[].attributes.attachment_link.description
The 'Ko Te Tangata' Scholarship (Bay of Plenty Schools) is the University of Waikato scholarship for the schools of the Bay of Plenty region. As a leading tertiary provider, the University of Waikato has been active in the Bay of Plenty since the 1990s, and with the new University campus due to open in the Tauranga CBD in 2019, our commitment to Tauranga and the Bay is set to endure long into the future.

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The Manu Kaewa (School Leavers) Scholarship

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The Manu Kaewa (School Leavers) Scholarship

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Value: Up to $5,000

Study Level: Entrance/School Leaver

Subject Area: Any

Closing Date: 31 Aug 2019

About

Te Manu Kaewa is a reference to the adventurer in search of new horizons. The Manu Kaewa (School Leavers) Scholarship is for school leavers who come to the University of Waikato from schools outside of the Waikato and Bay of Plenty regions.
The Scholarship will be awarded primarily on the basis of evidence of academic readiness (NCEA Level 2 results), leadership, and strong community spirit. The Scholarship also recognises that for many prospective students, family and financial circumstances are factors that may hinder the opportunity to study at university, and special consideration will be given to applicants who demonstrate serious financial hardship and/or extraordinary personal circumstances.

Before Applying:

Please ensure you read the 'Guidelines on Applying for School Leaver Scholarships' before you commence the application process.

Eligibility

For school leaver and gap year students who are NZ citizens or permanent residents, studying at NCEA Level 3 (or equivalent) at either a NZ secondary school outside of the Waikato and Bay of Plenty regions (see map in Appendix 1 of the regulations) or at an overseas secondary school, and intending to enrol full-time (120 points) in an undergraduate degree at UoW for the first time in 2020.

Regulations  Apply Now

Contact

Scholarships
Te Mata Kairangi School of Graduate Research
The University of Waikato
Private Bag 3105, Hamilton 3240
New Zealand

Phone +64 7 858 5096
Email scholarships@waikato.ac.nz

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About

Te Manu Kaewa is a reference to the adventurer in search of new horizons. The Manu Kaewa (School Leavers) Scholarship is for school leavers who come to the University of Waikato from schools outside of the Waikato and Bay of Plenty regions.
The Scholarship will be awarded primarily on the basis of evidence of academic readiness (NCEA Level 2 results), leadership, and strong community spirit. The Scholarship also recognises that for many prospective students, family and financial circumstances are factors that may hinder the opportunity to study at university, and special consideration will be given to applicants who demonstrate serious financial hardship and/or extraordinary personal circumstances.

Before Applying:

Please ensure you read the 'Guidelines on Applying for School Leaver Scholarships' before you commence the application process.

Eligibility

For school leaver and gap year students who are NZ citizens or permanent residents, studying at NCEA Level 3 (or equivalent) at either a NZ secondary school outside of the Waikato and Bay of Plenty regions (see map in Appendix 1 of the regulations) or at an overseas secondary school, and intending to enrol full-time (120 points) in an undergraduate degree at UoW for the first time in 2020.

# data[].attributes.attachment_link.title
The Manu Kaewa (School Leavers) Scholarship

# data[].attributes.attachment_link.description
Te Manu Kaewa is a reference to the adventurer in search of new horizons. The Manu Kaewa (School Leavers) Scholarship is for school leavers who come to the University of Waikato from schools outside of the Waikato and Bay of Plenty regions.The Scholarship will be awarded primarily on the basis of evidence of academic readiness (NCEA Level 2 results), leadership, and strong community spirit.

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There are three levels of NCEA certificate, depending on the difficulty of the standards achieved. At each level, students must achieve a certain number of credits to gain an NCEA certificate. Credits can be gained over more than one year.

NCEA level

Requirements

80 credits are required at any level (level 1, 2 or 3) including literacy and numeracy. Schools can explain the literacy and numeracy standard pathways they are using.

60 credits at level 2 or above
+ 20 credits from any level

The Level 1 literacy and numeracy requirements must also be met.

60 credits at level 3 or above
+ 20 credits from level 2 or above

From 2014 the Level 1 literacy and numeracy requirements must also be met.

Credits gained at one level can be used for (or count towards) more than one certificate. They may also be used towards other qualifications. For example, unit standards in the domain 'generic computing' might be used towards a Level 2 NCEA certificate, as well as towards a National Certificate in Computing (Level 2); or 20 credits gained at Level 1 can also count towards a Level 2 NCEA certificate.

Multi-level study

Many schools allow students to study a mix of standards at different levels, depending on their ability. For example, in year 12, a student may study most subjects at level 2, but add a new subject at level 1 and another advanced subject at level 3. In addition, students may study multi-level courses with standards assessed at more than one level, e.g. an English course at year 11 may contain both level 1 and level 2 standards.

Recognising high achievement

Certificates can be 'endorsed' to reflect high achievement in a significant number of standards. From 2011, course endorsements will show that students have performed well in an individual course.

For more information, please refer to NCEA endorsements.

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There are three levels of NCEA certificate, depending on the difficulty of the standards achieved. At each level, students must achieve a certain number of credits to gain an NCEA certificate. Credits can be gained over more than one year. NCEA level Requirements 80 credits are required at any level (level 1, 2 or 3) including literacy and numeracy.

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How NCEA works - video

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Located in Hamilton East, Two Birds is run by 3 tall folks who believe in flavourful food from scratch, using ingredients from local producers and suppliers, sustainable living and community engagement. Our menu is seasonal, our staff kick arse and happiness to us is good food, coffee and vibes.

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Mathematics 2.8 Design a questionnaire

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Communicate

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Mathematics 2.8 Design a questionnaire

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Communicate

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Chapter Objectives
Structure Of The Chapter
The qualities of a good questionnaire
Preliminary decisions in questionnaire design
Choose the method(s) of reaching target respondents
Decide on question content
Develop the question wording
Disadvantages are also present when using such questions
Closing questions
Physical appearance of the questionnaire
Piloting the questionnaires
Chapter Summary
Key Terms
Review Questions
Chapter References

No survey can achieve success without a well-designed questionnaire. Unfortunately, questionnaire design has no theoretical base to guide the marketing researcher in developing a flawless questionnaire. All the researcher has to guide him/her is a lengthy list of do's and don'ts born out of the experience of other researchers past and present. Hence, questionnaire design is more of an art than a science.

Chapter Objectives

This chapter is intended to help the reader to:

· Understand the attributes of a well-designed questionnaire, and
· Adopt a framework for developing questionnaires.

Structure Of The Chapter

A brief account of the key attributes of a sound questionnaire serves as the opening section of the chapter. This is followed by a nine-point framework for developing an effective questionnaire. These are the only two components of this chapter on questionnaire design.

The qualities of a good questionnaire

The design of a questionnaire will depend on whether the researcher wishes to collect exploratory information (i.e. qualitative information for the purposes of better understanding or the generation of hypotheses on a subject) or quantitative information (to test specific hypotheses that have previously been generated).

Exploratory questionnaires: If the data to be collected is qualitative or is not to be statistically evaluated, it may be that no formal questionnaire is needed. For example, in interviewing the female head of the household to find out how decisions are made within the family when purchasing breakfast foodstuffs, a formal questionnaire may restrict the discussion and prevent a full exploration of the woman's views and processes. Instead one might prepare a brief guide, listing perhaps ten major open-ended questions, with appropriate probes/prompts listed under each.

Formal standardised questionnaires: If the researcher is looking to test and quantify hypotheses and the data is to be analysed statistically, a formal standardised questionnaire is designed. Such questionnaires are generally characterised by:

· prescribed wording and order of questions, to ensure that each respondent receives the same stimuli
· prescribed definitions or explanations for each question, to ensure interviewers handle questions consistently and can answer respondents' requests for clarification if they occur

· prescribed response format, to enable rapid completion of the questionnaire during the interviewing process.

Given the same task and the same hypotheses, six different people will probably come up with six different questionnaires that differ widely in their choice of questions, line of questioning, use of open-ended questions and length. There are no hard-and-fast rules about how to design a questionnaire, but there are a number of points that can be borne in mind:

1. A well-designed questionnaire should meet the research objectives. This may seem obvious, but many research surveys omit important aspects due to inadequate preparatory work, and do not adequately probe particular issues due to poor understanding. To a certain degree some of this is inevitable. Every survey is bound to leave some questions unanswered and provide a need for further research but the objective of good questionnaire design is to 'minimise' these problems.
2. It should obtain the most complete and accurate information possible. The questionnaire designer needs to ensure that respondents fully understand the questions and are not likely to refuse to answer, lie to the interviewer or try to conceal their attitudes. A good questionnaire is organised and worded to encourage respondents to provide accurate, unbiased and complete information.

3. A well-designed questionnaire should make it easy for respondents to give the necessary information and for the interviewer to record the answer, and it should be arranged so that sound analysis and interpretation are possible.

4. It would keep the interview brief and to the point and be so arranged that the respondent(s) remain interested throughout the interview.

Each of these points will be further discussed throughout the following sections. Figure 4.1 shows how questionnaire design fits into the overall process of research design that was described in chapter 1 of this textbook. It emphasises that writing of the questionnaire proper should not begin before an exploratory research phase has been completed.

Figure 4.1 The steps preceding questionnaire design

Even after the exploratory phase, two key steps remain to be completed before the task of designing the questionnaire should commence. The first of these is to articulate the questions that research is intended to address. The second step is to determine the hypotheses around which the questionnaire is to be designed.

It is possible for the piloting exercise to be used to make necessary adjustments to administrative aspects of the study. This would include, for example, an assessment of the length of time an interview actually takes, in comparison to the planned length of the interview; or, in the same way, the time needed to complete questionnaires. Moreover, checks can be made on the appropriateness of the timing of the study in relation to contemporary events such as avoiding farm visits during busy harvesting periods.

Preliminary decisions in questionnaire design

There are nine steps involved in the development of a questionnaire:

1. Decide the information required.
2. Define the target respondents.
3. Choose the method(s) of reaching your target respondents.
4. Decide on question content.
5. Develop the question wording.
6. Put questions into a meaningful order and format.
7. Check the length of the questionnaire.
8. Pre-test the questionnaire.
9. Develop the final survey form.

Deciding on the information required

It should be noted that one does not start by writing questions. The first step is to decide 'what are the things one needs to know from the respondent in order to meet the survey's objectives?' These, as has been indicated in the opening chapter of this textbook, should appear in the research brief and the research proposal.

One may already have an idea about the kind of information to be collected, but additional help can be obtained from secondary data, previous rapid rural appraisals and exploratory research. In respect of secondary data, the researcher should be aware of what work has been done on the same or similar problems in the past, what factors have not yet been examined, and how the present survey questionnaire can build on what has already been discovered. Further, a small number of preliminary informal interviews with target respondents will give a glimpse of reality that may help clarify ideas about what information is required.

Define the target respondents

At the outset, the researcher must define the population about which he/she wishes to generalise from the sample data to be collected. For example, in marketing research, researchers often have to decide whether they should cover only existing users of the generic product type or whether to also include non-users. Secondly, researchers have to draw up a sampling frame. Thirdly, in designing the questionnaire we must take into account factors such as the age, education, etc. of the target respondents.

Choose the method(s) of reaching target respondents

It may seem strange to be suggesting that the method of reaching the intended respondents should constitute part of the questionnaire design process. However, a moment's reflection is sufficient to conclude that the method of contact will influence not only the questions the researcher is able to ask but the phrasing of those questions. The main methods available in survey research are:

· personal interviews
· group or focus interviews
· mailed questionnaires
· telephone interviews.

Within this region the first two mentioned are used much more extensively than the second pair. However, each has its advantages and disadvantages. A general rule is that the more sensitive or personal the information, the more personal the form of data collection should be.

Decide on question content

Researchers must always be prepared to ask, "Is this question really needed?" The temptation to include questions without critically evaluating their contribution towards the achievement of the research objectives, as they are specified in the research proposal, is surprisingly strong. No question should be included unless the data it gives rise to is directly of use in testing one or more of the hypotheses established during the research design.

There are only two occasions when seemingly "redundant" questions might be included:

· Opening questions that are easy to answer and which are not perceived as being "threatening", and/or are perceived as being interesting, can greatly assist in gaining the respondent's involvement in the survey and help to establish a rapport.

This, however, should not be an approach that should be overly used. It is almost always the case that questions which are of use in testing hypotheses can also serve the same functions.

· "Dummy" questions can disguise the purpose of the survey and/or the sponsorship of a study. For example, if a manufacturer wanted to find out whether its distributors were giving the consumers or end-users of its products a reasonable level of service, the researcher would want to disguise the fact that the distributors' service level was being investigated. If he/she did not, then rumours would abound that there was something wrong with the distributor.

Develop the question wording

Survey questions can be classified into three forms, i.e. closed, open-ended and open response-option questions. So far only the first of these, i.e. closed questions has been discussed. This type of questioning has a number of important advantages;

· It provides the respondent with an easy method of indicating his answer - he does not have to think about how to articulate his answer.
· It 'prompts' the respondent so that the respondent has to rely less on memory in answering a question.

· Responses can be easily classified, making analysis very straightforward.

· It permits the respondent to specify the answer categories most suitable for their purposes.

· They do not allow the respondent the opportunity to give a different response to those suggested.
· They 'suggest' answers that respondents may not have considered before.

With open-ended questions the respondent is asked to give a reply to a question in his/her own words. No answers are suggested.

Example: "What do you like most about this implement?"

Open-ended questions have a number of advantages when utilised in a questionnaire:

· They allow the respondent to answer in his own words, with no influence by any specific alternatives suggested by the interviewer.
· They often reveal the issues which are most important to the respondent, and this may reveal findings which were not originally anticipated when the survey was initiated.

· Respondents can 'qualify' their answers or emphasise the strength of their opinions.

However, open-ended questions also have inherent problems which means they must be treated with considerable caution. For example:

· Respondents may find it difficult to 'articulate' their responses i.e. to properly and fully explain their attitudes or motivations.
· Respondents may not give a full answer simply because they may forget to mention important points. Some respondents need prompting or reminding of the types of answer they could give.

· Data collected is in the form of verbatim comments - it has to be coded and reduced to manageable categories. This can be time consuming for analysis and there are numerous opportunities for error in recording and interpreting the answers given on the part of interviewers.

· Respondents will tend to answer open questions in different 'dimensions'. For example, the question: "When did you purchase your tractor?", could elicit one of several responses, viz:

"A short while ago".
"Last year".
"When I sold my last tractor".
"When I bought the farm".

Such responses need to be probed further unless the researcher is to be confronted with responses that cannot be aggregated or compared.

It has been suggested that the open response-option questions largely eliminate the disadvantages of both the afore-mentioned types of question. An open response-option is a form of question which is both open-ended and includes specific response-options as well. For example,

What features of this implement do you like?

· Performance
· Quality
· Price
· Weight
· Others mentioned:

The advantages of this type of question are twofold:

· The researcher can avoid the potential problems of poor memory or poor articulation by then subsequently being able to prompt the respondent into considering particular response options.
· Recording during interview is relatively straightforward.

The one disadvantage of this form of question is that it requires the researcher to have a good prior knowledge of the subject in order to generate realistic/likely response options before printing the questionnaire. However, if this understanding is achieved the data collection and analysis process can be significantly eased.

Clearly there are going to be situations in which a questionnaire will need to incorporate all three forms of question, because some forms are more appropriate for seeking particular forms of response. In instances where it is felt the respondent needs assistance to articulate answers or provide answers on a preferred dimension determined by the researcher, then closed questions should be used. Open-ended questions should be used where there are likely to be a very large number of possible different responses (e.g. farm size), where one is seeking a response described in the respondent's own words, and when one is unsure about the possible answer options. The mixed type of question would be advantageous in most instances where most potential response-options are known; where unprompted and prompted responses are valuable, and where the survey needs to allow for unanticipated responses.

There are a series of questions that should be posed as the researchers develop the survey questions themselves:

"Is this question sufficient to generate the required information?"

For example, asking the question "Which product do you prefer?" in a taste panel exercise will reveal nothing about the attribute(s) the product was judged upon. Nor will this question reveal the degree of preference. In such cases a series of questions would be more appropriate.

"Can the respondent answer the question correctly?"

· An inability to answer a question arises from three sources:

· Having never been exposed to the answer, e.g. "How much does your husband earn?"

· Forgetting, e.g. What price did you pay when you last bought maize meal?"

· An inability to articulate the answer: e.g. "What improvements would you want to see in food preparation equipment?"

"Are there any external events that might bias response to the question?"

For example, judging the popularity of beef products shortly after a foot and mouth epidemic is likely to have an effect on the responses.

"Do the words have the same meaning to all respondents?"

For example, "How many members are there in your family?"

There is room for ambiguity in such a question since it is open to interpretation as to whether one is speaking of the immediate or extended family.

"Are any of the words or phrases loaded or leading in any way?"

For example," What did you dislike about the product you have just tried?"

The respondent is not given the opportunity to indicate that there was nothing he/she disliked about the product. A less biased approach would have been to ask a preliminary question along the lines of, "Did you dislike any aspect of the product you have just tried?", and allow him/her to answer yes or no.

"Are there any implied alternatives within the question?"

The presence or absence of an explicitly stated alternative can have dramatic effects on responses. For example, consider the following two forms of a question asked of a 'Pasta-in-a-Jar' concept test:

1. " Would you buy pasta-in-a-jar if it were locally available?"
2. "If pasta-in-a-jar and the cellophane pack you currently use were both available locally, would you:
· Buy only the cellophane packed pasta?
· Buy only the pasta-in-a-jar product?
· Buy both products?"

The explicit alternatives provide a context for interpreting the true reactions to the new product idea. If the first version of the question is used, the researcher is almost certain to obtain a larger number of positive responses than if the second form is applied.

"Will the question be understood by the type of individual to be interviewed?"

It is good practice to keep questions as simple as possible. Researchers must be sensitive to the fact that some of the people he/she will be interviewing do not have a high level of education. Sometimes he/she will have no idea how well or badly educated the respondents are until he/she gets into the field. In the same way, researchers should strive to avoid long questions. The fewer words in a question the better. Respondents' memories are limited and absorbing the meaning of long sentences can be difficult: in listening to something they may not have much interest in, the respondents' minds are likely to wander, they may hear certain words but not others, or they may remember some parts of what is said but not all.

"Is there any ambiguity in my questions?"

The careless design of questions can result in the inclusion of two items in one question. For example: "Do you like the speed and reliability of your tractor?"

The respondent is given the opportunity to answer only 'yes' or 'no', whereas he might like the speed, but not the reliability, or vice versa. Thus it is difficult for the respondent to answer and equally difficult for the researcher to interpret the response.

The use of ambiguous words should also be avoided. For example: "Do you regularly service your tractor?"

The respondents' understanding and interpretation of the term 'regularly' will differ. Some may consider that regularly means once a week, others may think once a year is regular. The inclusion of such words again present interpretation difficulties for the researcher.

"Are any words or phrases vague?"

Questions such as 'What is your income?' are vague and one is likely to get many different responses with different dimensions. Respondents may interpret the question in different terms, for example:

· hourly pay?
· weekly pay?
· yearly pay?
· income before tax?
· income after tax?
· income in kind as well as cash?
· income for self or family?
· all income or just farm income?

The researcher needs to specify the 'term' within which the respondent is to answer.

"Are any questions too personal or of a potentially embarrassing nature?"

The researcher must be clearly aware of the various customs, morals and traditions in the community being studied. In many communities there can be a great reluctance to discuss certain questions with interviewers/strangers. Although the degree to which certain topics are taboo varies from area to area, such subjects as level of education, income and religious issues may be embarrassing and respondents may refuse to answer.

"Do questions rely on feats of memory?"

The respondent should be asked only for such data as he is likely to be able to clearly remember. One has to bear in mind that not everyone has a good memory, so questions such as 'Four years ago was there a shortage of labour?' should be avoided.

Putting questions into a meaningful order and format

Opening questions: Opening questions should be easy to answer and not in any way threatening to THE respondents. The first question is crucial because it is the respondent's first exposure to the interview and sets the tone for the nature of the task to be performed. If they find the first question difficult to understand, or beyond their knowledge and experience, or embarrassing in some way, they are likely to break off immediately. If, on the other hand, they find the opening question easy and pleasant to answer, they are encouraged to continue.

Question flow: Questions should flow in some kind of psychological order, so that one leads easily and naturally to the next. Questions on one subject, or one particular aspect of a subject, should be grouped together. Respondents may feel it disconcerting to keep shifting from one topic to another, or to be asked to return to some subject they thought they gave their opinions about earlier.

Question variety:. Respondents become bored quickly and restless when asked similar questions for half an hour or so. It usually improves response, therefore, to vary the respondent's task from time to time. An open-ended question here and there (even if it is not analysed) may provide much-needed relief from a long series of questions in which respondents have been forced to limit their replies to pre-coded categories. Questions involving showing cards/pictures to respondents can help vary the pace and increase interest.

Closing questions

It is natural for a respondent to become increasingly indifferent to the questionnaire as it nears the end. Because of impatience or fatigue, he may give careless answers to the later questions. Those questions, therefore, that are of special importance should, if possible, be included in the earlier part of the questionnaire. Potentially sensitive questions should be left to the end, to avoid respondents cutting off the interview before important information is collected.

In developing the questionnaire the researcher should pay particular attention to the presentation and layout of the interview form itself. The interviewer's task needs to be made as straight-forward as possible.

· Questions should be clearly worded and response options clearly identified.
· Prescribed definitions and explanations should be provided. This ensures that the questions are handled consistently by all interviewers and that during the interview process the interviewer can answer/clarify respondents' queries.

Ample writing space should be allowed to record open-ended answers, and to cater for differences in handwriting between interviewers.

Physical appearance of the questionnaire

The physical appearance of a questionnaire can have a significant effect upon both the quantity and quality of marketing data obtained. The quantity of data is a function of the response rate. Ill-designed questionnaires can give an impression of complexity, medium and too big a time commitment. Data quality can also be affected by the physical appearance of the questionnaire with unnecessarily confusing layouts making it more difficult for interviewers, or respondents in the case of self-completion questionnaires, to complete this task accurately. Attention to just a few basic details can have a disproportionately advantageous impact on the data obtained through a questionnaire.

Use of booklets

The use of booklets, in the place of loose or stapled sheets of paper, make it easier for interviewer or respondent to progress through the document. Moreover, fewer pages tend to get lost.

Simple, clear formats

The clarity of questionnaire presentation can also help to improve the ease with which interviewers or respondents are able to complete a questionnaire.

Creative use of space and typeface

In their anxiety to reduce the number of pages of a questionnaire these is a tendency to put too much information on a page. This is counter-productive since it gives the questionnaire the appearance of being complicated. Questionnaires that make use of blank space appear easier to use, enjoy higher response rates and contain fewer errors when completed.

Use of colour coding

Colour coding can help in the administration of questionnaires. It is often the case that several types of respondents are included within a single survey (e.g. wholesalers and retailers). Printing the questionnaires on two different colours of paper can make the handling easier.

Interviewer instructions

Interviewer instructions should be placed alongside the questions to which they pertain. Instructions on where the interviewers should probe for more information or how replies should be recorded are placed after the question.

In general it is best for a questionnaire to be as short as possible. A long questionnaire leads to a long interview and this is open to the dangers of boredom on the part of the respondent (and poorly considered, hurried answers), interruptions by third parties and greater costs in terms of interviewing time and resources. In a rural situation an interview should not last longer then 30-45 minutes.

Piloting the questionnaires

Even after the researcher has proceeded along the lines suggested, the draft questionnaire is a product evolved by one or two minds only. Until it has actually been used in interviews and with respondents, it is impossible to say whether it is going to achieve the desired results. For this reason it is necessary to pre-test the questionnaire before it is used in a full-scale survey, to identify any mistakes that need correcting.

The purpose of pretesting the questionnaire is to determine:

· whether the questions as they are worded will achieve the desired results
· whether the questions have been placed in the best order

· whether the questions are understood by all classes of respondent

· whether additional or specifying questions are needed or whether some questions should be eliminated

· whether the instructions to interviewers are adequate.

Usually a small number of respondents are selected for the pre-test. The respondents selected for the pilot survey should be broadly representative of the type of respondent to be interviewed in the main survey.

If the questionnaire has been subjected to a thorough pilot test, the final form of the questions and questionnaire will have evolved into its final form. All that remains to be done is the mechanical process of laying out and setting up the questionnaire in its final form. This will involve grouping and sequencing questions into an appropriate order, numbering questions, and inserting interviewer instructions.

Chapter Summary

A well designed questionnaire is essential to a successful survey. However, the researcher must develop his/her own intuition with respect to what constitutes 'good design' since there is no theory of questionnaires to guide him/her.

A good questionnaire is one which help directly achieve the research objectives, provides complete and accurate information; is easy for both interviewers and respondents to complete, is so designed as to make sound analysis and interpretation possible and is brief.

There are at least nine distinct steps: decide on the information required; define the target respondents, select the method(s) of reaching the respondents; determine question content; word the questions; sequence the questions; check questionnaire length; pre-test the questionnaire and develop the final questionnaire.

Key Terms

Group focus interviews
Mailed questionnaire
Open-ended and open response-option questions
Personal interviews
Piloting questionnaires
Target respondents
Telephone interviews

Review Questions

1. Summarise the qualities of a good questionnaire.

2. Where should interviewer instructions pertaining to responses to a particular question be placed on the questionnaire?

3. The textbook says that one does not start by writing questions. How should the researcher begin?

4. What are the two occasions when apparently "redundant" questions should be found in a questionnaire?

5. Name the three advantages of open-ended questions.

6. What are the three reasons why a respondent is unable to answer a question?

7. What is the recommended duration of interviews carried out in rural situations?

8. What are the key characteristics of opening questions in a questionnaire?

Chapter References

1. Crawford, I. M. (1990) Marketing Research Centre for Agricultural Marketing Training in Eastern and Southern Africa. Harare Zimbabwe.

2. Sudman, S. and Bradburn, N. M. (1973), Asking Questions, pp. 208 - 28.

# data[].attributes.attachment_link.description
Chapter Objectives Structure Of The Chapter The qualities of a good questionnaire Preliminary decisions in questionnaire design Choose the method(s) of reaching target respondents Decide on question content Develop the question wording Disadvantages are also present when using such questions Closing questions Physical appearance of the questionnaire Piloting the questionnaires Chapter Summary Key Terms Review Questions Chapter References No survey can achieve success without a well-designed questionnaire.

# data[].attributes.attachment_link.readable_text
Chapter Objectives
Structure Of The Chapter
The qualities of a good questionnaire
Preliminary decisions in questionnaire design
Choose the method(s) of reaching target respondents
Decide on question content
Develop the question wording
Disadvantages are also present when using such questions
Closing questions
Physical appearance of the questionnaire
Piloting the questionnaires
Chapter Summary
Key Terms
Review Questions
Chapter References

No survey can achieve success without a well-designed questionnaire. Unfortunately, questionnaire design has no theoretical base to guide the marketing researcher in developing a flawless questionnaire. All the researcher has to guide him/her is a lengthy list of do's and don'ts born out of the experience of other researchers past and present. Hence, questionnaire design is more of an art than a science.

Chapter Objectives

This chapter is intended to help the reader to:

· Understand the attributes of a well-designed questionnaire, and
· Adopt a framework for developing questionnaires.

Structure Of The Chapter

A brief account of the key attributes of a sound questionnaire serves as the opening section of the chapter. This is followed by a nine-point framework for developing an effective questionnaire. These are the only two components of this chapter on questionnaire design.

The qualities of a good questionnaire

The design of a questionnaire will depend on whether the researcher wishes to collect exploratory information (i.e. qualitative information for the purposes of better understanding or the generation of hypotheses on a subject) or quantitative information (to test specific hypotheses that have previously been generated).

Exploratory questionnaires: If the data to be collected is qualitative or is not to be statistically evaluated, it may be that no formal questionnaire is needed. For example, in interviewing the female head of the household to find out how decisions are made within the family when purchasing breakfast foodstuffs, a formal questionnaire may restrict the discussion and prevent a full exploration of the woman's views and processes. Instead one might prepare a brief guide, listing perhaps ten major open-ended questions, with appropriate probes/prompts listed under each.

Formal standardised questionnaires: If the researcher is looking to test and quantify hypotheses and the data is to be analysed statistically, a formal standardised questionnaire is designed. Such questionnaires are generally characterised by:

· prescribed wording and order of questions, to ensure that each respondent receives the same stimuli
· prescribed definitions or explanations for each question, to ensure interviewers handle questions consistently and can answer respondents' requests for clarification if they occur

· prescribed response format, to enable rapid completion of the questionnaire during the interviewing process.

Given the same task and the same hypotheses, six different people will probably come up with six different questionnaires that differ widely in their choice of questions, line of questioning, use of open-ended questions and length. There are no hard-and-fast rules about how to design a questionnaire, but there are a number of points that can be borne in mind:

1. A well-designed questionnaire should meet the research objectives. This may seem obvious, but many research surveys omit important aspects due to inadequate preparatory work, and do not adequately probe particular issues due to poor understanding. To a certain degree some of this is inevitable. Every survey is bound to leave some questions unanswered and provide a need for further research but the objective of good questionnaire design is to 'minimise' these problems.
2. It should obtain the most complete and accurate information possible. The questionnaire designer needs to ensure that respondents fully understand the questions and are not likely to refuse to answer, lie to the interviewer or try to conceal their attitudes. A good questionnaire is organised and worded to encourage respondents to provide accurate, unbiased and complete information.

3. A well-designed questionnaire should make it easy for respondents to give the necessary information and for the interviewer to record the answer, and it should be arranged so that sound analysis and interpretation are possible.

4. It would keep the interview brief and to the point and be so arranged that the respondent(s) remain interested throughout the interview.

Each of these points will be further discussed throughout the following sections. Figure 4.1 shows how questionnaire design fits into the overall process of research design that was described in chapter 1 of this textbook. It emphasises that writing of the questionnaire proper should not begin before an exploratory research phase has been completed.

Figure 4.1 The steps preceding questionnaire design

Even after the exploratory phase, two key steps remain to be completed before the task of designing the questionnaire should commence. The first of these is to articulate the questions that research is intended to address. The second step is to determine the hypotheses around which the questionnaire is to be designed.

It is possible for the piloting exercise to be used to make necessary adjustments to administrative aspects of the study. This would include, for example, an assessment of the length of time an interview actually takes, in comparison to the planned length of the interview; or, in the same way, the time needed to complete questionnaires. Moreover, checks can be made on the appropriateness of the timing of the study in relation to contemporary events such as avoiding farm visits during busy harvesting periods.

Preliminary decisions in questionnaire design

There are nine steps involved in the development of a questionnaire:

1. Decide the information required.
2. Define the target respondents.
3. Choose the method(s) of reaching your target respondents.
4. Decide on question content.
5. Develop the question wording.
6. Put questions into a meaningful order and format.
7. Check the length of the questionnaire.
8. Pre-test the questionnaire.
9. Develop the final survey form.

Deciding on the information required

It should be noted that one does not start by writing questions. The first step is to decide 'what are the things one needs to know from the respondent in order to meet the survey's objectives?' These, as has been indicated in the opening chapter of this textbook, should appear in the research brief and the research proposal.

One may already have an idea about the kind of information to be collected, but additional help can be obtained from secondary data, previous rapid rural appraisals and exploratory research. In respect of secondary data, the researcher should be aware of what work has been done on the same or similar problems in the past, what factors have not yet been examined, and how the present survey questionnaire can build on what has already been discovered. Further, a small number of preliminary informal interviews with target respondents will give a glimpse of reality that may help clarify ideas about what information is required.

Define the target respondents

At the outset, the researcher must define the population about which he/she wishes to generalise from the sample data to be collected. For example, in marketing research, researchers often have to decide whether they should cover only existing users of the generic product type or whether to also include non-users. Secondly, researchers have to draw up a sampling frame. Thirdly, in designing the questionnaire we must take into account factors such as the age, education, etc. of the target respondents.

Choose the method(s) of reaching target respondents

It may seem strange to be suggesting that the method of reaching the intended respondents should constitute part of the questionnaire design process. However, a moment's reflection is sufficient to conclude that the method of contact will influence not only the questions the researcher is able to ask but the phrasing of those questions. The main methods available in survey research are:

· personal interviews
· group or focus interviews
· mailed questionnaires
· telephone interviews.

Within this region the first two mentioned are used much more extensively than the second pair. However, each has its advantages and disadvantages. A general rule is that the more sensitive or personal the information, the more personal the form of data collection should be.

Decide on question content

Researchers must always be prepared to ask, "Is this question really needed?" The temptation to include questions without critically evaluating their contribution towards the achievement of the research objectives, as they are specified in the research proposal, is surprisingly strong. No question should be included unless the data it gives rise to is directly of use in testing one or more of the hypotheses established during the research design.

There are only two occasions when seemingly "redundant" questions might be included:

· Opening questions that are easy to answer and which are not perceived as being "threatening", and/or are perceived as being interesting, can greatly assist in gaining the respondent's involvement in the survey and help to establish a rapport.

This, however, should not be an approach that should be overly used. It is almost always the case that questions which are of use in testing hypotheses can also serve the same functions.

· "Dummy" questions can disguise the purpose of the survey and/or the sponsorship of a study. For example, if a manufacturer wanted to find out whether its distributors were giving the consumers or end-users of its products a reasonable level of service, the researcher would want to disguise the fact that the distributors' service level was being investigated. If he/she did not, then rumours would abound that there was something wrong with the distributor.

Develop the question wording

Survey questions can be classified into three forms, i.e. closed, open-ended and open response-option questions. So far only the first of these, i.e. closed questions has been discussed. This type of questioning has a number of important advantages;

· It provides the respondent with an easy method of indicating his answer - he does not have to think about how to articulate his answer.
· It 'prompts' the respondent so that the respondent has to rely less on memory in answering a question.

· Responses can be easily classified, making analysis very straightforward.

· It permits the respondent to specify the answer categories most suitable for their purposes.

· They do not allow the respondent the opportunity to give a different response to those suggested.
· They 'suggest' answers that respondents may not have considered before.

With open-ended questions the respondent is asked to give a reply to a question in his/her own words. No answers are suggested.

Example: "What do you like most about this implement?"

Open-ended questions have a number of advantages when utilised in a questionnaire:

· They allow the respondent to answer in his own words, with no influence by any specific alternatives suggested by the interviewer.
· They often reveal the issues which are most important to the respondent, and this may reveal findings which were not originally anticipated when the survey was initiated.

· Respondents can 'qualify' their answers or emphasise the strength of their opinions.

However, open-ended questions also have inherent problems which means they must be treated with considerable caution. For example:

· Respondents may find it difficult to 'articulate' their responses i.e. to properly and fully explain their attitudes or motivations.
· Respondents may not give a full answer simply because they may forget to mention important points. Some respondents need prompting or reminding of the types of answer they could give.

· Data collected is in the form of verbatim comments - it has to be coded and reduced to manageable categories. This can be time consuming for analysis and there are numerous opportunities for error in recording and interpreting the answers given on the part of interviewers.

· Respondents will tend to answer open questions in different 'dimensions'. For example, the question: "When did you purchase your tractor?", could elicit one of several responses, viz:

"A short while ago".
"Last year".
"When I sold my last tractor".
"When I bought the farm".

Such responses need to be probed further unless the researcher is to be confronted with responses that cannot be aggregated or compared.

It has been suggested that the open response-option questions largely eliminate the disadvantages of both the afore-mentioned types of question. An open response-option is a form of question which is both open-ended and includes specific response-options as well. For example,

What features of this implement do you like?

· Performance
· Quality
· Price
· Weight
· Others mentioned:

The advantages of this type of question are twofold:

· The researcher can avoid the potential problems of poor memory or poor articulation by then subsequently being able to prompt the respondent into considering particular response options.
· Recording during interview is relatively straightforward.

The one disadvantage of this form of question is that it requires the researcher to have a good prior knowledge of the subject in order to generate realistic/likely response options before printing the questionnaire. However, if this understanding is achieved the data collection and analysis process can be significantly eased.

Clearly there are going to be situations in which a questionnaire will need to incorporate all three forms of question, because some forms are more appropriate for seeking particular forms of response. In instances where it is felt the respondent needs assistance to articulate answers or provide answers on a preferred dimension determined by the researcher, then closed questions should be used. Open-ended questions should be used where there are likely to be a very large number of possible different responses (e.g. farm size), where one is seeking a response described in the respondent's own words, and when one is unsure about the possible answer options. The mixed type of question would be advantageous in most instances where most potential response-options are known; where unprompted and prompted responses are valuable, and where the survey needs to allow for unanticipated responses.

There are a series of questions that should be posed as the researchers develop the survey questions themselves:

"Is this question sufficient to generate the required information?"

For example, asking the question "Which product do you prefer?" in a taste panel exercise will reveal nothing about the attribute(s) the product was judged upon. Nor will this question reveal the degree of preference. In such cases a series of questions would be more appropriate.

"Can the respondent answer the question correctly?"

· An inability to answer a question arises from three sources:

· Having never been exposed to the answer, e.g. "How much does your husband earn?"

· Forgetting, e.g. What price did you pay when you last bought maize meal?"

· An inability to articulate the answer: e.g. "What improvements would you want to see in food preparation equipment?"

"Are there any external events that might bias response to the question?"

For example, judging the popularity of beef products shortly after a foot and mouth epidemic is likely to have an effect on the responses.

"Do the words have the same meaning to all respondents?"

For example, "How many members are there in your family?"

There is room for ambiguity in such a question since it is open to interpretation as to whether one is speaking of the immediate or extended family.

"Are any of the words or phrases loaded or leading in any way?"

For example," What did you dislike about the product you have just tried?"

The respondent is not given the opportunity to indicate that there was nothing he/she disliked about the product. A less biased approach would have been to ask a preliminary question along the lines of, "Did you dislike any aspect of the product you have just tried?", and allow him/her to answer yes or no.

"Are there any implied alternatives within the question?"

The presence or absence of an explicitly stated alternative can have dramatic effects on responses. For example, consider the following two forms of a question asked of a 'Pasta-in-a-Jar' concept test:

1. " Would you buy pasta-in-a-jar if it were locally available?"
2. "If pasta-in-a-jar and the cellophane pack you currently use were both available locally, would you:
· Buy only the cellophane packed pasta?
· Buy only the pasta-in-a-jar product?
· Buy both products?"

The explicit alternatives provide a context for interpreting the true reactions to the new product idea. If the first version of the question is used, the researcher is almost certain to obtain a larger number of positive responses than if the second form is applied.

"Will the question be understood by the type of individual to be interviewed?"

It is good practice to keep questions as simple as possible. Researchers must be sensitive to the fact that some of the people he/she will be interviewing do not have a high level of education. Sometimes he/she will have no idea how well or badly educated the respondents are until he/she gets into the field. In the same way, researchers should strive to avoid long questions. The fewer words in a question the better. Respondents' memories are limited and absorbing the meaning of long sentences can be difficult: in listening to something they may not have much interest in, the respondents' minds are likely to wander, they may hear certain words but not others, or they may remember some parts of what is said but not all.

"Is there any ambiguity in my questions?"

The careless design of questions can result in the inclusion of two items in one question. For example: "Do you like the speed and reliability of your tractor?"

The respondent is given the opportunity to answer only 'yes' or 'no', whereas he might like the speed, but not the reliability, or vice versa. Thus it is difficult for the respondent to answer and equally difficult for the researcher to interpret the response.

The use of ambiguous words should also be avoided. For example: "Do you regularly service your tractor?"

The respondents' understanding and interpretation of the term 'regularly' will differ. Some may consider that regularly means once a week, others may think once a year is regular. The inclusion of such words again present interpretation difficulties for the researcher.

"Are any words or phrases vague?"

Questions such as 'What is your income?' are vague and one is likely to get many different responses with different dimensions. Respondents may interpret the question in different terms, for example:

· hourly pay?
· weekly pay?
· yearly pay?
· income before tax?
· income after tax?
· income in kind as well as cash?
· income for self or family?
· all income or just farm income?

The researcher needs to specify the 'term' within which the respondent is to answer.

"Are any questions too personal or of a potentially embarrassing nature?"

The researcher must be clearly aware of the various customs, morals and traditions in the community being studied. In many communities there can be a great reluctance to discuss certain questions with interviewers/strangers. Although the degree to which certain topics are taboo varies from area to area, such subjects as level of education, income and religious issues may be embarrassing and respondents may refuse to answer.

"Do questions rely on feats of memory?"

The respondent should be asked only for such data as he is likely to be able to clearly remember. One has to bear in mind that not everyone has a good memory, so questions such as 'Four years ago was there a shortage of labour?' should be avoided.

Putting questions into a meaningful order and format

Opening questions: Opening questions should be easy to answer and not in any way threatening to THE respondents. The first question is crucial because it is the respondent's first exposure to the interview and sets the tone for the nature of the task to be performed. If they find the first question difficult to understand, or beyond their knowledge and experience, or embarrassing in some way, they are likely to break off immediately. If, on the other hand, they find the opening question easy and pleasant to answer, they are encouraged to continue.

Question flow: Questions should flow in some kind of psychological order, so that one leads easily and naturally to the next. Questions on one subject, or one particular aspect of a subject, should be grouped together. Respondents may feel it disconcerting to keep shifting from one topic to another, or to be asked to return to some subject they thought they gave their opinions about earlier.

Question variety:. Respondents become bored quickly and restless when asked similar questions for half an hour or so. It usually improves response, therefore, to vary the respondent's task from time to time. An open-ended question here and there (even if it is not analysed) may provide much-needed relief from a long series of questions in which respondents have been forced to limit their replies to pre-coded categories. Questions involving showing cards/pictures to respondents can help vary the pace and increase interest.

Closing questions

It is natural for a respondent to become increasingly indifferent to the questionnaire as it nears the end. Because of impatience or fatigue, he may give careless answers to the later questions. Those questions, therefore, that are of special importance should, if possible, be included in the earlier part of the questionnaire. Potentially sensitive questions should be left to the end, to avoid respondents cutting off the interview before important information is collected.

In developing the questionnaire the researcher should pay particular attention to the presentation and layout of the interview form itself. The interviewer's task needs to be made as straight-forward as possible.

· Questions should be clearly worded and response options clearly identified.
· Prescribed definitions and explanations should be provided. This ensures that the questions are handled consistently by all interviewers and that during the interview process the interviewer can answer/clarify respondents' queries.

Ample writing space should be allowed to record open-ended answers, and to cater for differences in handwriting between interviewers.

Physical appearance of the questionnaire

The physical appearance of a questionnaire can have a significant effect upon both the quantity and quality of marketing data obtained. The quantity of data is a function of the response rate. Ill-designed questionnaires can give an impression of complexity, medium and too big a time commitment. Data quality can also be affected by the physical appearance of the questionnaire with unnecessarily confusing layouts making it more difficult for interviewers, or respondents in the case of self-completion questionnaires, to complete this task accurately. Attention to just a few basic details can have a disproportionately advantageous impact on the data obtained through a questionnaire.

Use of booklets

The use of booklets, in the place of loose or stapled sheets of paper, make it easier for interviewer or respondent to progress through the document. Moreover, fewer pages tend to get lost.

Simple, clear formats

The clarity of questionnaire presentation can also help to improve the ease with which interviewers or respondents are able to complete a questionnaire.

Creative use of space and typeface

In their anxiety to reduce the number of pages of a questionnaire these is a tendency to put too much information on a page. This is counter-productive since it gives the questionnaire the appearance of being complicated. Questionnaires that make use of blank space appear easier to use, enjoy higher response rates and contain fewer errors when completed.

Use of colour coding

Colour coding can help in the administration of questionnaires. It is often the case that several types of respondents are included within a single survey (e.g. wholesalers and retailers). Printing the questionnaires on two different colours of paper can make the handling easier.

Interviewer instructions

Interviewer instructions should be placed alongside the questions to which they pertain. Instructions on where the interviewers should probe for more information or how replies should be recorded are placed after the question.

In general it is best for a questionnaire to be as short as possible. A long questionnaire leads to a long interview and this is open to the dangers of boredom on the part of the respondent (and poorly considered, hurried answers), interruptions by third parties and greater costs in terms of interviewing time and resources. In a rural situation an interview should not last longer then 30-45 minutes.

Piloting the questionnaires

Even after the researcher has proceeded along the lines suggested, the draft questionnaire is a product evolved by one or two minds only. Until it has actually been used in interviews and with respondents, it is impossible to say whether it is going to achieve the desired results. For this reason it is necessary to pre-test the questionnaire before it is used in a full-scale survey, to identify any mistakes that need correcting.

The purpose of pretesting the questionnaire is to determine:

· whether the questions as they are worded will achieve the desired results
· whether the questions have been placed in the best order

· whether the questions are understood by all classes of respondent

· whether additional or specifying questions are needed or whether some questions should be eliminated

· whether the instructions to interviewers are adequate.

Usually a small number of respondents are selected for the pre-test. The respondents selected for the pilot survey should be broadly representative of the type of respondent to be interviewed in the main survey.

If the questionnaire has been subjected to a thorough pilot test, the final form of the questions and questionnaire will have evolved into its final form. All that remains to be done is the mechanical process of laying out and setting up the questionnaire in its final form. This will involve grouping and sequencing questions into an appropriate order, numbering questions, and inserting interviewer instructions.

Chapter Summary

A well designed questionnaire is essential to a successful survey. However, the researcher must develop his/her own intuition with respect to what constitutes 'good design' since there is no theory of questionnaires to guide him/her.

A good questionnaire is one which help directly achieve the research objectives, provides complete and accurate information; is easy for both interviewers and respondents to complete, is so designed as to make sound analysis and interpretation possible and is brief.

There are at least nine distinct steps: decide on the information required; define the target respondents, select the method(s) of reaching the respondents; determine question content; word the questions; sequence the questions; check questionnaire length; pre-test the questionnaire and develop the final questionnaire.

Key Terms

Group focus interviews
Mailed questionnaire
Open-ended and open response-option questions
Personal interviews
Piloting questionnaires
Target respondents
Telephone interviews

Review Questions

1. Summarise the qualities of a good questionnaire.

2. Where should interviewer instructions pertaining to responses to a particular question be placed on the questionnaire?

3. The textbook says that one does not start by writing questions. How should the researcher begin?

4. What are the two occasions when apparently "redundant" questions should be found in a questionnaire?

5. Name the three advantages of open-ended questions.

6. What are the three reasons why a respondent is unable to answer a question?

7. What is the recommended duration of interviews carried out in rural situations?

8. What are the key characteristics of opening questions in a questionnaire?

Chapter References

1. Crawford, I. M. (1990) Marketing Research Centre for Agricultural Marketing Training in Eastern and Southern Africa. Harare Zimbabwe.

2. Sudman, S. and Bradburn, N. M. (1973), Asking Questions, pp. 208 - 28.

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Chapter Objectives Structure Of The Chapter The qualities of a good questionnaire Preliminary decisions in questionnaire design Choose the method(s) of reaching target respondents Decide on question content Develop the question wording Disadvantages are also present when using such questions Closing questions Physical appearance of the questionnaire Piloting the questionnaires Chapter Summary Key Terms Review Questions Chapter References No survey can achieve success without a well-designed questionnaire.

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We use internationally accepted and up-to-date methods when we design surveys and implement methods of collecting data. This reduces the number of errors in our surveys, and ensures the resulting statistics are reliable enough to support the main uses of the data.

Survey design

For technical information about our surveys, including questionnaires, resources, and guides, visit Survey resources.

Methodological standards for data collection

Research reports and consultation papers

New Zealand arrival and departure information: Report (published February 2013)
This report presents the results of the recent public consultation on proposed changes to the New Zealand passenger departure card.

New Zealand arrival and departure information: Consultation (published November 2012)
Consultation has now closed.

Investigating the value of providing a census Internet option for small mobile devices (published July 2012)
Research on ways that New Zealanders access the Internet on small mobile devices, in order to explore options for collecting census data online.

# data[].attributes.attachment_link.description
We use internationally accepted and up-to-date methods when we design surveys and implement methods of collecting data. This reduces the number of errors in our surveys, and ensures the resulting statistics are reliable enough to support the main uses of the data. For technical information about our surveys, including questionnaires, resources, and guides, visit Survey resources .

# data[].attributes.attachment_link.readable_text
We use internationally accepted and up-to-date methods when we design surveys and implement methods of collecting data. This reduces the number of errors in our surveys, and ensures the resulting statistics are reliable enough to support the main uses of the data.

Survey design

For technical information about our surveys, including questionnaires, resources, and guides, visit Survey resources.

Methodological standards for data collection

Research reports and consultation papers

New Zealand arrival and departure information: Report (published February 2013)
This report presents the results of the recent public consultation on proposed changes to the New Zealand passenger departure card.

New Zealand arrival and departure information: Consultation (published November 2012)
Consultation has now closed.

Investigating the value of providing a census Internet option for small mobile devices (published July 2012)
Research on ways that New Zealanders access the Internet on small mobile devices, in order to explore options for collecting census data online.

# data[].attributes.attachment_link.description
We use internationally accepted and up-to-date methods when we design surveys and implement methods of collecting data. This reduces the number of errors in our surveys, and ensures the resulting statistics are reliable enough to support the main uses of the data. For technical information about our surveys, including questionnaires, resources, and guides, visit Survey resources .

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Data collection

When you need to conduct a survey in order to collect data, who would you ask for the data? In what situations will you be surveying the whole population or picking a sample? If you are going to pick a sample, you still need to decide the details of sampling. You may choose from, for instance, stratified sampling, convenience sampling and voluntary response sampling.

Lessons

Intro Lesson

a)

Population VS. Sample

What is a population?

What is a sample?

b)

Different types of sample

Convenience sample

Random sample: 1) strafitifed sample & 2) systematic sample

Voluntary response sample

1.

Who would you survey in each of the following situation? Identify if you would use the population or a sample. Explain.

Data collection

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Data collection methods and techniques | StudyPug

# data[].attributes.attachment_link.description
When you need to conduct a survey in order to collect data, who would you ask for the data? In what situations will you be surveying the whole population or picking a sample? If you are going to pick a sample, you still need to decide the details of sampling.