Andijon davlat chet tillari instituti ingliz tili nazariy aspektlari kafedrasi chet tillarni o

Rules for proper construction of a questionnaire 
Define or qualify terms that could easily be misunderstood or misinterpreted. 
What is the value of the tools in your Vo-Ag shop? (Replacement, present, market, teaching value, etc.) 
What are you doing now? (Filling out your stupid questionnaire.) 
Be careful with descriptive adjectives and adverbs that have no agreed upon meaning, such as frequently, 
occasionally, and rarely (one person’s rarely may be another person’s frequently). 
Beware of double negatives. 
Are you opposed to not requiring students to take showers after gym classes? 
Are you in favor of not offering Vo. Ag. IV in your Agriculture Program? 
(One must study these questions carefully or answer improperly.) 
Be careful of inadequate alternatives. 
Married Yes ____ No ____ 
Employed Yes ____ No ____ 
(There are other answers that these types of questions do not answer, such as divorced, separated, union strikes, 
etc.) 
Avoid double barreled questions. 
Do you believe that students should be placed in separate groups for instructional purposes and assigned to 
special schools? 
Should all Vo. Ag. I students take both wood and metal in shop? (One might be for one part of the question 
and opposed to the other.) 
Underline a word to emphasize its importance. 
The following illustration will serve to emphasize how a line under the word one wishes to emphasize can 
change a sentence from the standpoint of the respondent’s train of thought. 
Were you there last night? 
Were you there last night? 
Were you there last night? 
Were you there last night? 
Were you there last night? 
When asking for a rating, a point of reference is needed. 
How would you rate campus dress today? 
How would you rate student attitudes? (Compared to what?) 
Avoid unfounded assumptions. 
Are you satisfied with the salary you received last year? (A no answer might mean that I didn’t receive a 
raise last year or that I did get a raise, but I’m not satisfied.) 
Phrase questions so that they are appropriate for all respondents. 

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What is your monthly salary? 
What is your yearly salary? 
(Both questions may not have a definite answer. Salaries could be ten months, eleven months, etc. Yearly 
salaries are subject to commission, seasonal changes, etc.) 
Design questions that give complete possibilities for comprehension of responses. 
Do you read the New York Times? 
Do you watch the news on television? 
(Neither question indicates much about the reading or viewing habits of an individual.) 
Provide for a systematic quantification of responses. 
What is your favorite TV program? 
What is your favorite radio program? 
(It is hard to summarize where the respondents pick a number of items from a list. A better way is to rank in 
order of preference. 
Example
: Rank one through five the following radio programs. The items can then be 
tabulated by inverse weightings or points.) 
Consider the possibility of classifying the responses yourself rather than having the respondent choose 
categories. 
A student might miss his father’s occupation. 
Unskilled labor ____ 
Skilled labor ____ 
Clearance work ____ 
Ask a child one or two short questions. 
At what place does your father work? 
What kind of work does he do? 
(A younger child might not be able to choose the proper category in number one above. He could, however, 
answer the questions in the second example.) 
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