This is a level 4 statistics activity from the Figure It Out series.
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pose questions suitable for a survey
FIO, Level 4, Statistics, Book One, What's the Question? pages 4-5
This activity asks what makes a good survey question. Students could work on the task in groups. By pooling their different opinions, they will gain a better understanding of the issues involved in writing good questions. They are also more likely to be able to work out the meaning of the specialised language used in some of the examples.
When they have completed this activity, ask your students what they have learned. You may like to collate their ideas by writing on the board a list of things to remember when making up questions for a survey.
The list could include avoiding:
The students could look at the kinds of questions asked in surveys. Points for discussion could include:
As an extension, the students could design and trial a questionnaire on a topic of their choice. This could be written up as a wall display, outlining the process used and the purpose of each of the questions.
Answers to Activity
a. The question is of limited use because it has two possible meanings. Which should be banned, dogs or children? It is also a leading question because “vicious” is an emotive word. Avoid language of this kind.
b. The term “family” is too broad. The surveyor should use another term (like “household”) or define “family”. The surveyor should not suggest that the maximum size of a family is 7.
c. The question contains negatives like “not”, “no”, and “non”. These should be avoided because they are confusing. Even worse is the use of two or more negatives.
d. Scientists can be found to support both sides of the argument. This question tells the person what answer they should be giving. The surveyor should present both sides to the listener.
e. Make this question more specific. The hearer will be unsure what sort of information the surveyor is looking for, and it will be difficult to classify the responses people give.
f. Specify time in intervals (“between 7 and 8 p.m.”) rather than exact times.
g. Sharpen the time interval: “How many times in an average week?” or “How many times in the last 7 days?” or offer categories such as “About once a week” or “More than once a week”.
Printed from https://meaningfulmaths.nt.edu.au/mmws/nz/resource/what-s-question at 11:42pm on the 26th February 2024