Asking Questions Living and Learning at School Questionnaire (LLSQ) Twilight Seminar 5 July 2010 Mirella Wyra Flinders University

extracting information  Using Remark software (and a scanner) Design Barcoding Bubbles

DATABASE

What do we want to find out?  What are the research objectives? LLSQ example  Wellbeing  Bullying  Coping with bullying  Learning  Transition from primary school to high school  Popularity  Coping with schoolwork  Coping with homework  Friendship  Demographics

 Wellbeing  Bullying  Coping with bullying  Learning  Transition from primary school to high school

 Popularity  Coping with schoolwork  Coping with homework  Demographics

What needs to be considered?  What do we want to find out via an individual item? = need a clear conceptual idea of what content is to be measured  Items and Responses Wording of items Wording of responses Item presentation Instructions

What needs to be considered? Whom do we ask?  Who are our participants?  Demographic characteristics (age, abilities)  Cultural differences (sensitivity)  Needs (is support needed) Individual differences to consider for:  Questionnaire construction  Questionnaire length  Item complexity  Item length Wording of items Wording of responses Item presentation Instructions

How will we analyse the data? Keep this question in mind when designing questionnaire items Wording of items Wording of responses Item presentation Instructions

Questionnaire Items  Form Question  e.g. How many good friends do you have at your primary school? Statement  e.g. I draw pictures or diagrams to help me understand this subject.

 Wording  e.g. In the last month, do you think you have had any emotional or social or behaviour difficulties?  Consider possible responses: ‘Yes’ ‘No’ *Caution: if participants don’t understand an item:  And answer anyway = invalid data  And don’t respond = less data to analyse  Precise = asking what we want to find out (e.g. double barrel items; terminology)  Simple (avoid difficult words; avoid difficult sentences)  Clear = e.g. no double negatives (I don’t like to be not warm.)  Short = is there a more concise way to ask/state Questionnaire Items cont.

Questions removed  9a. I set goals that I want to achieve in these two subjects this year  23. Overall, how well did you, or would you, cope with bullying at school? (circle one of these letters) Not very well………………………………..very well 1…...2…...3.…..4…….5……6……7……8……9  20. Do you know if your school has a policy and grievance procedure to deal with harassment/bullying (Please circle)  Yes unsure no

Questions modified  9 e. If I don’t do well in these subjects I can usually improve by trying harder and making more effort. NOW:  10. I can get better at this subject if I put in the effort  9l. I try to match new things that I'm learning to what I already know in these subjects NOW:  16. When I’m learning something new in this subject I think about what I already know about it  19g. Run away NOW:  60. Get away from the bullies

Questions modified 19g. Run away NOW: 60. Get away from the bullies

Responses Open ended items Boxes e.g.  Open-ended items can provide info in participants’ own words (strength)  responses or lack of may reflect different abilities (weakness)  time consuming to analyse (weakness)

Responses Cont.  Closed ended items Mutually exclusive  E.g. (0-10; 10-20; 20-30) = overlap Exhaustive  E.g. 12years old; 13 years old…15 years old  Quantifying words (sometimes, often, always) are vague and should be avoided – use numerical ranges; however…  Ordered (strongly disagree…..strongly agree) REMEMBER link with the item  Closed ended items can provide exact information needed by researcher  Closed ended items are easier to analyse

Response presentation  Appearance  Clarity  Precision  Examples

 Wellbeing  Bullying  Coping with bullying  Learning  Transition from primary school to high school