Questionaire Desgin Essay Example | Topics and Well Written Essays - 500 words

Questionaire Desgin - Essay Example There is a complete process in questionnaire design, over which the questions to be asked are decided, the steps are: specifying the information needed, specifying the type of interviewing methods, determining the content of individual questions, designing the questions to overcome the respondents inability and unwillingness to answer, deciding upon the question structure, determining the question wordings, arranging the questions in a proper order, identifying the form and layout, reproducing the questionnaire and last as the pretesting of the questionnaire. Regarding the question's design, there are few important points need to be focused upon, as a poor design can provide a poor data. There are many types of questions such as unstructured questions that are need to be answered in own words of the respondents, they should be as minimum as possible as the respondent's time is also important and people also hesitate to provide personal information. There are structured questions as well such as multiple choice, which should be used the most, dichotomous questions, which are having only two answers "yes" and "no" or even "don't know", they also should be used frequently to save respondents time and making it easier for the respondent to answer.

Comprehensive Education under re-evaluation Essay

Comprehensive Education under re-evaluation - Essay Example As a result, as is occurring across the western civilizations, the UK is experiencing significant decline when measuring the academic progress of its students. Specifics of the problem were discussed by Terry Hadyn in his essay on the death of comprehensive schools in England and Wales. He cites that although the comprehensive education system was established in 1965 with lofty ideals, the policy has failed to grow the desired fruit. Previous to the 1965 initiative, the country's secondary school system was divided. Students who were more suited for an academic career path were sent to Grammar schools, and those for whom an academic career did not seem suitable were sent to what was called a secondary modern school, or the equivalent of a trade school for apprenticeship, and transition into the lower class working social strata. (Haydn, 2004) However, since the passage of this educational policy, educators have come to realize much more about the educational needs of the children with which they have been entrusted. The modern educational system recognizes that children learn at different rates, just as they mature physically and emotionally at differing rates. Therefore putting children of different levels of educational abilities together, and expecting them to mutually benefit, as if by osmosis, is a policy that is coming to be understood as a bit short sighted. The children are not building social networks across the educational and social differences. Rather the opposite is occurring, and has been occurring increasingly over the past 15 years. The divide between the educational 'haves' and 'have - nots' is growing. The social order that is present outside the classroom is only becoming reinforced in the classroom. As a result, the more academically able children are being slowed down in their progress, and the less academically inclined are no more encouraged to make better progress. If anything, they are becoming resentful, along with their parents, at being bussed 25 miles or more in order to facilitate a quota system for the schools. At the same time comprehensive school policy was being put into place, influences blew across the educational ponds which included linking the educational institution to social trends. The school organization, as seemingly the single most influential element in the child's life, shifted its focus too. The social fabric of the family and close community was breaking down in the post war era. As a result schools picked up the responsibility to address cultural and social learning issues, in addition to their primary goal of creating educated and intelligent students. The result, as mentioned, was a steady decline in the educational quality as measured in academic progress of the student. The student was learning how to feel better, but not taught how to read better. In the UK, by mixing the more academically inclined with those who may prosper better in a trade school environment, educational policy makers expected to bridge socio-economic patterns. If the wealthier, more academically inclined students were allowed to co-exist in a school setting with lower income, more academically challenged students, the belief was that the barriers would be breached, and lower performing students would