CONSTRUCTION OF SOCIOMETRIC TEST, CHECKLIST,

RATING SCALE, ANDQUESTIONNAIRE.

"A PRATICAL RECORD SUBMITTED TO UTKAL UNIVERSITY, VANI VIHAR,
BHUBANESWAR, FOR PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE
P.G. 1ST YEAR ARTS 2ND SEMESTER EXAMINATION 2023."

SUPERVISOR INVESTIGATOR
Mrs. Arpita Singh Aanchal Mishra
M. A., M. Phil., [Link], NET in Education P. G. 1st Year Arts (Education)
Lecture , Department of Education College Roll no. MA22EDN14
Chirst College, Cuttack. Roll no. 14816C222001

P. G. DEPARTMENT OF EDUCATION
CHRIST COLLEGE, CUTTACK.
(2023-24)
Mrs. Arpita Singh
M. A., M. Phil., [Link], NET in education
Lecture, Department of Education
Chirst College, Cuttack.

CERTIFICATE
This is to certify that miss Aanchal Mishra, a student of P.G. 1st
year (arts) Education honours of Chirst College. Cuttack. has
completed this record work entitled as, "The Construction Of
Sociometric Test, Checklist, Rating Scale, and Questionnaire",
under my guidance and supervision. This work is the outcome
of her research reports and is ready for submission to the
Department of Education for the partial fulfillment of the
requirement for P.G. 1st year, 2nd semester examination of
Chirst College, cuttack, Odisha.

Place: Cuttack
Date: 21/08/2023
Signature
 ACKNOWLEDGEMENT
The investigator expresses her deep sense of
gratitude to her guide [Link] Singh lecture of the
Department of Education, Christ College, Cuttack, for the
valuable and timely guidance, supervision without which the
Project work would not have seen the light of the day.
The investigator expresses her deep sense of
gratitude to respected HOD Dr. Sunanda Das, Dr. Kabita
Senapati, Mrs. Sasmita Ransingh Mam and other supportive
staff members of the Department of Education for their
constant encouragement, and co-operation.
The investigator is also thankful to her parents, friends
for the cooperation to complete the project work.

Date: 21/08/2023
Investigator
Roll No - 14816C222001
 CONTENT

Part A 01
(I) Conducting Sociometric test in a class and preparing a
report. 02
Part B 11
(I) Construction of Checklist 12
(II) Construction of Rating scale 18
(III) Construction of Questionnaire 26
 PART-A
SOCIOMETRIC TEST

1
CONDUCTING SOCIOMETRIC TEST IN A CLASS AND PREPARING
THE REPORT :
INTRODUCTION:
Sociomatry is a technique for describing the social relationships among individuals in a group. In an
indirect way, it attempts to describe attraction or repulsion between individuals by asking them to
indicated whom they would choose or reject in various situations. Children in classroom may be asked
to name in order of preference (usually two or three) the child or children that they would invite to a
party, eat lunch with, sit next to, work on a class project with, or have a close friend. Although some
researchers object to the method, it is also common to ask the children to name the children, again in
order of preference, that they would least like to invite to a party, eat lunch with, sit next to, and so
forth.

MEANING:
The word Scoicmetry comes from the Latin word "socius", meaning social and the Latin word " metrum",
meaning measure. As these roots imply, sociomatry is a way of measuring the degree of relatedness
among people. Measurement of relatedness can be useful not only in the assessment of behavior within
groups, but also for interventions to bring about positive change for determining the extent of change.
For a work group, sociomatry can be a powerful tool for reducing conflict and improving communication
because it allows the group to see itself objectively and to analysis it's own dynamic. It is also a powerful
tool for assessing dynamic and development in groups devoted to therapy or training.

DEFINITIONS:
Jacob Levy Moreno coined the term sociometry and conducted the first long-range sociometric study
from 1932-38 at the New York State Training School for Girls in Hudson, New York. As part of this study,
Moreno used sociometric techniques to assign residents to various residential cottages. He found that
assignments on the basis of sociometry substantially reduced the number of runaways from the
facility. (Moreno, 1953). Many more sociometric studies have been conducted since, by Moreno and
others, in settings including other schools, the military, therapy groups, and business corporations.

A useful working definition of sociometry is that it is a methodology for tracking the energy vectors of
interpersonal relationships in a group. It shows the patterns of how individuals associate with each
other when acting as a group toward a specified end or goal. Moreno himself defined sociometry as “the
mathematical study of psychological properties of populations, the experimental technique of and the
results obtained by application of quantitative methods”.

Sociometry is based on the fact that people make choices in interpersonal relationships. Whenever
people gather, they make choices--where to sit or stand; choices about who is perceived as friendly and
who not, who is central to the group, who is rejected, who is isolated. As Moreno says, “Choices are

2
fundamental facts in all ongoing human relations, choices of people and choices of things. It is
immaterial whether the motivations are known to the chooser or not; it is immaterial whether [the
choices] are inarticulate or highly expressive, whether rational or irrational. They do not require any
special justification as long as they are spontaneous and true to the self of the chooser. They are facts of
the first existential order.”

"Sociometry is a methodology for tracking the energy vectors of interpersonal relationship in a group. It
shows the patterns of how individual associate with each other when acting as a group towards a
specified end or goal." - Criswell

SOCIOMETRIC CRITERIA:
Choices are always made on some basis or Criterion. The Criterion may be Subjective, Such as
an intuitive feeling of living on disliking a person on first impression. The Criterion may be more
objective and conscious, such as knowing that a person does or does not have Certain Skills
needed for the group task.

When members of a group are asked to choose others in the group based on a Specific criteria,
everyone in the group can make choices and describe why the choices were made. From there
choices a description emerges of the networks inside the group. A drawing like a map, of these
networks is called a Sociogram. The data for the Sociogram may also be displayed as a table one
matrix of each person's choices. Such a table is called a sociomatrix.

CRITERION SELECTION:
The Selection of the appropriate criterion makes or breaks the Sociometric intervention. As in
all data-collection in the Social Sciences, the answers you get depend on the questions you ask.
Any question will elicit information but unless the right question is asked, the information may
be confusing on distracting, or irrelevant to the intervention's objective.

A good criterion should present a meaningful choice to the person in as Simple a format as
possible. For example: "whom would you most like to have as part of this [Specified type of ]
work team [eg. auditing] to [work in this specified way] [e.g: to audit remote sites]?"

The criterion must be like a Surgeon's knife: must effective when it cleanly isolates the material
of interest. In responding to the question, each person will choose based on an individual
interpretation of the Criterion. This interpretations, or sub-cruteria, for this particular question
could include: do I want a person who works hard, who is power broker, who is amiable, a
minority, etc. A clear statement of the craterion will tend to reduce the number of
interpretations and will therefore increase the reliability of the data.

3
SOME PRINCIPLES OF CRITERION SELECTION:
1. The criterion should be as simply stated and as straight forward as possible.

2. The respondents should have some actual experience in reference to the criterion, whether
ex past fact or present otherwise the questions will not arouse any Significant response.

3. The criterion should be specific rather than general or vague. Vaguely defined criteria evoke
vague responses.

(Note: for example that "friendship" is actually a cluster of criteria.)

4. When possible, the criterion should be actual rather than hypothetical.

5. A criterion is more powerful if it is one that has a potential for being acted upon.

6. As a general rule questions should be future oriented, imply how the results are to be used,
and Specify the boundaries of the group. And last, but not least, the Criteria should be designed
to keep the level of risk for the group appropriate to the group's cohesion and stage of
development.

RAPID DEVELOPMENT AND INTELLECTUAL DEVELOPMENT:

The rapid developments in the Study of small group behaviour, the findings that behaviour of a
group is determined to a large extent by the patterns of Communications that develop and by
the nature of the Structure or structures that form as a result of the interaction, the fact that
most of the teaching in Schools is done in classes (on groups), the fact that teachers are often
heard Speaking of "difficult" classes where everything seems to go wrong, and "good" classer
where the general 'tone' is usually fine, and the realisation by teachers that the classroom
climate has an important influence upon an individual's learning and behaviour, all point to one
thing, namely, that classroom group behaviour is becoming an important study for teachers and
Counsellores. The day does not Seem to be far off when understanding, predicting and
improving classroom group behaviour will become a part of a teacher's needed professional
knowledge. The teachers will be required to learn the skills necessary to develop the classes
into Cohesive groups that have good moral and work Co-operatively fore Students' Social,
emotional and intellectual development.

4
SOCIOMETRY:
Sociometry is a technique for describing the Social relationships among Individuals in a group.
In an indirect way, it attempts to describe attraction or repulsion between individuals by asking
them to indicate whom they would choose or reject in various situations. Children in a School
classroom may be asked to name in order of preference (usually two or three) the child or
children that they would invite to a party, eat lunch with, sit next to work on a class project
with, or have as a close friend. Although Some researchers object to the method, it is also
common to ask the children to name the children, again in order of preference, that they would
least like to invite to a party, eat lunch with, sit next to, and so forth.

There is an extensive body of Sociometric research on classroom groups from Kindergarden

through clirge, fraternities and sororities, dormitory residents, camp groups, factory and office
workers, miltary Combat units, and entire communities. The United States Air force has used
Sociometry to study the nature of leadership in various situations. For example, the following
questions was used in a study of are combat crews: "What member of the crew would you
select, disregarding rank, as the most effective leader if your plane were forced down in a
remote and primitive area? Name three in order of your preference."

Sociometry has two main branches:-

• Research Sociometry

• Applied Sociometry.

1. Research Sociometry is action research with groups exploring the Socio-emotional network
of relationships using specified criteria. e.g. who in this group do you want to Sit beside you at
work? who in the group do you go to for advice on a work problem?

2. Applied Sociometry utilize a range of methods to assist people and groups review, expand
and develop their existing psycho-social networks of relationships.

Both fields of Sociometry exist to produce through their application, greater Spontaneity and
creativity of both individuals and groups.

5
USE OF SOCIOMETRY/SOCIOMETRIC TECHNIQUES:
1. In a group situation, the members of the group are gathered to make choices (Choose others
in the group) based on some or the other Specific criterion.

[Ex. With who would you like to do a project work?]

2. Group members are then asked to list their choices or preferences serially as 1, 2, 3, etc.
They are free to provide their choices in minimum or maximum number as they like. Before
starting their work they are provided necessary instructions :-

[Link] may choose only one member of the group.

[Link] must necessarily choose some one.

[Link] are free to choose as many members of the group as fare presscting
youre preferences from top to bottom.

3. After that it is ensured that everyone in the group makes choices. It is also be Carreal that
everyone remains in a position to describe (if asked) why of choices.

4. From the choices of all the members of the group how a description gets emerged that may
be able to provide a full Sketch of the networks of relationship inside the group.

IMPORTANCE OF THE SOCIOMETREY:

•It can help us to locate performance starts in a particulare learning and work environment. We
can have populare leaders, brilliant monitors, workers for helping us in the organization of
various types of curriculare and Co-curriculare activities in a preoper way.

•It can help us to locate smaller groups of similar likings, mutual trust and attraction.

• It can help us to locate the cases of mutual distrust, conflicts, non-communication rivalry etc.
existing between and among the members of the group.

•The study of relationships through Sociometry can prove quite helpful for the teachers,
trainers, guidance and counselling personnel to collect neccessary data for providing group
guidance, teaching and training to the students in the group including group therapy at the
hands of psychiatrists and psychologists.

6
•The knowledge gained from the Sociometric techniques prove quite helpful in helping the
students as members of the social group (School, classroom, laboratory, workshop, hostel,
tours etc.) in their co-existence, peaceful living, Co-operative learning or working with each
other by getting rid of them with the problem of rivalry, mutual distrust and maladjustment.

• Sociometric findings can prove quite helpful in the proper organization of the group work
related to formal and informal teaching and learning. The planning and execution of the
working in the tasks like team teaching, Co-operative learning, project work, group assignment,
team work in the co-curricular activities-Sports, games, dance, drama etc. can be appropriately
done in case we give due consideration to the choices made and attractions existed between
and among the Social group and Sup-group used by us for the formal and informal education.

SCORING SOCIOMETRIC CHOICES:

One widely used procedure is to Count the number of times an individual is chosen,
disregarding the order of choice. This is the simplest method, and it is widely used. The
objection has been raised that it is insensitive, for does not distinguish between a first and third
choice.

Another procedure is to Score a first choice three points, a Second choice two points, and the
third choice one point. This plan's weakness is that it suggests that the difference between a
third choice and no choice at all is identical to the differences between third, Second, and first
choices. The assumption is difficult to defend.

A third Scoring procedure is based on the concept of the normal curve Standard Score
distribution. Howevere, this method is more complex and seldom used.

Once obtained, the Scorres for each individual in the group can be related to such measures as
intelligence or other traits that can be measured by tests or to such categories as sex, race,
nationality, religious affiliation, economic States, birth order, family size, grade-point average,
teachere, employer, or other characteristics that may be of interest to the researcher.

A SIMPLE EXAMPLE:
A Simple example of applied Sociometry is to have group members make a selection on the
basis of a simple, non-threatening criterion. Ask everyone in the group to Stand up and they
say: "Whom in this group would you choose to take Sandwiches and the right change? Show
your choice by placing your reight hand on the Shoulder of the person you choose. Move about
the room as you need to in order to make your choice. There are only two requirements: (1)
you may choose only me person and (2) you must choose someone." Typically the group
members will make their choices after only a little hesitation.

7
This exercise may be repeated several times in the period of just a few minutes using different
criteria each time. The exercise graphically illustrates not only the social reality of
choice-making, but also the fact that different criteria evoke different patterns of choices. The
sandwich money criterion would probably identify someone who is good with details. An
intuitive, big picture, future-oriented person would be likely to be identified by this criterion: "If
you had to project a new cultural phenomenon, unheard of at this point in time , whom in this
room would you ask for information?"

Regardless of the criterion, the person who receives the most hands on his or her Shoulder is
what is known as the Sociometric star for that Specific Criterion. Other Sociometric
relationships which may be observed are mutuals, where two people choose each other;
chains, where person A chooses person B who chooses person C who chooses person D and so
on; and the gaps when clusters of the people have chosen each othere but no one in any cluster
has chosen anyone in any other cluster.

Here are some other sample criteria that could be used for this exercise:

1. for advice on repairing the transmission of your car?

2. to generate creative ideas?

3. for Support in taking risks?

4. to relay messages accurately?

5. for help in dealing with a difficult client?

6. to run a bussiness for profit?

7 to get reliable information on top management decisions?

8. to keep a confidence?

9. who gives recognition for a job well done?

10. who has shown the must growth in the past year?

This "hands-on" exercise can be very helpful for teaching a group about Sociometry and about
the reality of the informal organization. While the group is in each pattern, the Consultant can
ask the group to describe the pattern, how the pattern reflects "real life", and what the group
would need to do to close up any cleavages. Participants learn very quickly and concretely
about the informal organization underlying their formal organization. As one participant Said,
"It shows how we really feel, but we don't say very often."

8
DIRECTION:
Students of class 5 will usually compute a paper-pencil Sociometric survey In a small group or
well-managed classroom setting.

-Each Student will be supplied with a group list with first names with code numbers next to
each name

9
CONCLUSION :
Sociograms are made on the basis of pupils nomination one choices. Sociometric method is a
useful method to decide or choose group leader, or guide as per the analysis and choices of the
group members.

The Sociometric technique gives an objective picture of Social relationships in a classroom

situation.

...............................................

10
PART-B
CHECKLIST

11
CONSTRUCTION OF CHECKLIST:
Checklist Stated for quick recording of the aspects of behaviors, activities and resources.
Checklist is an observational tool of evaluation by which you can categorically assess the
presence or absence of desired activity, character on behavior. Checklists are most useful to
evaluate skill which are acquired from planned teaching-learning activities.

We can also use checklist to assess our own performance in planning, implementation, and
evaluation of any programme. When we have to prepare a checklist we should write all the
activities which we have to perform under separate category and we should tick mark as and
when we complete one activity. The checklist will guide you what is to be done next:

We can make another checklist after the programme is over to evaluate the success or failure
of the programme and take feedback from the learners to assess their knowledge and skills
gamed, appropriatness of Contents, methods and media used etc.

MEANING OF CHECKLIST:
Checklist is an observational tool for identifying the characteristics of the Learners. checklist is a
tool, but checking itself is a technique. The checklist method was first used by "Hartshorne" &
"may" to evaluate the personality trades of children.

-Checklist consist of a long list of actions ore behaviors which are expected or undertaken by
the Subject when he performs. It is basically method of recording whether characteristics are
present or absent within an Individual or not.

-A checklist contains a prepared list of iteams and the presence or absence of the items is
indicated by 'yes' or 'no' or by right tick or cross(x) mark respectively against the items. It is a
type of questionnaire in the form of a set of catagories for the respondent to check. It is used to
record the presence or absence of the characteristics under study.

To sum up checklist are used in evaluating procedure, products & aspects of personal Social
development where an evaluation of the characteristics is limited to a simple "present, absent,
judgment".

12
DEFINATION OF CHECKLIST:
According to the psychologist “Gronlund” -“Checklist is a method of recording whether a
character is present on absent ore whether an action was taken or not taken”.

GUIDELINES FOR CONSTRUCTING A CHECKLIST:

1. Examine closely the checklist prepared & used for the purpose of educational research by
successful investigation.

2. Read as many description as possible on the Construction & use of checklist educational
research.

3. Determine the items or which you require information for your study and details you need.

4. Arrange the stems in categories and in a logical and psychological order.

PREPARATION OF CHECKLIST:
1. Enumerate activities and resources needed.

2. Enumerate the behavior you wish to observe.

3. Define them clearly.

4. Eliminate those which are vague or repetitive.

5. Arrange them in order on a sheet of paper in sequence.

6. Include Space for identifying data.

7. Try out on a few people.

8. When workable, duplicate a small supply.

9. Do pilot testing on a Similar group.

10. Revise on basis of your experience.

11. Make the number of quantity you need.

13
USES OF CHECKLIST:
Checklist are quite useful when evaluation depend on observation. A checklist can be used in
evaluating the products by checking the different characteristics of the product. Checklist are
widely used to evaluate various School programmes and practices. They can also be used for
average a lot School buildings, Test books, instructional procedure etc. It is Specially useful at
the primary level where much of the classroom impression depends on observation rather than
other methods.

The tool has the advantage of Systematizing and facilitating the recording of observation. It is
an important tool for gather facts for educational Surveys. It Save time and ensure quick
observation."

ACTIVITY:

Preparation of problem checklist for identifying behavioral disorder children:-

OBJECTIVE:

To develop an observational checklist for the teacher to enable him/here to

identify the mentally retained, children in the School Situation.

OPERATIONAL DEFINITION:

Mentally retained children are those children who have Slow reaction, absence of
clearity, inability to learn first, to inability to decide lack of concentration, short
temper, inability to remember etc.

PERSONAL PROFILE OF THE OBSERVANT:

Name :

Age :

Sex :

School :

Class :

Father’s Name :
14
PERSONAL PROFILE OF THE OBSERVER:
Name of the teacher :

Men/Women :

Qualification :

Period of observation from _____ to _____ condition under which the students are observed.

INSTRUCTION:
Below is a list of statements that described the children's behaviour in School. Please go
through each statement and put a tick mark if the Statement is true to the particular child
under, observation and put a cross mark(x) if the Statement a not true to the child.

LIST OF ITEMS:
(1)The child takes his time to stand up_____.

(2) The child fails to give quick and Correct answer______

(3) The child does not respond at all what other say____

(4) The child does not react against any injustic shown to him/her in the school____

(5) The child does not express his feelings clearly____

(6) The child fails to express his need and problems____

(7) The child fails to express his thoughts____

(8) The child fails to express himself through his written work____

(9) The child has the problem in understanding the instruction of the teacher

(10) The child seeks repetition and practice____

(11) The child does not understand quickly what he see’s____

(12) The child fails to quickly____

(13) The child cannot even take a simple decision____

(14) The child does not know what to do in a problematic situation____

15
(15) The child does not know what to Say____

(16) The child fails to differentiate between what is right and what is wrong____

(17) The child is unable to Sit in one place for more than a few minute____

(18) The child fails to give continuous attention to an activity____

(19) The child creates problems in the class____

(20) The child gets bored in a few minutes___

CONCLUSION:
In this practical we have discussed about meaning and uses of checklist. We have learnt how to
prepare checklist for planning, organizing, conducting evaluating any classroom situation. By
using checklist we can quickly record our listed activities and resources required for
implementing any programme. We can prepare checklists to take feedback from the learners
about the success one failure of our teaching methodology for further modifications.

............................................

16
RATING SCALE

17
CONSTRUCTION OF RATING SCALES:
INTRODUCTION:
In extension and development research, we quite often encounters the problem of
measurement. This is especially true when the measurement concepts are complex and when
we do not possess the Standardized measurement tools. To overcome this, Social Science
researchers develop self reporting measuring instruments to assess people's knowledge,
opinion, perceptions, attitudes etc. on extension and development programmes. Technically
there reporting measurement instruments are popularly called as scales and tests. The scales
and texts are the most popular methods of observation and data collection in behavioural
Sciences like extension and development.

MEANING:
‘Rating’ is a term applied to an expression of opinion or judgement regarding some situation,
object or characters. A rating scale is a psychological measuring instrument that requires the
rater or observer to assign the rated object to categories or Continuum that have numerical
assigned to them.

The rating Scale is very useful device in assessing quality-especially when quality is difficult to
measure objectively in the programmes of extension and development.

Rating Scale refers to a Scale with the Set of points which describes the varying degrees of
dimensions of an attribute being measured. The purpose of using the scale is to ascertain the
degree to which that attribute is present.

DEFINITION:
According to "Gronlumd"-

Rating Scale provides a systematic procedure for obtaining and reporting judgement of
observers. Rating Scale consist of a set of characteristics or qualities to be judged and some
type of scale for indicating the degree to which each attribute is present."

Example: Sociability is an attribute of a man.

IMPORTANT SCALING TECHNIQUES :

The two important Scaling techniques are:

• Comparative Scaling • Non - Comparative scaling

18
COMPARATIVE SCALING :
With comparative scaling, the item are directly compared with each other.

Example: Do you prefer weekly or daily payment of wages under National Rural Employment
Guarantee programme (NREGA)?

Here the respondent compares 'weekly' or 'daily' payments and giver his choice to confer
his/here opinion are views.

NON-COMPARATIVE SCALING :
In Non-Comparative scaling each item is scaled independently of others.

Example : How do you feel about daily payment of wages under National Rural Employment
Guarantee Programme(NREGA)?

FUNCTIONS OF RATING SCALE :

(A) It directs observation towards Specific and clearly defined aspects of behavior.(
(B) It presides Common frame of reference for comparing all pupils on the Same set of
characteristics.
(C) It provides a convenient method for recording judgement of the observer.

PRINCIPLES OF RATING SCALE :

(A) Characteristics to be rated should be educationally significant.
(B) Characteristic Should be directly observable.
(C) The points on the rating Scale Should be clearly defined.
(D) The trade should be classified objectively.

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TYPES OF RATING SCALE :
The rating Scale involves qualitative description of a limited number of aspects of a thing or of
traits of a person. There ratings may be in such forms as:

(1) like-dislike (2 categories)

(2) above average - average - below average (3 catagories)

(3) like very much-like Somewhat-neutral-dislike somewhat-dislike very much(5catagories)

(4) excellent-good- average - below average – poor (5 categories)

(5) always-often-occasionally-rarely-never (5 categories)

(6) Very strongly agree- strongly agree - agree-neutral- -disagree-Strongly disagree-very

strongly disagree (7 categories)

There is no Specific rule whether to use a two point scale, three point Scale or with more prints.
In practice, odd number scales with three, five are seven point Scale are popularly used for the
simple reason that more points on a scale provide an opportunity for greater sensitivity of
measurement.

Some of the important types of rating scales are: (1) The graphic rating scale

(2) The descriptive rating scale.

(3)The numerical rating scale.

GRAPHIC RATING SCALE:

Graphic rating Scale (also called Continuous rating scale) is quite simple and is Commonly used
in practice. Graphic Scale makes use of continuum along with which the rater places a mark (y)
on a line to indicate his/ her rating with respect to certain characteristics. The line is usually
labeled at each end. There are Sometimes a series of numbers, called scale points under the
line.

Example:

Teachers often describes Students personality during evaluation. The following is an example of
graphic rating scale on personality rating of Students.

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Directions - please give your frank opinion Concerning the students characteristics by putting
an 'X' at the point along the scale that best describes the Students.

(a) Co-operation (consider willingness to work with others)

____________________________________

Obstructive always willing

(b) Emotional stability (consider reactions in stress)

_____________________________________
Unstable well balanced

DESCRIPTIVE RATING SCALE :

It is a variation of the graphic reating scale. It provides descriptive worent ore phrases that
tholicate the degree to which individual is believed to possess certain characteristics.

Example: of a behavioural rating scale:

Direction – Fort each stem of the items listed in this Scale, place a 'x' in one of the Columns to
indicate the extent to which you feel that the student possessess the particular characteristic
kind of behaviour.

Item Never Seldom Sometime Usually Always

Listen to
other opinion
Accepts
constructive
criticism

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NUMERICAL RATING SCALE :
The numerical Scale makes we of numbers to indicate the extent to which an individual is
believed to possess certain characteristic ore Kind of behavior.

EXAMPLE:

A behavioural rating scale:

Directions- As you rate the student on each of the following items, circle 1 for inferior, 2 for
below average, 3 for average, 4 for above average and 5 for Superior.
(1) Co-operates with students 1 2 3 4 5
(2) Cooperates with teachers 1 2 3 4 5
(3) Maintains an atrractive appearance 1 2 3 4 5

USES AND GUIDELINES FOR CONSTRUCTION OF RATING SCALES

USES OF RATING SCALE:

Rating Scales are most commonly used instruments for making appraisals. Typically, they direct
attention to a number of aspects or traits of the thing to be rated and provide a scale for
assigning values to each of the aspect of characteristics of a person or phenomenon through
the use of a server of numbers, qualitative terms, and name of attributes of verbal descriptions.

Rating Scales have been successfully used in :

(1) Teacher rating-for selection, evaluation and prediction.

(2) personally rating for various purposes.
(3) Testing the validity of many objective instruments like inventories of personality.
(4) School appraisal- including appraisal of courses, practices and preogrammes.

GUIDELINES IN CONSTRUCTION OF RATING SCALES :

(1) Rating Scales include three factors:
(a) The subjects ore phenomena to be rated
(b) The Continuum along which they will be rated
(c) The judges who will do the rating

(2) A rating Scale may have as many divisions as can be readily distinguished by the rates.
Practically most Scales have no more than 7 divisions. However, usually they Contain five
divisions. By numbering each division in sequence the description can be converted into
arithmetic values for averaging and for further Statistical application.

22
(3) Rating Scale is composed of two parts:
(a) an instruction which names the Subject and defines the Continuum and
(b) a scale which defines the points to be used in rating

(4)Anyone can Server as a rater where non-technical opinions, Likes, dislikes and matters of
easy observation are to be rated. But only well-informed and experienced persons should be
selected for rating where technical competence is required.

(5)Pooled judgements increases the reliability of any reating Scale. Employs several judges,
depending on the reating Situation to obtain desireable reliability. Individual ratings when
Combine into final reating give a safere assessment.

ACTIVITY:

Construction of rating Scale to measure the appearance and manner of a primary School
teacher.

Direction:
A list of Statements is presented here the Statement express the appearance and manner of a
primary School teacher. Read the Statements and record the response by encircling one
response. The responses are:

Never Seldom - Occasionally-Frequently- Always

Excellent Good - Average Fare poor

List of the Items:

(1) Teachers dressing Sense is :

Excellent Good Average Fair Poor

(2) Classroom management practice of the teacher is :

Excellent Good Average Fair Poor

(3) The behaviour of teacher towards the class is :

Excellent Good Average Fair Poor

[4] Communication skill of the teacher is ____________

[5] The methods of teaching is ___________

[6] Attitude towards Students in classroom is ___________

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[7] Teaching students with Special learning needs is _________

[8] Teacher pupil relationship is ____________

[9] Feedback from parents is ____________

[10] Understanding level of students is _________

[11] Student test Scores are _____

[12] Co ordination with colleagues (other teachers) is ______

[13] ICT Knowledge of the teacher is _______

[14] Handling classroom problem action is ________

[15] Appraisal technique of the teacher is _______

[16] Impression of the teacher is ________

[17] His / her way of handeling distracted student in classroom is _________

[18] Involvement of Co curricular activity of the Students is________

[19] Teacher treats the students accordingly can be rated as ___________

[20] Teachers dedication level to achieve the overall development of the classroom is _______

..............................................

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QUESTIONNAIRE

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CONSTURCTION OF QUESTIONNAIRE :

INTRODUCTION :
In the field of Library and Information Science, Survey research is heavily used in exploring the
unsure information needs and were patterns. An order to strengthen the information
Resources and Services in the libraries the researchers conduct Surveys. These library surveys
are attempted to gather data for investigations and to know the characteristics of users, their
needs, etc.

In Survey research, the data a gathered by using three types of methods: Observation,
interview and Questionnaire.

MEANING :
Questionnaire is an instrument of data Collection. The researchers most commonly this method
for collecting data. In order to gather data on a particular research topic, the researcher lists
the questions to which s/he requires answers. The list of questions arranged in some order it
either given personally, or sent / mailed to the target population.

DEFINITION:
A questionnaire is a set of written questions for respondents to answer. These answers become
primary data for investigation. According to Krishan kumar (1992), "a questionnaire is a written
document listing a series of questions pertaining to the problem under study, to which the
investigator requires the answers”.

Schvaneveltd (1985) defined questionnaire as "a data-gathering device the elicits from a
respondent the answers or reactions to printed (pre-arranged) questions presented in a Specific
order”.

Questionnaires are often used in surveys as the primary data collection instruments.

QUESTIONNAIRE CONSTRUCTION:
While preparing a questionnaire, caution must be taken in selection of questions and variables
So that the researcher could receive accurate answers to the issue that a researcher wants to
explore. The purpose of this type of data gathering technique us to obtain valid and reliable
information so that Smooth investigation can be conducted and the hypothesis can be tested. It
is essential for the researcher to have a clear understanding of the Problem under Study.

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Hence, s/he needs to review the related literature before finishing the Contents of the
questionnaire.

Often we may require a covering letter to validate the authenticity of your research. The
Covering letter explains the identity of the researcher, the objectives of the research. It also
includes the need for questionnaire to be addressed to the respondent. It should tell the
respondents what use will be made of the results and precisely what will happen to their
answered. Hence, a covering letters, requesting the respondent for Co-operation should explain
the purpose of the questionnaire, while ensuring the confidentiality of their answers. This
assurance will motivate the respondents to express their views freely.

PURPOSE OF QUESTIONNAIRE :
In an educational Situation questionnaires are administered mainly :-

(A) To Secure background data on an individual or group which may be valuable in accounting
for classroom behavior.

(B) To evaluate the extent to which the objectives are being realized.

(C) To Secure data which may be pertinent to planning the curriculum and

(D) To Secure a picture of the status of an experience, a units a project, a study or a group.

USES OF QUESTIONNAIRE:
Even if a questionnaire is prepared with Sincerity, it has been found to have many, weaknesses.
It is because the questionnaire is used when it is not appropriate to do so. It is to be used when

(1) Answers to a series to a series of important questions are needed from a number of persons
within a limited time.

(2) There is no sufficient time to interview on to contact each person of group of persons
Personally.

(3) The data are not readily available ore not conveniently assembled.

(4) An independent response from each person is desired.

(5) It is not possible do get information from other Sources.

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GUIDING PRINCIPLES TO BE FOLLOWED IN QUESTIONNAIRE:

(a) The researcher must study other questionnaire before actually starting to write questions of
his/her own.

(b) Questions should not be too many.

(c) A question which is not clear to the reader is unlikely to yield a proper response :

Hence the constructor should see that:-

(i)The words used in the questionnaire are Simple.

(ii) Printing/typing is clear.
(iii) each question deals with one single idea.
(iv) there are no complex sentences in the questionnaire.
(v) double negatives have not been used in a question
(vi) the terms which can be interpreted differently by different people have been
defined properly.

(d) A question Should have adequate numbers of choices, to Suit to respondents of all
Categories.

(e) Important words should be underlined to indicate Special emphasis.

(f ) Annoying and embarrassing questions should be omitted.

(e) questions are to be arranged for easy tabulation.

(h) basic data like age, qualification, etc. should be collected in the begining of the
questionnaire

(i) to save time, questions of similar nature may be grouped together.

(j) Adequate space for answers to questions showed be provided in the questionnaire.

(k) Questions should be presented in good psychological order (i.e from general to Specific,
favourable to unfavourable).

(l) The questionnaire should be tried out of over small group , similar to group which will
respond to the final drafts of the questionnaire and this group may be encouraged to raise
question when they do not understand the vocabulary or the meaning of various questions. The
questions may then be improved accordingly.

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TYPES OF QUESTIONNAIRES :
Mc Kornam (1996) Categorized questionnaires into three types.( 1) Mailed questionnaire,( 2) Group
administered questionnaire, (3) personal Contact questionnaire

First of these three types is pastal questionnaire, williams (1997) calls

this type self-competition questionnaire. This type has a pre determined set of questions. The
respondents are provided with self-addressed stamed envelope to return within two or four
weeks after posting the questionnaire. This type of questionnaires Costs less compare to other
types. The respondents can take their own time in filling it. The advantage of this type is that it
covers a wider geographical area.

The Second type is group-admistered questionnaire. In this method the

respondents gather at one place and complete the questionnaire. This type of method is
basically used by the teachers to gather data on any research query.

In the third, category the researcher and the respondents come together
and questionnaire is filled in the presence of the researcher one by the researcher.

TYPES OF QUESTIONS :
What type of questions should be included in the questionnaire for Survey research ? Each type
has its own advantages and disadvantages. The choice of questions also depends upon the
topic of research, the target population, etc. questions can be grouped into two Categories i.e
open ended and close-ended questions.

Open ended question give liberty to the respondents to express their views. They give
tremendous freedom to the respondents to answer according to their interpretation.

Example: Can you guess today! topic of the class ?

Advantages: (1) Unanticipated answers can be obtained from the respondents.

(2) Researcher can get the real views of the respondents.

(3) Such answers reveal the logic of the respondents.

Disadvantages:- (1) Respondent needs more time to answer.

(2)More Space is required for answers in the questionnaire.

(3)Respondents may use different terms for the same concept.

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Close ended questions are best suited for large-Scale Surveys. They are easier for the
respondents as well as for the researcher. Close-ended questions are provided with a List of
accepted answers. A respondent has to pick and choose the right answers.

Example: Teacher should also act as a __________.

Advantages: (1)Cost effective

(2)Easy fore respondents to answer.

(3)Sensitive question can be properly answered.

Disadvantage:- (1)Construction is not easy for researcher.

(2)May be creates confusion.

(3)Ideas of the researchers are imposed on the respondents.

FRAMING OF QUESTIONS :
Before framing the questionnaire the researcher hall to review the literature on the area to
determine the type of questions to be asked. Flower (1987) Suggested four queries to be
addressed before finalising a question in the questionnaire.

(1)Is this a question that can be caked exactly the way it le written?

(2) Is this a question that will mean the same thing to everyone?

(3) Is this a question that people can answer?

(4) Is this a question that people will be willing to answer, given the data collection procedure?

ANALYSIS AND INTERPRETATION OF QUESTIONNAIRE :

While analysing the data, one calculates percentages and averages also for the sake of
interpretation. Sometimes significance of difference between two groups is also calculated.
However, the following points are to be noted for the purposes of interpretation.

(a) The Situation under which a generalization a true should be mentioned clearly.

(b) A high frequency of occurrence of any phenomenon always does not imply a greater
importance of that phenomenon.

30
(c) Personal comments are to be avoided if those are not based on the data collection.

(d) Unstudied factors which may be important determinats of the result, should not be
neglected.

(e)Conclusions drawn from different questions of the questionnaire should not conflict with
each other.

ADVANTAGES OF QUESTIONNAIRE:
(a) Easier and quicker to collect data. Through this method large amount of data can be
generated in a Short Span of time.

(b) Direct responses can be obtained.

(c) Information received is quantifiable. Quantitative ca well as qualitative responses can be

procured. Back ground information of the respondents, which is otherwise difficult to obtain,
Could be collected.

(d) Empirical data can be collected.

(e) Its cost effective.

(f) Response from a large population can be received covering a wide geographical area.

(g) High rate of response can be generated from an educated population.

(h) Responses are easy to analysis and tabulate.

(i) Questionnaire method provides the respondents to express their vews on any given topic
freely.

(j) Questionnaire has a fixed format with a given number of questions. This helps in eliminating
variation in the questioning process.

LIMITATIONS OF QUESTIONNAIRE:
(a)Difficult to receive adequate response rate. People often do not return the questionnaire on
time.

(b)Reliability of data can be questioned.

(C) Truthful answer cannot be ascertained.

(d) Incomplete answers also cause problem during the analysis stage.

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(e) Researcher Cannot observe the respondents reaction at the time of filling up at the
questionnaire.

(f) The questions can be wrongly interpreted which can affect the analysis.

(g)Complex worded questions also fetch poor results.

(h) Verification of the accuracy of the responses received from questionnaires might be
difficult.

Reliability of questionnaire data:

The question of the reliability of the questionnaire is often ignored, partly because it is difficult
to establish with any degree of precision. The test retest method is the only feasible approach
to the establishment of the reliability of the questionnaire. Here the answer to one respondent
in two instances can be compared for consistency.

CONCLUSION :
Paul Burton has very rightly said: “Properly designed and analysed questionnaires can be rich
and reliable source of research data, both qualitative and quantitative”.

Hence, proper attention has to be paid to carry out a questionnaire Survey. If not done properly
it may lead to misleading results. Questionnaire is an effective tool to gather both quantitative
as well as qualitative data in Survey research.

Personal profile of the Researcher Personal profile of the Respodant

Name - Name -
Age - Age -
Sex - Sex -
Qualification - School -
Date - Class -

ACTIVITY:
8th grade class teacher constructs a questionnaire for all the Students to know about their
feedback about the teaching-learning process and also to understand pupils needs and
problems.

Direction: It is important that you answer each question carefully. It is estimated that it will
require approximately 10-15 minutes to complete this questionnaire. When you have.
completed the questionnaire, please return it to the class teacher of your class. The printout
copy should provided to each and every student of the 8th grade class.
32
QUESTIONNAIRE :
(1) What is your favorite Subject? ________

(2) What are you good at ? ______

(3) What are you struggling to understand about the topic or Subject ?________

(4) What is one thing you learned from our last project work? ________

(5) Do you have Supportive classmates? ______

(6) Which activities in the classroom do you enjoy the most?_______

(7) What one thing you would like me to know about you?______

(8) What is your goal in life?______

(9) Do you think that the classroom teaching is effective for you? _____

(10) What is the chapter on Concept you would like me to explain more clearly? ______

(11) How much time do you spend on homework every day? _____

(12) What motivates you to learn? ______

(13) Are you interested on in your regular classes? ________

(14) In which Subject you are facing difficulties ? _______

(15) What facility of the School do you like the most ? ________

(16) How Satisfied are you with the library facilities? ________

(17) Does your all Subject teachers answer your doubts on their Subjects ? ______

(18) Which School activities would you like to participate in ? _______

(19) Are you interested in any extracurricular activities like Sport, dance, drawing etc.?_____

(20) What career do you want to pursue in the future? ______

(21) What more resources do you think the School should provide? ______

(22) What do teachers sometimes misunderstand about you as a learner? ______

(23) What do you want to learn about? _____

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(24) Are you comfortable in Solving problems? ______

(25) What is your best habit as a student? _______

............................................

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