Survey Questions Analysis: Likert, Forced-Choice, and Open-Ended

This assignment presents a student's work on designing and analyzing survey questions. The student created a four-question survey incorporating a Likert scale question (professor's class rating), a forced-choice question (gaming console preference), a rank order question (hair product preference), ...Read More

Running head: SURVEY QUESTIONS 1
Survey Questions
Your Name
Institution

SURVEY QUESTIONS 2
Survey Questions
I was required to generate a four-question survey for my classmates as well as the
Professor. The four categories of questions that were needed were Likert scale question,
forced-choice either-or question, a rank order question, and an open-ended question. The
items that I posted on my survey were; How would you rate the Professor’s class? Which
gaming console do you prefer? How would you rank the following hair products? Which
shoe brand do you prefer? The first question of rating professor's class is a Likert scale
question with choices ranging from very easy to very difficult. The second question on which
gaming console they prefer is a forced either-or question with two options of either
PlayStation or Xbox. The third question of ranking hair products is a rank order question with
the choices of shampoo, conditioner, hair oils, and hair wax. The fourth question on the brand
of shoes preferred is open-ended.
The Survey link: https://www.surveymonkey.com/r/LVD7SRC
For the first question, the majority of the responses were easy, while the least
responses were on very difficult. A Likert scale question gives a person options to choose
from, and the choices may range from five to seven (Boone & Boone, 2012). The question
was well responded to because it appealed to most of the students. A question about a class or
topic concerning what happens in a lecture room attracts responses from many. The responses
from the questions indicate that most of the students believe that the class is not difficult,
while few think that the class is difficult. The question gave a view of the students' opinions
and their level of agreement.
In the second question, the respondents were majorly male students. Most female
students do not usually game, and that would explain the majority of the respondents being
male. A forced either-or question often forces the respondents to choose an option that
describes their opinion (Brown & Maydeu-Olivares, 2011). Therefore, a neutral or don't

SURVEY QUESTIONS 3
know the either-or forced questions eliminate choices. Most of the respondents chose Xbox
as their preferred gaming console to PlayStation. Only a few students selected the PlayStation
as their preferred console. The question forced the students to express their attitude and
opinion on the console debate.
The third question, which applied to everyone, was a rank order question. Hair
products are used by both the male and female students, and therefore this question was
perfect for all students. A rank order question usually let the respondents rank items or
choices given in according to their preference (Surdeanu et al., 2011). The rank order
question allows the respondents to evaluate the subject and then rank the options given in the
rows. The highly-rated hair product was shampoo, followed by hair conditioner, then hair
oils, and lastly, the hair wax. This showed that most students prefer using shampoo in
maintaining their hair.
The last question on the brand of shoe preferred by the students was open-ended. The
question applied to all students as everyone does a brand of shoe they liked. Therefore, the
responses to the question were high. Everyone had their different selection of shoes that they
preferred. An open-ended question allows the respondents to make a selection of their choice
without being limited (Popping, 2015). Those are the questions that were in my survey.

SURVEY QUESTIONS 4
References
Boone, H. N., & Boone, D. A. (2012). Analyzing Likert data. Journal of extension, 50(2), 1-
5.
Brown, A., & Maydeu-Olivares, A. (2011). Item response modeling of forced-choice
questionnaires. Educational and Psychological Measurement, 71(3), 460-502.
Popping, R. (2015). Analyzing open-ended questions by means of text analysis
procedures. Bulletin of Sociological Methodology/Bulletin de Méthodologie
Sociologique, 128(1), 23-39.
Surdeanu, M., Ciaramita, M., & Zaragoza, H. (2011). Learning to rank answers to non-
factoid questions from web collections. Computational linguistics, 37(2), 351-383.