Hacettepe Üniversitesi Eğitim Fakültesi Dergisi 18 : 1 - 10 [2000}

A COMPARISON OF TWO DATA COLLECTING METHODS: AND

Burcu AKBA YRAK*

ÖZET: Bu makalede veri toplama aracı olarak sosyal bi- actors talk to a specific and conscious purpose." limler ve egitimde yapılan araştırmalarda sıkça kullanılan Channel and Kahn (1968) defined as görüşme ve anket teknikleri incelenmiştir. Önce her iki tek- nigin tanımlan ve türleri üzerinde durulmuştur. Daha sonra "a two-person conversation initiated by the görüşmeler ve anketler çeşitli yönlerden karşılaştırılmıştır. interviewer for the specific purpose of obtaining Bu karşılaştırma maliyet, süre, planlama, örneklem büyüklü- -relevant information, and focused by ğü ve örnekleme, istenilen bilgiye ulaşma, yanlılık, gizlilik, him on content specified by research objectives yanıtlama oranı, geçerlik, güvenirlik ve verilerin analizi öl- of systematic description, prediction, or expla- çütlerine göre yapılmıştır. Son olarak, her iki teknigin avan- nation" [cited in (2): p.271]. tajlan ve dezavantajları bir tabloda özetlenmiştir.

ANAHTAR SÖZCÜKLER: Görüşmeler. Anketler, At its simplest form, a is no Araştırma Yöntemleri. more than a list of questions to which answers are being sought. However, to assure that mis- understandings or ambiguities in the questioning ABSTRACT: In this artide, as data collecting tools inter- are reduced to aminimum, and to enable data to views and questionnairesused in and educa- tional were examined. Firstly, the definitions be compared across the members of a , a and types of both techniques were discussed. Then intre- number of different ways of presenting ques- views and questionnaires were compared in terms of vari- tions have been developed (3). ous aspects. These comparasions were made regarding cost, time, schedule, sample size and , access to When constructing questions for interviews information, , anonimity and confidentiaIty, response and questionnaires, Foddy (4) emphasizes that rate, validity, reliability and data anaIysis. FinaIly, the the researcher must elearly define the topic of advantages and disadvantages of both techniques were each question, determine the applicability of the summarised in a table. question to each respondent, and specify the per- KEY WORDS : lnterviews, Questionnaires. Research spective for responding to the question. Methods. 1.2. Types of Interviews 1. INTRODUCTION When we look at the structured interviews, they can be the structured or unstructured. There are different types of interviews and questionnaires, In this artiele, interviews will be The structured interviews are that a list of investigated in terms of being structured or questions is asked the answers recorded on a unstructured. AIso questionnaires will be inves- standardized schedule. The content and proce- tigated regarding its types which are 'self- dures are organized in advance for questioning. administered' and 'mailed' questionnaires, The sequence and wording of the questions are determined by means of a schedule and the 1.1. Definitions of Interviews and interviewer is not allowed to make any changes. Questionnaires Fontana and Frey (5) emphasize that "There is generally little room for variation in response Interview is a kind of conversation and as except where an infrequent open-ended question Hull (l) tells us ".. .but of Particularkind, where mav be used". Also thev add "There is verv

* Research Assistant. Hacettepe University, Faculty of Education, Department of Primary Teaching.-Beytepe 06532 ANKARA 2 Burcu Akbayrak [ J. of Ed LS

little flexibility in the way questions are asked or "Without doubt, themail questionnaire is gener- answered" . ally cheaper than other methods" and they con- The unstructured interviews, contrary the tinue by quoting from Selltiz et.al is an open situation and so "Questionnaires can be sent through the mail; having greater flexibilityand freedom. Although interviewers cannoL" There are traveling and research questions determine the questions to be existence expenses to be occurred, as well as asked, their content, sequence and wording are payments to the interviews and interviewers. entirely left to the interviewer. However, this Interviewers have to be organized and trained does not mean that the unstructured interview is which requires a field-work organization when a more casual thing, and for in its own way it interviewers are distributed all over the country . must be carefully planned (2). Granström (11: p.353) has found this factor as a difficulty in his research and he indicates that 1.3. Types of Questionnaires "About twice as many teacher applied, for There are two different types of question- which reason selection was based on practical factors, such as timetables and travelIina naires, namely the mail, and self administered to questionnaires. expenses." As a result, he had to reduce the sam- ple size. As its name implies that mail questionnaires prepared questionnaire which are mail ed to the In some cases, interviewers leave or quit the respondents whose names and addresses . In this case the replacement of them pre- obtained regarding sample with co ver letter sents some difficulties and cost some extra explaining the purpose of the survey emphasis- money. The interviewing of particular sample, ing how valuable the respondenfs completion of such as following of the graduates of a school the questionnaire. A self addressed and stamped after five or ten years of graduation may be very envelope for retums can also be included. expensive. The self-administered questionnaire is pre- The main advantage of the mailed question- sented to the respondents by the researcher or by naire is its cheapness. Since it does not require a someone in an official position such as schools' trained staff or the field workers, the payments headteachers. Holroyd and Harlen (9: p. 326) to them and their travel expenses do not exisL say that "Headteachers distributed the question- Furthermore, all it requires the cost of planning naires to teachers of pupils. . ." The purpose of and piloting, printing expenses, sampling, and the questionnaire is explained, and then the mailing, providing stamped, self-addressed respondents is left alone to complete the ques- envelops for the retums. However, there is a tionnaire, which may be sent or collected later. danger of low response rate in mail question- This method assures a high response rate, accu- naire that it can make the survey expensive. rate sampling, and minimum of bias, providing "...the response to a mail survey may be so low necessary explanations and giying the benefit of that the cost per completed questionnaire is personal contact (6). higher than with an interview sample." (10: p.257). Another advantage of the questionnaires is that their data processing and analysis is 2. THE COMPARISON OF INTER- cheaper than that of interviews. VIEWS AND QUESTIONNAIRES 2.2. Time 2.1. Cost The main disadvantage of interview is that it Interviews cost more money than question- requires a great amount of time to collect infor- naires. Moser and Kalton (10: p.256) tell us mation. Because it takes several interviews with A Comparison ofTwo Data Collecting Methods: lnterviews and Questionnaires 3

different people before asimilar, a set of ques- requires less than 30 minutes to complete and, tions has been asked to individual respondent in preferably, less than 15 or 20 minutes. the survey. The actual interview session changes "Questionnaires were completed in about 20 in length and time. Any interview under half an minutes and no pupils refused to take part." (15: hour is unlikely to valuable; and an interview p. 309). A long and time-consuming question- taking more than an hour may be making unrea- naıre, as pointed out by Huse'n and sonable demands on busy interviews. So it can Postlethwaite (14: pA883) "... may cause a effect of reducing the number of persons to par- respondent to cease to cooperate after a period ticipate, which may in turn lead in the of answering questions. At best, one will receive sample. an incomplete questionnaire and, at worst, the Sharp (12: p.IO) admits that "Staff feel it is questionnaire will not be returned ." Therefore, important to allow time for students to feel at these factors influence the response rate, relia- ease during the interview, so interviews are bility and validity of the research. timed to last at least 30 minutes." AIso she quot- AIso, self-completed questionnaires, which ed from Howard Jones "Students who have been respondents fill in for themselves, are very effi- for interview at other colleges are often sur- cient in terms of researchers time and effort. prised at being gi yen this amount of time, but we Copies of the questionnaire could be distributed feel that it is important to give staff and students to all pupils in a school, or to the hundreds of time to find out about each other", Additionally, employees in firm, can be completed by them Mouton et.al (13) say that "Interviews took 45 and returned to the researcher about the same minutes to i hour and were completely volun- amount of time that it takes to complete a single tary ," it seems that choosing the voluntary sam- interview. ples is good solution for time-consuming in interview. 2.3. Schedule All interviews require careful preparation Interviews and questionnaires involve ques- that means time and effort. "Arrangements to tions to ask to the respondents. There are main- visit; securing necessary permission; confirming ly two types of questions, which are close-ended arrangements; rescheduIing appointments to and open-ended. The close-ended type where cover absences and crises; these need more time. the respondents choose from two or more alter- Notes to be writing up; tapes if used require native. The most frequently used is the dichoto- whole or partial transcription (one hour of tape mous question, which offers to a respondent time requires ten hours to transcribe fully)" (7: only two alternatives: 'yes-no' or 'agree-dis- p. 230). AIso, the analyzing and transcribing agree'. According to Kerlinger the chief advan- requires time. tage of this type question is that it has greater Regarding the time for the completion a uniformity of measurement and so has higher questionnaire, Huse'n and Postlethwaite (14) reliability; making respondents answer in a man- suggest that for adults 30 minutes is about the ner fitting the response category; and being upper limit that can be expected in the way of more easily coded. Their superficiality, the pos- answering time when questionnaires are admin- sibility of irritating respondents who find none istered in group setting. of the alternatives suitable, and the possibility of " When questionnaires are mail ed to respondents, about 15 minutes foreing responses that are inappropriate can be appears to be the limit to the respondent time. found their disadvantages [cited in (2)], Questionnaires administered to students may The open-ended type which supply a frame need to be shorter and require less time." (14: of referenee for the respondents' answers but put pA883). Therefore, the full questionnaire should a minimum control on the answers and their 4 Burcu Akbayrak [ 1. of Ed ]8

expression. In an interview, the open-ended ple sıze must be reduced. As an example, questions obtain several advantages: theyare Schenk (21) has reduced her sample group to get flexible; they allow the interviewer to probe so depth information. "Structured interviews with that he/she may go into more depth if he/she 50 experienced designers were conducted and decides, or to elear up any misunderstandings; supplemented by shorter, focused interviews they also enable the interviewer to test the limits with 20 junior designers." (21: p.74). Depth of the respondents knowledge; they encourage information means time and effort. Another co-operation and help to establish rapport; and example, Tizard and Hughes had to reduce their finally they allow the interviewer to make a truer sample size because of the process of recording assessment of the what the respondent believes and transcribing of children conversations was or thinks. much more time-consuming than they had antic- Sometimes researchers use mixed questions ipated [cited in 22]. type in their questionnaires or interviews (16), (9), (13). Clement explains the reason of this as 2.5. Access to Iiıformation "The last section of each questionnaire was left Whatever data collecting technique is used open so that Headteachers and assistant teachers whether questionnaire or interview technique, it could add their personal comments in response needs some information supplied by respon- to the Statutory Orders for art." (16: p.5). dents. Types of information required depends on the purposes of the interviews and question- 2.4. Sample Size and Sampling naires. The problem which faces the researcher Sampling is very strict regarding the number is to find the right respondent. One e the of observations (interviewees and respondents researcher finds the right respondent/s, he/sh e of questionnaires) needed from a given popula- can ask the questions orally or written and then tion to make reliable estimates on given charac- gets the answers. The respondent should have teristics of this population. Determining the the information or data that the researcher is sample size is very important problem and it seeking. In this case, after reaching the intervie- depends on many factorso In order to determine wee, it seems easy to access to information the sample size the researcher must know the interviews. However, this requires asking the variance of the characteristics to be examined in right questions. the population. Psacharopoulos (19) recom- There are different types of questions used mends that 5 to 10% sample sizes are to be ade- in interviews. One type of question is known as quate for most surveys. Here, the important 'filter' questions. (20: p.38) explains that "it thing is that it is not the size of the sample but starts off with a broad question and then pro- more important is that it should be representa- gressively narrows down the scope off the ques- tive and random. tions until it comes to some very specific point." Another advantages of mailed question- He continues that, a filter question is used to naires is that a much larger sample can be co v- exclude a respondent from a particular question ered at modest increase in cost and that the sam- sequence if those questions are irrelevant to him. pling can be more accurate and representative of On the other hand,many open-ended questions its population. Since a questionnaire can be will produce a good deal of information that is addressed to a particular respondent, whereas ~ot relevant to the purpose of survey. the interviewer has to find the right individual at Interviewing requires that all information in home in a particular household or in a work a respondent's answer is expIicit. As Dyer (3: place (20). p.57) points out that "the aim of an interview is In an interview, regarding its type the sam- to draw from an interviewee a range of informa- A Comparison ofTwo Data Collecting Methods: lnterviews and Questionnaires 5 tion which includes impIicit knowledge. One of faH to obey instructions; she may show sur- the aims of interview may be to bring as much as prise or boredom in tone or emphasis or in possible of this implicit knowledge out into the other ways unconsciously communicate her open, and to make it explicit." own attitudes and her expectations of the responden!' s attitudes. Questions con- Apart from that, interviewer is able to cerned with 'delicate' issues raise special answer questions conceming the purpose of the problems." interview, and the interviewee may be put at in a way that is possible with questionnaire. This may result accessing to more reliable informa- The main sources of bias are the characteris- tion. On the other hand, in a questionnaire there tics of the interviewer and the characteristics of is no way of determining how the respondent the respondents, and the content of the ques- filled the questionnaire. It is also possible that tions. Studies have also show n that race, reli- the questionnaire may be have been filled by gion, age and social class can be potential individual other than the real respondent. sources of bias. There are some ways of reduc- ing bias, which are the careful formulation of 2.6. Bias questions so that the meaning is very clear; thor- ough training procedures so that an interviewer Questionnaires and interviews are prone to is more aware of possible problems; probabiIity distortion of data because of the presence of sampIing of respondents; and sometimes by bias. One of the disadvantages of close-ended matching interviewer characteristics with those questionnaire is the source of bias. Since the of the sample being interviewed (2). researcher force respondents to choose one or some predetermined altematives and to make Some of the problems mentioned above can them consider on alternatives that maybe be extended by suitable selection and training of respondents never think about them. interviewers, by careful preparation of the inter- view schedule control, and by supervision of the it seems that interviews are prone more bias interview process. However, some other biases than questionnaires because of the interviewer may exist and they can influence the results of factor. As Selltiz et .al (1962) point out, "inter- the interview to an unknown degree. viewers are human beings and not machines" [cited in (18): p.95)]. Bias can be present in 2.7. Anonymity wording questions and in the manner that they are expressed. As Oppenheim (20: p.31-32) Anonymity is one of the features sought in points out that the interview has several sources questionnaires. As Psacharopoulos (19: p.162) of biases. indicates that "it is more often that question- naires start by asking the name of the respon- dents and his address. On the contrary, anony- "The interviewer may give an inkling mous questionnaires generate a higher and bet- of her opinion or expectations by her tone ter quality response, especially on the income of voice, the way she reads questions, or and second job question.". This is very impor- simply by her appearance, dress and accent. She may unwittingly influence the respon- tant in case of asking questions about one's pri- dent by pausing expectantly at certain vate life. points, by probing with leading questions, Data obtained from the interviews and ques- and by agreeing with the respondent in an tionnaires should always be regarded as confi- effort to maintain rapport. Her own expec- tations and her selective understandings dential as possible, in the sense that no respons- and recording of the answers may produce es or results should ever be published which bias. An interviewer may misunderstand of could identify certain respondents. To get this 6 Burcu Akbayrak [ J. of Ed 18 result respondents should be given assurance to every researcher should satisfy himself that all this effect and a guarantee of anonymity. For personal information, such as place ofresidence, example, Boulton (23: p.440) to facilitate honest occupation, and the like, which could lead to an answers and to comply with ethical standards identification, and which is not absolutely essen- from a sample of 8-10 year-olds, informed the tial to the topic of inquiry, has either been children that ".. .their responses would not be removed or effectively disguised." For example, communicated to anybody from their schooL." Holroyd and Harlen (9: p.326) have assured the and he continues by "At the outset of the inter- confidentiality of the questionnaires to the sam- view, it was pointed out that it was not a test, as ple group. "Teachers were fully informed of the there were no right or wrong answers, and that it aims of the research and the procedure that was was acceptable for the children to say whatever adopted for the return of completed question- they wanted in response to the questions." naires ensured confidentiality." This is very important aspect of the inter- During the interview respondents tells the views and questionnaires. The anonymous mail interviewer things that they never intended to questionnaires give a greater portion of socially tell. Interviews can become confessions, partic- unacceptable responses than face-to-face inter- ularly under the promise of confidentiality. views. If possible the names of the respondents Therefore, the power of interviewing can put the should not be asked to write or requested to sign interviewees at risk. As Patton (8: p.355) the questionnaires. emphasizes that "The interviewer needs to have an ethical framework for dealing with such 2.8. Confidentiality issues ."

Confidentiality is also sensitiye factor both 2.9. Response Rate in an interview and questionnaires. Few people can be openhearted in front of the audience. To One of the other disadvantages of mail ed get confidentiality quite and suitable places, for questionnaires is the fact that, they usually pro- example not child's own classroom, should be duce lower response rate (19). "Depending on obtained for interviewing (23). the subject of the questionnaire, for the uninter- ested group s, figures of 40 per cent to 60 per The qualitative data obtained in the inter- cent are typical; even in surveys of interested views is highly accessible. Since it consists of groups, 80 per cent is seldom" (20: p.34). verbal descriptions, which can be read by any- A study was carried out by Krysan and et aL. one. Therefore, it is very essential to take great (24) to ascertain the response rates and response care to maintain the confidentiality of the writ- content in mail versus face-to-face surveys. ten records. This requires that all records should They concluded that, thernail surveyobtained a be such that there is no possibility that source of considerably lower response rate than the face- the information can ever be identified. This can to-face interview. be achieved by removing the names of the respondents from all documents. if it should be Dillman and et. al (25) have conducted an necessary to have a record of a respondent's per- experimental study to determine the relative sonal knowledge, these should be kept entire1y effects of questionnaire length, respondent- separate from the data, and there should be no friendly questionnaire design, and a difficult way that a casual or curious reader could con- question on response rates. They have found that nect them. This role should be regarded as "the shortening questionnaire and respondent- absolute even when respondents give permis- friendly questionnaire design improve response sion for their names to be used. As Dyer (3: rate, whereas asking a potentially questions p.63) points out that "Beyond this minimum, and/or objectionable questions,..., lowers A Comparison ofTwo Data Collecting Methods: lnterviews and Questionnaires 7

response." (25: p.289). Interestingly, Scott (26) rates to mail surveys (mail questionnaires). They has found no significant evidence to this view. worked on a random sample of 1, 000 retired Also he supported his findings with two other public employees in a large western city. A four- experiments (Brown,1960 and Sletto,1940). page questionnaire booklet of Dillman (1978) Sletto sent questionnaires to three different design was mailed to the sample. They conclud- group of 100 graduate students. Questionnaires ed that"... age, within elderly population, does were 10 pages, 25 pages and 35 pages. have a significant impact on response rate to a Surprisingly, the response rates were respective- mail questionnaire Mail surveys can be ly 68 per cent, 60 per cent, and 63 per cent. administered successfully to elderly populations Hence, there was no clear evidence of a clear and a reasonable overall response ratemay be decline in response regarding the questionnaire obtained-but only if appropriate precautions are length (cited in (26): p. 168)]. Unfortunately, taken." (27: p.75-76). there was not recent research mentioning this issue available. 2.10. Validity Scott (26) has found in his research that the "High validity demands high reliability, but official sponsorship is one of the main factors the reverse is not true. In practice, high reliabil- affecting the high response rate. The similar evi- ity is found to give comfort to research workers dence has found in Holroyd and Harlen' s even where validity is clearly the crucial research in 1996 (9). They explain that "With issue..." (26: p.179). the valuable cooperation of the directors of AAP science project, questionnaires were mailed to Although there are different type of validity, the 119 schools...Replies were received 99 inferences about the validity of interviews are schools, that is, 83 per cent of the AAP sample. made on the basis of face validity, that is, lt is not possible to give a precise .figure for the whether the questions asked look as if theyare return from the teacher population targeted since measuring what they claim to measure. One way the exact number of possible respondents in of validating interview measures is to compare each school is not known. Thanks to the strate- the interview measure with another measure that gy of cooperation with AAP these r'esponse has already been shown to be valid. If two mea- rates are unusually high for a questionnaire sur- sures agree, it can be concluded that the validity vey." (9: p.326). of the interview is comparable with the reliable validity of the other measure. The refusal rate for personal interviews is typically very much smailer than non-response Ross bases an interview's validity on the rate for postal questionnaires. Although a good oral proficiency of an interviewee. "The validity planning of the questionnaires can increase the of the interview as a legitimate interactional response rate for the questionnaires, this remains process depends crucially on the interface a major problem. The basic point is that the between the way language is used for the pur- researcher has little or no knowledge about the pose of communication in the interview and how views and characteristics of those who do not this use represents the extent and quality of lin- response, which can seriously reduce any claims guistic accommodation in native-non-native dis- to generalizability (7: p.237). course." (28: p.175). Another aspect of the response rate is the Perhaps the most practical way of increasing relationship between respondent age and the validity of the interviews is to minimize the response. Arecent study was carried out by amount of bias as much as possible. Kaldenberg, Koenig, and Becker (27) to exam- 1 The Scottish Office Education Department funds the ine the relationship between age and response Assesment of Achievement Program (AAP) 8 Burcu Akbayrak [ J. of Ed 18

The validity of a questionnaire concems the and Postlethwaite concluded that "Correlations extent to which it is actually capable of provid- of other socioeconomic variables were equally ing information, which it claims to provideo In law, suggesting that there is a considerable anather words, data obtained by a questionnaire amount of error in response to questionnaire surveyare valid if they measure what theyare items. it is important that research workers or supposed to measure. Typical examples of non- plan to use questionnaires investigate for mea- validity refer to high , the age and surement error so that the results obtained from productivity questions (19). questionnaires can be used with confidence or correction for unreliability made in analysis." The important point is that, general ques- tion s about the validity of a questionnaire are not In order to assess the reliability, a smail really meaningful when theyare considered number of children were re-interviewed by without purpose of the questionnaire. The Boulton (23: pA41) between 3 and 5 days after researcher needs to know which types of validi- the initial interview. "For each individual child, ty is being applied as a criterion, and what pur- a high Kappa value was obtained, and the mean pose the data obtained from the questionnaire across all 15 children was 0.89. These results are intended to serve. support the view that children's nominations..." Mareaver, oral proficiency is powerful fac- 2.11. Reliability tar for reliability and validity of an interview. One of the characteristics sought in any Because oral proficiency has been on the relia- measuring device is the reliability. The reliabili- bility of the ratings, perhaps at the expense of ty of a questionnaire is concemed with the the validity of the interview format (28). extent to which procedure is capable of return- ing an accurate result despite the presence of 2.12. same factors, which may influence the outcome When data are collected through either inter- in one directian or anather. A reliable question- views or questionnaires, the task of the analysis naire would be one, which is capable of giying begins. The analysis of quantitative data is rela- the same result when given to the same individ- tively easy and can be accomplished through the uals on different time. In anather words, a reli- use of descriptive and inferential statistics. able questionnaire or even any measuring tool Qualitative data, obtained from open-ended should be free from the measurement errors. questions is rather more difficult to code and Reliability of a questionnaire can be accom- analyze, since it is difficult to categorize the plished in two ways. One approach is to ask the responses. same question that was presented early in the One of the main problem s of interpreting questionnaire in the same or slightly different qualitative data is that it rapidly seems to form in the questionnaire. This approach gives a become very large. Researchers indicate the dif- modest consistency check but does not take into ficulty of transcribing of an interview. These are account variations in time. The second approach examples, "Half a dozen interviews can produce is to re-administer a questionnaire to the same hours of transcriptian work and document col- group of respondents several days later and lection rapidly fill several files" (29: p.251). compare the results that were obtained. Munck "One hour tape recording means seven or ten (1991) made a study of 9-year aıds in Sweden. hour transcribing" (30). Munck's results present a striking example of the amount of unreliability inherent in question- Data obtained from interviews are difficult naires. For the three items used in the question- to bring them together and analyze. if the inter- naire, she found the "kappa carrelation"0.98, views are systematized and standardized such as 0.77, and0041.[citedin (14) p. 4886)]. Huse'n stmctured interviews, this facilitates coding data A Comparison ofTwo Data Collecting Methods: lnterviews and Questionnaires 9 and analysis of data through computers. elosed end questions, responses have to limited However, this provides less flexibilityand less into predetermined boxes which may or may not sensitiye to individual differences. be appropriate. if the questionnaire has been well designed The relative advantages and disadvantages and constructed, the time needed to code and of interviews and questionnaires are summa- analyze responses can be short, partieularly if the computer cmıing or analysis is available. rized in Table 1. It seems that one advantage of The data are necessarily superficial. There little one techniques is the disadvantage of the other or no check on the honesty or seriousness of technique. it cannot be elaimed that one tech- responses. In the questionnaires consist of nique is better than the other. Table ı. A Summary of Advantages and Disadvantages of Interviews and Questionnaires

Criteria Interviews Questionnaires Advantages Disadvantages Advantages Disadvantages Access to information t/ X Anonymity X t/ Application Skill X t/ Bias X t/ Confidentiality X t/ Cost X t/ Data Analysis X t/ Flexibility t/ X Reliability t/ X ResDonse Rate t/ X Sample size and Sampling X t/ Time X t/ Validity t/ X

Meaning of symbols: tl' Advantage )( Disadvantage

3. CONCLUSION survey. It consists of a number of questions or This artiele has attempted to describe what items on paper that respondentsreads and gives interviews and questionnaires are; how and answers in written form. where theyare used; what their types and major Both techniques have certain advantages and characteristics are; and finally what advantages disadvantages. It seems that an advantage of and disadvantages they have. questionnaire is the disadvantage of interview. Interview is a controlled conversation that Furthermore, a disadvantage of questionnaire is the advantage of interview . it cannot be said that the interviewer obtains data required for the sur- vey from the respondent by means of asking one technique is superior to other. Which tech- nique should be used depends on the purposes of serious questions verbally. During the course of the research and the variables involved. In some interview nonverbal messages are also present cases combination of both two techniques might and need to be interpreted. Complex cognİtive, be the best way to provide a powerful research affectiye and social feelings are involved in strategy instead of trusting on onlyone tech- interviews. nique. if researcher wants to know not only the A questionnaire is a self-report instrument respondents' think but also how they feel and used for collecting information needed for the think, he/she should use interview method. LO Burcu Akbayrak J. of [ Ed 18

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