Presented by Fred Unger at a training course for exchange students from Gadjah Mada University, Indonesia. Eco Health/One Health Resource Center, Chiang Mai University, Chiang Mai, Thailand, 15 June 2013.

1. Survey tools development and practical application
Fred Unger
Vet.
Epidemiologist
ILRI
Training module for EHRC UGM exchange students
UGM
visiting the EHRC CMU, Chiang Mai, Thailand
Vet Faculty
15 June 2013
06.06.2012
Fred Unger (ILRI)

2. Outline for UGM student exchange
- EH tool development module 



Training on qualitative and quantitative survey tools
Group work to develop tools
Field visit and testing of tools
Reflections of tool application and field visits (report)

3. Survey tools
Quantitative
Qualitative

4. Survey tools
Quantitative
Questionnaires
Likert scale
Qualitative
In‐depth Interviews
FGD

5. Questionnaire – basic guidelines

6. Mail versus face to face
Mail Q:
easy, cheap, more non responders, little information
about non responders, usually only short Q possible,
no information about sequence the Q was answered
Face to face Q
high response rate, information about non
responders, longer Q possible, time consuming,
expensive, interview bias, additional information
possible eg through observations

7. • Target the vocabulary and grammar to the population be
surveyed
• Avoid ambiguity, confusion, and vagueness.
• Avoid leading questions
• Avoid double‐barrelled questions
• Avoid asking questions beyond a respondent's capabilities

8. Questions should flow from one to the next one
(logical), general to specific, impersonal to personal,
easy to difficult
Keep question interesting for the responder
Designed in a way to motivate respondents and to
facilitate recall

9. Show understanding of the local conditions
(ethnical, socio econ)
Develop methods to guarantee confidentially
Explain the objective and background carefully

10. Closed ended question
More suitable for statistics
Useful for determining frequencies
Limited in response, answered in a specific way
Risk of missing of important dimensions, not captured in
response option
Used for qualitative research

11. Partially closed ended question
Alternative – compromise to closed/open ended
Respondent has chance to create their own responses
e g other category, howewer it often yields little

12. Open ended question
Indispensible for exploratory studies
Probing is often needed (information bias)
Difficult to use for statistical analysis
Used for qualitative studies

13. Questionnaire Example
Zoonoses study in Guinea
• Introduction and purpose
(1) Do you know any disease which can be transmitted from
animals to human? ① yes ② no
If yes, please kindly fill the table below …
(2) Do you have any specific knowledge for Brucellosis?
① yes ② no
If yes, please kindly fill the table below …

15. Likert scale

16. Developing Likert Rating Scales
• Rating scales yield a single score that references the direction and
intensity of a person’s attitude.
• Originally developed by Rensis Likert in 1932, this type of rating
scale is the most widely used attitude scaling technique. Likert
rating scales are used in various settings, including clinical,
educational, administrative, and organizational contexts.
Reasons for its popularity include:
1) relatively easy to construct,
2) yields reliable scores, and
3) flexibility in its ability to measure many types of affective
characteristics.

17. Likert Rating Scales
• Respondents are asked the amount they agree or disagree with a
number of statements.
• A ‘true’ Likert scale uses a 5‐point scale.
• Increasing the number of points on a Likert scale does not help
because most respondents are unable to make finer distinctions.
• A mid‐point allows respondents to select a neutral option and may
be important if the respondent is truly ambivalent on a topic.

18. Likert Rating Scale Statements
• Select statements that are believed to cover the entire range
the affective scale of interest.
• Keep the language of the statements simple, clear, and direct.
• Statements should be short, rarely exceeding 20 words.
• Each statement should contain only one complete thought.
• Whenever possible, statements should be written in simple
sentences rather than compound or complex sentences.
• Avoid the use of the words that may not be understood by
those who are to be given the completed scale.

19. Type of
scale/points
on continuum
1
2
3
4
5
Effectiveness
Very
Effective
Effective
Neither
Effective nor
Ineffective
Ineffective
Very
Ineffective
Frequency
Always
Often
About Half
the Time
Seldom
Never
Satisfaction
Very
Satisfied
Satisfied
Neither
Satisfied nor
Dissatisfied
Dissatisfied
Very
Dissatisfied
Effectiveness
Very
Effective
Effective
Neither
Effective nor
Ineffective
Ineffective
Very
Ineffective
Very Good
Good
Average
Poor
Very Poor
Much Better
than
Expected
Better than
Expected
As Expected
Worse than
Expected
Much Worse
than
Expected
Quality
Expectancy

20. Examples
•
How many friends you will have in the new school?
A lot less
less
about the same
more
a lot more
•
•
What do you think about the price of chicken inThailand
very expensive
expensive
neither agree or disagree
cheap
very cheap
Do you think the price of chicken is too expensive in Thailand
Strongly agree
agree
neither agree or disagree
disagree
strongly disagree

21. Quantitative
In‐depth interviews (IDI)

22. IDI
• Interviewing is a method of qualitative research in
which the researcher asks open‐ended questions
orally and records the respondent’s answers
• Are flexible and continuous. They are not locked in
stone and are often not prepared in advance.
• Listening is the most important skill in interviewing.
The hardest work for many interviewers is to keep
quiet and to listen actively

23. IDI Example
Zoonoses study in Guinea
• Introduction and purpose
• Zoonoses perception & knowledge in general
• General perception/knowledge on Brucellosis

24. Quantitative
Focus group discussion (FGD)

25. FGD
• Is a form of qualitive research in which a
group of people are asked about their
perceptions, opinions, beliefs, and attitudes.
• Questions are asked in an interactive group
setting where participants are free to talk with
other group me

26. Some guidelines ‐ FGD
• Stick to the pre‐determined guidelines but keep some
flexibility
• Inform the group in advance the approximate duration of
the interview, then complete the interview within the
time specified
• Be respectful and courteous to all participants, and offer
few questions and advice
• Avoid leading respondents during FGD (e.g. by motivate
a wide range of respondents including woman)

27. FGD Example
Zoonoses study in Guinea
• Introduction and purpose
• Zoonotic aspects (awareness, perception and
behavior)
– Do you know any of diseases, which could be
transmitted to human beings?
– If yes, which disease, symptoms and do you know
how to avoid transmission?
– Do you know in your family or on your village any
case of disease, which could be originated in
animals or animal products?

29. Outline for upcoming field visit and application of tools
Date: 17 June 2013
Small scale chicken slaughterhouse (1)
– Questionnaire
– In depth interview
– Checklist
Chicken Farm (1)
– Check list
Group report to be prepared

30. Case Study example
added value of an integrative (Eco health) approach
Model of Hygienic Small Scale Poultry Slaughter House (SH) Chiang Mai ‐ Thailand
Schedule: 17th June 2013
Contact: Suwit Chotinun (CMU)