So now to gather data. Why did I choose a questionnaire?
From the initial workshop, ‘Methods Reading activity, I looked at all the suggested approaches. I discounted Collaborative Autoethnography as I was the only researcher, Document Analysis as the only documents were the Drawings created by the students, Creative Autoethnography and Art-based Action Research as I didn’t have time to include much of my own experiences.
My shortlist was:
- Interviews: A qualitative research method involving direct, structured or unstructured conversations with participants to gather in-depth insights into their experiences, perspectives, or behaviours.
- Semi-structured Interviews: A flexible interview format that combines pre-determined questions with open-ended prompts, allowing the researcher to explore topics in depth while maintaining some consistency across interviews.
- Questionnaire: A data collection tool used to gather information from participants through a series of questions, often structured to elicit specific responses that can be quantitatively or qualitatively analysed.
- Field Notes: Observations and reflections recorded by researchers during or after fieldwork, documenting behaviours, events, and environmental contexts to support the analysis of data.
- Observation: A qualitative research method where the researcher closely watches and records behaviours, interactions, and environments to gain insights into social/cultural processes or practices.
I prefer to use a format that is in groups, either in-person or online, as it mirrors the usual interaction with students and also encourages them to speak when they are with peers, and I think there would be a good turnout if it has a social element – I wanted to run them in the canteen, and provide some sustenance. I intended to record the focus group in a voice note on my phone to inconspicuous when they are speaking, obviously I would request participants permission first!
However, I had changed my ARP subject after the first term had started, so I was very busy with teaching students and did not have time to arrange focus groups out of sessions. This was mirrored by students who I asked in sessions about collecting data; they had submission deadlines and coursework to do, so an online questionnaire would be best. I worried that only keen students or students who like me may answer, and skew the results. So I read the suggested text ‘Converse Presser 2011 Questionnaires.pdf’. Converse and Presser propose several strategies to reduce measurement error and enhance the reliability and validity of survey data, reflecting the authors’ emphasis on meticulous design and iterative testing as fundamental to achieving high-quality survey data. Here are some key strategies they recommend:
- Precise Question Wording
Ambiguous or leading questions can introduce bias. The authors stress that wording should be clear, neutral, and universally understandable. They note: ‘The way a question is worded can significantly influence the answers obtained.’ - Pretesting the Questionnaire
Pretesting is vital for identifying problematic questions or unexpected interpretations by respondents. They recommend pilot studies and cognitive interviews to uncover issues in question comprehension and response processes: ‘Pretesting is an essential step in the development of survey instruments.’ - Avoiding Double-Barreled Questions
Questions that ask about more than one issue at a time can confuse respondents and obscure true opinions. For example, asking, ‘Do you agree that taxes should be reduced and social services improved?’ requires two separate answers. - Offering Balanced Response Options
To avoid response bias, response categories should be balanced, covering the full range of potential answers while avoiding leading options. - Controlling the Order of Questions
The sequence of questions can affect responses. Early questions can set a tone or context that influences later answers. Randomisation or careful ordering can mitigate this effect. - Simplifying Complex Questions
Complex or technical questions should be rephrased in simpler language to improve respondent understanding. - Using Consistent Scales and Formats
Consistency in response formats (e.g., Likert scales) across questions minimizes respondent confusion and increases reliability.
I also read the suggested book “Inspiring Writing in Art and Design: Taking a Line for a Write” by Pat Francis’, which I found fascinating. I had wanted to use a visual approach for students to give me feedback, but time did not allow this either. I hope to revisit this approach, and use focus groups too, in the future. Here are my thoughts on the piece anyway:
I found it a practical guide aimed at helping Art and Design students enhance their writing skills, but it would be beneficial in data collection to encourage students to be as detailed as possible. Recognising that many students may feel more comfortable expressing themselves visually rather than verbally, the book offers short writing exercises and creative techniques to build confidence and proficiency in articulating the concepts and aesthetics behind their work.
The book is structured into three main sections:
- Principles: This section introduces methods and practices to integrate writing into the creative process, emphasising the importance of finding one’s unique voice.
- Practical: Here, the author provides exercises on keeping journals, generating and developing ideas, and structuring various forms of writing, including essays.
- Examples: This part showcases sample writings to illustrate the application of the techniques discussed, serving as inspiration for students to develop their own writing styles.
By bridging the gap between visual creativity and written expression, Francis’s book aims to make writing a more integral and less intimidating part of students’ art and design educational experience, and I hope to use it with Analogue drawing to help students articulate and move forward with their Designer Identities.
Converse, J. M. and Presser, S (2011), The Tools at Hand, Sage Publications Ltd.
Print ISBN: 9780803927438
Francis, P (2009) Inspiring Writing in Art and Design: Taking a Line for a Write. Bristol: Intellect Ltd