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GUIDELINES FOR QUESTIONNAIRE DESIGN 243

the consistency of the responses), the two questions should be placed in dif-
ferent parts of the questionnaire, as far apart as possible.
The way questions are sequenced could also introduce certain biases, fre-
quently referred to as the ordering effects. Though randomly placing the ques-
tions in the questionnaire would reduce any systematic biases in the response, it
is very rarely done, because of subsequent confusion while categorizing, coding,
and analyzing the responses.
In sum, the language and wording of the questionnaire focus on such issues
as the type and form of questions asked (i.e., open-ended and closed ques-
tions, and positively and negatively worded questions), as well as avoiding
double-barreled questions, ambiguous questions, leading questions, loaded
questions, questions prone to tap socially desirable answers, and those involv-
ing distant recall. Questions should also not be unduly long. Using the funnel
approach helps respondents to progress through the questionnaire with ease
and comfort.

Classification Data or Personal Information
Classification data, also known as personal information or demographic ques-
tions, elicit such information as age, educational level, marital status, and
income. Unless absolutely necessary, it is best not to ask for the name of the
respondent. If, however, the questionnaire has to be identified with the respon-
dents for any reason, then the questionnaire could be numbered and connected
by the researcher to the respondent’s name, in a separately maintained, private
document. This procedure should be clearly explained to the respondent. The
reason for using the numerical system in questionnaires is to ensure the
anonymity of the respondent, should the questionnaires fall into the hands of
someone in the organization.
Whether questions seeking personal information should appear in the begin-
ning or at the end of the questionnaire is a matter of choice for the researcher.
Some researchers ask for personal data at the end rather than the beginning of
the questionnaire (Oppenheim, 1986). Their reasoning may be that by the time
the respondent reaches the end of the questionnaire he or she would have been
convinced of the legitimacy and genuineness of the questions framed by the
researcher, and hence, would be more inclined and amenable to share personal
information. Researchers who prefer to elicit most of the personal information at
the very beginning may opine that once respondents have shared some of their
personal history, they may have psychologically identified themselves with the
questionnaire, and may feel a commitment to respond. Thus whether one asks
for this information in the beginning or at the end of the questionnaire is a mat-
ter of individual choice. However, questions seeking details of income, or other
highly sensitive information—if at all deemed necessary—are best placed at the
very end of the questionnaire.
Even so, it would be a wise policy to ask for such information by providing a
range of response options, rather than seeking exact figures. For example, the
variables can be tapped as shown below: