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ASSESSING THE EFFECTIVENESS OF ONLINE SURVEYS IN EDUCATIONAL
MANAGEMENT RESEARCHES
Jose A. Tabulao
Teache III/Teache -in-Cha ge, Cagda a-o Elemen a y School, Philippines
Rea S. Ca angian
Teache I, Gulap Elemen a y School, Philippines
Le y M. So iano
Teache III, Bagong Buhay B In eg a ed School, Philippines
Jay ee O. Bas asa
Teache III, P esiden Diosdado Macapagal High School, Philippines
ABSTRACT
Online su eys we e he p oduc o echnological inno a ion in he de elopmen o schola ly wo k such as
esea ch wo ks. This s udy examined he ad an ages, challenges and s a egies in using online su eys in
adminis e ing educa ional managemen esea ches. The s udy employed a desc ip i e esea ch design which was
pa icipa ed by 200 andomly selec ed public school eache s among he selec ed public seconda y schools in he
Philippines. The s udy used a esea che -made su ey-ques ionnai e as he main esea ch ins umen . The s udy
ound ou ha online su eys we e highly ad an ageous in he adminis a ion o educa ional esea ches in e ms
o accessibili y, cos -e ec i eness and speed o da a collec ion. Howe e , eache s encoun e ed di e en
challenges in using online su eys such as low- esponse a e, digi al di ide esponden s and ques ion
misin e p e a ion. Thus, he s udy u he e ealed ha eache s used incen i es, p e- es ing su eys and ollow-
up eminde s as e ec i e s a egies in using online su eys when conduc ing educa ional managemen
esea ches.
Keywo ds:
assessing, impac , online, su ey, ad an age, challenges, s a egies, accessibili y, low- esponse, incen i es
INTRODUCTION
Da a collec ion p ocedu e is one o he c i ical aspec s in w i ing and comple ing a esea ch wo k. This in ol es
he culean asks whe e he esea che s adminis e hei esea ch ins umen in o de o ga he and collec aw
da a om hei a ge ed esponden s. Da a collec ion is also iewed as he dynamic p ocess in a esea ch
because i in ol es scien i ic p ocesses in collec ing, o ganizing and p epa ing he aw da a o da a analysis. In
w i ing a esea ch wo k, da a collec ion and da a ga he ing p ocedu e a e used in e changeably bu he con en
and aspec s including i s echnical p ocesses a e simila . The co e componen o da a collec ion p ocedu e is he
de ail and scien i ic p esen a ion how he esea che ga he he da a. In his line, da a sou ces a e one o e y
c i ical aspec in esea ch w i ing which emana es om p ope and scien i ically-made da a collec ion
p ocedu e. Appa en ly, da a ga he ing p ocedu es and da a collec ion p ocedu e does no only in ol e se ies o
asks. In a highly comp ehensi e and in ica e esea ches, da a collec ion commonly designed based on he ime
ame and he a ailabili y o he a ge ed esponden s. In addi ion, da a collec ion p ocesses also in ol es ce ain
amoun o money which is o be used o unding esea che ’s daily subsis ence while conduc ing his o he
esea ch wo k. Commonly, da a collec ion p ocedu e among esea ches which ha e la ge scope and la ge
numbe o esponden s equi e se ious amoun o ime and e o s whe e he esea che s physically adminis e
his o he esea che ins umen . In he mos p og essi e end in da a collec ion, online su ey has also become
a cu en esu acing end. In his da a collec ion me hod, he esea che uses an online applica ion o ool
whe e he o she ans e s his o he su ey-ques ionnai e in o he o m. As such, he link gene a ed om he
Volume-09 Issue 11, No embe -2025 ISSN: 2456-9348
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o m is se o be sen among he a ge ed esponden s o a ce ain esea ch wo k. In he con ex o academic
ins i u ions in he Philippines, online su ey has been widely ecognized and adop ed du ing he ime o
pandemic. As physical in e ac ion is limi ed du ing he pandemic, esea che s a e able o con inue hei esea ch
wo k by b inging da a collec ion p ocedu e in o echnological pla o m. Commonly used online su ey ool is
Google Fo m whe e esea che s ans e hei de eloped esea ch ins umen in o he pla o m and such link is
sen o he esponden s. No ably, online su ey is g adually adap ed e en a e he pandemic, esea che inds
online su ey h ough he use o echnological pla o m as con enien and p ac ical. In his ega d, hey also ind
online su ey as a pla o m whe e hey can ac ually ga he da a wi hou equi ing hei physical p esence on he
exac locale and in e ac physically wi h hei esponden s. Howe e , his cu en pape ’s esea che s obse ed
ha online su eys become an excuse jus o acili a e da a collec ion p ocedu e easily. Also, as he esea che s
also obse ed, online su eys a e aken o g an ed because esea che s end o choose online su eys e en i he
locale and esponden s a e esiding nea by o wi hin hei each. In o he wo ds, online su eys a e used e en i
he locale and esponden s a e easily eached. This pa es he in e es s o he esea che o closely assess he
e ec i eness o online su eys in conduc ing educa ional managemen esea ches. Su ounding he in e es s o
he esea che s is ha hey also obse ed ha online su eys a e used e en in he mos c i ical and con iden ial
aspec o hei s udy speci ically when conduc ing educa ional managemen esea ches. Along his line, when
conduc ing online su eys unde educa ional managemen esea che s, eache - esea che s a e gi en so much
le e age o acili a e hei esea ch ins umen wi hou o mally seeking he pe mission o school heads and
o icials unde a ce ain di ision. This condi ion di ec ly de ea s he in en o da a collec ion p ocedu e.
Following his condi ion, he esea che s ind i necessa y o assess online su eys e ec i eness, challenges and
s a egies used by eache s in conduc ing educa ional managemen esea ches.
Ea ly esponde s and la e esponde s on online su eys e lec di e en segmen s o da a collec ion p ocedu e
which di ec ly a ec he imeliness and accu acy o a esea ch wo k. Sys ema ic biases a e also ound in using
online su eys in esea ches as i exhibi s po en ial bias and inaccu a e esponses om he esea ch’s
esponden s (Es elami 2014). The e is an es ablished me hodology o conduc ing su ey esea ch ha aimed o
ensu e igo ous esea ch and obus ou pu s. Wi h he use o easy- o-use online su ey o ms mos esea che s
a e now inclined in using online su eys. Howe e , he quali y o su ey s udies has declined (Ball, 2019).
Online su ey esea ch is used mo e equen ly and be e accep ed by esea che s. Ye , su ey echniques a e
s ill egula ly ans o med by new echnologies. Hence, adhe ing o a s ong e hics code is i al o gain
esponden s’ us and o p oduce alid esul s (E ans & Ma hu , 2018). Da a is o pa amoun impo ance o
esea ch. Online su eys can be conduc ed a a low cos and in a sho pe iod. The esea che can s a he
su ey, pause he su ey and es a he su ey whene e he wan s. The challenges ela ed o online su eys a e
he sampling esponse a e, non- esponden cha ac e is ics and main enance o con iden iali y (Ku sche & Eid,
2024). Ques ionnai e designs a e being de eloped o imp o e he quali y o online su ey in esea ch. I s
elemen includes he inc eased o pe cei ed social p esence (Yoda, 2025). Based on p e ious s udies ci ed in
his pape , he esea che s ind ou ha knowledge gap exis s on he basis ha hese s udies pu ely concen a e
on he concep and ela i e e ec s o online su eys on he c edibili y o a esea ch wo k. Thus, his pape illed
his knowledge gap as i assessed he e ec i eness o online su eys in educa ional managemen esea ches as
pe cei ed by eache s among public seconda y schools in he Philippines. Hence, his s udy suppo ed
Sus ainable De elopmen Goals-4 (Quali y Educa ion). As he s udy p o ided signi ican analysis on he
e ec i eness o online su eys, i may help eache s o ca e ully implemen online su eys in conduc ing
educa ional managemen esea ches which can e en ually lead o he de elopmen o esea ch p ac ices in he
ield o educa ion.
OBJECTIVES
This s udy assessed he e ec i eness o online su eys in educa ional managemen esea ches based on he
pe cep ions o public seconda y school eache s among he selec ed schools in he Philippines. Speci ically, his
pape answe ed he ollowing ques ions:
1. How may eache s’ pe cep ions on he e ec s o online su eys in he adminis a ion o
educa ional esea ches be assessed in e ms o :
1.1 accessibili y;
1.2 cos -e ec i eness; and
1.3 speed o da a collec ion?
2. How may he challenges encoun e ed by he eache s in using online su eys in he adminis a ion
o educa ional esea ches be assessed in e ms o :
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2.1 esponse a e;
2.2 digi aliza ion; and
2.3 ques ion in e p e a ion?
3. How may e ec i e s a egies used by eache s in using online su eys when conduc ing
educa ional managemen esea ches be assessed in e ms o :
3.1 incen i es;
3.2 p e- es ing; and
3.3 eminde s?
METHODOLOGY
The s udy employed desc ip i e esea ch in o de o assess he e ec i eness o online su eys in educa ional
managemen esea ches based on he pe cep ions o public seconda y school eache s among he selec ed
schools in he Philippines. The s udy was pa icipa ed by 200 andomly selec ed public seconda y school
eache s. The s udy used simple andom sampling in selec ing he esponden s o he s udy. The de eloped
su ey-ques ionnai e was u ilized. This con ained h ee (3) pa s whe eas i also subjec ed o alida ion and
in e nal consis ency measu e. As o he cons uc ion o he esea che -made su ey-ques ionnai e, pa 1
con ained i ems ela ing o he eache s’ pe cep ions on he e ec s o online su eys in he adminis a ion o
educa ional esea ches while pa 2 con ained i ems ela ing o he challenges encoun e ed by eache s in using
online su eys in he adminis a ion o educa ional esea ches. Thus, pa 3 con ained i ems ela ing o he
e ec i e s a egies used by eache s in using online su eys when conduc ing educa ional managemen
esea ches. On one hand, expe ise o alida o s was sough whe e his was composed by h ee (3) G adua e
School p o esso s holding expe ise on educa ional managemen and esea ch w i ing. They ma ked ha
esea che -made su ey-ques ionnai es as “excellen .” On one hand, eliabili y es h ough pilo es was made
whe eas he de eloped ques ionnai e ob ained a C onbach Alpha esul o .817, signi ied ha he ins umen was
accep able. Thus, 4-Like Scale was used. Fo pa 1, i used a 4-Like Scale such as: 4-Highly E ec i e, 3-
E ec i e, 2-Slighl y E ec i e and 1-No E ec i e. Fo i ems unde pa 2 simila scale was used bu wi h
di e en e bal desc ip ions such as: 4-Always Encoun e ed, 3-Encoun e ed, 2-O en Encoun e ed and 1-No
Encoun e ed. Then, simila scale used in pa 1 was also used on i ems unde pa 3. As o he da a collec ion
p ocedu e, he esea che s used Google Fo m in o de o acili a e hei su ey-ques ionnai e. Link was sen o
he esponden s’ email add esses which was eques ed by he esea che s. Then, when all he da a ha e been
collec ed, he esea che o ganized and applied ele an s a is ical ools. Appa en ly, he esea che s applied
equency, mean and gene al weigh ed mean as ele an s a is ical ools. In addi ion, he esea che s complied
wi h highes e hical p o ocols in he conduc o independen esea ch s udy which included he p o ision o
in o med consen , sho o ien a ion whe e he esea che s discussed he na u e and in en o he s udy and p ope
s o age and dele ion o he ga he ed aw da a.
RESULTS AND DISCUSSION
In he pos -pandemic educa ional landscape and esea ch de elopmen , online su eys eme ged as a p ima y
pla o m in educa ional managemen esea ch speci ically in he con ex o da a collec ion p ocedu e. This
app oach has been widely adap ed and ecognized by Highe Educa ion Ins i u ion specially unde he G adua e
Schools ac oss he coun y. In his line, an inc eased in he accessibili y in in e ne connec ion and digi al
pla o ms enabled eache - esea che s o acili a e online su eys. I is hen, a scien i ic necessi y o
comp ehensi ely he e ec i eness o online su eys in conduc ing educa ional managemen esea ches.
1. Pe cep ions on he E ec s o Online Su eys in he Adminis a ion o Educa ional Managemen
Resea ches. The esul s showed ha accessibili y ob ained he highes mean sco e o 3.78, desc ibed as
highly e ec i e while cos -e ec i eness gained a mean sco e o 3.67, also desc ibed as highly
e ec i e. Also, speed o da a collec ion ob ained a mean sco e o 3.64, desc ibed as highly e ec i e.
This implied ha eache s’ pe cei ed he use o online su eys as highly e ec i e as hey a e
signi ican ly accessible. The esul s also implied ha digi al o ma o su eys allowed o easie and
p ac ical pa icipa ion o he a ge ed esponden s in a ce ain educa ional managemen esea ch. Thus,
online su eys enabled b oade ange o pa icipa ion whe e eache - esea che s iewed his as
signi ican mechanism o ex ac a ied esponses om hei a ge ed esponden s. On one hand, he
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esul o cos -e ec i eness a iable showed ha eache s pe cei ed online su eys also as highly
e ec i e. This e ealed ha online su eys minimize signi ican expenses shoulde ed by he eache -
esea che s when conduc ing educa ional managemen esea ches. This also showed ha cos -
e ec i eness o online su eys no only bene i s esea che s bu also enabled mo e equen and
ex ensi e da a collec ion. Las ly, he esul on speed o da a collec ion a iable showed ha eache s
pe cei ed online su eys as highly e ec i e. This mean ha h ough he use o online su eys in
educa ional managemen esea ches, he e we e able o acili a e hei da a collec ion easily he eby,
acili a ing immedia e analysis and eedback o he da a collec ed. These esul s suppo ed he s udy o
Wu e al. (2022) which e ealed ha online su eys clea ly de ined accu a e da a collec ion, e ined
popula ion esponse and posi i ely implica ed he e icien and speedy da a collec ion in any esea ches
unde di e se ield o in e es s. The s udy implica ed ha he e should be p ope aining and
wo kshops o he eache - esea che s o be e acili a e and use online su eys o educa ional
managemen esea ches.
2. Challenges Encoun e ed by Teache s in Using Online Su eys in he Adminis a ion o
Educa ional Managemen Resea ches. The esul s showed eache s always encoun e ed low esponse
a e (wm=3.56), digi ally di ide esponden s (wm=3.41) and ques ion misin e p e a ion (wm=3.39)
when using online su eys in adminis e ing educa ional managemen esea ches. These esul s showed
ha eache s always encoun e ed low esponse a es when loa ing online su eys. This posed c i ical
conce ns in da a collec ion as low esponse a es could comp omise he alidi y and eliabili y o
esea ch indings as pe cei ed by he eache - esea che s. Fac o s emana ing om low esponse a es
when using online su eys we e su ey a igue, lack o ime among he a ge ed esponden s and
insu icien mo i a ion o pa icipa e in esea ch ac i i ies imposed o he a ge ed esponden s. On one
hand, he esul on digi al di ide implied ha eache s always encoun e ed his challenge. Dispa i ies in
access o echnology and in e ne connec i i y we e common easons why mos he a ge ed
esponden s ailed o ill o accomplish online su eys. To his e ec , eache - esea che s also
pe cei ed ha esponden s in u ban a eas may ha e eliable in e ne access and digi al li e acy while
hose in u al a eas may s uggle in accessing eliable in e ne connec i i y and digi al li e acy. Las ly,
esul s on ques ion misin e p e a ion as always encoun e ed by he eache - esea che s implied ha
misin e p e a ion a ouse om unclea wo ding, ambiguous ques ions o a lack o con ex leading o
inaccu a e esponses. Ta ge - esponden s we e able o cla i y such ques ions because o he lack o
pe sonal in e ac ion o he eache - esea che s. Resul s o he s udy suppo ed he s udy o Robe s and
Allen (2015) which showed ha use o online su eys posed di e en conce ns such as p i acy
anonymi y, low esponse a e and ailu e o ga he esponses om digi ally-challenged a eas. Simila
s udy also e ealed ha analysis and epo ing esea ch indings posed eliabili y and accu acy
conce ns. The s udy implica ed ha eache - esea che s should imp o e hei compe ence in using
online su eys. P o ide hei esponden s wi h equi able access o echnology and selec esponden s
who ha e eliable access o in e ne connec i i y be o e using online su eys in conduc ing educa ional
managemen esea ches.
3. E ec i e S a egies Used by Teache s in Using Online Su eys. The esul s showed ha incen i es
ob ained a mean sco e o 3.87, desc ibed as highly e ec i e while p e es ing and eminde s bo h
ob ained mean sco es o 3.81, bo h desc ibed as highly e ec i e. The esul s showed ha eache s
pe cei ed p o ision o incen i es as highly e ec i e s a egy. This implied ha eache s encou aged
he pa icipa ion o hei a ge ed esponden s in online su eys by gi ing small okens, mone a y
ewa ds, gi s o p o essional de elopmen oppo uni ies. This also showed ha his s a egy inc ease
esponden s’ mo i a ion o accomplish online su eys. Thus, p o ision o incen i es made by he
eache - esponden s se ed as a g a ui ous ges u e in ecogni ion o he ime and e o s laid by hei
esponden s. Meanwhile, he esul on p e es ing a iable showed ha eache s pe cei ed his s a egy
as highly e ec i e p o ided ha hey conduc ed ial un on he online su ey de eloped wi h small
g oup o pa icipan s be o e ull adminis a ion o he ac ual esponden s. This signi ied ha eache -
esea che s enabled o iden i y po en ial issues ela ed o ques ion cla i y and su ey leng h.
Appa en ly, eache s pe cei ed p e es ing as highly e ec i e s a egies as mean o imp o e he quali y
o he da a collec ion p ocess as hey adminis e ed educa ional managemen esea ches. Las ly,
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eminde s a iable also pe cei ed as highly e ec i e s a egies whe e eache - esea che s sen
eminde s o eache s abou he su ey which could signi ican ly boos esponse a es. In his line,
eminde s could be communica ed h ough email, ex messages o e en social media accoun s o he
a ge ed esponden s. Resul s o he s udy suppo ed he s udy o Sammu e al. (2021) which showed
ha u mos ca e in accessing he esponden s, con ac ing a ge sample se e al imes, adjus ing du a ion
o ieldwo k, in o ming esponden s in ad ance and he use o ewa ds we e he mos highly e ec i e
s a egies when using online su eys.
ACKNOWLEDGEMENT
The esea che s we e deeply hank ul o hei amilies, ela i es, iends and colleagues as hey consis en ly
showed hei lo e and suppo . Also, he esea che s we e immensely hank ul o D . Oli e E. O iz J ., hei
p o esso s o he diligence and pa ience in guiding owa ds he comple ion o his schola ly wo k. Also, o he
G eenVille communi y pa icula ly he G adua e School Depa men , hey we e deeply hono ed as hey ecei ed
quali y ins uc ion and esea ch de elopmen oppo uni ies. Abo e all, he esea che s we e highly hank ul and
hono ed o God in he Highes o all he blessings, he gi o li e, lo e and wisdom.
CONCLUSION
Online su eys we e he p oduc o echnological inno a ion in he de elopmen o schola ly wo k such as
esea ch wo ks. Conclusi ely, he s udy ound ou ha online su eys we e highly e ec i e in he adminis a ion
o educa ional esea ches in e ms o accessibili y, cos -e ec i eness and speed o da a collec ion. Howe e ,
eache s encoun e ed di e en challenges in using online su eys such as low- esponse a e, digi al di ide
esponden s and ques ion misin e p e a ion. Thus, he s udy u he e ealed ha eache s used incen i es, p e-
es ing su eys and ollow-up eminde s as e ec i e s a egies in using online su eys when conduc ing
educa ional managemen esea ches.
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