Please respond to this question after you read the PPT and/or chapter 11. Name and define the primary types of fixed-alternative questions and provide your OWN example for each type. Try to come up with your own example as this is my way to see that you really understood the material…
Book Chapter 11: https://reader2.yuzu.com/reader/books/9780357463703/pageid/286
Chapter 11 Questionnaire Design
© 2019 Cengage. All rights reserved.
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Learning Outcomes
After studying this chapter, you should
Know the key decisions in questionnaire design
Choose between open-ended and fixed-alternative questions
Avoid common mistakes in writing questionnaire items
Minimize problems with order bias
Understand principles of survey flow
Use the latest survey technology to reduce respondent error
Appreciate the importance of pretesting survey instruments
LEARNING OUTCOMES
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Introduction
The questionnaire is the primary tool for building responses to research questions
Questionnaire design is one of the most critical stages in the survey research process
Ask a bad question and you get bad results
LEARNING OUTCOMES
© 2019 Cengage. All rights reserved.
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Basic Considerations in Questionnaire Design
People don’t understand questions just because the wording is grammatically correct
People may refuse to answer personally sensitive questions
Items on a questionnaire can be questions, simply words, statements, phrases, or images used to evoke a response
To fulfill a researcher’s purposes, the questions must meet the basic criteria of relevance and accuracy
LO01
LEARNING OUTCOMES
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Questionnaire Decisions
Decisions take place in the following sequence
What should be asked?
How should questions be phrased?
In what sequence should the questions be arranged?
What questionnaire layout will best serve the research objectives?
How can the questionnaire encourage complete responses?
How should the questionnaire be pretested and then revised?
LO01
LEARNING OUTCOMES
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What Should Be Asked?
The specific questions to be asked will be a function of the previous decisions
The later stages of the research process will have an important impact on the questionnaire wording
When designing the questionnaire, the researcher must also be thinking about the types of statistical analyses that will be conducted
LO01
LEARNING OUTCOMES
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Questionnaire Relevancy
A questionnaire is relevant to the extent that all information collected addresses a research question that will help the decision maker address the current marketing problem
The researcher should be specific about data needs and have a rationale for each item
Irrelevant questions make the survey needlessly long
When planning the questionnaire design, researchers must think about possible omissions
LO01
LEARNING OUTCOMES
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Questionnaire Accuracy (1 of 2)
Accuracy means that the information is reliable and valid
One should use simple, understandable, unbiased, unambiguous, and nonirritating words
However, no step-by-step procedure can be generalized
Respondents tend to be most cooperative when the subject of the research interests them
LO01
LEARNING OUTCOMES
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Questionnaire Accuracy (2 of 2)
If questions are not lengthy, difficult to answer, or ego threatening, there is a high probability of obtaining unbiased answers
Question wording and sequence substantially influence accuracy
LO01
LEARNING OUTCOMES
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Question Phrasing
Open-ended questions are questions that pose a problem and ask respondents to answer in their own words
Fixed alternative questions are questions in which respondents are given specific, limited-alternative responses and asked to choose the one closest to their own viewpoint
LO02
LEARNING OUTCOMES
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Using Open-Ended Response Questions (1 of 2)
Most beneficial when the researcher is conducting exploratory research
By gaining free and uninhibited responses, the researcher may find some unanticipated reaction toward the project
Open-ended questions also identify which words and phrases people spontaneously give to the free-response question
May also be useful at the beginning of an interview as they allow the respondent to warm up to the questioning process
LO02
LEARNING OUTCOMES
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Using Open-Ended Response Questions (2 of 2)
The cost of open-ended response questions is substantially higher
Interviewer bias may influence the answer
Articulate individuals tend to give longer answers and such respondents often are better educated and from higher income groups
May not be representative of the entire population and provide a disproportionate share of the responses
LO02
LEARNING OUTCOMES
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Fixed-Alternative Questions (1 of 2)
Require less interviewer skill, take less time, and are easier for the respondent to answer
Answers to closed questions are classified into standardized groupings
If a researcher is unaware of the potential responses to a question, fixed-alternative questions cannot be used
If the researcher assumes the responses and is wrong, he or she will have no way of knowing the extent to which the assumption was incorrect
LO02
LEARNING OUTCOMES
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Fixed-Alternative Questions (2 of 2)
Unanticipated alternatives emerge when respondents believe that closed answers do not adequately reflect their feelings
May check off obvious alternatives if they do not see the choice they would prefer
May tempt them to check an answer that is more prestigious or socially acceptable than the true answer
Most questionnaires mix open-ended and closed questions, providing a change of pace that can eliminate respondent boredom and fatigue
LO02
LEARNING OUTCOMES
© 2019 Cengage. All rights reserved.
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Types of Fixed-Alternative Questions
Simple-dichotomy (dichotomous-alternative) requires the respondent to choose one of two alternatives
Multiple-choice questions allow one choice from multiple alternatives
The frequency-determination question asks for an answer about the general frequency of occurrence
The checklist question allows respondents to provide multiple answers to a single question
LO02
LEARNING OUTCOMES
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Types of Fixed-Alternative Questions – Guidelines
There should be no overlap among categories in the checklist—each alternative should be mutually exclusive
The researcher should strive to ensure that there are sufficient response choices to include almost all possible answers
Including a category lower or higher than the answers you expect often helps to negate the potential bias caused by respondents avoiding an extreme category
LO02
LEARNING OUTCOMES
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Phrasing Questions for Self-Administered, Telephone, and Personal Interview Surveys
The means of data collection—telephone interview, personal interview, self-administered questionnaire—will influence the question format and question phrasing
Questions for mail, Internet, and telephone surveys must be less complex than those used in personal interviews
Questionnaires for telephone and personal interviews should be written in a conversational style
LO03
LEARNING OUTCOMES
© 2019 Cengage. All rights reserved.
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EXHIBIT 11.1 Best Question Formats Vary by the Interview Medium
LEARNING OUTCOMES
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Avoiding Mistakes
Simpler is better
Avoid leading and loaded questions
Avoid ambiguity – be as specific as possible
Avoid double-barreled items
Avoid making assumptions
Avoid taxing respondents’ memory
LO03
LEARNING OUTCOMES
© 2019 Cengage. All rights reserved.
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Simpler Is Better
Words used in questionnaires should be readily understandable to all respondents
The technical jargon of top executives should be avoided (e.g., “brand image,” “positioning,” etc.)
LO03
LEARNING OUTCOMES
© 2019 Cengage. All rights reserved.
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Avoid Leading and Loaded Questions (1 of 2)
Leading questions suggest or imply certain answers
Such questions may result in a “bandwagon effect”, which threatens the study’s validity
Partial mention of alternatives is a variation of this phenomenon
Loaded questions suggest a socially desirable answer or are emotionally charged
Certain answers to questions are more socially desirable than others
LO03
LEARNING OUTCOMES
© 2019 Cengage. All rights reserved.
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Avoid Leading and Loaded Questions (2 of 2)
Asking respondents “how often” leads them to portray their ideal behavior rather than average
An introductory counterbiasing statement or preamble to a question that reassures respondents that their “embarrassing” behavior is not abnormal may help
A question statement may be leading because it is phrased to reflect either the negative or positive aspects of an issue
Split-ballot technique can be used to control for this bias
LO03
LEARNING OUTCOMES
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Avoid Ambiguity: Be As Specific As Possible
Items on questionnaires are often ambiguous because they are too general
Indefinite words such as frequently, often, ready, etc., have many different meanings
LO03
LEARNING OUTCOMES
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Avoid Double-Barreled Items
A question covering several items at once is referred to as a double-barreled question and should always be avoided
The results may be exceedingly difficult to interpret
LO03
LEARNING OUTCOMES
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Avoid Making Assumptions
The researcher should not place the respondent in a bind by including an implicit assumption in the question
Another frequent mistake is assuming that the respondent had previously thought about an issue
Research that induces people to express attitudes on subjects that they do not ordinarily think about is meaningless
LO03
LEARNING OUTCOMES
© 2019 Cengage. All rights reserved.
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Avoid Taxing Respondents’ Memory
Unaided recall questions ask respondents to remember something without providing any clue
Aided-recall questions provide a clue to jog the respondent’s memory
Additional consequences of respondents’ forgetting the exact details of their behavior
Telescoping – respondents believe that past events happened more recently than they actually did
Squishing – respondents think that recent events took place longer ago than they really did
LO03
LEARNING OUTCOMES
© 2019 Cengage. All rights reserved.
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EXHIBIT 11.2 Avoid Common Wording Mistakes in Questionnaire Design
LEARNING OUTCOMES
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Order Bias
Order Bias results when a particular sequencing of questions affects the way a person responds or when the choices provided as answers favor one response over another
Tends to distort survey results
Asking specific questions before asking about broader issues is a common cause
Funnel technique is asking general questions before specific questions in order to obtain unbiased responses
Allows researchers to understand the respondent’s frame of reference before asking more specific questions
LO04
LEARNING OUTCOMES
© 2019 Cengage. All rights reserved.
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Randomized Presentations
Anchoring effect may occur with attitude scales, the first concept measured tends to become a comparison point from which subsequent evaluations are made
Randomization of items on a questionnaire helps to minimize this order bias
A related problem is bias caused by the order of alternatives on closed questions
Randomization of the choices eliminates this issue
LO04
LEARNING OUTCOMES
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Randomized Response Techniques
Randomized response techniques involve randomly assigning respondents to answer either the question of interest (embarrassing) or a mundane question free from the possibility of embarrassment
Use of these techniques remains controversial based in part on the willingness and ability of respondents to follow procedures
Consider using the approach when studying relatively capable respondents
LO04
LEARNING OUTCOMES
© 2019 Cengage. All rights reserved.
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Survey Flow
Survey Flow refers to the ordering of questions
Often, certain sections of a questionnaire are irrelevant to a particular respondent
Asking a question that does not apply to the respondent or that the respondent is not qualified to answer may be irritating or cause a biased response or even a survey breakoff
A breakoff means the respondent stops before reaching the end of the survey
A filter question can serve as a branching mechanism directing respondents to an appropriate part of the questionnaire using skip logic
LO05
LEARNING OUTCOMES
© 2019 Cengage. All rights reserved.
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EXHIBIT 11.3 Survey Flow for Tour de France Sponsorship
LEARNING OUTCOMES
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Traditional Questionnaires
A good layout is neat and attractive, and the instructions for the interviewer should be easy to follow
Researchers should strive to keep questionnaires as short as possible; Do not try to put too many questions on a page – paper or electronic
The multiple-grid (matrix table) question presents several similar questions and corresponding response alternatives arranged in a grid format
Instructions are often capitalized or printed in bold
Layout is extremely important when questionnaires are long or require the respondent to fill in a large amount of information
LO05
LEARNING OUTCOMES
© 2019 Cengage. All rights reserved.
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Survey Technology (1 of 2)
Survey software programs like Qualtrics and Survey Monkey allow several special features that facilitate design
Features of self-administered Internet surveys
Response quality
Timing
Speeders are respondents who take relatively little time to move through a survey—so little that the veracity of their responses is questionable
Randomized assignment
LO06
LEARNING OUTCOMES
© 2019 Cengage. All rights reserved.
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Survey Technology (2 of 2)
Physical features
Tracking interest – provides an indication of what parts of an advertisement or image capture the most attention
heat map question is a graphical question that tracks the parts of an image or advertisement that most capture a respondent’s attention
Status bar – provides a visual indicator of questionnaire length
Prompting – informs the respondent that he/she has skipped an item or provided implausible information.
Piping – allows responses to a previous question to be inserted into later questions
LO06
LEARNING OUTCOMES
© 2019 Cengage. All rights reserved.
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EXHIBIT 11.5 Tracking Points of Interest Using a Heat Map. Heat Maps Identify What Spots in a Graphic Attract a Respondent’s Attention
LEARNING OUTCOMES
© 2019 Cengage. All rights reserved.
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EXHIBIT 11.6 Illustration of Status Bar and Prompts
LEARNING OUTCOMES
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Pretesting and Revising Questionnaires (1 of 2)
Rarely does a researcher write only a first draft of a questionnaire
Usually, the questionnaire is tried out on a group that is similar to the sample
Pretesting allows the researcher to determine if the respondents have any difficulty understanding the questionnaire
This process can save the potential disaster of administering an invalid questionnaire to several hundred individuals
A preliminary tabulation of the pretest results often illustrates issues
LO07
LEARNING OUTCOMES
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Pretesting and Revising Questionnaires (2 of 2)
Pretests are typically conducted to answer questions about the questionnaire such as
Can the questionnaire format be followed by the interviewer?
Does the questionnaire flow naturally and conversationally?
Are the questions clear and easy to understand?
Can respondents answer the questions easily?
Which alternative forms of questions work best?
What overall and item response rates can be expected?
LO07
LEARNING OUTCOMES
© 2019 Cengage. All rights reserved.
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Designing Questionnaires for Global Markets
Researchers must take cultural factors into account when designing questionnaires
The most common problem involves translation into another language
Back translation is the process of translating the questionnaire from one language to another and then having it translated back again by a second, independent translator
The back translator is often a person whose native tongue is the language that will be used on the questionnaire
LO07
LEARNING OUTCOMES
© 2019 Cengage. All rights reserved.
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,
Chapter 12 Sampling and Statistical Theory
© 2019 Cengage. All rights reserved.
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Learning Outcomes
After studying this chapter, you should
Explain reasons for taking a sample rather than a complete census
Describe the process of identifying a target population and selecting a sampling frame to represent it with a sample
Compare random sampling and systematic (nonsampling) errors with an emphasis on how online access can reduce or increase error
Identify the types of nonprobability sampling, including their advantages and disadvantages
Summarize various types of probability samples
Discuss how to choose an appropriate sample design
LEARNING OUTCOMES
© 2019 Cengage. All rights reserved.
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Introduction
A sample is a subset of some larger population that is measured or observed in some way to infer what the entire population is like
Purpose of sampling is to estimate an unknown characteristic of a population
Population (universe) is any complete group
Sampling is defined in terms of the population being studied
A census is an investigation of all the individual elements making up the population—a total enumeration rather than a sample
LEARNING OUTCOMES
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Why Sample
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