Chap_013

Chapter 13 Questionnaires and  Instruments

 McGraw-Hill/Irwin

Copyright © 2011 by The McGraw-Hill Companies, Inc. All Rights Reserved.

Learning

Objectives

Understand...  The link forged between t he management  dilemma and t he communication instrument by  t he management-researc  management-researc h question hierarc hy.  The influence of t he communication met hod on instrument design.  The t hree general classes of information and  w hat eac h contributes to t he instrument.

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Learning

Objectives

Understand...  The link forged between t he management  dilemma and t he communication instrument by  t he management-researc  management-researc h question hierarc hy.  The influence of t he communication met hod on instrument design.  The t hree general classes of information and  w hat eac h contributes to t he instrument.

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Learning

Objectives

Understand . . .  The influence of question content, question wording, response strategy, and preliminary  preliminary  analysis planning on question construction.  Eac h of t he numerous question design issues influencing instrument quality, reliability, and  validity.  The sources for measurement questions  The importance of pretesting questions and  instruments. 13-3

Measurement

Skepticism

³Research that asks consumers what they did and why is incredibly helpful. Research that asks consumers what they are going to do can often be taken with a grain of salt.´ Al Ries author,, co-founder, and chairman author chai rman Ries & Ries.

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PulsePoint:

Research Revelation

60

The

percent of businesses hit annually by cybercrime.

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Overall Flowchart f or Instrument Design

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Flowchart f or Instrument Design Phase 1

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Strategic Concerns in Instrument Design What type of scale is needed?

What communicati on appr oach will be used?

Should the questions be structured?

Should the questioning be disguised?

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Technology Affects

Questionnaire Development W rite

questionnaires more quickly 

Create visually driven instruments Eliminate manual data entry  Save time in data analysis W ebSurveyor used to write an instrument. 13-9

Disguising Study Objectives

Willingly

Reluctantly shared, Conscious-level information

shared, Conscious-level information

Situations where disguise is unnecessary Knowable, Limited-consciouslevel information

Subconscious-level information

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Dummy Table f or  American Eating Habits Use of Convenience Foods

 Ag e

 Al ways Use

Use Sometime Use Frequent l y  s

Rarel y Use

Never Use

18 -24

25-34 35-44 55-64 65+

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Flowchart f or Instrument Design Phase 2

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Question Categories and Structure

Administrative

Target

Classificati on

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Engagement = Convenience

³P articipants

are becoming more and more aware of t he value of t heir time. The key to maintaining a quality dialog wit h t hem is to make it really convenient for t hem to engage, w henever and w herever t hey want.´  Tom Anderson managing partner   Anderson Analytics

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Question Content

Should this question be asked? Is the question of pr oper scope and coverage? Can the participant adequately answer this question as asked? Will the participant willingly answer this question as asked?

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Question Wording

Adequate

Shared vocabulary

alternatives Criteria Personalized

Single meaning

Misleading

assumpti ons

Biased

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Response Strategy

Objectives

of the study Participant¶s motivation to share

Ease and clarity with which participant communicates

Factors

Participant¶s level of  information

Degree to which participants have thought through topic 13-17

Free--Response Strategy Free

What factors inf luenced your enr ollment in Metr o U?  ____________________________________________  ____________________________________________ 13-18

Dichotomous Response Strategy

Did you attend the ³ A Day at College´ pr ogram at

Metr o

U?

 Yes  No 13-19

Multiple

Choice Response

Strategy

W hich

one of the following factors was most influential in your decision to attend Metro U? Good

academic standing Specific program of study desired Enjoyable campus life Many friends from home High quality of faculty

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Checklist Response Strategy

W hich

of the following factors influenced your decision to enroll in Metro U? (Check all that apply.)  Tuition

cost  Specific program of study desired  Parents¶ preferences  Opinion of brother or sister   Many friends from home attend  High quality of faculty 13-21

Rating Response Strategy

Strongl y  Somewhat  Not at all  inf l uential  inf l uential  inf l uential  Good

academic reputation







Enjoyable campus life







Many friends







Hig h quality faculty 







Semester calendar 







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Ranking

Please rank-order your top three factors from the following list based on their influence in encouraging you to apply to Metro U. Use 1 to indicate the most encouraging factor, 2 the next most encouraging factor, etc.  _____ Opportunity to play collegiate sports  _____ Closeness to home  _____ Enjoyable campus life  _____ Good academic reputation  _____ High quality of faculty 13-23

Summary of Scale Types T ype

Restrictions

Scal e Items

Data T ype

 Needs mutually exclusive choices

One or  more

 Nominal 

 Needs mutually exclusive choices  May use exhaustive list or µother¶ 

Many

Nominal  

 Needs mutually exclusive choices  Needs exhaustive list or µother¶ 

Many

Nominal  

 Needs definitive positive or  negative statements with which to agree/disagree

One or  more

Ordinal 

 Needs definitive positive or  negative statements with which to agree/disagree

One or  more

Ordinal 

Rating  Scal es Simpl e Categ ory  Scal e M ul  tipl e

Choice Singl e-Response Scal e M ul  tipl e

Choice M ul t  ipl e-Response Scal e (check l ist) Likert

Scal e

Likert-type Scal e















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Summary of Scale Types

T ype

Restrictions

Scal e Items

Data T ype

 Needs concepts with standardized meanings;  Needs number anchors of the scale or end-points Score is a measurement of graphical space

One or  many

Ordinal or   Interval 

 Needs words that are opposites to anchor the end-points on the verbal scale

Up to 10

Ordinal 

Rating  Scal es Numerical  Scal e







M ul t  ipl e

Rating  List  Scal e Fixed Sum Scal e



 P articipant

needs ability to calculate total to  some fixed number, often 100. 

Two or   Interval or Ratio more

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Summary of Scale Types

T ype

Restrictions

Scal e Items

Data T ype

 Needs verbal labels that are operationally defined or standard.

One or  more

Ordinal or   Interval 

 Needs visual images that can be interpreted as  positive or negative anchors Score is a measurement of graphical space  from one anchor.

One or  more

Ordinal  (Interval, or   Ratio)

Rating  Scal es Stapel  Scal e G raphic 

Rating  Scal e







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Summary of Scale Types

T ype

Restrictions

Scal e Items

Data T ype

Up to 10

Ordinal  

Needs mutually exclusive choices.

Up to 10

Ordinal or    Interval 

C an

Up to 10

Ordinal  

Ranking  Scal es Paired  Comparison Scal e Forced Ranking  Scal e Comparative Scal e

 Number is controlled by participant¶s  stamina and interest. 





use verbal or graphical scale.

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Internet Survey Scale Options

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Internet Survey Scale Options

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Internet Survey Scale Options

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Sources of Questions

 Handbook of   Index to International  Marketing Scales P ublic Opinion  The Gallup P oll   Sourcebook of Harris Cumulative Index  National Surveys  Measures of   Marketing Scales Handbook  P ersonality and SocialP syc hological Attitudes  American Social   Measures of P olitical   Attitudes Data  Attitudes Sourcebook  13-31

Flowchart f or Instrument Design Phase 3

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Guidelines f or 

Question Sequencing Interesting

topics early

Simple topics early Sensitive questions later  Classification questions later  Transition

between topics

Reference changes limited 13-33

Illustrating the Funnel Appr oach How do you t hink t his country is getting along in its relations wit h ot her countries? How do you t hink we are doing in our relations wit h Iran? Do you t hink we oug ht to be dealing wit h Iran differently t han we are now? (If yes) W hat should we be doing differently? Some people say we s hould get toug her wit h Iran and ot hers t hink we are too toug h as it is; how  do you feel about it? 13-34

Branching Question

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Components of  Questionnaires

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MindWriter

Survey

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Overcoming Instrument Pr oblems Build

rapport

Redesign question process Explore alternatives Use other methods Pretest

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Key Terms

  Administrative question

 Disguised question

 Branc hed question

 Double-barreled  question

 Buffer question

 Free-response question

 C hecklist 

 Interview sc hedule

 Classification question

 Leading question

 Dic hotomous question

 Multiple-c hoice question

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