July 10, 2023

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 eac

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

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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

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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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Learning Objective 01

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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Learning Objective 01

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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Learning Objective 01

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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Learning Objective 01

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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Learning Objective 01

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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Learning Objective 01

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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Learning Objective 02

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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Learning Objective 02

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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Learning Objective 02

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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Learning Objective 02

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

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Learning Objective 02

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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Learning Objective 02

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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Learning Objective 02

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

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Learning Objective 03

EXHIBIT 11.1 Best Question Formats Vary by the Interview Medium

LO03

LEARNING OUTCOMES

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Learning Objective 03

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

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Learning Objective 03

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

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Learning Objective 03

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

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Learning Objective 03

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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Learning Objective 03

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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Learning Objective 03

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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Learning Objective 03

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

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Learning Objective 03

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

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Learning Objective 03

EXHIBIT 11.2 Avoid Common Wording Mistakes in Questionnaire Design

LO03

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Learning Objective 03

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

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Learning Objective 04

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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Learning Objective 04

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

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Learning Objective 04

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

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Learning Objective 05

EXHIBIT 11.3 Survey Flow for Tour de France Sponsorship

LO05

LEARNING OUTCOMES

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Learning Objective 05

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

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Learning Objective 05

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

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Learning Objective 06

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

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Learning Objective 06

EXHIBIT 11.5 Tracking Points of Interest Using a Heat Map. Heat Maps Identify What Spots in a Graphic Attract a Respondent’s Attention

LO06

LEARNING OUTCOMES

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Learning Objective 06

EXHIBIT 11.6 Illustration of Status Bar and Prompts

LO06

LEARNING OUTCOMES

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Learning Objective 06

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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Learning Objective 07

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

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Learning Objective 07

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

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Learning Objective 07

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Chapter 12 Sampling and Statistical Theory

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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

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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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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 eac

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