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© 2006 The McGraw-Hill Companies, Inc., All Rights Reserved.McGraw-Hill/Irwin 14-1 Chapter 14 QuestionnairesandInstruments.

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Presentation on theme: "© 2006 The McGraw-Hill Companies, Inc., All Rights Reserved.McGraw-Hill/Irwin 14-1 Chapter 14 QuestionnairesandInstruments."— Presentation transcript:

1 © 2006 The McGraw-Hill Companies, Inc., All Rights Reserved.McGraw-Hill/Irwin 14-1 Chapter 14 QuestionnairesandInstruments

2 14-2 Learning Objectives Understand the link forged between the management dilemma and the communication instrument by the management-research question hierarchy Understand the influence of the communication method on instrument design Understand the three general classes of information and what each contributes to the instrument

3 14-3 Learning Objectives Understand the influence of question content, question wording, response strategy, and preliminary analysis planning on question construction Understand each of the numerous question design issues influencing instrument quality, reliability, and validity Understand the sources for measurement questions Understand the importance of pretesting questions and instruments

4 14-4 Exhibit 14-1 Overall Flowchart for Instrument Design

5 14-5 Exhibit 14-2 Phase 1

6 14-6 Strategic Concerns in Instrument Design What type of scale is needed? What communication approach will be used? Should the questions be structured? Should the questioning be disguised?

7 14-7 Technology Affects Questionnaire Development Write questionnaires more quickly Create visually driven instruments Eliminate manual data entry Save time in data analysis WebSurveyor used to write an instrument.

8 14-8 Disguising Study Objectives Situations where disguise is unnecessary Situations where disguise is unnecessary Willingly shared, Conscious-level information Reluctantly shared, Conscious-level information Knowable, Limited-conscious- level information Subconscious-level information

9 14-9 Exhibit 14-3 Dummy Table for American Eating Habits Age Use of Convenience Foods __________________________________________________ Always Use Use Frequently Use SometimesRarely UseNever Use

10 14-10 Exhibit 14-4 Phase 2

11 14-11 Question Categories and Structure Administrative Classification Target

12 14-12 Question Content Should this question be asked? Is the question of proper scope and coverage? Can the participant adequately answer this question as asked? Will the participant willingly answer this question as asked?

13 14-13 Question Wording Criteria Shared vocabulary Single meaning Misleading assumptions Adequate alternatives Personalized Biased

14 14-14 Response Strategy Factors Objectives of the study Participant’s level of information Degree to which participants have thought through topic Ease and clarity with which participant communicates Participant’s motivation to share

15 14-15 Free-Response Strategy What factors influenced your enrollment in Metro U? ____________________________________________

16 14-16 Dichotomous Response Strategy Did you attend the A Day at College program at Metro U?  Yes  No

17 14-17 Multiple Choice Response Strategy Which 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

18 14-18 Checklist Response Strategy Which 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

19 14-19 Rating Response Strategy Strongly influential Somewhat influential Not at all influential Good academic reputation  Enjoyable campus life  Many friends  High quality faculty  Semester calendar 

20 14-20 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

21 14-21 Exhibit 14-7 Characteristics of Response Strategies CharacteristicDichotomous Multiple ChoiceChecklistRating Rank Ordering Free Response Type of ScaleNominalNominal, ordinal, or ratio NominalOrdinal or interval OrdinalNominal or ratio Usual Number of Answer Alternatives Provided 23 to 1010 or fewer3 to 710 or fewerNone Desired Number of Participant Answers 1110 or fewer1 per item7 or fewer1 Used to Provide... ClassificationClassification, order, or specific numerical estimate ClassificationOrder or distance OrderClassification (of idea), order, or specific numerical estimate

22 14-22 Exhibit 14-6 Internet Survey Response Options

23 14-23 Exhibit 14-6 continued

24 14-24 Exhibit 14-6 continued

25 14-25 Exhibit 14-8 Sources of Questions Handbook of Marketing Scales The Gallup Poll Cumulative Index Measures of Personality and Social-Psychological Attitudes Measures of Political Attitudes Index to International Public Opinion Sourcebook of Harris National Surveys Marketing Scales Handbook American Social Attitudes Data Sourcebook

26 14-26 Exhibit 14-8 Web Sources of Questions Interuniversity Consortium for Political and Social ResearchInteruniversity Consortium for Political and Social Research iPoll Online Survey Research/ Public Opinion CentersOnline Survey Research/ Public Opinion Centers Survey Research Library, Florida State UniversitySurvey Research Library, Florida State University The Odum Institute

27 14-27 Exhibit 14-9 Phase 3

28 14-28 Guidelines for Question Sequencing Interesting topics early Classification questions later Sensitive questions later Simple items early Transition between topics

29 14-29 Illustrating the Funnel Approach How do you think this country is getting along in its relations with other countries? How do you think we are doing in our relations with Iran? Do you think we ought to be dealing with Iran differently than we are now? (If yes) What should we be doing differently? Some people say we should get tougher with Iran and others think we are too tough as it is; how do you feel about it?

30 14-30 Branching Question

31 14-31 Exhibit Components of Questionnaire

32 14-32 Overcoming Instrument Problems Build rapport Redesign question process Explore alternatives Use other methods Pretest

33 14-33 MindWriter Survey

34 14-34 Key Terms Administrative question Branched question Buffer question Checklist Classification question Dichotomous question Disguised question Double-barreled question Free-response question Interview schedule Leading question Multiple-choice question

35 14-35 Key Terms Pretesting Primacy effect Ranking question Rating question Recency effort Screen question Structured response Target question –Structured –Unstructured Unstructured response


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