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Marketing Research 2
| Term | Definition |
|---|---|
| Question Response Format Option | Open ended, categorical, metric. |
| Open ended response format questions | One in which the respondent is instructed to respond in his or her own words, used infrequently but useful in exploratory research when researcher doesn’t know how respondent will describe something; not standardized. |
| Categorical response format questions | Provides response options. Used when the researcher knows the possible responses to a question, possible responses represent categories or labels that represent concrete answers. Response categories are predetermined and standardized. |
| Metric response format questions | Natural or synthetic, ex) how many times did you? Ex) Was its performance poor, fair, good, very good or excellent. Calls for a number to be provided by the respondent or utilizes a scale developed by the researcher. |
| Metric | Means that the answer is a number that expresses a quantity of the property being measured. Property: number of classes, Quantity: 5. |
| Metric measures | Have order and distance. |
| Order | Meaning that responses can be arranged from greater to lesser. |
| Distance | Responses can be compared to see how many units separate them. |
| Measurement | Determining the amount of some element of interest to the researcher. |
| Properties | Also known as attributes or qualities of objects, are the specific features or characteristics of an object that can be used to distinguish it from another object. |
| Objects | Include consumers, brands, stores, ads, or other constructs of interest to the researcher working with a particular manager. |
| Objective properties | which are physically verifiable characteristics such as age, gender, number of bottles purchased, or last store visited |
| Subjective properties | which cannot be directly observed because they are mental constructs such as a person’s attitudes, opinions, or intentions |
| Reliable scale | is one in which a respondent responds in the same or in a very similar manner to an identical or nearly identical question |
| Valid scale | is one that truly measures the construct under study |
| Likert scale | respondents are asked to indicate their degree of agreement or disagreement on a symmetric agree-disagree scale for each of a series of statements |
| Statement | is made and the respondent is asked to what degree they agree or disagree with the statement |
| Semantic differential scale | contains a series of bipolar adjectives for the various properties of the object under study, and respondents indicate their impressions of each property by indicating locations along its continuum. |
| N-point scale | meaning a 5-point, 7-point, or 10-point scale format, is a popular choice for researchers measuring constructs on nonsymmetric attributes |
| Stapel scale | a respondent would be asked to rate his or her feelings toward Best Buy on “competitive prices” on the following scale -- -3 -2 -1 0 +1 +2 +3 |
| Natural metric response format | A number that is appropriate for the property being measured, such as age, number of visits, dollars, etc. |
| Synthetic metric format | An artificial number to measure the property, such as a measure of satisfaction using a scale of 1 to 10. |
| Synthetic number scales | Use of number range, numbers only have meaning in context of the scale from which it originates such as 1-5. |
| Synthetic label metric scale | Uses words to indicate different gradations or levels or respondent’s opinion such as “poor”, “good”, or “excellent”. |
| Operational definition | When a researcher specifies a procedure to measure properties of objects such as “level of satisfaction” is measured on a scale ranging from 1 to 10. Going from the terms for what you’re going to measure and the procedures for how you’re measuring it. |
| Survey Questionnaires | used when collecting responses to surveys |
| Observation Forms | used to collect data in observation studies |
| Questionnaire design | a systematic process in which the researcher contemplates various question formats, words the various questions very carefully, and organizes the questionnaire’s layout. |
| Question development | the practice of selecting appropriate response formats and wording questions so that they are understandable, unambiguous, and unbiased. |
| Words to Avoid in Question Development | All, Always, Any, Anybody, Best, Ever, Every, Most, Never, Worst |
| Four “Do’s” of Question Development | The question should be focused on a single issue or topic (Very specific). The question should be brief. The question should be grammatically simple, if possible. The question should be crystal clear. |
| Four “Do Not’s” of Question Development | Leading, Loaded, Double-barreled, Overstated |
| Leading question | gives the respondent a strong cue or expectation as to how to answer, therefore biasing responses. |
| Loaded questions | are biased but they differ from leading questions in that they contain wording elements that make reference to universal beliefs or rules of behavior |
| Double-barreled question | is really two questions posed in one question |
| Overstated question | is one that places undue emphasis on some aspect of the topic. It uses what might be considered “dramatics” to describe the topic (exaggeration) |
| Questionnaire organization | is the sequence of statements and questions that make up the questionnaire. |
| Cover Letter | The introduction written to accompany a mail survey or online survey. |
| Screening questions | are used to ferret out respondents who do not meet research study qualifications. |
| Question flow | pertains to the sequencing of questions or blocks of questions, including any instructions, on the questionnaire. |
| Research objectives | should specify who should and should not be included in the research study. |
| Skip question | is one whose answer affects which question will be asked next |
| Classification questions | which almost always include demographic questions, are used to classify respondents into various groups for purposes of analysis |
| Coding questions | refers to the use of numbers associated with question response options to facilitate data analysis after the survey has been conducted |
| Pretest | involves conducting a dry run of the survey on a small, representative set of respondents in order to reveal questionnaire errors before the survey is launched. |
| Front Matter | Title page, Letter of authorization (optional), Letter/memo of transmittal, Table of contents, List of illustrations, Abstract/executive summary |
| Title Page | Title of the document, The organization/person(s) for whom the report was prepared, The organization/person(s) who prepared the report, Date of submission |
| Letter of authorization | is the marketing research firm’s certification to do the project and is optional. |
| Letter of transmittal | to release or deliver the document to an organization for which you are not a regular employee. |
| Memo of transmittal | to deliver the document within your own organization. |
| Abstract or executive summary | is a “skeleton” of your report. It serves as a summary for the busy executive or a preview for the in-depth reader. It provides an overview of the most useful information, including the conclusions and recommendations. |
| Body | is the bulk of the report. It contains- An introduction to the report, A description of how your research was performed, A presentation of your findings, A statement of limitations, A list of conclusions and recommendations |
| Introduction | should contain a statement of the background situation leading to the problem, the statement of the problem, and a summary description of how the research process was initiated. |
| Method | follows the research objectives and describes, in as much detail as necessary, how the research was conducted, including a description of the data collection method, questionnaire design, sample plan, sample size, and analysis overview. |
| Findings section | is the most important and most detailed portion of the report. This section should be organized around the research objectives for the study. |
| Limitations | section is an honest accounting of major aspects of the research that constrain or temper the findings and conclusions. Should only note major issues. |
| Conclusions | are the deductions and inferences that have come about based on the research findings. |
| Recommendations | are suggestions for how to proceed based on the conclusions. |
| End matter | comprises the appendices, which contain additional information the reader may refer to for further reading that is not essential to reporting the data. |
| Variability | refers to how similar or dissimilar responses are to a given question. |
| Population | is the entire group under study as specified by the research project. |
| Sample | is a subset of the population that should represent the population. |
| Census | is defined as an accounting of everyone in the population. |
| Sampling error | is any error in a survey that occurs because a sample is used. Usually caused by method of sample selection or sample size. |
| Sample frame | some master list of all the members of the population. |
| Sampling | is the process of selecting a small number of elements from a larger defined target group such that the information gathered from the small group will allow judgments to be made about the larger groups |
| Sample accuracy | refers to how close a random sample’s statistic is to the true population’s value it represents. |
| Important points | Sample size is not related to representativeness. (Large sample size bias) and sample size is related to accuracy. |
| Reasons for taking a sample | Practical considerations such as cost and population size, Inability of researcher to analyze huge amounts of data generated by census and they can produce precise results and can be more accurate than a census |
| Sample Error Formula | 1.96 X Square Root of P X Q/ N |
| Variability | refers to how similar or dissimilar responses are to a given question |
| E | z Square Root of P X Q/ N |
| Sample Size Axiom | The size of the probability sample depends on the client’s desired accuracy (acceptable sample error) balanced against the cost of data collection for that sample size. |
| Nonsampling error | pertains to all sources of error other than sample selection method and sample size |
| Standard Sample Size Formula | N = z^2 (PXQ)/e^2 |
| N | the sample size |
| Z | standard error associated with the chosen level of confidence (typically 1.96) |
| P | Estimated percent in the population |
| Q | 100-P |
| E | Acceptable sample error expressed as a percent |
| Probability samples | ones in which members of the population have a known chance (probability) of being selected into the sample |
| Non-probability samples | instances in which the chances (probability) of selecting members from the population into the sample are unknown |
| Simple random sampling | the probability of being selected into the sample is “known” and equal for all members of the population |
| Systematic sampling | way to select a random sample from a directory or list that is much more efficient than simple random sampling |
| Cluster sampling | method in which the population is divided into groups called “clusters”, any of which can be considered a representative sample. |
| Stratified Sampling | When the researcher knows the answers to the research question are likely to vary by subgroups… |
Created by:
jklevin3085
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