Lesson 6 - Primary Research Methods 2
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1Lesson Six Research Methods 3
Lesson 6
RESEARCHMETHODS 3
2Lesson Six Research Methods 3
Students will …
1. list sampling types
2. select representative samples
3. reduce sample errors
4. plan the survey
5. ask the questions
Learning Outcomes
3Lesson Six Research Methods 3
The world’s most famous newspaper error
President Harry Truman against Thomas Dewey
Chicago Tribute prepared an incorrect headline without first getting accurate information
Reason? bias inaccurate opinion polls
Sampling
4Lesson Six Research Methods 3
Most research cannot test everyone. Instead a sample of the whole population is selected and tested. If this is done well, the results can be applied to the whole population.
This selection and testing of a sample is called sampling.
If a sample is poorly chosen, all the data may be useless.
Sampling
Populationthe group of people we wish to understand. Populations are often segmented by demographic or psychographic features (age, gender, interests, lifestyles).
Samplea subset of the population that represents the whole group
Respondentspeople who answer
5Lesson Six Research Methods 3
Two MethodsSampling
This relies on available people. For example, people passing in the street or walking through a mall.
This is not objective or representative. Thus, it is often not scientific or reliable.
Non-
probability
or
Convenienc
e Sampling This is a sample selected
randomly and according to
scientific guidelines.
To create a simple random
sample, you need (1) a list of the
members of the population (2) a
way to create random numbers.
Probability or Random Sampling
6Lesson Six Research Methods 3
SamplingLists and Random Numbers
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8Lesson Six Research Methods 3
What is your
primary daily
media channel?
How
accurate is
this
statistic?
What is the
margin of
error?
The Margin of Error is the measure of accuracy of a survey. The smaller the margin of error, the more accurate the survey.
SamplingMargin of Error
9Lesson Six Research Methods 3
What is your
primary daily
media channel?
Margin of Error = 1/√n x 100n = number of respondents
48,804 people in TNS sample√48,804 = 220.9161/221 = 0.0045x 100 = 0.45%= 60.55% to 61.45%
How
accurate is
this
statistic?
What is the
margin of
error?
SamplingMargin of Error
10Lesson Six Research Methods 3
41 respondents
How
accurate is
this
statistic?
What is the
margin of
error?
Margin of Error= 1/√n x 100n = number of respondents41 respondents√41 = 6.4031242374328486864881/6.4 = 0.15625x 100 = 15.6% margin of error
21.4% to 52.6%
consider themselves
unfriendly to the
environment
Margin of Error= 1/√n x 100n = number of respondentsWhat would the margin of error be for 25 respondents?√ 25 = 51/5 = 0.2X 100 = 20% margin of error
11Lesson Six Research Methods 3
Planning a surveyStart-up
questions
Ask yourself the following 3 questions:1. WHO will be the respondents?
2. WHAT information do you want to learn from them?
3. HOW can you effectively get that information?
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Planning a surveyStart-up
questions
WHO will be the respondents?
Select respondents relevant to your focusEg: Ask computer hardware related q’s tohardware engineers / IT professionalsAsk toy related questions to children andmothers
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Planning a surveyStart-up
questions
WHAT information do you want to learn from them?
• Think clearly of your focus• Think clearly of what the results might look like
Be specific
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Planning a surveyStart-up
questions
Be specific
Example:This research is done to ascertain the:- Awareness of / knowledge of- Attitude towards / perception of- Demand foretc
15Lesson Six Research Methods 3
Planning a surveyStart-up
questions
HOW can you effectively get that information?
• Choose effective questions• Decide on type of survey (mail, interview, telephone, online)• Decide on response categories• Design layout• Decide on target population• Decide on sample size• Select sample
16Lesson Six Research Methods 3
Planning a surveyStart-up
questions
Online Surveys
Advantages of online surveys:• Access to a large number of people, • Quick
Disadvantages of online surveys:• You cannot control the conditions - someone else may answer - not physically there to clarify or probe further
17Lesson Six Research Methods 3
The QuestionsStart-up
questions
Asking questions
1. Avoid jargon, slang, abbreviations2. Avoid ambiguity, confusion and vagueness3. Avoid writing double-barreled questions4. Avoid leading 5. Avoid treating a respondent’s belief about a hypothesis as a test of the hypothesis
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The QuestionsStart-up
questions
Asking questions
1. Avoid jargon, slang, abbreviations
Example:How often do you use Polyethylene carriers?
Ask instead:How often do you use plastic bags?
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The QuestionsStart-up
questions
Asking questions
2. Avoid ambiguity, confusion and vagueness
Example:Do you eat out often?
Ask instead:In a typical week, about how many meals do you eat away from home, at a restaurant,cafeteria, or other eating establishment?
20Lesson Six Research Methods 3
The QuestionsStart-up
questions
Asking questions
3. Avoid Double-barreled questions
Example:Do you support or oppose the use of lead in lipsticks and paint?
Ask instead:Do you support the use of lead in lipsticks?
Do you support the use of lead in paint?
21Lesson Six Research Methods 3
The QuestionsStart-up
questions
Asking questions
4. Avoid Leading
Example:Do you help the environment by using canvas shopping bags?
Ask instead:Do you use canvas shopping bags?
22Lesson Six Research Methods 3
The QuestionsStart-up
questions
Asking questions
5. Beliefs as real
Example:Do you think more educated people wear fur clothing?
Ask instead:What is your education level?
Do you wear fur clothing?
23Lesson Six Research Methods 3
The QuestionsStart-up
questions
Organising questions
Question types:Closed –• Likert scales
• Semantic scales
• Ranking scales• Structured questions
(age, income, education level, etc)
Open –• Opinion• Overall / final comments
24Lesson Six Research Methods 3
The Introduction[Fashion and the Environment]We are a team of [Fashion Marketing] students from Raffles
College of Higher Education. We are conducting this survey as part of our research project for our Academic Research and Communication Skills module under our lecturer and research supervisor Kavita Parwani.
The questionnaire should take about 5 minutes to complete. Our research project examines [the attitudes of the students of
Raffles College of Higher Education towards the reuse, reduction and recycling of clothing.] We hope that your response will help us understand our subject in greater depth.
The information we gather is confidential and anonymous, in other words, we will not name you or identify you in connection with the information you provide.
If you have any questions about the survey or our research project, please feel free to contact me, [Josephine Lim, at [email protected]] or our supervisor Kavita Parwani at [email protected]
25Lesson Six Research Methods 3
REFERENCESBabbie, E. (2008). The Basics of Social Research (4th ed.) USA: Cengage.
Dewey Defeats Truman (2009) Deweydefeatstruman. http://
www.deweydefeatstruman.com/
Ghauri, P. & Gronhaug, K. (2005). Research Methods in Business Studies –
A Practical Guide, Essex: Pearson
Neuman, WL. (2009). Understanding Research. London: Pearson.
Visocky O’Grady, K. & Visocky O’Grady, J. (2009). A Designer’s Research
Manual, USA: Rockport.
26Lesson Six Research Methods 3
Exercise
Question:Japan and its recent tsunami victims do not need the
world’s interest, sympathy and financial assistance as
Japan is a wealthy nation that can take care of itself.
In groups:
Part 1: Conduct secondary research (Lesson 3)
Part 2: Conduct primary research (Lesson 4-5)
Part 3: Evaluate the research (Lesson 6)
Part 4: Submit a short report on your findings (Lesson 7)
27Lesson Six Research Methods 3
Group Exercise:• Select your topic (Japan / Random)
• Select your focus
• Write 7-10 research questions
• Mix of Demographic and Psychograpic areas
• Select 10 respondents
• Do the survey
• Tabulate and analyse the results
• Optional: Calculate margin of error
• Findings? Write out your findings, and the analysis of these
findings.
28Lesson Six Research Methods 3
Project Step 3:Presentation 3: Research Methods
• Prepare a 5-6 minute presentation explaining
your primary research methods.
• Explain how you will collect information/data
on the topic. Explain whether you decided to do
quantitative or qualitative research and why.
• Which method(s) will you use? Why?
• Who will you sample? How? Why?
• What questions will you ask? Give examples.
• What problems do you foresee?
• Detail your sources.
• Design PowerPoint slides.
homework
29Lesson Six Research Methods 3
Quantitative data used to measure subjective information.
Psychographic research attempts to quantify the qualitative.
Collected via a questionnaire in a survey or structured interview.
Common psychographic variables are: opinions, religious beliefs, music tastes, personality traits and lifestyle choices.
Data CollectionPsychographic Question Types
Likert Scales
30Lesson Six Research Methods 3
Quantitative data used to measure subjective information.
Psychographic research attempts to quantify the qualitative.
Collected via a questionnaire in a survey or structured interview.
Common psychographic variables are: opinions, religious beliefs, music tastes, personality traits and lifestyle choices.
Data CollectionPsychographic Question Types
Likert Scales
1. If GAP were a person, what kind of person would it be?Circle the number on the scale that reflects your opinion.
Honest DishonestFashionable UnfashionableGenerous GreedyTraditional ModernRude PoliteSerious Fun
1 2 3 4 5 6 7 1 2 3 4 5 6 7 1 2 3 4 5 6 7 1 2 3 4 5 6 7 1 2 3 4 5 6 7 1 2 3 4 5 6 7
Semantic
Scales
2. What do you think of Singapore?Circle the number on the scale that reflects your opinion.
Boring FunClean SterileRelaxed UptightCreative Stilted
1 2 3 4 5 6 7 1 2 3 4 5 6 7 1 2 3 4 5 6 7 1 2 3 4 5 6 7