reserach desigh.ppt

8/13/2019 reserach desigh.ppt

http://slidepdf.com/reader/full/reserach-desighppt 1/88

Research Design: Definition

• A research design is a framework or

blueprint for conducting the marketing

research project. It details the procedures

necessary for obtaining the information

needed to structure or solve marketingresearch problems.



Components of a Research Design

• Define the information needed

• Design the exploratory, descriptive, and/or causal

phases of the research

• Specify the measurement and scaling procedures

• Construct and pretest a questionnaire (interviewing

form) or an appropriate form for data collection

• Specify the sampling process and sample size

• Develop a plan of data analysis



Types of Basic Research Designs

1. Exploratory Research

2. Descriptive Research

3. Causal Research



Research Design

Exploratory Research

Design

Causal Research

Conclusive Research

Design

Cross-Sectional

Design

Descriptive

Research

Longitudinal

Design

A Classi f icat ion of Market Research Designs





Why Conduct Exploratory Study

• Diagnosing a Situation

• Screening Alternatives(Concept testing)

Discovering New Ideas

• Gain insights for developing an

approach to the problem

• Establish priorities for further research



Categories of Exploratory research•Experience Survey

•Case Studies

•Pilot Studies for qualitative Analysis

Focus group InterviewProjective Technique

Depth Interview

• Critical Review of literature

•Secondary Data analysis



8

• Focus groups: small group discussions led by atrained moderator

Objectives:

• Generate ideas• Understand consumer vocabulary

• Reveal consumer needs, motives, perceptions,and attitudes on products and services

• Understand findings from quantitative studies

Focus Groups



9

• Advantages:• Generation of fresh ideas

• Client interaction

• Versatility

• Ability to tap special respondents

• Disadvantages:

• Representative of the population?• Subjective interpretation

• High cost-per-participant

• Domination of one participant and halo effect

Focus Groups



Few considerations

• Group Composition

• Environmental conditions

• The moderator

• Planning of Focus Group Outline (hand

out Z)

• Video conferencing and streaming

Media

• Focus group as diagnostic tool



Projective Techniques

A projective technique is an indirectmeans of questioning that enables the

respondent to project beliefs and feeling

onto a third party ,an inanimate object ,or a task situation . Respondents are

nor requires to answer in a structured

format . They are encouraged to

described a situation in their own words

, with little prompting by the interviewer .



Major Projective techniques

• Word Association ( Job task and true

feeling about job task . Also used in

testing brand name )• Sentence formation ( People who work

late are -------) ( A boss should not ----)

• Third person technique

• Role play

• Thematic Apperception test



In-Depth interview

A set of probing questions posedone-on-one to a subject by a

trained interviewer so as to gainan idea of what the subject thinksabout something or why he or

she behaves a certain way



Depth Interviews• Non-directive or unstructured interviews

• Semi-structured interviews

• Standardized open-ended interviews



Techniques for Conducting

Depth Interviews • Laddering

• Hidden-issue questioning



Exploratory Research with

secondary data Another economic al and quick source

of background information is trade

literature . searching through such

material is exploratory research bymeans of secondary data Once an

informal situational analysis of

secondary data or experience surveyhas been carried out , issue that still

need clarification may warrant further

exploratory investigation .



What are secondary data

Secondary data are data gathered and

recorded by someone else prior to

(and the purpose other than ) thecurrent needs of the researcher .

Secondary data are usually historical ,

already assembled and do nor requireaccess to respondents or subjects .



Advantages of secondary

Data• Cheaper

• Less time consuming

• help identify, clarify and redefine the

research problem

• solution to the problem• alternatives methods that can be

used for primary research



Disadvantages of secondary

data• Lack of availability

• Lack of relevance

• Inaccurate data

• Insufficient data



Testing the validity of

secondary data• Methodology Check-Sampling

Consideration, Methodology of data,

Analytical tools used and subsequentreporting and interpretation of results

• Accuracy Check : Reputed source,

compare data from multiple sources ,• Topical Check: time lag

• Cost benefit analysis : Financial Check



Syndicated Data

SyndicatedData

Surveys Audits Panels



Syndicated Data

Syndicated

Surveys

Periodic Panel Shared

AuditsPanels

RetailScanner

VolumeTracking

Data

ScannerPanels

Consumer

Diary Media



Descriptive Research

24

• Quantitative Research Methodologies:

– Descriptive Research

– Correlation Research

– Experimental Research

– Ex Post Facto Research

– Survey Research

• Descriptive Vs. Experimental Vs. Ex post facto

Descriptive (What is the current situation?)

Experimental (What is the cause?) Ex post facto (What was the possible cause?)



25

Descriptive Research• What is the Descriptive Research?

This type of research involves either identifying thecharacteristics of an observed phenomenon or exploringpossible correlations among two or more. It primarily concernedwith finding out “what is”, solving the problems through theinteroperation of the data that has been gathered, (answering thequestions who, what , where, when and how ...)

• Descriptive“ what is the current situation?” – Numerical data gathered through tests, surveys, observations,

interviews

– variables are not manipulated but are measured as they occur – Subgroups may be compared on some measure

– Two or more variables of a group may be correlated

– Doesn’t attempt to identify cause of differences or relationships, just if they exist



26

Descriptive Research• What the Descriptive Research can be used for?

Descriptive studies have an important role in social science

research, such as business, government, public health,sociology and education research.

• Can be applied to investigate questions such as:

– Do teachers hold favorable attitudes toward using computers inschools?

– What kinds of activities that involve technology occur in sixth-grade classrooms and how frequently do they occur?

– How have high school computing courses changed over the last10 years?

– Is there a relationship between experience with multimediacomputers and problem-solving skills?

– What is the best way to provide access to computer equipmentin schools?



Use of Descriptive Research

• To describe the characteristics of relevant

groups, such as consumers, salespeople,

organizations, or market areas.

• To estimate the percentage of units in a specifiedpopulation exhibiting a certain behavior

• To determine the perceptions of product

characteristics

• To determine the degree to which marketing

variables are associated

• To make specific predictions



Types of Descriptive Research• Survey

• Developmental – Longitudinal approach

– Cross-sectional approach

• Case Study

• Correlation

• Normative

• Observational ( qualitative)

• Causal-comparative ( ex post facto)



29

DR design & Analysis

1. Descriptive Research Designs2. Using Checklists and Rating scales

3. Choosing a Sample in a Descriptive Study

– Sampling design

– Bias in Research sampling

4. Interpreting Data in Descriptive Research



Survey Research Methodology

• Survey research is the most common type

of descriptive research• Involves questioning techniques for data

collection

– Survey methodology consists of askingquestions of a (supposedly) representative

sample of the desired population at a single

point in time. The persons of whom the

questions are asked are called surveyrespondents

– The most difficult part of conducting a survey

is writing the questions



31

Surveys

• Researcher samples a portion of a large

population

• Allows to infer the current status of anissue

Nutritional practices

Exercise patterns



Census

• A survey which obtains responses from

the entire population is called a census



• Three key aspects

– Designing questions

– Sampling

– Data collection

• We want to have a study that is precise,credible, and accurate

– A key issue is reducing error throughout the

process

• Poor attention to ANY of these aspects can

result in poor results



34

DR design & Analysis3. Choosing a sample in a descriptive study

– Sampling design

a) Probability sampling

Simple random sampling

Stratified random sampling

Proportional stratified samplingCluster sampling

Systematic sampling

b) Nonprobability sampling

Convenience sampling

Quota sampling

Purposive sampling



General Survey

Data Collection Methods

• Interviews

• Questionnaires



Interview Methods• Phone interview – Common in marketing research

– Not used much in HHP

• Personal interview – Applicable if the sample is small and accessible

– Structured, semi-structured, or unstructured interview – Recording of information

• Focus group interview – Interview groups of people

– Requires skilled facilitator

• An interview schedule or guide contains the questions tobe read to the respondent during an interview as well asa place for recording the answers



Conducting a questionnaire

study… 1. state the problem

2. select participants

3. construct the questionnaire4. prepare cover letter

5. pretest questionnaire

6. follow up activities7. analyze/report results

Q ti i



Questionnaires• A questionnaire is a self-report

instrument that is generally mailed or

handed to the respondent to complete

with no help from the researcher

– Administered questionnaire

• Respondents are directly given the

questionnaire

– Distributed questionnaire

• Questionnaire is mailed or electronicallydelivered

• Majority of survey research in HHP uses

a questionnaire as data-collection

technique



39

Getting Started

• Statement of the Problem

• Selection of subjects

– Subjects must be willing to participate



Questionnaire Development• Composing Questions – each question

should have three important attributes:

focus, brevity, and simplicity – The questions should focus directly on the

issue or topic relevant to the information

needs of the study

– They should be as short or brief as

possible while still conveying the meaning

– The questions should be expressed as

simply and clearly as they can be



Questionnaire Development• Questions should be worded so they

are not ambiguous, misleading, or

biased

• Double-barreled questions should be

avoided

• Use simple sentences where possible

and complex sentences only when

essential

• Level of wording (vocabulary) should be

appropriate for the intended

respondents



…place similar items together

…ask general, non-threatening items

first, moving into more specific,

self-revealing items



…don’t jam items together

…don’t put the most important

questions at the end of the

instrument



Appropriateness of

Questionnaire• Validity and reliability of the

questionnaire should be determined

before it is administered• Use of a pilot study

– Revise questionnaire as needed



Questionnaire Format

• Organization of Questionnaire – appearance and layout is important

– length (no. of questions) is a major factor

• in general, longer questionnaires have a poorerreturn rate

– place easy to answer questions first

– sensitive questions should be near the end

– items should be placed in a logical order

– demographic information

• recommend placing demographic questions at

end



Response Format

• Closed-ended (structured) – standard answers provided

– easy to code and score

– facilitates answering sensitive questions

– may make for a long questionnaire – generally considered easy for respondent

• Open-ended (unstructured)

– respondent may answer as they choose

– exploratory; allows detailed response – preferable for complex questions

– may be difficult to code and score

– requires more time and effort of respondent





48

Conducting Descriptive Research

• Pros – Efficient

– May be mailed

– Developed to meet the

needs of theresearcher

• Cons – Difficult to construct

– May not be returned

Developing the Questionnaire



49

Preparing the cover letter

• Used to motivate subjects torespond

• Explains the purpose of thestudy and gives good reasonto return

• Anonymity should be assured

• Deadlines dates should begiven





Cover Letter Guidelines

• Personalize cover letter if possible (mail

merge)

– this has been shown to increase the returnrate

• Corporate or institutional letterhead and

printed envelopes should be used forthe cover letter and mailing envelopes



Questionnaire Distribution• Controlling costs

– bulk mail rates

– length of questionnaire (i.e., weight of mailing)

• High return rate – self-addressed, stamped envelope (SASE)

– postage-paid, business reply envelopes

– good mailing list – follow-up strategy

• Cover letter

• Appropriate timing of mailing



secondary follow-up strategies to

increase response rate up to 10%… …telephone nonrespondents to

encourage them to respond



54

Pre-Testing the Questionnaire

• Pilot the survey

• Proof read by 2 or 3

colleagues• Mailed to a small sample

• If return rate is low,

examine the instrument andthe letter



55

Follow-up

• 70% of your surveys

should be returned for

your study to be valid• Send a reminder

• Send a second set of

questions with a newcover letter



initial follow-up strategies to increase

response rate up to 20%… …send out reminder postcard

…mail a second packet with a new,

positively worded cover letter andanother self-addressed, stamped,

return envelope



57

Analysis of Results

• Report response ratesfor each item

• Report overallpercentage of returns

• May compareresponses across items

• Cannot establish adirect cause and effect

S R h E



Survey Research Errors

• Information obtained from a survey depends on thequestions that are asked, on how the respondents react

to the questions, and on what respondents choose to

reveal about themselves

• Researchers are somewhat limited in their ability to

assess the quality of the findings since there is usually

no way of checking the accuracy or truthfulness of the

responses

• Gathering meaningful information is difficult because

survey research is particularly susceptible to two types of

errors: – Nonsampling errors

– Sampling errors

N li E



Non-sampling Errors• Non-sampling errors have several sources including

any differences in the way the researcher and therespondents interpret questions, the inability or

unwillingness of the respondents to provide correct or

honest information, mistakes made when recording

or coding the responses, and missing responses

– controlling response errors when subjects provide

incorrect or false information is particularly difficult

since they depend on the behavior of the

respondents, something that is beyond the control

of the researcher – controlling processing and data collection errors

can be largely controlled by the researcher

Sampling Errors



Sampling Errors• Sampling errors are those errors resulting from any

differences between the data obtained from the sample,

and the data that would have been obtained from thecomplete population

– this is the type of error made from inferring a

population characteristic based on a sample

• Sampling error or margin of error is often reported withsurvey findings

– For example, a survey reporting that 57% of Iowans

favor abortion with 3.5% margin of error really

means that we can be 95% confident that the truepopulation value lies within the ranges 53.5% to

60.5% (57% 3.5%)

Examp les of Descript ive Studies



Examp les of Descript ive Studies

Descriptive

Studies

Consumer

Perception And Behavior

Studies

• Image

• Product Usage

• Advertising

• Pricing

Market

CharacteristicStudies

• Distribution

• Competitive Analysis

• Market Potential

• Market Share

• Sales Analysis

Sales Studies



Develepmental:Cross-sectional

and Longitudinal Designs

• A cross-sectional design involves the collection

of information from any given sample of

population elements only once.

• In a longitudinal design, a fixed sample (or

samples) of population elements is measured

repeatedly on the same variables in order to

measure changes over time

Cross Sectional vs Long i tudinal Design s



SampleSurveyed

at T1

Sample

Surveyed

at T1

Same

Sample

also

Surveyed

at T2

T1 T2

CrossSect ional

Design

Longi tud ina l

Design

Time

Cross Sectional vs. Long i tudinal Design s

TABLE 3.3



RELATIVE ADVANTAGES AND DISADVANTAGES OF LONGITUDINAL AND CROSS-

SECTIONAL DESIGNS

Evaluation Cross-Sectional LongitudinalCriteria Design Design

Detecting

change - +

Large amount

of data

collection - +

Accuracy - +

Representativesampling + -

Response

bias + -

Note: A + indicates a relative advantage over the other design whereas a - indicates

a relative disadvantage.



Types of longitudinal surveys...

trend survey

cohort survey

panel survey

follow-up survey



trend survey

…a study where a sample is takenfrom the general population in order

to collect data over time…involves different groups and

different samples over time



cohort survey

…a study where a specific populationis examined by sampling different

groups within the population over

time…involves the same group but

different samples from that group

over time



panel survey

…a study where the same group andthe same sample are examined over

time



follow-up survey

…a study undertaken after a panelsurvey and seeks to examine

subsequent development or change



Conducting an observational

study… 1. state the problem

2. select participants

3. define the observational variables4. record observations

5. assess observer reliability

6. reduce observer bias7. analyze/report results





2. select participants…

…use an appropriate samplingtechnique

…participants must be able to provide

the desired information sought andwilling to provide it to the researcher



…simplify procedure for recording

observations by developing acoding procedure





5. assess observer reliability…

…use at least two observers who makeindependent observations

…compute interobserver reliability



6. reduce observer bias…

…train observers until a satisfactorylevel of agreement is achieved (at

least 80%)

…monitor observers



types of observer bias

…response set …halo effect

…knowledge of participants







Correlational

• To determine if arelationship existsbetween two variablesmeasured on the sameindividual

• e.g. Age and alcoholconsumption; Years inthe profession andsafety record

• Did you realize thatwhen children growolder, they are betterreader? Age &reading ability --

correlation



The Normative Survey

• Establishes norms for

abilities, performances,

beliefs and attitudes on

samples of people ofdifferent ages, genders and

other classifications

• Youth Fitness Test

• National Children andYouth Fitness Study



Action Research

• Conducted in the

natural setting where it

will be applied

• Lacks some control

• Results are always true

for the setting

• Tries to solve a problem

specific to the setting



Action research is simply a form of self-reflective enquiry undertaken by

participants in social situations in order to

improve the rationality and justice of their

own practices, their understanding of

these practices, and the situations in

which the practices are carried out

Causal comparative



Causal comparative It attempts to determine the cause or reason for

existing difference in the behavior or status of groupsof individuals. The cause is a behavior or

characteristics, believed to influence some other

behavior or characteristics, or are known as the

grouping variable. The change or difference inbehavior or characteristics that occur as result that is

the effect _is known as independent behaviour .Put

simply causal comparative research attempt to

establish cause effect relation among groups

Example



pHow does having a working mother affect a

child’s school absenteeism? The groupingvariable is the employment status of

mother(again with 2 possible values___the

mother work or mother does not work); the

dependent variable is absenteeism, measured

as number of day absent. The researcher

identifies the group of students who have

working mother and group whose mother don’t work, gather information about their

absenteeism and compares the groups.



TABLE 3.1 (Cont.)

DIFFERENCES BETWEEN EXPLORATORY AND CONCLUSIVE RESEARCH Exploratory Conclusive

Findings Tentative. Conclusive.

Outcome: Generally followed by Findings used as input

further exploratory or into decision making.conclusive research.



TABLE 3.2

A COMPARISON OF BASIC RESEARCH DESIGNS



A COMPARISON OF BASIC RESEARCH DESIGNS

Exploratory Descriptive Causal

Objective: Discovery of Describe market Determineideas and characteristics cause and effect

insights. or functions. relationships.

Character-

istics: Flexible. Marked by the Manipulation ofVersatile. prior formula- one or more

Often the tion of specific independent

front end of hypotheses. variables.

total research

design.Preplanned and Control of other

structured mediating

design. variables.



TABLE 3.2 (Cont.)

A COMPARISON OF BASIC RESEARCH DESIGNSExploratory Descriptive Causal

Methods: Expert surveys. Secondary data Experiments.

Pilot surveys. (quantitative).

Case Surveys.studies Panels.

Secondary data Observational

(qualitative). and other data.

Qualitative

Research.

Date post:	04-Jun-2018
Category:	Documents
Upload:	sahilsethi04
View:	219 times
Download:	0 times

reserach desigh.ppt

Documents