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Q}/1 65 ti 0115
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ROXEL ANN FELIZARIIJ‘
Quantitative research studies do not
exclusively utilize c| ose—ended questions.
Open—ended questions are also used to
measure attitudes, beliefs, perceptions
WRITING OPEN'ENOEO OIIESTIONS ENTNILS TIIE
FOLLOWING SPEGIAL GONSIOERﬂTIONS=
1. The question YV11/iStL)€ trubx Oloerrehoied.
Auoid potential bias when presenting to
a respondent with predetermined sets of
to ~ responses. Thus, it must be worded so that
the respondent is permitted to answer in
Ii ii » _ . his or her own words without bias from
, ' . ' X ti “ the interviewer.
S“ I “ . X How satijgioat are you wizh #15 product?
I I What are your thouyhts and feelings toward the Product?
‘Z. The <1ue5ti°Zn must incorporate probes.
Initial responses to an open-ended question
generallg lack depth. Because of this
probes must be used to determin
whether there are additional
attitudes, perceptions and etc.
(4)/ mat t/ ioi/5/its or Fee/ i‘n5s diet you have as you tr‘
watched the commercial? ________ _____ Z _, _
DID vou / /Al/ E AW T/ /0Uér/ ITS 0: F55
A/ l/V7'/ /Il/6- ELSE? _____, ____________________
*con-tinue prob/ ‘n5 until no 14/rt/ yer res/ >onse*
.5 . .7 _
Each open-ended request for
information must be asked as
a separate question.
X Do my strengths and u/ oahaossos of
Suauo shampoo come to mind?
/ Do any strengths 0/ Show Shampoo
come to mind?
/ Do any weaknesses of Suauo shampoo
come to mom?
5. The question 5h0uIcI Ive Singlerlincleol.
NEGAROLESS OF THE SPEGIFIO TYPE OF QUESTION OR SOALE SELEGTEO,
ALL QUESTIONS IIIUST SATISFI’ A GORE SET OF REQUIREMENTS?
/ —o . ( y
~ i T 1. Explicitlg state the respondents‘ task
I 5‘. in simple language. The question should
~ .1. , , / $_&, y$ (, L clearlg state what respondents must do
_ " . to adequately answer the question.
i . '
2. Use simple actiue sentences and
commonlg used language. Auoid using
,1‘; specialized jargon. If such jargon must
; ‘._. *' be used, make certain that it is defined
¥ as part of the question.
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3. Auoid bias. Biased or leading questions implicitlg
communicate gour point of uiew as part of the question.
Such question will increase the probability that heg
will state what theg think gou want to hear as 0%!
to their own attitude or op. ’ ‘ I
EXAMPLE: ‘l . A
X also the fo/ /oh/ Mg some to / not/ oaz“oI
how much you who the aotuorrisomohr. [
/ M56 tho /0// ou/ mg soa/ o to / hotimro ,
mum you / /hoot or uis/ «um rho oommoroioi/ , I
4. Auoid multiple informational request in a single
question. Each question should have a single-minded
~ . , i: vi; r , o] 'i: .
vj’f: '.li| tI. II l—. I—I
.2’ ' ‘X What is your favorite hrand of shampoo
/ L“ l . _.__l . and how ofren do you use if?
T . " I ‘ ’ ; I,:
f ‘N ‘-e of _ / What is your favorite brand of shampoo?
‘<. ?:. ‘‘*’i *9 C it / How often do you use it?
~"""/ /“ 5. Auoid ambiguitg. Ambiguous words
‘W 4 ‘/ V are words that are open to multiple
l I i7.Xl-‘. lI‘. 'H°I. E:
Wt, if fix X What hind of shampoo did you use?
6. Auoid assumptions. Well-written questions do not
presume or assume a particular respondent's state
E)(, :r. «.ii_ipL: :; I
X What do you / ihe about the
~51 . - ; . rt».
eommereia/ ? / , i . ‘ so s‘: -,
/ What, if anything, did you / the’! I ~i 7
about the eommereila/ ? ii‘ "
7. Iustifu requests for personal
8. Provide a reasonable time
frame for behavioral questions. E‘ ‘
E)(ii. l~. iiiPl. E: ,
2 How many times do you visit YouTube?
X How many times did you visit >’ou7ube i
MST VHO/ ’ifW _c
A more GPIJTOPYIGIZQ GPPYOOCIT A i
to this question area would be:
/ How many times did you visit Youfube A
in the past 21/ hours? I '
Researchers ask questions to
obtain the information needed
for aduertising decision making.
Better-written questions obtain
‘better, more reliable, and
>""' insightful information.
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