Survey research involves collecting information from a sample of individuals to determine opinions, preferences, or knowledge about a population. The key steps in survey research include defining objectives and the target population, determining what data to collect, selecting an appropriate sample and method of data collection, collecting the data, analyzing results, and reporting findings. Some common problems that can threaten the validity of survey results include nonresponse bias if those who do not respond differ significantly from respondents. Techniques like multiple contacts and personalized correspondence can help increase response rates.
SURVEY RESEARCH- Advance Research MethodologyRehan Ehsan
This Presentation states the details of Survey Research for students to get help in advance research methodology. Rearchers may also get help from this work.
Project Monitorig and Evaluation_Data Collection Methods is a Presentation by William Afani Paul for a Project MEAL Masterclass by Excellence Foundation for South Sudan
This session is designed to equip participants with essential knowledge and skills in monitoring and evaluating projects effectively.
During this masterclass, participants will delve into the fundamental concepts, tools, and techniques of project monitoring and evaluation. Through interactive discussions, case studies, and practical exercises, attendees will gain a comprehensive understanding of MEAL principles and their application in diverse project contexts.
Key Objectives
Understand the importance of project monitoring and evaluation in ensuring project success.
Learn how to develop and implement effective monitoring and evaluation frameworks.
Explore various data collection methods and analysis techniques for monitoring and evaluation purposes.
Gain insights into utilizing monitoring and evaluation findings to inform decision-making and improve project outcomes.
Learning Outcomes: By the end of the masterclass, participants will able to:
Define key concepts related to project monitoring and evaluation.
Develop a monitoring and evaluation plan tailored to specific project requirements.
Apply appropriate data collection methods and tools for monitoring and evaluation activities.
Utilize monitoring and evaluation findings to enhance project performance and impact.
Sampling for Quantities & Qualitative Research Abeer AlNajjar.docxanhlodge
Sampling for Quantities & Qualitative Research
Abeer AlNajjar
1
Population
Target group (universe in texts)
Census (to study every member of a population)
because measuring every member of a population usually is not feasible most researchers employ a Sample
Sample ( a subgroup of the population)
2
Communication researchers are interested in a population (also called a universe when applied to texts) of communicators, all the people who posses a particular characteristic, or, in the case of those who study texts, all the messages that share a characteristic of interest.
The population of interest to researchers (often called the target group) might be members of a business, communication majors at a university, all students at a university, all people living in a city, all eligible voters in a country.
Texts ( editorials published in a specific newspaper for a week, or a large universe such as every editorial published In every newspaper in the UAE, or even larger such as all persuasive messages).
The best way to generalize to a population is to study every member of a population (Census)
If every member is studied, we know, by definition, the population’s response at the point in time the study was done
Sample
The results from the sample are then generalized back to (used to represent) the population
Representative sample ( population validity)
Its similarity to its parent population
3
The results from the sample are then generalized back to (used to represent) the population). For such generalization to be valid (demonstrate population validity), the sample must be representative of its population. That is, it must accurately approximate the population.
Types of sampling
Random sampling (probability sampling)
Involves selecting a sample in such a way that each person in the population of interest has an equal chance of being included
Nonrandom sampling (nonprobability sampling)
Is what ever researchers do instead of using procedures that ensure that each member of a population has an equal chance of being selected
Sampling error
Is a number that express how much the characteristic of a sample probably differ from the characteristics of a population
5
There are 2 different types of sampling procedures, and differ in terms of how confident we are about the ability of the selected sample to represent the population from which it is drawn
Random sampling (probability sampling)
Involves selecting a sample in such a way that each person in the population of interest has an equal chance of being included
By giving everyone an equal chance , random sampling eliminates the danger of researchers biasing the selection process because of their own opinions or desires. By eliminating bias, random sampling provides the best assurance that the same characteristics of the population exist in the sample, and, therefore, that the sample represents the population.
Nonrandom sampling: it sometimes is .
SURVEY RESEARCH- Advance Research MethodologyRehan Ehsan
This Presentation states the details of Survey Research for students to get help in advance research methodology. Rearchers may also get help from this work.
Project Monitorig and Evaluation_Data Collection Methods is a Presentation by William Afani Paul for a Project MEAL Masterclass by Excellence Foundation for South Sudan
This session is designed to equip participants with essential knowledge and skills in monitoring and evaluating projects effectively.
During this masterclass, participants will delve into the fundamental concepts, tools, and techniques of project monitoring and evaluation. Through interactive discussions, case studies, and practical exercises, attendees will gain a comprehensive understanding of MEAL principles and their application in diverse project contexts.
Key Objectives
Understand the importance of project monitoring and evaluation in ensuring project success.
Learn how to develop and implement effective monitoring and evaluation frameworks.
Explore various data collection methods and analysis techniques for monitoring and evaluation purposes.
Gain insights into utilizing monitoring and evaluation findings to inform decision-making and improve project outcomes.
Learning Outcomes: By the end of the masterclass, participants will able to:
Define key concepts related to project monitoring and evaluation.
Develop a monitoring and evaluation plan tailored to specific project requirements.
Apply appropriate data collection methods and tools for monitoring and evaluation activities.
Utilize monitoring and evaluation findings to enhance project performance and impact.
Sampling for Quantities & Qualitative Research Abeer AlNajjar.docxanhlodge
Sampling for Quantities & Qualitative Research
Abeer AlNajjar
1
Population
Target group (universe in texts)
Census (to study every member of a population)
because measuring every member of a population usually is not feasible most researchers employ a Sample
Sample ( a subgroup of the population)
2
Communication researchers are interested in a population (also called a universe when applied to texts) of communicators, all the people who posses a particular characteristic, or, in the case of those who study texts, all the messages that share a characteristic of interest.
The population of interest to researchers (often called the target group) might be members of a business, communication majors at a university, all students at a university, all people living in a city, all eligible voters in a country.
Texts ( editorials published in a specific newspaper for a week, or a large universe such as every editorial published In every newspaper in the UAE, or even larger such as all persuasive messages).
The best way to generalize to a population is to study every member of a population (Census)
If every member is studied, we know, by definition, the population’s response at the point in time the study was done
Sample
The results from the sample are then generalized back to (used to represent) the population
Representative sample ( population validity)
Its similarity to its parent population
3
The results from the sample are then generalized back to (used to represent) the population). For such generalization to be valid (demonstrate population validity), the sample must be representative of its population. That is, it must accurately approximate the population.
Types of sampling
Random sampling (probability sampling)
Involves selecting a sample in such a way that each person in the population of interest has an equal chance of being included
Nonrandom sampling (nonprobability sampling)
Is what ever researchers do instead of using procedures that ensure that each member of a population has an equal chance of being selected
Sampling error
Is a number that express how much the characteristic of a sample probably differ from the characteristics of a population
5
There are 2 different types of sampling procedures, and differ in terms of how confident we are about the ability of the selected sample to represent the population from which it is drawn
Random sampling (probability sampling)
Involves selecting a sample in such a way that each person in the population of interest has an equal chance of being included
By giving everyone an equal chance , random sampling eliminates the danger of researchers biasing the selection process because of their own opinions or desires. By eliminating bias, random sampling provides the best assurance that the same characteristics of the population exist in the sample, and, therefore, that the sample represents the population.
Nonrandom sampling: it sometimes is .
ACTIVITY 1
Chosen Research Design: Qualitative
Why do you think this design is appropriate to your research interest?
Based on my understanding of qualitative research, I believe it can be appropriate for certain types of research questions. In my view, qualitative research is particularly useful for exploring complex phenomena, gaining insights into people's experiences and perspectives, and developing theory. I also recognize that it can be valuable in applied settings, such as healthcare or social work, where understanding people's experiences is crucial for improving practice.
Guide Questions
1. Did you remember the research design listed in the table?
YES, I have remembered all the research design listed in the table.
2. What other research designs did you recall which is/ are not listed in the table?
Longitudinal Study
Cross-sectional Study
Survey Research
Action Research
Participatory Action Research
Grounded Theory
Ethnographic Research
3. Was it easy or hard to determine the research design to be used in your selected topic or interest?
For me, it is easy because in the first place I already have an idea where to start. I believe when you select a topic, you already considered what design you will use.
4. What are the factors that you consider in selecting a research design for your study?
As a researcher, I must consider various factors when selecting a qualitative research design for my study. These include the research question, the purpose of the study, the nature of the phenomenon being studied, and the available resources and time frame. Additionally, I must reflect on my own philosophical and theoretical perspectives to ensure that the chosen design aligns with my worldview and research goals.
Reflection
How does research design make your study colorful/ interesting?
As a researcher, I have come to appreciate how qualitative research design can add color and interest to a study. By using methods such as open-ended interviews, observations, and document analysis, I can capture the rich and complex experiences, perspectives, and contexts of the participants. This type of research allows me to delve deeper into the phenomenon being studied and gain a more nuanced understanding of it.
One of the benefits of using qualitative research is the ability to create vivid descriptions, quotes, and narratives that add depth and meaning to the study. It's fascinating to see how the data can come to life and offer a unique perspective on the topic. Additionally, I've found that unexpected findings often emerge during qualitative research, which can add to the intrigue and interest of the study.
Overall, I believe that qualitative research design offers a powerful way to explore the intricacies and nuances of human experience. It enables me to create a study that is more compelling and engaging, as well as provides insights that cannot be obtained through other research methods.
ACTIVITY 2: TELL ME THE QUANTITY
Directions: Read the qu
C H7A P T E R Collecting Qualitative Data Qualitative da.docxRAHUL126667
C H7A P T E R Collecting
Qualitative Data
Qualitative data collection is more than simply deciding on whether you will observe or interview people. Five steps comprise the process of collecting qualitative data. You need to identify your participants and sites, gain access, determine the types of data to collect, develop data collection forms, and administer the process in an ethical manner.
By the end of this chapter, you should be able to:
· ◆ Identify the five process steps in collecting qualitative data.
· ◆ Identify different sampling approaches to selecting participants and sites.
· ◆ Describe the types of permissions required to gain access to participants and sites.
· ◆ Recognize the various types of qualitative data you can collect.
· ◆ Identify the procedures for recording qualitative data.
· ◆ Recognize the field issues and ethical considerations that need to be anticipated in administering the data collection. Maria is comfortable talking with students and teachers in her high school. She does not mind asking them open-ended research questions such as “What are your (student and teacher) experiences with students carrying weapons in our high school?” She also knows the challenges involved in obtaining their views. She needs to listen without injecting her own opinions, and she needs to take notes or tape-record what people have to say. This phase requires time, but Maria enjoys talking with people and listening to their ideas. Maria is a natural qualitative researcher.
204
CHAPTER 7 Collecting Qualitative Data 205 WHAT ARE THE FIVE PROCESS STEPS
IN QUALITATIVE DATA COLLECTION?
There are five interrelated steps in the process of qualitative data collection. These steps should not be seen as linear approaches, but often one step in the process does follow another. The five steps are first to identify participants and sites to be studied and to engage in a sampling strategy that will best help you understand your central phenome- non and the research question you are asking. Second, the next phase is to gain access to these individuals and sites by obtaining permissions. Third, once permissions are in place, you need to consider what types of information will best answer your research questions. Fourth, at the same time, you need to design protocols or instruments for collecting and recording the information. Finally and fifth, you need to administer the data collection with special attention to potential ethical issues that may arise.
Some basic differences between quantitative and qualitative data collection are helpful to know at this point. Based on the general characteristics of qualitative research, qualita- tive data collection consists of collecting data using forms with general, emerging questions to permit the participant to generate responses; gathering word (text) or image (picture) data; and collecting information from a small number of individuals or sites. Thinking more specifically now ...
A project of psychology on the topic Drug Addiction with the help of survey
Link to the powerpoint file and Questionnaire used for survey:
Powerpoint File: http://www.slideshare.net/SafeerAli7/drug-addiction-67095937
Questionnaire: http://www.slideshare.net/SafeerAli7/questionnaire-67095755
ACTIVITY 1
Chosen Research Design: Qualitative
Why do you think this design is appropriate to your research interest?
Based on my understanding of qualitative research, I believe it can be appropriate for certain types of research questions. In my view, qualitative research is particularly useful for exploring complex phenomena, gaining insights into people's experiences and perspectives, and developing theory. I also recognize that it can be valuable in applied settings, such as healthcare or social work, where understanding people's experiences is crucial for improving practice.
Guide Questions
1. Did you remember the research design listed in the table?
YES, I have remembered all the research design listed in the table.
2. What other research designs did you recall which is/ are not listed in the table?
Longitudinal Study
Cross-sectional Study
Survey Research
Action Research
Participatory Action Research
Grounded Theory
Ethnographic Research
3. Was it easy or hard to determine the research design to be used in your selected topic or interest?
For me, it is easy because in the first place I already have an idea where to start. I believe when you select a topic, you already considered what design you will use.
4. What are the factors that you consider in selecting a research design for your study?
As a researcher, I must consider various factors when selecting a qualitative research design for my study. These include the research question, the purpose of the study, the nature of the phenomenon being studied, and the available resources and time frame. Additionally, I must reflect on my own philosophical and theoretical perspectives to ensure that the chosen design aligns with my worldview and research goals.
Reflection
How does research design make your study colorful/ interesting?
As a researcher, I have come to appreciate how qualitative research design can add color and interest to a study. By using methods such as open-ended interviews, observations, and document analysis, I can capture the rich and complex experiences, perspectives, and contexts of the participants. This type of research allows me to delve deeper into the phenomenon being studied and gain a more nuanced understanding of it.
One of the benefits of using qualitative research is the ability to create vivid descriptions, quotes, and narratives that add depth and meaning to the study. It's fascinating to see how the data can come to life and offer a unique perspective on the topic. Additionally, I've found that unexpected findings often emerge during qualitative research, which can add to the intrigue and interest of the study.
Overall, I believe that qualitative research design offers a powerful way to explore the intricacies and nuances of human experience. It enables me to create a study that is more compelling and engaging, as well as provides insights that cannot be obtained through other research methods.
ACTIVITY 2: TELL ME THE QUANTITY
Directions: Read the qu
C H7A P T E R Collecting Qualitative Data Qualitative da.docxRAHUL126667
C H7A P T E R Collecting
Qualitative Data
Qualitative data collection is more than simply deciding on whether you will observe or interview people. Five steps comprise the process of collecting qualitative data. You need to identify your participants and sites, gain access, determine the types of data to collect, develop data collection forms, and administer the process in an ethical manner.
By the end of this chapter, you should be able to:
· ◆ Identify the five process steps in collecting qualitative data.
· ◆ Identify different sampling approaches to selecting participants and sites.
· ◆ Describe the types of permissions required to gain access to participants and sites.
· ◆ Recognize the various types of qualitative data you can collect.
· ◆ Identify the procedures for recording qualitative data.
· ◆ Recognize the field issues and ethical considerations that need to be anticipated in administering the data collection. Maria is comfortable talking with students and teachers in her high school. She does not mind asking them open-ended research questions such as “What are your (student and teacher) experiences with students carrying weapons in our high school?” She also knows the challenges involved in obtaining their views. She needs to listen without injecting her own opinions, and she needs to take notes or tape-record what people have to say. This phase requires time, but Maria enjoys talking with people and listening to their ideas. Maria is a natural qualitative researcher.
204
CHAPTER 7 Collecting Qualitative Data 205 WHAT ARE THE FIVE PROCESS STEPS
IN QUALITATIVE DATA COLLECTION?
There are five interrelated steps in the process of qualitative data collection. These steps should not be seen as linear approaches, but often one step in the process does follow another. The five steps are first to identify participants and sites to be studied and to engage in a sampling strategy that will best help you understand your central phenome- non and the research question you are asking. Second, the next phase is to gain access to these individuals and sites by obtaining permissions. Third, once permissions are in place, you need to consider what types of information will best answer your research questions. Fourth, at the same time, you need to design protocols or instruments for collecting and recording the information. Finally and fifth, you need to administer the data collection with special attention to potential ethical issues that may arise.
Some basic differences between quantitative and qualitative data collection are helpful to know at this point. Based on the general characteristics of qualitative research, qualita- tive data collection consists of collecting data using forms with general, emerging questions to permit the participant to generate responses; gathering word (text) or image (picture) data; and collecting information from a small number of individuals or sites. Thinking more specifically now ...
A project of psychology on the topic Drug Addiction with the help of survey
Link to the powerpoint file and Questionnaire used for survey:
Powerpoint File: http://www.slideshare.net/SafeerAli7/drug-addiction-67095937
Questionnaire: http://www.slideshare.net/SafeerAli7/questionnaire-67095755
1.Wireless Communication System_Wireless communication is a broad term that i...JeyaPerumal1
Wireless communication involves the transmission of information over a distance without the help of wires, cables or any other forms of electrical conductors.
Wireless communication is a broad term that incorporates all procedures and forms of connecting and communicating between two or more devices using a wireless signal through wireless communication technologies and devices.
Features of Wireless Communication
The evolution of wireless technology has brought many advancements with its effective features.
The transmitted distance can be anywhere between a few meters (for example, a television's remote control) and thousands of kilometers (for example, radio communication).
Wireless communication can be used for cellular telephony, wireless access to the internet, wireless home networking, and so on.
ER(Entity Relationship) Diagram for online shopping - TAEHimani415946
https://bit.ly/3KACoyV
The ER diagram for the project is the foundation for the building of the database of the project. The properties, datatypes, and attributes are defined by the ER diagram.
This 7-second Brain Wave Ritual Attracts Money To You.!nirahealhty
Discover the power of a simple 7-second brain wave ritual that can attract wealth and abundance into your life. By tapping into specific brain frequencies, this technique helps you manifest financial success effortlessly. Ready to transform your financial future? Try this powerful ritual and start attracting money today!
Multi-cluster Kubernetes Networking- Patterns, Projects and GuidelinesSanjeev Rampal
Talk presented at Kubernetes Community Day, New York, May 2024.
Technical summary of Multi-Cluster Kubernetes Networking architectures with focus on 4 key topics.
1) Key patterns for Multi-cluster architectures
2) Architectural comparison of several OSS/ CNCF projects to address these patterns
3) Evolution trends for the APIs of these projects
4) Some design recommendations & guidelines for adopting/ deploying these solutions.
3. 3
Introduction.
Survey (noun).
STATISTICS analysis of poll sample: a statistical analysis of
answers to a poll of a sample of a population, for example, to
determine opinions, preferences, or knowledge. [1].
A method of gathering information from a sample of individuals. [2]
A powerful, scientific tool for gathering accurate and useful
information. [8]
Gathering information, asking questions, and sample of population.
4. 4
Definitions
Census.
Any count: any systematic count or survey.
Count of population: an official count of a population carried
out at set intervals.
Sample.
STATISTICS group selected for testing: a representative
selection of a population that is examined to gain statistical
information about the whole.[1]
Random
STATISTICS equally likely: relating or belonging to a set in
which all the members have the same probability of
occurrence.[1]
5. 5
Surveys are related to:
Sampling. (From where/whom are we getting
the information)
Interviewing. (How are we getting the
information?)
Threats of validity. (What affect the validity
of the results)
Ethics. (Respect people’s opinion and
confidential results.)
6. 6
Why Are Surveys Conducted?
Surveys provide an important source of basic
scientific knowledge.
Who may conducts a survey?
Economists, psychologists, health professionals, political
scientists, and others who need to get some information may
conduct surveys to study such matters as income and
expenditure patterns among households, the roots of ethnic or
racial prejudice, the implications of health problems on people's
lives, comparative voting behavior, the effects on family life of
women working outside the home, etc.. [2].
7. 7
Requirements for Accurate
Estimates[8]
The sample is large enough to yield the desired level of
precision.
Everyone in the population has an equal (or known) chance of
being selected for the sample.
Questions are asked in ways that enable the people in the
sample to respond willingly and accurately.
The characteristics of people selected in the sampling process
but who do not participate in the survey are similar to the
characteristic of those who do.
8. 8
Classification of Surveys
By size (social, community and school surveys).[9]
By result type (quantitative or qualitative).
Time and population.[4]
9. 9
Types of Survey [6]
(Qualitative or Quantitative)
Descriptive surveys are used to gather information largely
on what people do and think. Thus a researcher might use this
type of survey to find out what young people think about drugs,
what drugs they might use, and with what frequency.
Analytic surveys are used to answer research questions or
to test hypotheses. A researcher might collect data from the
general population which detailed information on health habits,
e.G. Diet, exercise, smoking and so on. This information might
then be used to make predictions concerning the state of health
of the population at some future date. For example it might be
possible to predict the amount of heart disease in a population
ten years hence, based on this sort of data.
10. 10
Qualitative vs Quantitative
Focus group [2]
Provide qualitative information
A wide range of information can be gathered in a relative short time
span.
The moderator can explore related topics.
Do not require complex sampling techniques.
The sample is neither random nor representative of the population.
The quality of the data is influenced by the skills of the moderator.
Allow researchers to use actual words and behavior of the
participants rather than counting response options.
The analysis is truly qualitative.
11. 11
Types of Surveys[4]
(Time and Population)
A. Cross-sectional surveys. Collect information
from the sample at the same point time.
B. Longitudinal surveys. Information is collected at
different points in time in order to study changes in
time.
Trend study.
Cohort study.
Panel study.
12. 12
Types of Longitudinal Surveys
Trend study.
Members of the population can change, sample
many times over different points of time to see if any
trend appear.
Example.
A researcher might be interested in the attitudes of high
school principals toward the use of flexible scheduling.
Population: high school principals in Brevard county.
Instrument: questionnaire.
Number of samples: 3 in a school year.
13. 13
Types of Longitudinal Surveys
Cohort study.
Members of the population do not change, but maybe members
surveyed change.
Example.
The CS head department of FIT wants to know the importance
of teaching OO methodologies and languages.
Population: CS graduated from FIT from 1990 to 1999.
Instrument: questionnaire.
Number of samples: 2 in a year.
14. 14
Types of Longitudinal Surveys
Panel study.
Always survey the SAME sample.
Example.
At the beginning of the year, an advanced Math program is
implemented for fourth grade students. The principal thinks
that students attending this program are going to be able to
solve grade problems in less time and more accurately than
those who attend the regular program.
Population: all forth grade students of a specific elementary
school.
Instrument: Math problems.
Number of samples: 3 in a year. (Use the same sample always).
15. 15
Comparison of Surveys’ Types.
Advantages Disadvantages
Cross-sectional All information
collected at once.
Trend Study Members of population
can change over time
without affecting the
result.
Not for analyze
particular individuals
but groups.
Cohort study It is possible the
selection of different
sample.
Members of population
can not change.
Panel study Same sample always. Loss of individuals
could happen.
16. 16
Steps in Survey Research[3]
1. State the objectives of the survey
2. Define the target population
3. Define the data to be collected
4. Define the required precision and accuracy
5. Define the measurement `instrument'
6. Define the sample frame, sample size and sampling method
7. Select the sample
8. Collect the data
9. Data analysis
10. Results
17. 17
Steps in Survey Research
1. State the objectives of the survey.
You have to define specifically the problem you are trying to
solve.
If you cannot state the objectives of the survey you are unlikely
to generate useable results. You have to be able to formulate
something quite detailed, perhaps organized around a clear
statement of a testable hypothesis. Clarifying the aims of the
survey is critical to its ultimate success.
18. 18
Steps in Survey Research
2. Define the target population.
Defining the target population can be relatively simple,
especially for finite populations, however, it may be more difficult
to define what constitutes 'natural' membership of the
population; In that case, arbitrary decisions have to be made.
The process of defining the population is quite different when
dealing with continuous (rather than discrete) phenomena. As
you will see, it is still possible to define a sample size even if you
don't know the proportion of the population that the sample
represents.
19. 19
Steps in Survey Research
3. Define the data to be collected.
What new information do you need to solve the problem?
Hint: prepare hypothetical tables of results. They help us to
separate “need to know” than “nice to know”.
Focus groups can help to find out which questions to ask in a
survey. But they can not substitute surveys.
20. 20
Steps in Survey Research
4. Define the required precision and accuracy
The most subjective stage is defining the precision with which
the data should be collected. Strictly speaking, the precision can
only be correctly estimated if we conduct a census. The
precision provided by a sample survey is an estimate the
'tightness' of the range of estimates of the population
characteristics provided by various samples.
When we estimate a population value from a sample we can
only work out how accurate the sample estimate is if we actually
know the correct value - which we rarely do - but we can
estimate the 'likely' accuracy. We need to design and select the
sample in such a way that we obtain results that have
acceptable precision and accuracy
21. 21
Steps in Survey Research
5. Define the measurement `instrument‘.
The measurement instrument is the method -
interview, observation, questionnaire - by which the
survey data is generated.
To produce useful information the ideas that
motivated the survey must be translated into good
questions.
22. 22
Define what kind of information
Clarify what kind of information you are looking for.
What people do or what they are: their behavior or
attributes.
What people say they want or what they think is true:
their attitudes or beliefs.
23. 23
Analyze the Different Ways of
Communication.
Visual (mail).
Hear (telephone).
All forms (face to face interview).
24. 24
Kind of Question Structure.
Which kind of question structure to use?
Open-ended.
Close-ended with ordered choices.
Close-ended with unordered response choices.
Partially closed-ended.
25. 25
The Questionnaire[5]
A effective questionnaire will follow this rules:
It should be as brief as possible.
The information asked for must be otherwise inaccessible to the
investigator.
The subject inquired about must not be a trivial one but must have
importance enough to justify the time and the effort involved.
The questions ought to be aimed at obtaining factual data, rather than
opinions, impressions, or estimates.
The wording of every item ought to be understandable and familiar, in
order to insure the respondent’s comprehension of what is being
asked.
For the same reason, the items should be arranged in a neat and
logical order.
The questionnaire should be conveniently planned and set up to take
a minimum of the respondent’s time.
Clear instructions must be included as to the way the answers are to
be indicated.
26. 26
Problems in Questions. [8 Pp 97]
What percentage of your
weekly grocery bill is spent
on dairy products?
___________ Percent
About how much money do
you spend each week on the
following items?
Milk $_________
Cheese $_________
Cottage cheese $_________
Sour cream $_________
Other dairy prod. $_________
About how much do you spend
on all groceries each week?
___________ Dollars
27. 27
Problems in Questions. [8 pp 99]
How many hours a day did
you work last week?
_______ HOURS
How many hours a day did
you work during the first
week of June 2001?
_______ HOURS
Or
On average, how many
hours a day do you usually
work?
_______ HOURS
28. 28
Problems in Questions.[8 pp 97]
Do you favor protecting
U.S. textile manufacturers
from foreign competition
but not U.S. farmers?
1. YES
2. NO
3. UNSURE OR UNDECIDED
Do you favor or not favor
protecting U.S. textile
manufacturers from foreign
competition?
1. FAVOR
2. NOT FAVOR
3. UNSURE OR UNDECIDED
Do you favor or not favor
protecting U.S. farmers
from foreign competition?
1. FAVOR
2. NOT FAVOR
3. UNSURE OR UNDECIDED
29. 29
Steps in Survey Research
6. Define the sample frame, sample size and
sampling method.
The sample frame is the list of people ('objects' for
inanimate populations) that make up the target
population; It is a list of the individuals who meet the
'requirements' to be a member of that population.
The sample is selected from the sample frame by
specifying the sample size (either as a finite number,
or as a proportion of the population).
The sampling method is the process by which we
choose the members of the sample.
30. 30
Steps in Survey Research
7. Select the sample.
The sample is selected, using the sample method
defined, from the sample frame by specifying the
sample size.
The process of generating a sample requires several
critical decisions to be made. Mistakes at this stage will
compromise - and possibly invalidate - the entire
survey. These decisions are concerned with the sample
frame, the sample size, and the sampling method.
31. 31
Types of Errors.
Coverage error occurs when the list (or frame) from which a
sample is drawn does not include all elements of the population
that researchers wish to study.
Sampling error occurs when researchers survey only a subset
or sample of all people in the population instead of conducting a
census.
Measurement error occurs when a respondent’s answer to a
giving question is inaccurate, imprecise, or can not be compared
in any useful way to other respondent’s answers.
Nonresponse error occurs when a significant number of people
in the survey sample do not respond to the questionnaire and
are different from those who do in a way that is important to the
study.
32. 32
Errors Examples.
Prior to the 1936 united states presidential election, pollsters for the
magazine Literary Digest mailed postcards to more than 10 million
people who were listed in telephone directories or as registered
owners of automobiles. The cards asked for whom they intended to
vote. Based on the more than 2 million ballots that were returned,
the Literary Digest digest predicted that republican candidate Alfred
M. Landon would win in a landslide over democrat Franklin D.
Roosevelt. At the time, however, more republicans than democrats
owned telephones and automobiles, skewing the poll results. In the
election, Landon won only two states.
33. 33
Errors Examples.
Interviewer: The President recently increased the number of
U.S. troops in the Persian Gulf. Do you or do
you not support this action?
Respondent: By “support” do you mean I go to the Gulf or
do I think it’s a good idea?
Interviewer: I mean you would go.
Respondent: No.
34. 34
Errors examples.
When asked about “welfare,” a majority of Americans
in one survey said that the government spends too
much money. But when asked about “assistance to
the poor,” significantly fewer people gave this
response.
35. 35
NBC/wall Street Journal Poll
Do you favor cutting
programs such as social
security, medicare,
medicaid, and farm
subsidies to reduce the
budget deficit?
23% favor
66% oppose
11% no opinion
Do you favor cutting
government entitlements
to reduce the budget
deficit?
61% favor
25% oppose
14% no opinion
36. 36
Steps in Survey Research
8. Collect the data.
Apply the instrument to collect the information.
There are different models to collect the data.
Telephone survey
Direct administration to a group
Personal interview
Mail
Internet survey and e-mail
37. 37
Models of Data Collection[4]
Direct
Administ.
Telephone Mail Personal
Interview
Comparative cost Lowest SAME SAME High
Facilities needed? Yes No No Yes
Require training of questioner? Yes Yes No Yes
Data-collection time Shortest Short Longer Longest
Response rate Very high Good Poorest Very high
Group administration possible? Yes No No Yes
Allow for random sampling? Possibly Yes Yes Yes
Require literate sample Yes No Yes No
Permit follow-up questions? No Yes No Yes
Encourage response to sensitive
topics?
Somewhat Somewhat Best Weak
Standardization of responses. Easy Somewhat Easy Hardest
38. 38
Models of Data Collection
Advantages Disadvantages
Telephone
survey
Quick results
Less expensive than PI
Nonresponse
Incomplete list
Type of questions to ask
Direct
administra
tion
Short response time
Personal
interview
Short response time
Less time consuming than TS
Expensive
Training needed
More sensitive to bias
Mail
Cheap (time and $)
Anonymous
Less sensitive to bias
Specific population easily targeted
Noncoverage errors
Low response rate
Long response time
Don’t know who respond
39. 39
Internet Survey and E-mail
Advantages Disadvantages
Internet Fast and cheap
Complex skipping questions
Longer answer to open-ended q.
Pictures, sounds, video, etc.
Many responses in few days
Use of internet is not universal
Easy to quit without finish
Don’t know who respond
No control over many
responses
E-mail Cheap and fast
Practically No cost *
Pictures and sound attached
Higher response than reg. mail
List of e-mail add. needed
many responses and pass to
friends
unsolicited email not welcome
Can not generalize findings
40. 40
Steps in Survey Research
9. Data analysis
Clean the questionnaires.
Code the questionnaires.
Close-ended questions.
Open-ended questions.
Partially close-ended questions.
Missing data.
Decide which statistics are most useful to you.
Interpretation. Look for results that matter.
41. 41
Steps in Survey Research
10. Results
Abstract or executive summary.
Problem statement.
Methods and procedures.
Error structure.
Findings.
Implications.
Appendices.
42. 42
Some Problems in Survey Research.
Nonresponse.
Why is this a problem? Those that do not respond will
very likely differ from the respondents with regards to answers to
the survey questions.
Total nonresponse. A questionnaire is missing (not returned).
Item nonresponse. A specific item of the questionnaire is
missing (not answered).
43. 43
Suggestions for increasing response rate:
Use multiple contacts including:
Send a preliminary announcing the survey.
Mali the survey to all respondents at the same time.
Send a remainder. (First-Class or Priority Mail)
Send an acknowledgment card thanking respondents.
Use printed stationery and personalized letters.
Include a stamped, pre-addressed return envelope.
Include a token of thanks --$1 to $5 ---with your initial
questionnaire as an incentive.[2]
44. 44
Some Problems in Survey Research.
Problems in the Instrumentation Process in SR
Several threats to the validity of the instrumentation process in
surveys can cause individuals to respond differently than they
might otherwise.
Examples:
Extraneous events (a fire drill).
Leading or insensitive questions.
Vocabulary used.
Different conditions (dinner time, poorly lit rooms, etc.).
45. 45
Some Problems in Survey Research.
Threats to Internal Validity
Mortality.- Arise in longitudinal studies.
Location.- Arise if places, where data is collected,
may affect responses.
Instrumentation.-.
Instrument decay. Can arise if the interviewer get
tired or are rushed.