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LOUISIANA STATE UNIVERSITY CONTINUING EDUCATION INDEPENDENT & DISTANCE LEARNING Marketing Research MARKETING 3413 Marketing Research. Formulation of marketing policies; theories, concepts, and methodology involved in applying research to marketing problems. 16 lessons and 2 exams. 3 hours of college credit. 04/20/07. Prerequisite: For LSU students, MKT 3411 and ISDS 2000. For non-LSU students, MKT 3401 and ISDS 2000. MKT 3413 version X MARKETING 3413 Marketing Research Copyright © 2007 LOUISIANA STATE UNIVERSITY BATON ROUGE, LOUISIANA Mehmet Yagci, Ph.D. Special Instructor Independent & Distance Learning Louisiana State University Revised by Robert McClaren, M.S., M.B.A. Special Instructor Independent & Distance Learning Louisiana State University All rights reserved. No part of this course guide may be used or reproduced without written permission of LSU Independent & Distance Learning. Printed in the United States of America. BF Table of Contents Table of Contents How to Take an Independent Learning Course ......................................................................... iii Where the Books Are ............................................................................................................................. vii Syllabus....................................................................................................................................................... S–1 Textbooks Nature and Purpose of the Course Preparation of Lesson Assignments General Instructions Course Specific Instructions Suggested Study Techniques Academic Integrity Contact Information Examinations and Grading Policy Transcript Information Examination Proctors Lesson 1: An Introduction to the Marketing Research Process and Industry............. 1–1 Lesson 2: Marketing Research Process .................................................................................... 2–1 Lesson 3: Defining the Problem and Determining Research Objectives and Design ............................................................................................................................ 3–1 Lesson 4: Secondary Data and Standardized Information Sources .............................. 4–1 Lesson 5: Qualitative Research Methods ................................................................................ 5–1 Lesson 6: Survey Data-Collection Methods ........................................................................... 6–1 Lesson 7: Measurement in Marketing Research................................................................... 7–1 Mid-Course Examination ............................................................................................................... MC–1 Lesson 8: Designing the Questionnaire .................................................................................. 8–1 Lesson 9: Determining the Sample Plan and Size .............................................................. 9–1 Lesson 10: Data Collection, Nonresponse Error, and Questionnaire Screening ....... 10–1 Lesson 11: Basic Data Analysis: Descriptive Statistics ...................................................... 11–1 Lesson 12: Hypotheses Testing ................................................................................................... 12–1 Lesson 13: Testing for Differences ............................................................................................. 13–1 i MKT 3413 Marketing Research Table of Contents Lesson 14: Determining and Interpreting Associations among Variables .................. 14–1 Lesson 15: Regression Analysis .................................................................................................. 15–1 Lesson 16: The Marketing Research Report ........................................................................... 15–1 Final Examination .................................................................................................................................. F–1 Appendix A ........................................................................................................................................... A–1 College Exam Information ............................................................................................................ A–3 Exam Proctor Information Form ................................................................................................. A–5 Electronic Submission Options .................................................................................................... A–7 Appendix B ............................................................................................................................................B–1 Self Checks...........................................................................................................................................B–1 ii MKT 3413 Marketing Research How to Take an IDL Course How to Take an I n d e pe n d e n t & Di st a n c e L e a rn i n g ( I D L ) C o u r s e Contents Textbooks Other Materials Time Limits & Extensions Exams & Grading Refunds & Transfers Electronic Resources Contact Us Welcome Congratulations! By enrolling in this course, you have taken a major step toward achieving your educational goals. We would like to let you know what you need to do before you start studying and remind you of some of our procedures and rules (for a full listing, please check our website at www.outreach.lsu.edu/idl). Textbooks To find out which textbooks you need for the course, refer to the course syllabus. To order your textbooks, see “Where the Books Are” on page vii in this course guide. If you wish to order your books by mail, please use the “Textbook Order Form” that is enclosed in your packet of materials. Other Materials Check to see if you need any supplementary materials, or if you need to arrange any interviews or extra materials for projects. You can find this iii How to Take an IDL Course information by reading “Other Materials” section in the course syllabus, and then reviewing the Module Assignments at the end of each module. Time Limits & Extensions Start planning your timetable now. Please note the following rules concerning timing: You have an enrollment period of nine months from the date of your enrollment to complete this course. If you are an LSU student, your dean may have given you a shorter deadline. If you cannot finish your course within nine months, you can make a written request for an extension of an additional three months, provided we receive your request before your course enrollment expires. It may be possible to request a second extension. Second extensions are given when you have made progress in the course, but have encountered significant difficulty in reaching completion. For a second extension, you must make a written request, explaining your circumstances. The request must be received prior to the expiration of the first extension period. There is a fee for each extension. We will accept a maximum of three modules every seven calendar days. There must be an interval of seven days between each set of three modules. If you submit more than three modules in a seven-day period, the additional modules will be held until they are eligible, and then logged in and forwarded to your instructor for grading. If more than six modules are received in a seven-day period, the ineligible modules will be returned to you for resubmission. We recommend that you submit your first module and wait for your instructor’s feedback before submitting additional modules. That way, you will know whether you have a clear understanding of your instructor’s expectations. We ask your instructor to grade your modules and exams within two weeks, but during campus examination periods and vacation time, it may take your instructor longer to return your work. If you are a graduating senior, you must allow at least four weeks between taking your final exam and expecting your transcript to reach your university. Exams & Grading As soon as possible, begin to make arrangements for where you will take your examinations. To find out about your options, read the College iv How to Take an IDL Course Examination Information in the appendix of this course guide. Then (if you do not plan to take your exam at LSU-BR), fill in the Exam Proctor Information Form in the appendix and send it to us before you start the course, so that we will have all your information prepared when you are ready to take your examinations. Before we can send your exams to your exam proctor or allow you to take your exams in our office, we must have received all of your completed module assignments that precede the exam. Exams may not be taken until all of the assigned modules have been submitted and accepted within our three-modules-per-seven-days requirement. If an instructor grades any of your assignments as incomplete, you will not be eligible to take your exam(s) until you have completed the modules. Each course has its own grading scale, but for nearly all courses you must pass the final exam to receive credit for the course. Remember that you only have one chance to take your examinations. You will not be allowed to repeat a failed exam within the same enrollment period. If you need to re-enroll in a course, please contact our office. Typically, you will have three hours to take a three-credit-hour exam. You should take your exam at least four weeks before you need your grade. Refunds & Transfers We hope you have enrolled in the course you wanted, but if not, you have 30 days to make a written request to receive an 80% refund, provided you have not submitted any modules. Alternatively, you can transfer to another course, provided you make your written request within three months and pay a transfer fee. If you transfer, your enrollment period begins on the date of your original enrollment. Enrollments may not be transferred to another student. If you want to withdraw from a course after the refund and transfer periods have expired, please let us know in writing that you have decided to drop the course. Provided that you do not sign in to take your final examination, there will be no record on your transcript to indicate that you ever enrolled in the course. v How to Take an IDL Course Electronic Resources The IDL Web site (www.outreach.lsu.edu/idl) includes up-to-date information on policies and procedures as well as resources and a number of online options to help you with your course. From the enrolled students link you may check to see whether we have received a lesson or exam, find out your grades, enroll in a course, submit change of address and exam proctor forms, and locate contact information for LSU Independent & Distance Learning staff members. Contact Us If you need us to clarify any of our policies, let us know! We are available by phone, by mail, by fax, and by e-mail. TELEPHONE NUMBERS Enrolled Students Contact your assigned Learner Specialist directly for questions and guidance. Your Learner Specialist is assigned to you based on the first letter of your last name. Your Initial Telephone Number A–C 225-578-7124 D–G 225-578-3172 H–L 225-578-3196 M–R 225-578-3185 S–Z 225-578-0776 General Inquiries If you are not yet enrolled in a course but have a question about courses, use one of the following numbers. vi Phone 225-578-2500 Toll-Free Number 800-234-5046 Fax Number 225-578-3090 Where the Books Are Where the Books Are Contents General Textbook Information LSU Online Bookstore Local Baton Rouge Bookstores Other Online Options General Textbook Information You must buy your own textbooks and other supplies. The bookstores listed below stock the textbooks used in LSU Independent & Distance Learning courses. If the books are not available from one of the following bookstores, they may be available from the publisher, online vendors, or from other local booksellers. Other required materials for your course such as calculators, binders, etc., may be purchased locally. Secondhand and paperback copies of textbooks are often available. If secondhand or paperback books are desired, make that request at the time the order is placed. You must use the edition of the textbook specified by the course guide! Please do not ask if an alternate book is available. Always order using the ISBN provided in the syllabus to insure that you have the correct materials. All of the bookstores listed below are independently owned and operated; they are not operated by Louisiana State University or LSU Independent & Distance Learning. Please be aware of refund and buy-back policies before you make your purchase. LSU Online Bookstore Specialty Books is the official bookstore for LSU Continuing Education. To order your textbooks online, go to www.specialty-books.com/LSU and follow the instructions provided. vii Where the Books Are Specialty Books 6000 Poston Road Athens, OH 45701 800-466-7132 www.specialty-books.com/LSU Note: Specialty Books is not a part of LSU; any questions or concerns should be directed to their representatives. Local Baton Rouge Bookstores The following Baton Rouge bookstores also carry course materials and textbooks: Chimes Textbook Exchange (Gonzales location) 432 N. Burnside Avenue Gonzales, LA 70737 800-925-1704 (toll-free) E-mail: [email protected] Chimes Textbook Exchange 268 W. Chimes St. Baton Rouge, LA 70802 225-383-5161 www.chimestext.com Co-Op Bookstore 3960 Burbank Dr. Baton Rouge, LA 70808 225-383-9870 or 866-383-9870 (toll-free) E-mail: [email protected] www.coopbookstore.com Note: Always order using the ISBN provided in the syllabus to insure that you have the correct materials. These bookstores carry a wide variety of books that are used in on-campus and IDL courses. Be sure to indicate that you are ordering a book for an independent study course. Other Online Options Books may also be obtained from any vendor that sells college-level textbooks, including online booksellers, university bookstores, and publishers, but you must purchase the correct edition of the textbook(s). Independent & Distance Learning does not sell textbooks (any exceptions are specifically indicated in viii Where the Books Are your course guide), so please do not send money for textbooks to Independent & Distance Learning. You must use the correct edition of the textbook, as specified in your course guide. Please take care to provide the correct information about the author, title, edition, ISBN, and date of publication when ordering your books. If complete information is not given when the order is placed, the wrong edition may be sent. The best way to make sure that you order the correct textbook is to order by the ISBN provided in the syllabus. For additional information on ordering books from online book vendors, visit our website at http://idl.lsu.edu/bookvendorsonline.asp?nid=106. ix Where the Books Are NOTES x Syllabus Syllabus MKT 3413—Marketing Research Textbooks Nature and Purpose of the Course Preparation of Lesson Assignments Contact Information Examinations and Grading Policy Transcript Information Examination Proctors Textbooks Alvin C. Burns and Ronald F. Bush. Marketing Research. Fifth edition. Upper Saddle River, NJ: Pearson Education, 2006. ISBN-10: 0-13-147732-2 ISBN-13: 978-0-131-47732-2 It is recommended that you buy your textbooks as soon as possible. If you wait, you may not be able to find the correct textbook. During the nine months that you have to complete the course, a revised version of the course may be released. If the newer version of the course uses a more recent edition of the textbook or a different textbook from the one required by the version that you are enrolled in, you may have difficulty getting the textbook that you need for your version of the course. For that reason, you should buy your textbooks as soon as possible. If you have trouble finding a book, check the list of recommended bookstores on the IDL website and order by the ISBN, not the title. If you are outside of the Baton Rouge area and try to buy your textbook locally or from an online bookstore and have difficulty locating the correct textbook or the required edition, please call one of the recommended bookstores. These bookstores try to maintain an inventory of all IDL textbooks. Be sure to specify that you need a textbook for the Independent & Distance Learning version of S–1 MKT 3413 Marketing Research Syllabus the course and verify the ISBN number to make sure you get the correct edition of the textbook. Nature and Purpose of the Course Welcome to Marketing 3413, Marketing Research. Today’s global business environment is facing continual change. Marketers all around the world are trying to satisfy ever-changing needs and wants of consumers while trying to understand the marketing environment, including their competitors; economic conditions; and legal and political factors that may affect their activities. In this respect, making correct decisions about marketing activities plays a vital role in the survival of a firm in the global marketplace. Marketing research provides the appropriate tools for marketers to use in their decision making process. Most people perceive marketing research as a statistical research process, and this is partly correct. However, marketing research deals with many other issues other than statistics. Because we currently live in the “information age” and can access huge amounts of information, it is important to be able to summarize this information so that better decisions can be made in shorter periods of time. This course will introduce the main concepts of marketing research and prepare you to conduct a research project. Also, this course introduces quantitative methods used in analyzing data that will enable you to interpret your findings. Overall, once you have completed this course, you will be familiar with the various aspects of marketing research as well as the statistical concepts that every marketer should know. Preparation of Lesson Assignments Remember, this course covers an entire semester of work or the equivalent of a classroom course lasting 15 weeks. That means that each lesson in this course equals nearly a week of course work and will require the same time and effort on your part. Do not expect to complete each lesson in a single study session. In order to receive the most rapid service, mail each lesson in one of the addressed envelopes as soon as the lesson is completed or use the electronic submission option (see Electronic Submission Options in the appendix for additional information). General Instructions A large part of the instructional process is conducted through the lesson assignments that are located at the end of each lesson. Follow the steps listed below when mailing assignments. S–2 MKT 3413 Marketing Research Syllabus Type or write on one side of 8½“ by 11” paper, leaving a one-inch margin on both sides for instructor notes. Put your name, enrollment number, course number, and lesson number at the top right hand corner of each page. Number your pages 1 of __, etc. Make a copy of your lessons in case any of them are lost in the mail. Complete a lesson cover sheet (located in your course packet) for each lesson, and fold it so that your address is on the outside. Submit one lesson per envelope. Failure to follow this procedure may result in your lesson not being recorded for grading and will require resubmission. For each lesson, place the corresponding label on the envelope, and mail or bring to the IDL office. Your lessons will be recorded according to the date received in the IDL office, not the date you mailed them. IDL will only accept three lessons every seven calendar days. Follow any additional instructions listed below. Course Specific Instructions To successfully complete your lesson assignments, follow these guidelines: 1. Review the lesson introduction and assignments before reading the assigned material for guidance as to which concepts are of particular relevance. 2. If possible, type (double spaced) or write neatly and legibly on 8½ × 11 paper. Lesson assignments should be completed on only one side of the paper. Please leave adequate margins at the top, bottom, and sides of each assignment for the instructor to comment on your work. 3. Place your name, subject, course number, and lesson number in the upper left-hand corner of each sheet to avoid any misplacement of your work. Please number each page in the format “page 1 of 4.” If you have any questions regarding the assignment, please include them with the lesson assignments and the answers will be returned with the graded assignment. S–3 MKT 3413 Marketing Research Syllabus 4. Before completing the lesson assignment, again review the material in the course guide to ensure your familiarity with the material. Of particular benefit are the self-check questions provided with each lesson. These questions can help you clarify any confusion concerning important topics and help reinforce significant concepts. Self-check questions are also beneficial tools to use to help you study for exams. 5. When completing lesson assignments, read each question carefully. Address all of the required components of the question by first thoroughly defining what each question requires. For basic definition questions, this will suffice. However, most questions will require that you provide an example of the concept, or integrate it with previously discussed material. In this event, fully support your opinion with examples from either the textbook or your own experiences. Three to five well-developed paragraphs should adequately complete any question. This is a college-level course, and you are expected to write as such. Answers should be correctly spelled and written in complete, grammatically correct sentences. You are to demonstrate your grasp of the concept by providing detailed and thorough answers. I want to see that you understand the material and are able to apply it to “real world” situations. This is the reasoning behind this course, not simply demonstrating an ability to copy verbatim from the text. 6. Upon completion of the assignment, mail or deliver the assignment to the LSU Independent & Distance Learning office as soon as possible. Refer to “How to Take a College Independent Learning Course” at the beginning of this course guide for instructions on proper lesson preparation for mailing. Be sure to enclose a completed Lesson Cover Sheet with each lesson in one of the addressed envelopes. Include only one lesson per envelope. 7. It is suggested that you photocopy each lesson in the event that one is mislaid. 8. When completing the first lesson, include a brief summary about yourself, your goals for completing the course, and any work experience you may have. Your educational qualifications are important to help me understand your background. It is the goal of the LSU Independent & Distance Learning office to assist you in the successful completion of this course. If you are confused or have questions after reading this introduction, submit your inquiries to me (the instructor) with your lesson assignment. It is also recommended that you receive your first graded lesson assignment with comments before submitting additional lessons. This will enable you to develop an understanding of whether you are meeting my expectations. S–4 MKT 3413 Marketing Research Syllabus Suggested Study Techniques Carefully study the textbook, study guide material (if applicable), additional resources provided, and the information in your course guide before you begin to prepare the lesson assignments. This study should include a detailed examination of the illustrative problems and examples, as well as the assigned reading. After a lesson assignment has been completed, a rapid re-reading of the related text and other materials is strongly recommended. Review your lesson assignments after they have been graded and returned to you. LSU Independent & Distance Learning suggests that you wait for your first lesson to be returned to you before you submit subsequent lessons; however, after the first lesson, it is normally not necessary to wait for the corrected lesson assignment to be returned before completing and submitting the next one. One temptation you may have in an independent study course is to rely too heavily on textbook material when preparing your lesson assignment. If you give in to such a temptation, you may not realize until exam time that the perfect response you prepared was possible only because you repeatedly referred to the textbook without really learning or understanding the material. Therefore, you should attempt each assignment without referring to the textbook, and if “thumbing back” is necessary, be sure you have actually learned the point rather than merely reflected it in the answer. Put yourself on a definite schedule. Set aside a certain block of hours per day or week for this course and work in a place where distractions are minimal. Try to submit a lesson each week or at least every two weeks. Delays in submitting lessons usually result in lagging interest and the inability to complete the course. Academic Integrity LSU Independent & Distance Learning adheres to Louisiana State University’s policy on academic misconduct. This policy defines plagiarism as follows: “Plagiarism” is defined as the lack of citation or the unacknowledged inclusion of someone else’s words, structure, ideas, or data. When a student submits work as his/her own that includes the words, structure, ideas, or data of others, the source of this information must be acknowledged through complete, accurate, and specific references, and, if verbatim statements are included, through quotation marks as well. Failure to identify any source (including interviews, surveys, etc.), published in any medium (including on the internet) or unpublished, from which words, structure, ideas, or data have been taken, constitutes plagiarism; Plagiarism also includes: S–5 MKT 3413 Marketing Research Syllabus Falsifying or fabricating any information or citation in any academic exercise, work, speech, thesis, dissertation, test, or examination. Submission of essentially the same written assignment for two courses without the prior permission of the instructors.1 Contact Information If you need to contact your instructor concerning your lesson assignment, you may include a note with your completed assignment, or you may email him or her at [email protected]. Your instructor does not have an office within the Independent & Distance Learning building. Instructors only answer questions related to course content. Please direct all other questions to our Learner Services office by emailing [email protected] or by calling 800-234-5046. Examinations and Grading Policy You will be required to take a supervised mid-course examination (covering Lessons 1–7) and a final examination (covering Lessons 8–16). Your will be given three hours to complete each examination. I recommend that you utilize the full time allowed to thoroughly answer the questions and review your answers. Each exam will consist of ten multiple-choice questions (worth 20% of your grade) and eight discussion or essay questions (worth 80% of your grade). Multiple-choice questions will be similar to the self-check questions found in each lesson. The discussion or essay questions will be similar to the questions in the lesson assignments. Course grade = average of lesson assignments + exam scores. The following grading scale applies: 90% −100% 80% − 89% 70% − 79% 60% − 69% 0% − 59% = = = = = 1 A B C D F Component Weight (%) Lesson Assignments 30% Mid-Course Exam 30% Final Exam 40% LSU Code of Student Conduct, Section 8.1.C, http://www.lsu.edu/saa/Code%20of%20Student%20Conduct%20August%2009.pdf (accessed November 2, 2010). S–6 MKT 3413 Marketing Research Syllabus YOU MUST PASS THE FINAL EXAMINATION IN ORDER TO PASS THE COURSE. Transcript Information After you have completed this course, your grade will be filed with the Office of the University Registrar. If a transcript is needed, it is your responsibility to make a request in writing to: Office of the University Registrar Louisiana State University Thomas Boyd Hall Baton Rouge, LA 70803 Phone: 225-578-1686 FAX: 225-578-5991 Examination Proctors If you are not going to take your exam at LSU–Baton Rouge, notify us of your proctor by sending the completed Exam Proctor Information Form located in the appendix of this course guide to the Independent & Distance Learning office. Please read the College Examination Information document in the appendix of this course guide for further details. S–7 MKT 3413 Marketing Research Syllabus NOTES S–8 MKT 3413 Marketing Research Lesson 1: An Introduction to the Marketing Research Process and Industry Lesson 1 : An Introduction to the Marketing Research Process and Industr y Lesson Objectives After you have completed this lesson, you should be able to do the following: Define the terms marketing and marketing research Understand the purpose and uses of marketing research Distinguish between marketing research and marketing information systems Define the “hot topics” in marketing research today Understand the history of marketing research Classify marketing research firms Understand important ethical issues facing the marketing research industry Key Terms marketing marketing strategy basic research marketing information systems marketing decision support system Web-based research research suppliers external supplier syndicated data service firm customized service firm limited service supplier firm ethics frugging marketing concept marketing research applied research marketing intelligence system online research online survey research internal supplier full-service supplier firm standardized service firm online research service firm field service firm sugging research integrity 1–1 MKT 3413 Marketing Research Lesson 1: An Introduction to the Marketing Research Process and Industry Lesson Introduction The primary objective of this lesson is for you to understand the role of marketing research. The American Marketing Association has defined marketing as an organizational function and a set of processes for creating, communicating, and delivering value to customers and for managing customer relationships in ways that benefit the organization and its stakeholders. Marketing research is critical to this very idea. To practice marketing properly, managers must understand the consumer to determine how to create, communicate, and deliver value that will result in long-term relationships with customers. The purpose of marketing research is to link the consumer to the marketer by providing information that can be used in making marketing decisions. It is a tool used in the decision making process of marketing managers to design, gather, analyze, and report information to make wellinformed decisions. This lesson outlines the importance of marketing research in fulfilling the marketing concept. It also provides students with an overview of the history and evolution of the marketing research industry. Today, the research industry is a $21.5 billion industry, with firms operating all over the globe. Ethical issues in marketing research are more important today than ever. A number of ethical issues are presented in this lesson, such as confidentiality, anonymity, deception, invasion of privacy, etc. All are critical in every aspect of research. Reading Assignment Burns and Bush, Chapters 1 and 3 Self Check Answer the following questions to test and reinforce your knowledge of this lesson. Check your answer to the activities against the solutions provided in Appendix B. Do not submit self-check activities for grading. _______ 1. Marketing mix can be defined as a unique blend of: A. price, promotion, marketing research, and product design B. price, promotion, product, and distribution C. price, promotion, product, and marketing research D. price, promotion, product design, and advertising E. advertising, public relations, sales promotions, and personal selling. 1–2 MKT 3413 Marketing Research Lesson 1: An Introduction to the Marketing Research Process and Industry _______ 2. According to the definition of marketing research by the American Marketing Association, marketing research: A. links an organization to its market B. identifies market problems C. allows for the refinement of marketing actions D. allows for monitoring marketing performance E. all of the above. _______ 3. Customized service firms provide: A. specialized, highly tailored services based on the needs of the client B. a standard approach in research design C. retail store audits for a variety of retail firms D. data collection regarding TV ratings E. purchase diary panels. _______ 4. An example of a breach of ethical conduct by the researcher is: A. duplicating actual response data B. selling follow-up research to aid the decision maker C. paying the fees owed to field workers D. using hidden tape recorders in a personal interview situation with the respondent’s permission E. none of the above. _______ 5. Which of the following is not a component of the marketing information system (MIS)? A. internal reports system B. marketing intelligence system C. marketing information assistance system D. marketing decision support system E. marketing research Lesson Assignment Complete the following and submit to LSU Independent & Distance Learning for grading. Be sure to follow the guidelines under “Preparation of Lesson Assignments” in the course syllabus. 1. What is marketing? Explain the role of marketing research in the process of marketing management. 2. Discuss the (a) purpose and (b) uses of marketing research. 3. Distinguish among MIS (marketing information system), marketing research, and DSS (decision support system). 1–3 MKT 3413 Marketing Research Lesson 1: An Introduction to the Marketing Research Process and Industry 4. Discuss four ethical issues facing the marketing research industry. 5. Comment on each practice in the following list. Is it ethical? Indicate your reasoning in each case. A. A research company conducts a telephone survey and gathers information that it uses later to send a salesperson to the home of potential buyers for the purpose of selling a product. It makes no attempt to sell the product over the telephone. B. Would your answer to part A change if you found out that the information gathered during the telephone survey was used as part of a “legitimate” marketing research report? C. A door-to-door salesman finds that by telling people that he is conducting a survey, they are more likely to listen to his sales pitch. D. Greenpeace sends out a direct mail piece described as a survey and asks for donations as the last question. E. In the appendix of a final report, the researcher lists the names of all respondents who took part in the survey and places an asterisk beside the names of those who indicated a willingness to be contacted by the client’s sales personnel. F. A “list” of randomly generated telephone numbers is drawn in order to conduct a telephone survey. G. A “list” of randomly generated e-mail addresses is generated using a “Spambot” (an electronic “robot” that searches the Internet looking for and retaining e-mail addresses) in order to conduct a random online research project. H. Students conducting a marketing research project randomly select email addresses of other students from the student directory in order to conduct their term project. 6. Please provide a brief summary about yourself, your goals for this class and the future, and any related work experience you may have. Your educational qualifications are important to help me understand your background. Do not forget to include the signed disclaimer form found in this course guide with this lesson. 1–4 MKT 3413 Marketing Research Lesson 1: An Introduction to the Marketing Research Process and Industry By signing and submitting the following, I attest that: I meet all the requirements and prerequisites for this course. I have thoroughly read the introduction to this course guide. I fully understand all that is required of me in terms of lesson and exam preparation. _________________________________________ Print Name __________________________________________ Signature __________________________________________ Date **Please submit with Lesson 1** 1–5 MKT 3413 Marketing Research Lesson 1: An Introduction to the Marketing Research Process and Industry NOTES 1–6 MKT 3413 Marketing Research Lesson 2: Marketing Research Process Lesson 2 : Marketing Research Process Lesson Objectives After you have completed this lesson, you should be able to do the following: Understand the steps in the marketing research process Understand the caveats associated with a process Distinguish when marketing research may be needed and when it may not be needed Understand which step is the most important in the marketing research process Key Terms exploratory research causal research secondary data sample plan nonsampling errors data cleaning descriptive research experiments primary data sample size data analysis Lesson Introduction For research design and implementation to be consistent with research objectives, the marketing research process must be clearly understood. Despite the fact that the steps involved in the marketing research process do not always occur in every situation nor do they always follow an orderly basis, the authors provide eleven steps that take place in a typical marketing research process. They are (1) establish the need for marketing research, (2) define the problem, (3) establish research objectives, (4) determine research design, (5) identify information types and sources, (6) determine methods of accessing data, (7) design data collection forms, (8) determine sample plan and size, (9) collect data, (10) analyze data, and (11) prepare and present the final research report. 2–1 MKT 3413 Marketing Research Lesson 2: Marketing Research Process Reading Assignment Burns and Bush, Chapter 2 Self Check Answer the following questions to test and reinforce your knowledge of this lesson. Check your answer to the activities against the solutions provided in Appendix B. Do not submit self-check activities for grading. _______ 1. The first step in the research process is to: A. redefine the decision problems as research problems B. establish the need for marketing research C. design the data collection forms D. determine the sample plan and sample size E. establish research objectives and determine the value of the information. _______ 2. Exploratory research focuses on: A. collecting either secondary or primary data and structures and interpreting those structures in an unstructured format using some type of an informal set of procedures B. using a set of scientifically based methods to collect data and create data structures that are used to identify, determine, and describe existing characteristics of a defined target population or market structure under investigation C. collecting raw data and creating data structures that will allow the decision maker to model cause-and-effect relationships between two or more market variables under investigation D. testing hypothesized interdependence between two or more variables E. none of the above. 2–2 MKT 3413 Marketing Research Lesson 2: Marketing Research Process _______ 3. Descriptive research focuses on: A. building and testing models of cause-and-effect relationships B. using a set of scientifically based methods to collect data and create data structures that are used to identify, determine, and describe existing characteristics of a defined target population or market structure under investigation C. collecting raw data and creating data structures that will allow the decision maker to model cause-and-effect relationships between two or more market variables under investigation D. using historical data structures of variables that have been previously collected and assembled for some research problem or opportunity situation other than the current situation E. none of the above. _______ 4. Causal research focuses on: A. collecting either secondary or primary data and structures and interpreting those structures in an unstructured format using some type of an informal set of procedures B. integrating several variables of the results into an understandable statement that the decision maker can use to answer the initial question C. collecting raw data and creating data structures that will allow the decision maker to model cause-and-effect relationships between two or more market variables under investigation D. using historical data structures of variables that have been previously collected and assembled for some research problem or opportunity situation other than the current situation E. none of the above. Lesson Assignment Complete the following and submit to LSU Independent & Distance Learning for grading. Be sure to follow the guidelines under “Preparation of Lesson Assignments” in the course syllabus. 1. Explain the steps in the marketing research process. 2. Explain why firms may not have a need for marketing research. Provide two examples. 2–3 MKT 3413 Marketing Research Lesson 2: Marketing Research Process 3. What is the most important step in the marketing research process? Why? 4. Describe the three types of research that constitute research design. 5. Visit your local library or Internet and look for examples of firms conducting a marketing research study. There are many examples reported in periodicals such as Advertising Age, Marketing News, Business Week, and Forbes. Typically, these articles will mention a few details of the research project itself. Identify as many of the steps in the marketing research process as possible. Do not forget to include the article(s) with your lesson. 2–4 MKT 3413 Marketing Research Lesson 3: Defining the Problem and Determining Research Objectives and Design Lesson 3 : Defining the Problem and Determining Research O b j e c t i ve s a n d D e s i g n Lesson Objectives After you have completed this lesson, you should be able to do the following: Define the two sources of problems and how to recognize them Understand the difference between a symptom and a problem Understand the role of research objectives Explain what research design is, why it is significant, and the types of research design Understand how exploratory research design may be used and the methods used to conduct exploratory research Understand the fundamental questions addressed by descriptive research and the two major types of descriptive research Explain what is meant by causal research, experiments, and experimental design Key Terms problem symptoms marketing research proposal operational definition research design descriptive research experiment dependent variable pretest internal validity laboratory experiments test marketing opportunity research objectives construct research method exploratory research causality independent variable experimental design posttest external validity field experiments 3–1 MKT 3413 Marketing Research Lesson 3: Defining the Problem and Determining Research Objectives and Design Lesson Introduction As mentioned in Lesson 2, the first and most important step in the research process is defining the problem at hand. After defining the problem, underlying causes must be pinpointed. Then, possible solutions must be proposed and anticipated consequences predicted. Problem-definition processes lead to generating research objectives. Research objectives gather the specific bits of knowledge needed to close information gaps. In order to define the problem, specify research objectives, and then detail the research method to be implemented, the researcher prepares a marketing research proposal. Marketing research proposals are formal documents prepared by the researcher to state the problem, specify research objectives, detail the research method, and specify a time table and budget. Research proposals identify marketing constructs and the operational definitions specifying how the constructs will be measured. A construct is an abstract idea inferred from specific instances that are thought to be related. Examples of constructs include awareness, recall, and satisfaction. A relationship is a meaningful link that exists between two constructs. A research design is the master plan specifying the methods and procedures for collecting and analyzing the needed information. There are three categories for research design: exploratory, descriptive, and causal. Selecting the appropriate research design depends on the research objectives and how much information is already known about the problem. If very little is known, exploratory research is used to gain background information. It is very helpful for more clearly defining the research problem. Exploratory research should almost always be used because it is fast, inexpensive, and sometimes resolves the research objective or is helpful in carrying out descriptive or causal research. If concepts and terms are already known and the research objective is to describe and measure phenomena, then descriptive research is appropriate. Descriptive research measures marketing phenomena and answers the questions of who, what, where, when, and how. The ultimate purpose of descriptive research is to provide a clearer picture of the marketing environment. There are two types of descriptive research studies: cross-sectional and longitudinal designs. Cross-sectional studies are one-time measurements that are most widely used in marketing research. Longitudinal studies measure the same sample units repeatedly over a period of time. Causal research is used when the researcher is interested in demonstrating that one variable causes the changes in the values of the other variables. Experiments are used in determining the causal relationships between variables. An experiment allows us to determine the effects of a variable, known as the independent variable, on another variable, known as the dependent variable. 3–2 MKT 3413 Marketing Research Lesson 3: Defining the Problem and Determining Research Objectives and Design Two important issues with respect to experiments are reliability and validity. Reliability measures how consistent results are from one application to the next. Validity measures if we are actually measuring what we intended to measure. Internal validity is concerned with the extent to which the change in the dependent variable is actually due to the independent variable. External validity refers to the extent that the relationship observed between the independent and dependent variables in generalizable to the real world. Reading Assignment Burns and Bush, Chapters 4 and 5 Self Check Answer the following questions to test and reinforce your knowledge of this lesson. Check your answer to the activities against the solutions provided in Appendix B. Do not submit self-check activities for grading. _______ 1. Using informal procedures to collect and interpret primary data is a major objective of: A. descriptive research B. environmental research C. exploratory research D. survey research E. causal research. _______ 2. A focus group interview is an example of: A. descriptive research B. exploratory research C. causal research D. experimental design E. secondary data. _______ 3. If a decision maker wants to make “if-then” statements about marketing variables, he or she should use: A. fully automatic devices B. exploratory research C. causal research D. experimental design E. questionnaires. 3–3 MKT 3413 Marketing Research Lesson 3: Defining the Problem and Determining Research Objectives and Design _______ 4. Descriptive research designs focus on using scientifically based methods to collect raw data to describe existing characteristics of a target population. A. true B. false _______ 5. Defining the decision problem is the most critical step in the information research process. A. true B. false Lesson Assignment Complete the following and submit to LSU Independent & Distance Learning for grading. Be sure to follow the guidelines under “Preparation of Lesson Assignments” in the course syllabus. 1. Discuss the process for determining the problem and establishing research objectives. 2. Explain the components of the marketing research proposal. 3. Explain the two types of validity in experimentation and also explain why different types of experiments are better suited for addressing one type of validity versus another. 4. Design an experiment. Select an independent variable and a dependent variable. What are some possible extraneous variables which may cause problems? Explain how you would control for the effects these variables may have on your dependent variable. Is your experiment a valid experiment? 5. Complete Case 5.1 on pages 141–142 of your textbook. 3–4 MKT 3413 Marketing Research Lesson 4: Secondary Data and Standardized Information Sources Lesson 4 : Sec ond a r y Da t a a nd Standardized Information Sources Lesson Objectives After you have completed this lesson, you should be able to do the following: Distinguish between secondary and primary data Describe the uses of secondary data and how to classify different types of secondary data List the advantages and disadvantages of secondary data Distinguish standardized information from other types of information Distinguish between syndicated data and standardized services Understand the advantages and disadvantages of standardized information Key Terms primary data internal secondary data database customer relationship management (CRM) external secondary data online information databases syndicated data secondary data database marketing internal databases data mining external databases standardized information Lesson Introduction Data can be grouped into two categories: primary and secondary. Primary data are gathered specifically for the research project at hand. Secondary data are data that have been previously gathered for some other purpose. Secondary data can be obtained from two sources: internal sources and external sources. Internal sources include sales records, invoices, purchase requisitions, and 4–1 MKT 3413 Marketing Research Lesson 4: Secondary Data and Standardized Information Sources customer feedback. External sources provide data obtained from outside the company itself. Sources of external data include published sources, syndicated services data, and databases. Syndicated services data are provided by firms that collect data in a standardized format and make them available to subscribing firms. A special type of syndicated service is called standardized services. Standardized services provide information for a particular user by a standardized marketing research process. In syndicated data, the data and the process used to generate the data are standardized across all users. However, in standardized services data, only the data collection process is standardized across all users. An example of syndicated services data is the well-known Nielson Television Index, and an example of standardized data could be ESRI’s ACORN. Despite the fact that primary data seem to better fit the researcher’s needs, there are some advantages to secondary data as well. Sometimes secondary data may provide enough information for the researcher to solve the problem. In contrast to primary data, secondary data can be obtained quickly, is inexpensive, and is usually readily available. Additionally, secondary data might enhance primary data. Based on these advantages, it could be said that the most significant benefits of secondary data are cost and time savings. There are some disadvantages to secondary data as well. These disadvantages include a mismatch of the units of measurement, differing definitions used to classify the data, problems related to the timeliness of the secondary data, and usually the lack of information needed to assess the credibility of data. In this respect, the accuracy of secondary data becomes critical in determining quality of secondary data. There are advantages and disadvantages to standardized services and syndicated data as well. The advantages of standardized services include the experience of the firm offering the service, reduced cost, and the increased speed of conducting the service. Disadvantages include the inability to customize services and the service firm not being knowledgeable of the client’s industry. With respect to syndicated data, the advantages include shared costs, high quality of the data, and speed. The disadvantages of syndicated data are that there is little control over what information is collected and the same information is available to competitors as well. Reading Assignment Burns and Bush, Chapters 6 and 7 4–2 MKT 3413 Marketing Research Lesson 4: Secondary Data and Standardized Information Sources Self Check Answer the following questions to test and reinforce your knowledge of this lesson. Check your answer to the activities against the solutions provided in Appendix B. Do not submit self-check activities for grading. _______ 1. _____ data is collected especially for the problem at hand. A. Primary B. Secondary C. Internal D. External E. Syndicated _______ 2. Sales records are an example of _____ data. A. primary B. secondary C. marketing information system (MIS) D. marketing decision support system (DSS) E. standardized _______ 3. The mismatch of the units of measurement, the lack of credibility (in some cases), and the timeliness of the data are some of the criticisms of _____ data. A. primary B. secondary C. MIS D. DSS E. internal _______ 4. Syndicated data is: A. the measure of personal income less federal, state, and local taxes B. data and reports that have been compiled according to some standardized procedure C. large samples of households that provide certain data for an extended period of time D. the weighted average of population, retail sales, and effective buying income of an area E. none of the above. _______ 5. An example of a statistical data source would be: A. Standard and Poor’s Industrial survey B. American Statistics Index C. Statistical Reference Index D. Federal Statistical Directory E. all of the above. 4–3 MKT 3413 Marketing Research Lesson 4: Secondary Data and Standardized Information Sources Lesson Assignment Complete the following and submit to LSU Independent & Distance Learning for grading. Be sure to follow the guidelines under “Preparation of Lesson Assignments” in the course syllabus. 1. Discuss the advantages and disadvantages of secondary data. 2. How would you evaluate secondary data? Why is evaluation important? 3. Discuss the advantages and disadvantages of syndicated data. 4. Discuss the advantages and disadvantages of standardized services. 5. Complete Case 7.2 on pages 198–199 of your textbook. 4–4 MKT 3413 Marketing Research Lesson 5: Qualitative Research Methods Lesson 5 : Qualitative Research Me t h o d s Lesson Objectives After you have completed this lesson, you should be able to do the following: Understand basic differences between quantitative and qualitative research Describe the different types of qualitative research methods Discuss the pros and cons of using observation as a means of gathering data Explain what focus groups are and how they are conducted and analyzed Key Terms quantitative research focus group depth interview projective techniques pluralistic research qualitative research observation laddering ethnographic research physiological measurements Lesson Introduction Primary data can be obtained through two methods: qualitative and quantitative research. Quantitative research uses predetermined structured questions with predetermined structured response options. It is also normally characterized by the use of large samples. Qualitative research, on the other hand, is much less structured than quantitative research. Qualitative research involves collecting, analyzing, and interpreting data by observing what people do or say. Qualitative research involves asking open-ended questions to a small number of respondents and observing their behavior. Pluralistic research is the combination of qualitative and quantitative research to gain the advantages of both. 5–1 MKT 3413 Marketing Research Lesson 5: Qualitative Research Methods The different types of qualitative research include observation, focus group studies, depth interviews, protocol analysis, projective techniques, and physiological measurements. Observation research is a technique in which researchers observe what consumers do rather than communicate with them. The circumstances most suitable to observational research are instances of short time interval, public behavior, and lack of recall. Ethical issues arise in observation studies when respondents are not aware they are being observed. The primary advantage of observation research is that researchers record what respondents actually do rather than relying on their recall of what they think they do. Limitations include that they often rely on small samples, so representativeness is a concern. Another disadvantage is the subjective interpretation required to explain the behavior observed. Researchers are not privy to consumers’ motives, attitudes, or intentions. Focus groups collect ideas, insights, feelings, experiences, and solutions about a certain topic from a group of respondents through discussion. Usually six to twelve people discuss the given topic under the guidance of a moderator. Advantages include the generation of ideas, participant interaction, versatility, and the ability to tap special respondents. Disadvantages are that the focus group may not be representative of the general population, the managers may engage in subjective evaluations, and the cost per participant could be high. Depth interviews are face-to-face interviews with respondents to obtain as much information as possible. These interviews are used to probe into consumer motivations and hidden concerns. Protocol analysis induces participants to “think aloud” so the researcher can map the decision making process being used while the consumer goes about making a purchase decision. Projective techniques, such as word association, sentence completion, and role playing, are also useful in uncovering motivations, beliefs, and attitudes that subjects may not be able to express verbally. Physiological measurements try to monitor a respondent’s involuntary responses to marketing stimuli via the use of devices. Results are often difficult to interpret. These measurements are rarely used in marketing research. Two devices used in physiological measurements are the pupilometer and the galvanometer. Reading Assignment Burns and Bush, Chapter 8 5–2 MKT 3413 Marketing Research Lesson 5: Qualitative Research Methods Self Check Answer the following questions to test and reinforce your knowledge of this lesso. Check your answer to the activities against the solutions provided in Appendix B. Do not submit self-check activities for grading. _______ 1. A depth interview: A. takes place via computer B. asks a subject a set of semi-structured questions in a faceto-face setting C. is the outcome of an interviewer taking the subject’s initial response to a question and using that response as the framework for asking the next question in order to gain more detailed responses D. is a formalized process of bringing a small group together for discussion on a particular topic E. refers to the interviewer’s ability to accurately interpret and record the subject’s responses. _______ 2. All of the following are advantages of using qualitative research methods except: A. timely data collection B. economical data collection C. lack of generalizability D. richness of the data E. accuracy of recording marketplace behaviors. _______ 3. A focus group is: A. an interview technique with the main objective of finding out how a subject would respond to a certain statement B. a formalized process of bringing a small, selected group of people together for an interactive and spontaneous discussion of one particular topic or concept C. a detailed outline of the topics, questions, and subquestions used by the moderator to lead the focus group session D. the interactive procedure of the researcher and moderator discussing the subjects’ comments and/or responses to the topics that outlined the focus group session E. the systematic procedure of taking individual responses and grouping them into larger theme categories or patterns of expressions. 5–3 MKT 3413 Marketing Research Lesson 5: Qualitative Research Methods _______ 4. Qualitative research methods are characterized by: A. exploratory designs B. causal designs C. descriptive designs D. long time frames E. statistical summaries. _______ 5. Projective techniques include methods such as: A. telephone surveys B. mail surveys C. experimental designs D. picture tests E. self-administered questionnaires. Lesson Assignment Complete the following and submit to LSU Independent & Distance Learning for grading. Be sure to follow the guidelines under “Preparation of Lesson Assignments” in the course syllabus. 1. Describe the differences between qualitative and quantitative research. If you were a marketing manager, which one of the two would you have more faith in? Why? 2. Describe at least three different uses of focus groups. 3. Indicate how a focus group moderator should handle each of the following cases: A. A participant is loud and dominates the conversation. B. A participant is obviously suffering from a cold and goes into coughing fits every few minutes. C. Two participants who, it turns out, are acquaintances, persist in a private conversation about their children. D. The only minority representative participant in the focus group looks very uncomfortable with the group and fails to make any comments. 4. Discuss the concept of laddering and how it may be used in marketing research. 5. Describe (a) sentence completion, (b) word association, and (c) balloon test. Create one of each of these that might be used to test the reactions of mothers whose children are bed wetters to an absorbent underpant that their child would wear under his or her nightclothes. 5–4 MKT 3413 Marketing Research Lesson 6: Survey Data-Collection Methods Lesson 6 : S u r ve y D a t a - C o l l e c t i o n Me t h o d s Lesson Objectives After you have completed this lesson, you should be able to do the following: Describe the four basic alternative modes for gathering survey data Understand the advantages and disadvantages of each of the alternative data-collection modes Describe the different types of survey data-collection methods List the factors that influence the choice of survey method Key Terms survey computer-administered survey mixed-mode survey mall-intercept interview traditional telephone interview computer-assisted telephone interviews (CATs) group self-administered survey mail survey self-selection bias interview evaluation person-administered survey self-administered survey in-home interview in-office interview central location telephone interview fully computerized interview Internet-based questionnaire drop off survey nonresponse incidence rate Lesson Introduction This lesson addresses the data collection step in the marketing research process. Primary data can be collected through surveys, observations, or experiments. This chapter focuses on the use of surveys. A survey is the most common method of data collection and usually involves asking a respondent to answer a questionnaire consisting of a number of questions and statements. Advantages of survey methods include standardization, ease of administration, ability to tap the “unseen,” suitability to tabulation and statistical analysis, and 6–1 MKT 3413 Marketing Research Lesson 6: Survey Data-Collection Methods sensitivity to subgroup differences. The disadvantages of the surveys will be mentioned when different types of surveys are discussed below. There are four basic survey modes: person-administered surveys, computer-assisted surveys, self-administered surveys, and mixed-mode or hybrid surveys. Person-administered surveys are conducted such that the interviewer reads questions to the respondent and records his or her responses. The advantages are the ability to get feedback from the respondent, the ease of establishing rapport, quality control, and adaptability. Disadvantages include the fact that these surveys are slower, more expensive, and prone to errors. Self-administered surveys are surveys in which the respondent completes the survey on his or her own. There is no assistance provided to the respondent by another person or computer. Self-administered surveys offer several advantages. The surveys are relatively inexpensive, the time spent answering each question is determined by the respondent, and interviewer-evaluation apprehension is eliminated. Disadvantages include the possibility of nonresponse, errors made by the respondent, and slow response. Computer-administered surveys are the surveys in which either the computer assists an interview or directly interacts with the respondent. The advantages of computer-administered surveys are speed; error-free interviews; ability to use pictures, videos, and graphics; real time capture of data; and reduction of interviewer-evaluation concern in respondents. The main disadvantage is the high cost. Finally, mixed-mode surveys use multiple data-collection methods. The advantage is that researchers are able to take the advantages of each of the various modes to achieve their data collection goals. Disadvantages are that different modes may produce different responses to the same research question and researchers must evaluate this. Second, mixed-mode methods result in greater complexities because researchers must design different questionnaires and be certain that data from different sources all come together in a common database for analysis. There are eleven different survey data-collection methods, including in-home interviews, mall-intercept interviews, in-office interviews, traditional telephone interviews, central location telephone interviews, computer-assisted telephone interviews, fully computerized interviews, online and Internet-based surveys, group self-administered surveys, drop-off surveys, and mail surveys. The choice of a particular survey method for any research project is mainly based on the survey time horizon, the survey data collection budget, the incidence rate desired, cultural and infrastructure considerations, and the type of respondent interaction required. The research project deadline, money 6–2 MKT 3413 Marketing Research Lesson 6: Survey Data-Collection Methods available for data collection, and desired quality of data are taken into consideration. Ultimately, the researcher will select a data collection method with which he or she feels comfortable and one that will result in the desired quality and quantity of information without exceeding time or budget constraints. Reading Assignment Burns and Bush, Chapter 9 Self Check Answer the following questions to test and reinforce your knowledge of this lesson. Check your answer to the activities against the solutions provided in Appendix B. Do not submit self-check activities for grading. _______ 1. Mall-intercept research methods are: A. large-scale research design procedures for collecting large amounts of raw data using question/answer formats B. data-collection techniques that require the presence of a trained human interviewer to ask questions and record the subject’s answers C. a method that never results in the misinterpretation of data or inappropriate use of data analysis procedures D. personal interview exchanges with a business executive conducted in a business office E. face-to-face personal interviews that take place in a shopping mall setting. _______ 2. Person-administered surveys are: A. cheaper, faster, and more suitable for gathering data from large numbers of respondents than other survey methods B. data-collection techniques that require the presence of a trained human interviewer to ask questions and record the subject’s answers C. structured question/answer exchanges that are conducted in the comfort of the selected subject’s home D. personal interview exchanges with a business executive conducted in a business office E. face-to-face personal interviews that take place in a shopping mall setting. 6–3 MKT 3413 Marketing Research Lesson 6: Survey Data-Collection Methods _______ 3. Self-administered surveys are: A. face-to-face interviewing encounters that take place immediately after the purchase of a product B. question/answer exchanges that are conducted via telephone technology C. fully automated systems that allow the respondent to listen to an electronic voice and respond by pushing keys on the keypad D. techniques in which the selected respondent reads the survey questions and records answers without the presence of a trained interviewer E. delivered to the selected respondent and returned to the researcher via the postal service. _______ 4. In-home interviews are: A. conducted over the telephone B. data-collection techniques that require the presence of a trained human interviewer C. structured question/answer exchanges that are conducted in the comfort of the selected subject’s home D. often about a highly technical subject E. conducted through the postal service using a respondent’s home address. _______ 5. Direct mail surveys are: A. face-to-face interviewing encounters that take place immediately after the purchase of a product B. known for producing high response rates C. an extremely expensive survey method D. techniques in which the selected respondent reads the survey questions and records answers without the presence of a trained interviewer E. delivered to the selected respondent and returned to the researcher via the postal service. Lesson Assignment Complete the following and submit to LSU Independent & Distance Learning for grading. Be sure to follow the guidelines under “Preparation of Lesson Assignments” in the course syllabus. 1. Define the three primary types of surveys. Discuss the advantages and disadvantages of each. 2. Discuss the pros and cons of self-administered surveys. 6–4 MKT 3413 Marketing Research Lesson 6: Survey Data-Collection Methods 3. Refer to Table 9.2 on page 244 of your textbook. Discuss the feasibility of each of the types of survey mode for each of the following cases: A. Faberge, Inc., wants to test a new fragrance called “Lime Brut.” B. Kelly Services needs to determine how many businesses expect to hire temporary secretaries for those who go on vacation during the summer months. C. The Encyclopedia Britannica requires information on the degree to which mothers of elementary school aged children see encyclopedias as worthwhile purchases for their children. D. AT&T is considering a television-screen phone system and wants to know people’s reaction to it. 4. Suppose you have been hired to write a marketing research textbook to be marketed nationwide to universities. You need to learn about the needs, wants, and recommendations of college professors who would adopt the textbook for their courses. What type of survey would you use and why? 5. Complete Case 9.3 on page 266–267 of your textbook. 6–5 MKT 3413 Marketing Research Lesson 6: Survey Data-Collection Methods NOTES 6–6 MKT 3413 Marketing Research Lesson 7: Measurement in Marketing Research Lesson 7 : Measurement in Marketing Research Lesson Objectives After you have completed this lesson, you should be able to do the following: Define the concepts of measurement and scaling Understand the basics of measurement regarding people, places, and things Examine question formats used in marketing research Explain four different levels of scales used in marketing research Describe the concepts of reliability and validity Key Terms open-ended question nominal scale interval scale scaled-response question dichotomous closed-ended question multiple-category closed-ended question closed-ended question ordinal scale ratio scale reliability validity measurement Lesson Introduction This lesson is concerned with designing a measurement instrument to be used in marketing research, particularly the questionnaire. Most of the scales used in research are modified Likert scales, the lifestyle inventory, and the semantic differential scales. The modified Likert scale is a scale in which the respondent is asked to indicate his or her level of agreement or disagreement with a certain statement. This scale allows respondents to indicate the intensity of their feelings. A special form of the modified Likert scale is called the lifestyle inventory. This scale measures consumers’ unique ways of living, activities, interests, and opinions. Finally, the semantic differential scale is used to measure respondents’ judgments. It contains a series of bipolar adjectives for the various 7–1 MKT 3413 Marketing Research Lesson 7: Measurement in Marketing Research properties of the object under study, and respondents are asked to indicate their impressions of each property by marking locations along its continuum. Two important considerations for any measurement tool are reliability and validity. All measurements are expected to be reliable and valid. Reliability is defined as the ability to obtain identical or consistent responses from the same respondent regarding a certain issue. Validity, on the other hand, is defined as the accuracy of the responses to a measure. Reading Assignment Burns and Bush, Chapter 10 Self Check Answer the following questions to test and reinforce your knowledge of this lesso. Check your answer to the activities against the solutions provided in Appendix B. Do not submit self-check activities for grading. _______ 1. A specific type of concept that exists at a higher level of abstraction is called: A. a scale B. a measurement C. a construct D. reliability E. validity. _______ 2. The four levels of scales are: A. nominal, ordinal, interval, and convergent B. nominal, convergent, discriminant, and ratio C. nominal, ordinal, interval, and ratio D. nominal, ordinal, interval, construct E. none of the above. _______ 3. _____ scales have a natural zero point. A. Nominal B. Ordinal C. Interval D. Ratio E. All of the above 7–2 MKT 3413 Marketing Research Lesson 7: Measurement in Marketing Research _______ 4. Scale reliability refers to: A. the scale’s ability to significantly differentiate between the categorical scale-point descriptors B. the extent to which a scale can produce the same measurement results in repeated trials C. a technique of measuring scale reliability by administering the same scale or measure to the same respondents at two different points in time to determine scale stability D. the violation of distance and origin properties E. the taking of an ordinal scale and artificially transforming it into an interval scale. _______ 5. Which of the following is a construct? A. customer satisfaction B. customer preference C. brand loyalty D. product image E. all of the above Lesson Assignment Complete the following and submit to LSU Independent & Distance Learning for grading. Be sure to follow the guidelines under “Preparation of Lesson Assignments” in the course syllabus. 1. What are the three basic question-response formats? Indicate the two variations for each and provide an example of each variation. 2. What are the four levels of scales? What type of information is included in each? 3. Discuss the concepts of reliability and validity. Can a research design exhibit one without the other? Explain. 4. What is an operational definition? Provide operational definitions for the following constructs: A. brand loyalty B. intention to purchase C. importance of “value for the price” D. attitude toward a brand E. recall of an advertisement F. past purchases 7–3 MKT 3413 Marketing Research Lesson 7: Measurement in Marketing Research 5. Mike, the owner of Mike’s Market, which is a convenience store, is concerned about low sales. He reads in a marketing textbook that the image of a store often has an impact on its ability to attract its target market. He contacts a local research company and commissions it to conduct a study that will shape his store’s image. You are charged with the responsibility of developing the store image part of the questionnaire. Design a semantic differential scale that will measure the relevant aspects of Mike’s Market’s image. In your work on this scale, you must (a) brainstorm the properties to be measured, (b) determine the appropriate bipolar adjectives, (c) decide on the number of scale points, and (d) indicate how the scale controls for the halo effect. 7–4 MKT 3413 Marketing Research Mid-Course Examination Mi d - C o u r se E x a m i n a t io n Preparation It is now time to prepare for and take the mid-course examination. If you are not going to take your exam at LSU-Baton Rouge, notify us of your proctor by sending the completed Exam Proctor Information Form located in the appendix of this course guide to the Independent & Distance Learning office. Please read the College Examination Information instructions located in the appendix of this course guide for further details. About the Mid-Course Examination The mid-course exam will cover Lessons 1–7. It will consist of ten multiplechoice questions, similar to the self-check exercises in each lesson, and eight discussion questions, similar to the questions in your lesson assignments. You will be given three hours to complete the exam. You should make full use of the allotted time to thoroughly address the questions and review your answers. MC–1 MKT 3413 Marketing Research Mid-Course Examination NOTES MC–2 MKT 3413 Marketing Research Lesson 8: Designing the Questionnaire Lesson 8 : Desi g n i n g t h e Questionnaire Lesson Objectives After you have completed this lesson, you should be able to do the following: List the characteristics of a good questionnaire Describe the concept of questionnaire design and the design process Understand the basics of questionnaire organization Describe the basics of observation form design Key Terms questionnaire question bias question evaluation loaded question face validity skip questions confidentiality anonymity transitions questionnaire design question development leading question double-barreled question warm-up questions screening questions classification questions observation forms pretest Lesson Introduction Previous lessons have covered marketing research in general, different types of data, and measurement in marketing research. The remaining lessons will be more technical in nature and will address more specific topics, such as designing data collection forms, determining sample sizes, conducting statistical analysis, and preparing reports about the research. This lesson focuses on data collection forms. Designing questionnaires is a difficult task that directly influences the accomplishment of research objectives. Normally, questionnaires are developed through a series of interrelated steps: 8–1 MKT 3413 Marketing Research Lesson 8: Designing the Questionnaire developing and evaluating questions, getting approval from the client, and pretesting/revising/finalizing. The objective of question development is to create questions that minimize question bias, and the four “do’s” in question development stress that the ideal question is focused, simple, brief, and crystal clear. Question bias is most likely to occur when question wording is leading, loaded, double-barreled, or overstated. The organization of questions on the questionnaire is critical, including the introduction to the survey. The introduction should identify the sponsor of the survey, relate its purpose, explain how the respondent was selected, solicit the individual’s cooperation to take part, and, if appropriate, qualify him or her for taking part in the survey. The next part of the lesson provides general guidelines on the flow of the questionnaire, including screening questions, warm-ups, transitions, “difficult” questions, and classification questions. Once the questions are prepared, they are then precoded, that is, numbers are placed on the questionnaire to facilitate data entry after data collection. Finally, a pretest is conducted to assess the errors that might occur later. Reading Assignment Burns and Bush, Chapter 11 Self Check Answer the following questions to test and reinforce your knowledge of this lesson. Check your answer to the activities against the solutions provided in Appendix B. Do not submit self-check activities for grading. _______ 1. Converting respondents’ answers to numeric values is called: A. coding B. editing C. translating D. scaling E. screening. _______ 2. Which type of question should a researcher not avoid? A. double-barreled questions B. leading questions C. loaded questions D. warm-up questions E. ambiguous questions 8–2 MKT 3413 Marketing Research Lesson 8: Designing the Questionnaire _______ 3. _____ are the statements or questions used to inform the respondent that changes in question topic or format are forthcoming. A. Screening questions B. Transitions C. Classification questions D. Incentives E. Warm-up questions _______ 4. _____ involves conducting a survey on a limited sample to find out whether there are errors in the questionnaire. A. Anonymity B. Confidentiality C. Cover letter D. Pretest E. None of the above _______ 5. What type of question is “What is your marital status?” A. leading question B. double-barreled question C. demographic question D. loaded question E. warm-up question Lesson Assignment Complete the following and submit to LSU Independent & Distance Learning for grading. Be sure to follow the guidelines under “Preparation of Lesson Assignments” in the course syllabus. 1. Discuss what is meant by question bias. Write two biased questions using some of the words to avoid described in Table 11.1 on textbook page 303. Rewrite each question without using the problem word. 2. Describe the four “do’s” and the four “do not’s” for question wording. 3. Indicate the functions of the following: A. screening questions B. warm-ups C. transitions D. “skip” questions E. classification questions 4. Complete Case 11.1 on pages 324–325 of your textbook. 5. Complete Case 11.2 on pages 325–326 of your textbook. 8–3 MKT 3413 Marketing Research Lesson 8: Designing the Questionnaire NOTES 8–4 MKT 3413 Marketing Research Lesson 9: Determining the Sample Plan and Size Lesson 9 : D e te r m i n i n g t h e S a m p l e P l a n a nd S i z e Lesson Objectives After you have completed this lesson, you should be able to do the following: Understand the concept of questionnaire sampling Explain the differences between probability and nonprobability sampling Develop a sample plan Compute sample size using the confidence interval approach Describe different methods of sample size determination Key Terms population sample unit sampling error sample frame error nonprobability samples systematic sampling stratified sampling judgment samples sample plan confidence interval sample census sample frame probability samples simple random sampling cluster sampling convenience samples quota sampling nonsampling error central limit theorem Lesson Introduction Once the questionnaire to be used in the research study is developed and tested, a sample from the population of interest should be taken. A sample is taken because it is too costly to perform a census, and there is sufficient information in a sample to allow it to represent the population. Chapter 12 describes various sampling methods, including four probability and four nonprobability sampling methods. In probability sampling methods, all 9–1 MKT 3413 Marketing Research Lesson 9: Determining the Sample Plan and Size members of the population have a known chance of being selected into the sample. In nonprobability sampling, members of the population have an unknown chance of being selected into a sample. In this respect, nonprobability sampling is a subjective way of selecting a sample. Four methods of gathering a probability sample are simple random sampling, systematic sampling, cluster sampling, and stratified sampling. In simple random sampling, every unit in the population has a known and equal chance of being selected in a sample. Systematic sampling, which is a more efficient way of gathering a sample, uses a skip interval method. Cluster sampling divides the population into groups, each of which represents the entire population, then selects the units of sample from these groups. Finally, stratified sampling separates the population into different subgroups and then samples all groups. Nonprobability sampling methods include convenience sampling, judgment sampling, referral sampling, and quota sampling. Convenience samples are the samples drawn at the convenience of the researcher and may misrepresent the population. Judgment samples are drawn through an “educated guess” as to who should represent the population. Referral samples, also called snowball samples, require initial respondents to provide the names of additional respondents. Finally, quota samples establish a specific quota of various types of individuals to be interviewed. The sample plan involves the steps the researcher takes to arrive at the final sample. There are six steps needed to develop a sample plan: (1) define the relevant population; (2) obtain a listing of the population; (3) design the sample plan (size and methods); (4) draw the sample; (5) validate the sample; and (6) resample if necessary. Determination of sample size becomes extremely important in obtaining reliable and valid results. Sample size affects the sample accuracy, which refers to the difference between the sample finding and the true population value. The sample size can be determined by using several alternative methods, such as the confidence interval approach, the arbitrary approach, the conventional approach, the statistical analysis approach, and the “all-you-can-afford” approach. Among these methods, the confidence interval approach is the most accurate. A confidence interval is a range whose endpoints define a certain percentage of the responses to a question. The confidence interval approach enables the researcher to predict what would be found if a survey were replicated many times with the identical sample sizes. Three factors are needed to calculate the sample size under the confidence interval approach. These are the amount of variability believed to exist in the population, the desired accuracy, and the level 9–2 MKT 3413 Marketing Research Lesson 9: Determining the Sample Plan and Size of confidence required for the estimates of the population values. The formula can be found on page 372 of your textbook. The arbitrary approach states that a sample should be at least 5 percent of the population in order to be accurate. However, arbitrary sample sizes are neither efficient nor economical. The conventional approach argues that the appropriate sample size should be between 1,000 and 1,200 respondents. The major drawback to this approach is that it could result in a sample that may be too small or too large. The statistical approach requires different sample sizes for different statistical analysis techniques. Finally, the “all-you-can-afford” approach uses cost as the basis for determining sample size. A small precaution should be taken when working with small populations. When samples are drawn from small populations, those in which the sample exceeds 5 percent of the total population, an adjustment must be made in the formula used in the confidence interval approach. A finite multiplier is used for this adjustment. This formula can be found on page 384 of your textbook. Reading Assignment Burns and Bush, Chapters 12 and 13 Self Check Answer the following questions to test and reinforce your knowledge of this lesson. Check your answer to the activities against the solutions provided in Appendix B. Do not submit self-check activities for grading. _______ 1. _____ sampling is a probability sampling method in which the entire population is numbered, and elements are drawn using a skip interval. A. Stratified B. Cluster C. Systematic D. Snowball E. Simple random _______ 2. _____ sampling is one of the best illustrations of a nonprobability sampling method. A. Cluster B. Convenience C. Stratified D. Systematic E. Simple random 9–3 MKT 3413 Marketing Research Lesson 9: Determining the Sample Plan and Size _______ 3. Inferences regarding the likelihood that a population value will fall within a certain range is called: A. interval estimate B. point estimate C. standard error D. standard deviation E. confidence level. _______ 4. As the sample size increases, the distribution approaches normality. This conclusion should be inferred from: A. standard deviation B. normal distribution C. central limit theorem D. confidence level E. interval estimate. _______ 5. In a systematic sampling study, if the sampling frame has 1,800 names and the desired sample size is 60, the skip interval should be: A. 15 B. 0.03 C. 60 D. 30 E. none of the above. Lesson Assignment Complete the following and submit to LSU Independent & Distance Learning for grading. Be sure to follow the guidelines under “Preparation of Lesson Assignments” in the course syllabus. 1. List and describe each of the nonprobability sampling methods described in the chapter. 2. List and describe each of the probability sampling methods described in the chapter. 3. Describe the methods of sample size determination and indicate a critical flaw in the use of each. 9–4 MKT 3413 Marketing Research Lesson 9: Determining the Sample Plan and Size 4. Using the formulas provided in the text, determine the appropriate sample sizes for each of the following cases, all with precision (allowable error) of ± 5%: A. variability of 30%, confidence level of 95% B. variability of 60%, confidence level of 99% C. unknown variability, confidence level of 95% 5. Last year, Lipton Tea Company conducted a mall-intercept study at six regional malls around the country and found that 20 percent of the public preferred tea over coffee as a mid-afternoon hot drink. This year, Lipton wants to have a nationwide telephone survey performed with random digit dialing. What sample size should be used in this year’s study in order to achieve an accuracy level of ± 2.5% at the 99% level of confidence? What about at the 95% level of confidence? 9–5 MKT 3413 Marketing Research Lesson 9: Determining the Sample Plan and Size NOTES 9–6 MKT 3413 Marketing Research Lesson 10: Data Collection, Nonresponse Error, and Questionnaire Screening Lesson 1 0 : D a t a C o l l e c t ion , Nonresponse Error, and Questionnaire Screening Lesson Objectives After you have completed this lesson, you should be able to do the following: Understand the concepts of total error and nonsampling error Understand the sources of data collection errors and how to minimize them Describe the various types of nonresponse error and how to calculate response rate in order to measure nonresponse error Key Terms nonsampling error nonresponse refusals response rate respondent error nonresponse error break-offs oversampling Lesson Introduction Total error in survey research is a combination of sampling error and nonsampling error. Sampling error may be controlled by the sample plan and the sample size. A researcher must know both the sources of nonsampling error and how to minimize its effect on total errors. Nonresponse error is measured by the calculation of the response rate. There are several methods for improving the response rate and thereby lowering nonresponse error. 10–1 MKT 3413 Marketing Research Lesson 10: Data Collection, Nonresponse Error, and Questionnaire Screening Reading Assignment Burns and Bush, Chapter 14 Self Check Answer the following questions to test and reinforce your knowledge of this lesson. Check your answer to the activities against the solutions in Appendix B. Do not submit self-check activities for grading. _______ 1. _____ is defined as all errors in a survey except those due to the sample plan and the sample size. A. Sampling error B. Nonsampling error C. Nonresponse error D. Standard error E. None of the above _______ 2. The three types of nonresponse errors are: A. refusals, item omission, and skip B. refusals, cheating, and lying C. refusals, break-offs, and item omissions D. all of the above E. none of the above. _______ 3. If a researcher believes that nonresponse will be a problem, he or she may opt to _____ in order to compensate. A. screen B. quit C. misrepresent D. oversample E. none of the above _______ 4. _____ is the phrase sometimes used to identify the percentage of the sample that refuses to answer a particular question that he or she feels is too personal. A. Item omission B. Refusal C. Break-off D. None of the above is correct. 10–2 MKT 3413 Marketing Research Lesson 10: Data Collection, Nonresponse Error, and Questionnaire Screening _______ 5. Tactics useful in minimizing intentional respondent error include: A. anonymity B. confidentiality C. third-person techniques D. all of the above E. none of the above. Lesson Assignment Complete the following and submit to LSU Independent & Distance Learning for grading. Be sure to follow the guidelines under “Preparation of Lesson Assignments” in the course syllabus. 1. Distinguish between sampling error and nonsampling error. 2. Define nonresponse. List three types of nonresponse found in surveys. 3. On your first day as a student marketing intern at the Miller Research Company, the supervisor hands you a list of yesterday’s telephone interviewer records. She tells you to analyze them and to give her a report by 5 P.M. Well, get to it! Completed Refused Ineligible Busy Disconnected Break-off No answer Ron 20 10 15 20 0 5 3 Mary 30 2 4 10 1 2 2 Pam 15 8 14 21 3 7 4 Isabelle 19 9 15 23 2 9 3 Designation C R IR B D T NA 4. If a survey is found to have resulted in significant nonresponse error, what should the researcher do? 5. Complete Case 14.1 on page 418 of your textbook. 10–3 MKT 3413 Marketing Research Lesson 10: Data Collection, Nonresponse Error, and Questionnaire Screening NOTES 10–4 MKT 3413 Marketing Research Lesson 11: Basic Data Analysis: Descriptive Statistics Lesson 1 1 : B a s i c D a t a A n al y s i s : Descriptive Statistics Lesson Objectives After you have completed this lesson, you should be able to do the following: Explain data reduction and analysis Explain the five types of statistical analysis used in marketing research Describe the measures of central tendency and dispersion (variability) Obtain descriptive statistics with SPSS Key Terms data entry data code book descriptive analysis differences analysis predictive analysis mode mean frequency distribution range variance data coding data summarization inferential analysis associative analysis measures of central tendency median measures of variability percentage distribution standard deviation Lesson Introduction After collecting the data and screening the questionnaires, the next step in data analysis is data entry. Data entry is the creation of a computer file that holds raw data taken from questionnaires. To enter data into the computer, coding of the data is required. Data coding is assigning numerical values to each of the statements yielding a response. Once the data is entered, the researcher gets the data matrix, which is the coded raw data from the survey. Marketing researchers use five types of statistical analyses to reduce a data matrix: descriptive analysis, inferential analysis, difference analysis, associative analysis, and predictive analysis. 11–1 MKT 3413 Marketing Research Lesson 11: Basic Data Analysis: Descriptive Statistics Descriptive analysis is used to describe the variables in a data matrix to reveal the general pattern of responses, mainly in the form of mean, median, mode, range, or standard deviation. Inferential analysis is used to generate conclusions about the population’s characteristics by conducting hypothesis testing. Differences analysis deals with comparing the mean of the responses of one group to that of another group. Analysis of variance (ANOVA) and t tests are statistical techniques used for differences analysis. Associative analysis investigates if and how two variables are related. Correlations or crosstabulations are used to demonstrate the association between variables. Finally, predictive analysis is used to forecast future events through the use of models. Different forms of regression are used for this purpose. Descriptive analysis employs two sets of measures: the measures of central tendency and the measures of dispersion. The measures of central tendency provide information that describes the most typical response to a question. Three measures of central tendency are the mode, the median, and the mean. The formula for calculating the mean is found on page 430 of your textbook. The measures of dispersion or variability are concerned with depicting the typical difference between the values in a set of values. Three measures of dispersion are the frequency distribution, the range, and the standard deviation. The formula for standard deviation can be found on page 434 of your textbook. Reading Assignment Burns and Bush, Chapter 15 Self Check Answer the following questions to test and reinforce your knowledge of this lesson. Check your answer to the activities against the solutions provided in Appendix B. Do not submit self-check activities for grading. _______ 1. The value that occurs most frequently is called the: A. median B. mode C. mean D. range E. standard deviation. _______ 2. The maximum value for a variable minus the minimum value is called the: A. variance B. standard deviation C. range 11–2 MKT 3413 Marketing Research Lesson 11: Basic Data Analysis: Descriptive Statistics D. E. frequency distribution mean. _______ 3. When a researcher attempts to get a better understanding concerning average responses, the researcher is: A. altering the raw data B. indicating missing data C. removing incorrect responses D. using summary statistics E. indicating the absolute number concerning responses. _______ 4. Coding: A. should not be incorporated into the design of the questionnaire B. is a term used in the marketing research industry to imply cheating or falsification of data collection C. is the process of checking for mistakes that may have occurred by either the interviewer or the respondent during data collection D. involves grouping and assigning value to various responses from the survey instrument E. are those tasks involved with the direct input of the coded data into some specified software package that will ultimately allow the research analyst to manipulate and transform the raw data into useful information. _______ 5. If consumers are asked how much they would pay for a new DVD player and the responses range from $50 to $200, the range of responses would be: A. 250 B. 150 C. 50 D. 200 E. none of the above. Lesson Assignment Complete the following and submit to LSU Independent & Distance Learning for grading. Be sure to follow the guidelines under “Preparation of Lesson Assignments” in the course syllabus. 1. Define and differentiate each of the following: A. descriptive analysis B. inferential analysis C. associative analysis 11–3 MKT 3413 Marketing Research Lesson 11: Basic Data Analysis: Descriptive Statistics D. predictive analysis E. differences analysis 2. What are the measures of central tendency and dispersion (variability)? Explain. 3. The following set of values is provided: 10, 12, 7, 9, 5, 15, 20, 12. Indicate the measures of central tendency and dispersion. 4. In a survey of magazine subscriptions, respondents write in the number of magazines they subscribe to regularly. What measures of central tendency can be used? Which is the most appropriate and why? 5. For each of the following, what is the appropriate central tendency measure and why? A. gender of respondent (male or female) B. marital status (single, married, divorced, widowed, other) C. taste test in which subjects indicate their first, second, and third choices of Miller Lite, Bud Light, and Coors Silver Bullet 11–4 MKT 3413 Marketing Research Lesson 12: Hypotheses Testing Lesson 1 2 : Hypotheses Testing Lesson Objectives After you have completed this lesson, you should be able to do the following: Distinguish between statistics and parameters Understand the concept of statistical inference Understand how to estimate a population mean or percentage Name three types of statistical inferences List the steps involved in hypothesis testing Test a hypothesis about a population mean or percentage Perform and interpret statistical inferences with SPSS Key Terms statistics inferences parameter estimation test of significant differences standard error of a mean confidence interval hypothesis testing hypothesized population parameter sampling distribution concept parameters statistical inferences hypothesis test standard error standard error of a percentage hypothesis intuitive hypothesis testing alternative hypothesis directional hypothesis Lesson Introduction In any research project, conducting only descriptive analyses would not be enough. Further conclusions should be made using the data obtained. Therefore, inferential analyses should be conducted and hypothesis testing should be done to assess whether the researcher’s prior beliefs about the population really hold. Statistical inference is a set of procedures in which the sample size and sample statistics are used to make estimates of population parameters. Three types of statistical inferences are parameter estimation, hypothesis tests, and tests of significant differences. The first two types of statistical inferences are discussed 12–1 MKT 3413 Marketing Research Lesson 12: Hypotheses Testing in this lesson. The tests of significant differences will be introduced in the next lesson. Parameter estimation uses sample statistics to compute an interval that describes the range of a population parameter. This computation requires the knowledge of a sample statistic such as a mean or a percentage, the standard error of the statistic, and the desired level of confidence (i.e., 95% or 99% confidence level mostly used in marketing research). Formulas can be found on pages 460–461 of your textbook. The second type of statistical inference in hypothesis testing, which is a statistical procedure used to either accept or reject the hypothesis developed based on the sample statistic. The five steps involved in hypothesis testing are listed in Table 16.4 on page 468 of your textbook. The formulas used in hypothesis testing can be found on pages 470–471 of your textbook. Step 4 in the hypothesis testing procedure involves the comparison of the calculated z value with the z value for the level of confidence found in the z table. If the calculated z value is positive and greater than the z value for the level of confidence (e.g., 1.96 for 95%), or if the calculated z value is negative and smaller than the z value for the level of confidence (e.g., −1.96 for 95%), then the stated (null) hypothesis will be rejected. Otherwise, it will be accepted. Reading Assignment Burns and Bush, Chapter 16 Self Check Answer the following questions to test and reinforce your knowledge of this lesson. Check your answer to the activities against the solutions provided in Appendix B. Do not submit self-check activities for grading. _______ 1. Values computed from information provided by a sample are referred to as: A. Greek parameters B. Roman parameters C. statistics D. parameters E. none of the above. 12–2 MKT 3413 Marketing Research Lesson 12: Hypotheses Testing _______ 2. Values computed from a complete census are referred to as: A. Greek parameters B. Roman parameters C. statistics D. parameters E. none of the above. _______ 3. Which of the following refers to a set of procedures in which the sample size and sample statistics are used to make estimates of population parameters? A. sample logic B. inference C. statistical inference D. fuzzy logic E. none of the above _______ 4. The three types of statistical inferences are: A. parameter estimation, regression, and tests of differences B. hypothesis testing, regression, and tests of differences C. parameter estimation, regression, and correlation D. parameter estimation, hypothesis testing, and tests of significant differences E. none of the above. _______ 5. Statisticians make estimates of population parameters that are either: A. means or percentages B. dollars or cents C. positive or negative D. subjective or negative E. none of the above. Lesson Assignment Complete the following and submit to LSU Independent & Distance Learning for grading. Be sure to follow the guidelines under “Preparation of Lesson Assignments” in the course syllabus. 1. Explain the difference between a parameter and a statistic. 2. What does it mean when a researcher says that a hypothesis has been supported at the 95% confidence level? 3. What is meant by parameter estimation, and what function does it perform for a researcher? 12–3 MKT 3413 Marketing Research Lesson 12: Hypotheses Testing 4. Determine confidence intervals for each of the following (question 8a, page 478): A. mean of 150, s.d. of 30, n of 200, level of 95% B. percent of 67%, n of 300, level of 99% C. mean of 5.4, s.d. of 0.5, n of 250, level of 99% D. percent of 25.8%, n of 500, level of 99% 5. Test the following hypotheses and interpret your findings (question 8b, page 479): A. hypothesis: mean = 7.5; mean of 8.5, s.d. of 1.2, n of 670, level of 95% B. hypothesis: percent = 86%, p of 95%, n of 1000, level of 99% C. hypothesis: mean greater than 125, mean of 135, s.d. of 15, n of 500, level of 95% D. hypothesis: percent less than 33%, p of 31, n of 120, level of 99% 12–4 MKT 3413 Marketing Research Lesson 13: Testing for Differences Lesson 1 3 : Testing for Differences Lesson Objectives After you have completed this lesson, you should be able to do the following: Understand how differences are used for market segmentation decisions Understand when t tests or z tests are appropriate Test the differences between two percentages or means for two independent groups Explain analysis of variance (ANOVA) and how to interpret ANOVA output Key Terms statistical significance of differences z test ANOVA (analysis of variance) one-way ANOVA paired samples t test null hypothesis post hoc tests n-way ANOVA Lesson Introduction Why are differences important to marketers? Market segmentation is based on understanding differences among groups of consumers. Marketers need to know if there are similarities or differences among their customers, and if those similarities or differences could be used to design effective marketing strategies. There are three tests to determine if differences exist between groups of consumers. The t test is used in comparing two groups that have small sample sizes (n = 30). The z test is used to compare two groups with larger sample sizes (n > 30). Analysis of variance (ANOVA) is used to compare more than two groups. Reading Assignment Burns and Bush, Chapter 17 13–1 MKT 3413 Marketing Research Lesson 13: Testing for Differences Self Check Answer the following questions to test and reinforce your knowledge of this lesson. Check your answer to the activities against the solutions provided in Appendix B. Do not submit self-check activities for grading. _______ 1. A(n) _____ test is used for testing hypotheses about two means when a sample size is small, and a(n) _____ test is used when sample size is large. A. t, z B. t, ANOVA C. z, ANOVA D. F, z E. none of the above _______ 2. ANOVA is: A. a statistical technique that determines if three or more means are statistically different from each other B. the ratio of within-group mean-squared variance to between-group mean-squared variance C. a test that flags the means that are statistically different from each other D. used to compare two groups E. none of the above. _______ 3. When male students are compared to female students on the average number of hours they study each weekday, this is an example of: A. independent groups B. dependent groups C. related groups D. random groups E. all of the above. _______ 4. If a group of salespeople are tested on their product knowledge both before and after a training program, these salespeople would represent: A. independent groups B. paired groups C. bimodal groups D. unigroups E. none of the above. 13–2 MKT 3413 Marketing Research Lesson 13: Testing for Differences _______ 5. In testing for a true difference between two groups, we test the: A. null hypothesis B. alternative hypothesis C. null parameter D. null alternative hypothesis E. alternative parameter. Lesson Assignment Complete the following and submit to LSU Independent & Distance Learning for grading. Be sure to follow the guidelines under “Preparation of Lesson Assignments” in the course syllabus. 1. What are the differences between t test, z test, and ANOVA? Explain the appropriate uses of each of these tests. 2. Answer question 6 on page 513 of your textbook. 3. Answer question 10 on page 514 of your textbook. 4. With regard to differences tests, briefly define and describe each of the following: A. null hypothesis B. sampling distribution C. significant difference 5. Complete Case 17.2 on pages 516–518 of your textbook. 13–3 MKT 3413 Marketing Research Lesson 13: Testing for Differences NOTES 13–4 MKT 3413 Marketing Research Lesson 14: Determining and Interpreting Associations among Variables Lesson 1 4 : D e te r m i n i n g a n d Interpreting Associations among Variables Lesson Objectives After you have completed this lesson, you should be able to do the following: Understand what is meant by an “association” between two variables Explain the different types of relationships between variables Describe where and how cross-tabulations with chi-square analysis are applied Understand the use and interpretation of correlations Key Terms associative analyses nonmonotonic relationship linear relationship cross-tabulation table frequencies table column percentages table chi-square analysis expected frequencies correlation coefficient scatter diagram cause-and-effect relationship relationship monotonic relationship curvilinear relationship cross-tabulation cell raw percentages table row percentages table observed frequencies chi-square formula covariation Pearson product moment correlation Lesson Introduction This lesson addresses instances in which a marketing researcher wants to see whether there is a relationship between variables. A relationship can be defined as a consistent and systematic link between the levels or labels for two 14–1 MKT 3413 Marketing Research Lesson 14: Determining and Interpreting Associations among Variables variables. There are four types of relationships that can occur between two variables: a nonmonotonic relationship, a monotonic relationship, a linear relationship, and a curvilinear relationship. A nonmonotonic relationship indicates a very general relationship between two variables. It indicates that a relationship exists but does not provide the direction of the relationship. Quite simply stated, the presence (absence) of a one variable is systematically associated with the presence (absence) of another. A monotonic relationship indicates whether there is an increasing or decreasing relationship between two variables. A linear relationship shows whether there is a straight-line relationship between two variables. And finally, a curvilinear relationship indicates that the relationship between two variables is described by a curve rather than a straight line. Associative analyses are used to assess these relationships statistically. The presence of a nonmonotonic relationship can be demonstrated by bar charts, cross-tabulation tables, or chi-square analysis. With cross-tabulation tables, the researcher is able to compare data using a row and column format. Column cell percentages and row cell percentages are calculated to see whether there is a nonmonotonic relationship. With chi-square analysis, a cross-tabulation table is prepared for two nominal-scaled questions, and the chi-square statistic is computed to determine whether the observed frequencies (found in the survey) differ significantly from what would be expected if there were no nonmonotonic relationship between the two. Formulas can be found on page 532 of your textbook. The calculated chi-square value is then compared with the chi-square table value. If the calculated chi-square value is greater than the table value, then the null hypothesis of no relationship is rejected, meaning that there is a nonmonotonic relationship between the two variables. The researcher can then look at the cell percentages to identify the underlying patterns of association. The correlation coefficient is an index number that falls between the range of −1.0 and + 1.0. This value communicates the strength and the direction of association between two variables. The sign of the correlation coefficient indicates the direction of the association, and the absolute size of the coefficient indicates the strength of the association. Refer to Table 18.2 on page 542 of your textbook for more information on relating the coefficient range to the strength of association. Reading Assignment Burns and Bush, Chapter 18 14–2 MKT 3413 Marketing Research Lesson 14: Determining and Interpreting Associations among Variables Self Check Answer the following questions to test and reinforce your knowledge of this lesson. Check your answer to the activities against the solutions provided in Appendix B. Do not submit self-check activities for grading. _______ 1. Strength of the association is measured by: A. t test B. z test C. correlation D. regression E. bar charts. _______ 2. A relationship is: A. a condition under which there is a consistent and systematic linkage between two or more variables B. a linkage between two variables whereby the strength and nature of the linkage remains the same over the range of both variables C. a linkage between two variables whereby the strength and/or direction of their linkage changes over the range of both variables D. the amount of change in one variable that is consistently related to the change in another variable of interest E. a graphic plot of the relative position of two variables using a horizontal and vertical axis to represent the values of the respective variables. _______ 3. Covariation is: A. a condition under which there is a consistent and systematic linkage between two or more variables B. a linkage between two variables whereby the strength and nature of the linkage remains the same over the range of both variables C. a linkage between two variables whereby the strength and/or direction of their linkage changes over the range of both variables D. the amount of change in one variable that is consistently related to the change in another variable of interest. _______ 4. The strength of the relationship between two variables can be: A. weak B. moderate C. strong D. nonexistent E. all of the above. 14–3 MKT 3413 Marketing Research Lesson 14: Determining and Interpreting Associations among Variables _______ 5. When the range of the correlation coefficient is between k, .00 and k, .20, then the strength of the correlation is: A. very strong B. weak C. moderate D. none E. strong. Lesson Assignment Complete the following and submit to LSU Independent & Distance Learning for grading. Be sure to follow the guidelines under “Preparation of Lesson Assignments” in the course syllabus. 1. Define and provide an example for each of the following types of relationship. A. nonmonotonic B. monotonic C. linear D. curvilinear 2. Interpret the following correlation coefficients. A. 0.70 B. −0.50 C. −0.90 D. 0.0 E. +0.25 3. What is meant by the term significant correlation? 4. Answer question 10 on page 552 of your textbook. 5. Answer question 11 on page 552 of your textbook. 14–4 MKT 3413 Marketing Research Lesson 15: Regression Analysis Lesson 1 5 : Regression Analysis Lesson Objectives After you have completed this lesson, you should be able to do the following: Understand the concept of prediction Conduct regression analysis Explain the technique of multiple regression Explain stepwise multiple regression Key Terms prediction predictive model bivariate regression analysis slope independent variable standard error of the estimate general conceptual model regression plane stepwise multiple regression extrapolation analysis of residuals intercept dependent variable least squares criterion outlier multiple regression analysis multicollinearity Lesson Introduction Predictive analyses involve the prediction of a change in one variable by a change in another variable. Prediction is defined as the statement of what is believed will happen in the future made on the basis of past experience or prior observation. Three types of regression techniques are used for prediction purposes. These are bivariate regression analysis, multiple regression analysis, and stepwise regression analysis. Market researchers use regression analysis to make predictions. The basis of this technique is the assumption that there is a straight-line relationship between the variables. With bivariate regression, one independent variable, x, is used to predict the dependent variable, y, using the straight-line formula of y = a + bx. A high R square and a statistically significant slope indicate that the linear model is a good fit. With multiple regression, the researcher is able to use two or 15–1 MKT 3413 Marketing Research Lesson 15: Regression Analysis more independent variables to predict the dependent variable. Formulas can be found on page 576 of your textbook. Finally, stepwise regression analysis is used to limit the number of independent variables entering the regression equation by allowing only the variables that have significant contribution in explaining the variance in the dependent variable. The insignificant contributions of independent variables are left out of the final regression equation. Reading Assignment Burns and Bush, Chapter 19 Self Check Answer the following questions to test and reinforce your knowledge of this lesson. Check your answer to the activities against the solutions provided in Appendix B. Do not submit self-check activities for grading. _______ 1. The _____ variable is the one we want to explain, and the _____ variable is the one we use to explain it with. A. dependent, independent B. independent, dependent C. dummy, independent D. independent, interdependent E. none of the above _______ 2. The formula for a straight line is y = a + bx, where y stands for: A. the dependent variable B. the independent variable C. the y-intercept D. the slope E. none of the above. _______ 3. In the regression equation: A. the relationship between two variables is derived from a linear line B. the slope coefficient tells how much change in x to expect from a change in y C. the best prediction is one in which the difference between the actual value of x and the predicted value of x is the largest D. all of the above E. none of the above. 15–2 MKT 3413 Marketing Research Lesson 15: Regression Analysis _______ 4. A bivariate regression analysis is: A. used when there is no knowledge about the level and type of association between two variables to make predictions B. the analysis of two independent variables or two dependent variables, not of one independent and one dependent variable C. a statistical measure of the linear association between two variables where both have been measured using ordinal scales D. a statistical technique that analyzes the linear relationship between two variables by estimating coefficients for an equation for a straight line E. when the nature and extent of a relationship between two variables is known with certainty. _______ 5. In the following regression equation of y = 15 + 20x, the intercept is _____, and the slope is _____. Also, y takes the value of _____ when x = 10. A. 10, 15, 200 B. 10, 20, 15 C. 15, 20, 220 D. 15, 20, 215 E. 20, 15, 170 Lesson Assignment Complete the following and submit to LSU Independent & Distance Learning for grading. Be sure to follow the guidelines under “Preparation of Lesson Assignments” in the course syllabus. 1. What is a predictive analysis? How is it different from causal research? 2. What are the three types of regression analyses? Define each. 3. Based on the equation y = 0.05 + 0.5x, answer the following questions. A. What is the slope? B. What is the intercept? C. What value will y take when x = 4? 4. Answer question 3 on page 589 of your textbook. 5. What is multiple regression? What is “multiple” about it, and how does the formula for multiple regression appear? In your indication of the formula, identify the various terms and also indicate the signs (positive or negative) that they may take on. 15–3 MKT 3413 Marketing Research Lesson 15: Regression Analysis NOTES 15–4 MKT 3413 Marketing Research Lesson 16: The Marketing Research Report Lesson 1 6 : The Marketing Research Repor t Lesson Objectives After you have completed this lesson, you should be able to do the following: Understand the importance of a marketing research report Describe the contents of a typical marketing research report Demonstrate the basic guidelines for writing effective marketing research reports Demonstrate the basic principles of orally presenting a marketing research report Key Terms marketing research report abstract/executive summary letter of authorization results conclusions recommendations methodology oral presentation table of contents limitations research objectives Lesson Introduction The preparation and presentation of the marketing research report is the final stage of the marketing research process. Reports are typically organized into three sections: the front matter, the body, and the end matter. The front matter includes the title page, letter of authorization (optional), letter or memo of transmittal, table of contents, list of illustrations, and abstract/executive summary. Examples of these elements can be found on pages 602–606 of your textbook (Figures 20.1–20.4). The body is the major portion of the report. It consists of the introduction, methodology, results, limitations, and conclusions/recommendations. The 16–1 MKT 3413 Marketing Research Lesson 16: The Marketing Research Report introduction indicates the general purpose of the report and the objectives of the research. The methodology section informs the readers about the details of the research, the subjects used, and the statistical analysis techniques used in the research. The results section, the most important section of the report, provides the findings of the research. The limitations section outlines the potential drawbacks of the research and warns the reader to evaluate the findings cautiously. The conclusions/recommendations section focuses on the outcomes and decisions made based on the findings and includes suggestions for how to proceed. The end matter consists of appendices and endnotes, which are not required. The textbook provides guidelines and principles for writing the report on pages 610–620. In some instances, an oral presentation may be required. Guidelines and recommendations for effective oral presentations can be found on pages 621– 622 of your textbook. Reading Assignment Burns and Bush, Chapter 20 Self Check Answer the following questions to test and reinforce your knowledge of this lesson. Check your answer to the activities against the solutions provided in Appendix B. Do not submit self-check activities for grading. _______ 1. The body of the report does not contain the: A. executive summary B. introduction C. results D. methodology E. limitations. _______ 2. Which of the following would be included in the introduction? A. title B. executive summary C. general purpose as well as the specific objectives D. all of the above E. none of the above 16–2 MKT 3413 Marketing Research Lesson 16: The Marketing Research Report _______ 3. The _____ helps the reader locate information in the research report. A. letter of transmittal B. executive summary C. introduction D. conclusions E. table of contents _______ 4. Which of the following is not a part of the front matter? A. title page B. introduction C. table of contents D. abstract E. none of the above _______ 5. If you are asked to orally present the conclusions of a research project, you would: A. practice your presentation B. identify and analyze your audience C. determine the key points D. all of the above E. none of the above. Lesson Assignment Complete the following and submit to LSU Independent & Distance Learning for grading. Be sure to follow the guidelines under “Preparation of Lesson Assignments” in the course syllabus. 1. Discuss the relative importance of the marketing research report to other stages in the marketing research process. 2. What components are typically included in a report? What purposes do they serve? 3. What types of visuals could be used in reports? When would you use each? Provide examples. 4. How could you have an effective oral presentation? 5. Why did the authors include a discussion of ethics in preparing visuals? Can you illustrate how a visual could present data in an unethical fashion? 16–3 MKT 3413 Marketing Research Lesson 16: The Marketing Research Report NOTES 16–4 MKT 3413 Marketing Research Final Examination Fi n a l E x a mi n a t io n Preparation It is now time to prepare for and take the final examination. YOU MUST PASS THE FINAL EXAMINATION IN ORDER TO PASS THE COURSE. About the Final Examination The final exam will cover Lessons 8–16. It will consist of ten multiple-choice questions, similar to the self-check exercises in each lesson, and eight discussion questions, similar to the questions in your lesson assignments. You will be given three hours to complete the exam. You should make full use of the allotted time to thoroughly address the questions and review your answers. Transcript Information After you have completed this course, your grade will be filed with the Office of the University Registrar. If a transcript is needed, it is your responsibility to make a request in writing to: Office of the University Registrar Louisiana State University Thomas Boyd Hall Baton Rouge, LA 70803 FAX: 225-578-5991 F–1 MKT 3413 Marketing Research Final Examination To the Student Congratulations on finishing the lesson assignments for your course. We hope you will continue your education by taking another course with us. Our current bulletin is available online at www.outreach.lsu.edu/idl. You can also receive a copy of our latest bulletin by calling 800-234-5046. We look forward to hearing from you! F–2 MKT 3413 Marketing Research Appendix A Appendix A Contents Rev. 10/21/10 College Examination Information Exam Proctor Information Form Electronic Submission Options A–1 Appendix A [This page left blank intentionally.] A–2 Appendix A College Examination Information Information for All Students Please follow these regulations: You will only be allowed to take your examination when the IDL office has received and accepted all the assigned lessons. You must bring a picture I.D. to your examination. For additional rules concerning exam procedures, please refer to the Syllabus and Exam sections of this course guide. If you change an exam proctor or address, you must notify IDL immediately so your exams can be routed correctly. If you will take your exam at LSU-Baton Rouge, refer to the information in Section A, below. If you cannot take your exam at LSU-Baton Rouge, refer to the information in Section B. SECTION A Information for Students Taking Examinations at LSU-Baton Rouge LSU IDL tests by appointment only. We offer one morning session and one afternoon session Monday through Friday and a morning session only on select Saturdays. Visit our Web site (www.outreach.lsu.edu/idl) to see which dates and times are available. Before scheduling your exam, make sure that you will be eligible to test by your selected date (see our Web site for eligibility requirements). Rev. 10/21/10 A–3 Appendix A SECTION B Information for Students Who Cannot Take Their Examinations at LSUBaton Rouge Make arrangements with one of the following local officials to act as your testing supervisor: College students ➝ Testing center of an accredited college/university, college administrator or UCEA Correspondence Study Department Overseas students ➝ American University (school) or American Embassy Military personnel Education office at the military base, or college locations listed above ➝ You must submit your Exam Proctor Information using the form in the Appendix of this course guide, or if you have access to the Internet, you may submit this information through the LSU IDL Web site (www.outreach.lsu.edu/idl). You need to submit only one proctor information form per course to the IDL office. Any subsequent exams you need to take for the same course will be sent to the same proctor. The proctor information form should be submitted as soon as you have found a proctor and must be received by the IDL office at least three lessons before you are ready to take your exam. Receipt of this form by the IDL office does not mean your exam will be sent immediately. Your exam will be mailed to your proctor after the IDL office has received and accepted all lessons that must be completed prior to taking the exam. Your exam proctor will hold your examination for no longer than thirty days. You should check to be certain the exam has arrived; if not, notify this office immediately. You must make arrangements for a time to take your exam, and you are responsible for any proctor fees. If you change an exam proctor or address, please notify IDL immediately so your exams can be routed correctly. A–4 Appendix A Exam Proctor Information Form Before you complete this form, please read the preceding examination information. Directions: If you will take your exam at LSU-Baton Rouge, you do not need to complete this form. Do not send this form with one of your lessons; send it separately to the IDL office. Our office has two weeks to process proctor requests. If your proctor is denied, you will receive a notification through regular mail. If you have any questions concerning this form, please call the IDL office at 225578-2500 or 800-234-5046. If you have access to the Internet, you may submit this information through the LSU IDL Web site (www.outreach.lsu.edu/idl). Enrollment Number _______________________________________________________________ Course Name ______________________________________________________________________ Student Name _____________________________________________________________________ Address ____________________________________________________________________________ City ____________________________________________ State ___________ Zip _______________ Telephone __________________________ E-mail ____________________________________ ❏ Check the box if this is an address change from your original enrollment. Complete the information below with reference to the person who will proctor your exam. ❏ ❏ This is my initial proctor request. I would like to change my proctor as indicated below. Exam Proctor’s Name ______________________________________________________________ Exam Proctor’s Title _______________________________________________________________ Office Telephone (_______)_________________ _________________________________________ E-mail ______________________________________________________________________________ Institution __________________________________________________________________________ Department/Section _______________________________________________________________ Building, Street, or P. O. Box _______________________________________________________ City ____________________________________________ State ___________ Zip _______________ ✉Mail to: LSU Independent & Distance Learning 1225 Pleasant Hall Louisiana State University Baton Rouge, LA 70803 Rev. 10/21/10 A–5 Appendix A [This page left blank intentionally.] A–6 Appendix A Electronic Submission Options This LSU Independent & Distance Learning (IDL) course offers electronic submission of lesson assignments. If you have access to a computer and the Internet, you can submit lessons online instead of through the mail. Or, you may mail your lesson assignments in the traditional manner, using the U.S. Postal Service. What is ISO? ISO is the LSU IDL online course system that allows you to submit your lesson assignments electronically, over the Internet. Electronic submissions reduce mailing delays and speed delivery of your assignment to LSU IDL. Course guide materials are available over the Internet for many courses. When we receive your lesson assignment, it will be forwarded to your instructor. You will receive a confirmation e-mail to let you know your assignment was received. Most assignments will be printed and graded by an instructor on paper. Graded paper lesson assignments will be returned to you through the mail with instructor comments. If your course includes computer-graded lesson assignments, they will be scored immediately. How do I get started? Submitting lessons electronically is an option, not a requirement. If you would like to explore ISO, read the information below to find out what you need to begin. You should also review the online orientation on our Web site for complete step-bystep directions on how to use ISO and submit lessons online. To locate the orientation information from the IDL main page, select >college home>online courses >orientation from the navigation menu. Most computers purchased in the past three years will have everything you need. Computers at public libraries and schools also should be sufficient. How soon can I begin working on my online course? Before you can submit an assignment, you need to have your textbook and any other required materials. Complete the readings assigned in the course guide, then answer essay-style and short-answer questions using Microsoft Word, Microsoft Excel, or Corel WordPerfect. For multiple-choice and matching items, mark answers in your printed course guide then transfer them to a Word, Excel, or WordPerfect file. All questions in a lesson assignment must be answered in a single file. When you have completed a lesson assignment, you are ready to log in to the course and submit your assignment online. Rev. 10/21/10 A–7 Appendix A From the IDL main page, select >enrolled students >online course login from the menu bar. If this is the first time you are accessing an online course, you may wish to review the orientation section of our Web site (select the orientation link from the online courses menu). You will be prompted for your user ID and password. Follow the on-screen instructions to submit your lesson. Most courses allow you to upload a single file that you have saved on your computer. Only one file can be uploaded for a single lesson. How do I get my User ID and password? User ID: Your user ID is the six-digit enrollment number that you received with your course materials and in your enrollment confirmation e-mail. The enrollment number is printed on your receipt and on your lesson submission labels. Password: Your password is the first two letters of your last name and last four digits of your social security number. The password is case sensitive, so make sure that the first letter of your last name is upper case and the second letter is lower case. For example: John Smith SSN: 123-45-6789 Password: Sm6789 For each course in which you enroll, you receive a unique enrollment number that serves as your user ID for that course. However, your password will be the same for every course you take with LSU IDL. Computer Requirements Hardware and Software Requirements Because LSU IDL online course materials are available through the Internet, you will need to have access to a computer and the hardware and software resources needed to access the Internet. Computer The computer you use to submit assignments must have enough memory and processing power to operate a recent version of a Web browser and to download files in a reasonable amount of time. A–8 Minimum system requirements: 486 75 MHz personal computer (or its equivalent Apple or SUN/Unix machine) with at least 8 megabytes of RAM. Recommended system requirements: Pentium class personal computer (or its equivalent Apple or SUN/Unix machine) with at least 16 megabytes of RAM. Appendix A Internet Access You will need to be able to reach the Internet, either through a network at your place of business or school or through a DSL connection, cable modem, or dial-up modem from home. If you use a dial-up modem, the speed should be at least 28.8 bps. If possible, use an Internet service provider that has a local access number, so that you can avoid long-distance connection charges. Web Browser Web browsers, such as Internet Explorer and Firefox, are used by a computer to navigate the Internet. To access our courses, you must use a browser that is both Java and JavaScript enabled. This option needs to be set in the preferences of your browser. If you do not have Internet Explorer or Firefox, you can download the latest free versions to install on your computer using the links on our online orientation page. E-mail Account You need to have a valid e-mail address, so that we can confirm receipt of your lesson assignments. If you do not have an e-mail account as part of your Internet access, you may subscribe to one of the many free e-mail services available. Rev. 10/21/10 A–9 Appendix A NOTES A–10 Appendix B A ppe n d i x B Contents Lesson 1 Self Check Lesson 2 Self Check Lesson 3 Self Check Lesson 4 Self Check Lesson 5 Self Check Lesson 6 Self Check Lesson 7 Self Check Lesson 8 Self Check Lesson 9 Self Check Lesson 10 Self Check Lesson 11 Self Check Lesson 12 Self Check Lesson 13 Self Check Lesson 14 Self Check Lesson 15 Self Check Lesson 16 Self Check B–1 MKT 3413 Marketing Research Appendix B [This page left blank intentionally.] B–2 MKT 3413 Marketing Research Appendix B Lesson Self Check Lesson 1 Lesson 5 Lesson 9 Lesson 13 1. 2. 3. 4. 5. 1. 2. 3. 4. 5. 1. 2. 3. 4. 5. 1. 2. 3. 4. 5. B E A A C B B B A D C B A C D A A A B A Lesson 2 Lesson 6 Lesson 10 Lesson 14 1. 2. 3. 4. 5. 1. 2. 3. 4. 5. 1. 2. 3. 4. 5. 1. 2. 3. 4. 5. B A B C A E B D C E B C D A D C A D E B Lesson 3 Lesson 7 Lesson 11 Lesson 15 1. 2. 3. 4. 5. 1. 2. 3. 4. 5. 1. 2. 3. 4. 5. 1. 2. 3. 4. 5. C B C A A C C D B E B C D D B A A A D D Lesson 4 Lesson 8 Lesson 12 Lesson 16 1. 2. 3. 4. 5. 1. 2. 3. 4. 5. 1. 2. 3. 4. 5. 1. 2. 3. 4. 5. A B B B E A D B D C C D C D A A C E B D B–3 MKT 3413 Marketing Research