survey

1. Survey Research
MB 5102 Quantitative Research Methodology
MB 7102 Research Methodology 1
Neuman (2009), Creswell (2003), Sekaran (2003)

2. Outline
▪ What is survey
▪ Preparing survey
▪ Type of survey
▪ The Ethical of Survey

3. Introduction (1)
▪ Survey is a research strategy which involves the structured
collection of data from a sizeable population. Data collection may
take the form of questionnaires, structured observation and
structured interviews (Saunders & Lewis, 2002)
▪ A survey design provides a quantitative or numeric description of
trends, attitudes, or opinions of a population by studying a sample of
that population (Creswell, 2003)
▪ Surveys include cross-sectional and longitudinal studies using
questionnaires or structured interviews for data collection, with the
intent of generalizing from a sample to a population (Babbie, 1990)

4. ▪ Survey research developed within the positivist approach to social
science
▪ The survey ask many people (respondents) about their beliefs,
opinions, characteristics, and past or present behavior
▪ Surveys are appropriate for research questions about self-reported
beliefs or behavior.
▪ Researchers usually ask about many things at one time in surveys,
measure many variables (often with multiple indicators), and test
several hypotheses in a single survey
Introduction (2)

5. Introduction (3)
Surveys are appropriate for research questions to reveal about :
a. Behavior
e.g. how frequently you brush your teeth? When did you last visit a close relative?
b. Attitudes/ beliefs/ opinions
e.g. what is the biggest problem facing in nation these days?
c. Characteristics
e.g. are you married, single, divorced, separated or widowed? What is your age?
d. Expectations
e.g. do you plan to buy a new car in the next 12 months?
e. Self-classification
e.g. do you consider yourself as introvert or extrovert?
f. Knowledge
e.g. how much do you now about saving energy? What activities do you think might save carbon
emissions?

6. Several Questions on Preparing the Survey
 WHAT is the purpose of the survey?
 WHO will use the result?
 WHAT specific information is needed?
 WHO will be responsible for developing the surveyed?
 WHO will be surveyed?
 WHAT resources will be needed?
 WHAT survey items will be used?
 HOW will survey information be analyzed and reported?
 HOW many people need to respond to the survey?

9. Types of Surveys : Step 1

10. Write Survey Questions
Two keys principles for good survey questions are :
1. Avoid confusion
2. Keep the respondent’s perspective in mind
Try to create items that are :
1. Clearly written
Statement should be short and easy to read. Do not use jargons, technical terms/ acronyms
that are unfamiliar.
2. Concise
Get to the point as quickly as possible. Eliminate extraneous ideas or words.
3. Specific
Focus on one idea at a time. Each item should collect information on a single behaviour,
attitude, opinion, event or subject
4. Explicit
Do not force people to guess about what is being asked. If necessary, highlight or uncerline
what is needed by way of an answer
Step 1

11. Types of Questions
1. Open-ended Questions
A type of survey research question in which respondents are free to offer
any answer they wish to the questions
e.g. “What is your favorite food?”
2. Close-ended Questions
A type of survey research question in which respondents must choose from
a fixed set of answer
e.g. “What do you think of the room service of this hotel?”
Poor Average Good
Step 1

12. Types of Questions :
Advantages and Disadvantages (1)
Open-ended Questions
Advantages
• Permit an unlimited number of possible answer
• Respondents can answer in detail and can qualify
and clarify responses
• Discover unanticipated findings
• Permit adequate answer to complex issues
• Permit creativity, self-expression, and richness of
details
• Reveal a respondent’s logic, thinking process,
and frame of reference
Disadvantages
• Different respondents  different degree of details
• Responses may be irrelevant
• Comparison and statistical analysis become difficult
• Coding responses is difficult
• Articulate respondents have an advantage
• Questions may be too general for respondents who
lose direction
• Greater time, thought and effort is necessary
• Respondents can be intimidated by the questions
• Take up a lot of space in the questionnaire
Step 1

13. Types of Questions :
Advantages and Disadvantages (2)
Close-ended Questions
Advantages
• Easier and quicker
• The answers are easier to compare
• The answers are easier to code and statistically
analyze
• More likely to answer about sensitive topics
• Fewer irrelevant or confused answers
• Less articulate respondents are not a
disadvantage
• Easier to replicate
Disadvantages
• Can suggest ideas that respondent would not
have
• Respondents with no opinion can answer
• Confusing id there are many responses
• Misinterpretation of a questions can unnoticed
• Distinction between respondent answers may be
blurred
• Clerical or marking wrong answer is possible
• Force respondents to give simple response to
complex issues
• Force to make choice they wouldn’t make in real
world
Step 1

14. Type of Surveys :
Observation

15. Introduction (1) Step 1
 It is a method of gathering data without asking questions of respondents
 Data can be gathered through observation :
1. Activities performed by individuals under study
e.g. their movements, work habits, the statements made, facial expressions, body
language.
2. Environmental factors
e.g. layout, work-flow patterns, the closeness of the seating arrangement.
3. Individual’s interest
Attention span with various stimuli, involvement in certain tools/ stimuli.

16. Introduction (2) Step 1
 Two roles of researcher while gathering data through field observational
data :
1. Nonparticipant – Observer
The researcher may collect the needed data without becoming an integral part of the
organizational system.
2. Participant – Observer
The researcher play the role and enters the organization or the research setting, and
becomes a part of the work team.

17. Structured vs. Unstructured
Observational Studies
Step 1
 Both structured and unstructured observational study could be
nonparticipant-observer or participant-observer.
 Structured observational study  the observer has a predetermined
set of categories or activities or phenomena to be studied
 Usually format of observations, goals, duration and frequency on certain event,
etc. has been decided.
 Unstructured observational study  the observer has no definite
ideas of the particular aspects that need focus.
 Observer will record practically everything that is observed

18. Type of Surveys :
Interviews

19. Introduction Step 1
 Interview = a conversation
 It is a method to obtain information on the issues of interest
 Interviews could be unstructured or structured, and
conducted either face-to-face or by telephone or online

20. Unstructured Interviews Step 1
 The interviewer does not enter the interview setting with a planned sequence of
questions to be asked of the respondent.
 The objective  to bring some preliminary issues to the surface so that the
researcher can determine what variables need further in–depth investigation
Structured Interviews
 The interviewer conducted interviews when it is known at the outset what information
is needed.
 Through structured interviews, new factors might be identified, resulting in a deeper
understanding (i.e. describe the phenomena, identify the specific problem and evolve
a theory of the factors that influence the problem, or find answer to the research
question)

21. Tips to Follow in Interviewing (1) Step 1
 The information obtained during the interviews should as free as
possible of bias. Bias refers to errors or inaccuracies in the data
collected
 Bias could be introduced by :
1. The interviewer
• If proper trust and rapport are not established with the interviewee, or
• When the responses are either misinterpreted or distorted, or
• When the interviewer unintentionally encourage/ discourage certain types of
responses through gestures and facial expression

22. Tips to Follow in Interviewing (2) Step 1
 Bias could be introduced by :
2. The interviewee
• Not come out with their true opinions (i.e. provide information that they think
is what the interviewer expect to hear)
• Don’t understand the questions
• They turn off because of personal likes and dislikes, or the dress of
interviewer, or the manner in which the questions are put.
3. The situation
• Non-participants
• Trust levels and rapport established
• The physical setting of the interview

23. The Questioning Technique Step 1
 Funneling
 Ask open-ended questions to get a broad idea and form some impression about the
situation.
 Unbiased questions
 Ask questions in a way that would ensure the least bias in the response
 Clarifying issues
 It is advisable to restate or rephrase important information given by the respondent.
 Helping the respondent to think through issues
 If the respondent is not able to verbalize their perception or replies “I don’t know”, the
researcher should ask the question in a simpler way or rephrase it.
 Taking notes
 It is important to make written notes as the interviews are taking place, or as soon as the
interview terminated

24. Type of Surveys :
Questionnaire

25. Step 1

26. Constructing Good Questionnaire
1. Avoid jargon, slang, and abbreviations
2. Avoid ambiguity, confusion, and
vagueness
3. Avoid emotional language and prestige
bias
4. Avoid double barreled questions
5. Avoid leading questions
Some tips for good questionnaire
6. Avoid asking questions that are beyond
respondent’s capabilities
7. Avoid false premises
8. Avoid asking about distant future
intentions
9. Avoid double negatives
10. Avoid overlapping or unbalanced response
categories
Step 1

27. Selecting Response Formats
1. Rating Scale
A type of survey research question in which respondents are free to offer any
answer they wish to the questions.
Step 1
 Itemized rating scale
 Fixed or constant sum rating scale
 Stapel scale
 Graphic rating scale
 Consensus scale
Several rating scale are often used :
 Dichotomous scale
 Category scale
 Likert scale
 Numerical scale
 Semantic differential scale

28. Selecting Response Formats : Rating Scale
1. Dichotomous Scale  is used to elicit a Yes or No answer
Do you own a car ? _____Yes _____No
Step 1
2. Category Scale  use multiple items to elicit a single response
Where in Jakarta do you reside? _____ Jakarta Pusat _____ Jakarta Timur
_____ Jakarta Utara _____ Jakarta Selatan
_____ Jakarta Barat
3. Likert Scale  is designed to examine how strongly subjects agree or disagree with
statements
My work is very interesting 1 2 3 4 5
I am an introvert person 1 2 3 4
5
Strongly
Disagree
1
Disagree
2
Neither Agree
Nor Disagree
3
Agree
4
Strongly
Agree
5

29. Selecting Response Formats : Rating Scale
4. Semantic Differential Scale  several bipolar attributes are identified at the extremes of
the scale
Responsive __ __ __ __ __ __ __ Unresponsive Good __ __ __ __ __ __ __ Bad
Beautiful __ __ __ __ __ __ __ Ugly Strong __ __ __ __ __ __ __ Weak
Courageous __ __ __ __ __ __ __ Timid
Step 1
5. Numerical Scale  similar to semantic differential scale, with difference that numbers
on a 5-poin or 7-point scale are provided.
How please are you with your new real estate agent?
Extremely pleased 7 6 5 4 3 2 1 Extremely displeased

30. Selecting Response Formats : Rating Scale
6. Itemized Rating Scale  there are balanced rating scale (with neutral point) and
unbalanced rating scale (with no neutral point)
1. I will be changing my job within the next 12 months _____
2. I will take on new assignments in the near future _____
How would you rate your interest in changing current organizational policies? _____
Step 1
Very Unlikely
1
Unlikely
2
Neither Unlikely Nor Likely
3
Likely
4
Very Likely
5
Not at all interested
1
Somewhat interested
2
Moderately interested
3
Very much interested
4

31. Selecting Response Formats : Rating Scale
7. Fixed or Constant Sum Scale  respondents are asked to distribute a given number of
points across various items.
In choosing a toilet soap, indicate the importance you attach to each of the following five aspects by
allotting points for each to total 100 in all
Fragrance _____
Color _____
Shape _____
Size _____
Texture of lather _____
Total points 100
Step 1

32. Selecting Response Formats : Rating Scale
8. Stapel Scale  this scale simultaneously measures both the direction and intensity of the
attitude toward the items under study. The characteristic of interest to the study is placed at the
center and a numerical scale ranging on site of the item. This gives an idea of how close or
distance the individual response to the stimulus.
State how you would rate your supervisor’s abilities with respect to each of the characteristics mentioned
below, by circling the appropriate number
Step 1
+3
+2
+1
Adopting Modern Technology
-1
-2
-3
+3
+2
+1
Product Innovation
-1
-2
-3
+3
+2
+1
Interpersonal Skills
-1
-2
-3

33. Selecting Response Formats : Rating Scale
9. Graphic Rating Scale  represent respondents’ response with a graphic continum
Step 1

34. Selecting Response Formats : Rating Scale
10.Consensus Scale  developed by consensus, where a panel of judges selects certain
items, which in its view measure the relevant concept.
i.e. Thurstone Equal Appearing Interval Scale
Step 1

35. Selecting Response Formats
2. Ranking Scale
Used to tap preferences between two or among more objects or items.
Several ranking scales often used :
 Paired Comparison
 Forced Choice
 Comparative Scale
Step 1

36. Selecting Response Formats : Rating Scale
1. Paired Comparison  the respondents are presented with two objects at a time and
asked to pick the one they prefer. Ranking objects with respect to one attribute is not difficult if
only a few products are compared, but as the number of items increases, the number of
comparisons increases geometrically (n*(n -1)/2). If the number of comparisons is too great,
respondents may fatigue and no longer carefully discriminate among them
Step 1
Divide 100 points among each of the following brands according to
your preference for the brand:
Brand A _________
Brand B _________
Brand C _________

37. Selecting Response Formats : Rating Scale
2. Forced Choice  enables respondents to rank objects relative to one another, among the
alternatives provided. Its easier for the respondents, particularly if the number of choices to be
ranked is limited in number
Rank the following magazines that you would like to subscribe to in the order of preference, assigning 1
for the most preferred choice and 5 for the least preferred
Marketing ___
Mix ___
SWA ___
Tempo ___
Bloomberg's Indonesia ___
Reader’s Digest ___
Step 1

38. Selecting Response Formats : Rating Scale
3. Comparative Scale  provides a benchmark or a point of reference to assess attitudes
toward the current object, event, or situation under study
In a volatile financial environment, compared to stocks, how wise or useful is it to invest in Treasury
bonds? Please circle the appropriate response
Step 1
More Useful
1 2
About the same
3 4
Less Useful
5

39. Design Layout of Questionnaire
1. Make a neat layout and good structure of the questions
2. How respondent will answer the questions should be grouped based on the
questions and placed from the easiest questions to be answered until the
hardest questions
3. Consider a book layout, if the number of pages on questionnaire is quite a
lot
Some tips for good questionnaire layout
Step 1

40. Step 2

41. Conceptualization
▪ In Deductive research, conceptualization helps to translate portions of an
abstract theory into specific variables that can be used in testable
hypotheses.
▪ In Inductive research, conceptualization is an important part of the process
used to make sense of related observations.
Conceptualization is the process of specifying what we mean
by a term. ( A clear, verbal specification of your variable
(concept) so that others know what it is and can place cognitive
borders around it.

42. Concept versus Construct
▪ Concept
1.Term (nominal definition) that represents an idea that you wish to study;
2.Represents collections of seemingly related observations and/or
experiences
▪ Concepts as Constructs
▪ We refer to concepts as constructs to recognize their social construction.

43. Concepts in Research
Conflicts in Measurement Validity
1. All concepts are Multi-Dimensional
▪ What do we mean by social status?
Lets do a study to see if there is a Direct relationship between Social Status of parents and
Deviant Behavior in college students.
Social Status
Power Privilege Prestige
Indicators
O E I G R E A B R
Income
Possessions, Fashion, Teeth, Self-Report, Jewelry, etc.
Process of
Conceptualization
And
Operation-
alization

50. Independent and Dependent Variables
▪ Independent variable is what is
manipulated
▪ a treatment or program or cause
▪ ‘Factor’
▪ ‘Explanatory Variable’
▪ Dependent variable is what is
affected by the independent
variable
▪ effects or outcomes
▪ ‘Measure’
▪ ‘Response Variable’

51. Step 2

52. Step 2

53. Step 2

55. Coding vs. Operationalization
▪ Measuring variables entails two distinct though inter-related problems.
▪ The coding problem is relatively straightforward:
▪ It entails determining what the variable will “look like” in a codebook,
i.e., its name, description, and (in particular) its range of possible
values
▪ Will it be dichotomous or more “refined”?
▪ Will the values be nominal, ordinal, interval or ratio?
▪ The operationalization problem is often much more difficult.
▪ It entails specifying the practical operations that will be used to
“observe” or “measure” the actual value of the variable in each case,
so that data is appropriately collected and (if necessary) coded.

56. Coding LEVEL OF EDUCATION
We must decide what the range of possible values will look like (and whether
these possible values will result in a nominal, ordinal, interval, or ratio
variable). Here are some possibilities:
(1) LEVEL OF EDUCATION (dichotomous):
1 Low
2High
(2) LEVEL OF EDUCATION (qualitative/ordinal but quite “imprecise” ):
1 Low
2Medium
3 High

58. Step 2

59. Choosing Sampling Methodology
▪ Determine sampling methodology
▪ Who is the target audience?
▪ Sample size (statistician help, power calculation, sample size estimate)
▪ Avoid bias sample (inauguration crowd, vaccinated girls)
Step 3

60. Stage to Select Sample
Define Population
Determine Sampling Method
Determine sample size
Step 3

63. 63
The Relationship between Sample and Population
(Sekaran, 2000)
Population Sample
Parameters Statistics
)
,
,
( 2
s
s
X
)
,
,
( 2
s
s
m
Estimate

64. Types of Sampling Used
▪Non Probability Sample
▪Items included are chosen without regard to their
probability of occurrence
▪Probability Sample
▪Items in the sample are chosen on the basis of known
probabilities
Step 3

65. Types of Sampling Methods
Quota
Samples
Non-Probability
Samples
(Convenience)
Judgement Purposive
Probability Samples
Simple
Random
Systematic
Stratified
Cluster
Step 3

69. 69

70. 70

71. 71
Job Level
Number of
Elements
Number of Subjects in the Sample
Proportionate Sampling
((20% of the elements)
Disproportionate
Sampling
Top management 10 2 7
Middle-level management 30 6 15
Lower-level management 50 10 20
Supervisors 100 20 30
Clerks 500 100 60
Secretaries 20 4 10
Total 710 142 142

72. 72

73. 73

75. 75
Key Managerial Questions Pertaining to Sampling (Davis and
Cosenza, 1988)
1. Has the population been defined in a manner that is consistent with the research
problem?
2. Does the sample frame represent the population completely and accurately?
3. Given the research objectives, is the sampling design chosen appropriate for the
investigation?
4. If management has specifies particular levels of precision and confidence, is the
probability sampling design chosen capable of generating estimators with these
properties?
5. If a specific probability design is chosen for use in the study, is it statistically
efficient? Does it possess a high degree of sample efficiency?
6. If a non-probability sampling design is chosen for use in the study, will it give
management the type of information required for that particular problem situation?

76. 76
Sampling Design Choice Considerations (Davis and
Cosenza, 1988)
Consideration
Design Type
Probability Non-probability
Cost More costly Less costly
Accuracy More accurate Less
accurate
Time More time Less time
Acceptance of results Universal
acceptance
Reasonable
acceptance
Generalizability of results Good Poor

77. Validity and Reliability of Questionnaire
Goodness
of data
Reliability
(accuracy in
measurement
Validity
(are we measuring
the right thing?)
Stability
Consistency
Test-retest reliability
Parallel-form reliability
Interitem consistency reliability
Split-half reliability
Logical validity
(content)
Face validity
Criterion-related
validity
Predictive Concurrent
Congruent validity
(construct)
Convergent Discriminant

78. Response Rates (1)
Total response rate depends on success at several prior steps, each of which has
its own rate :
1. Location Rate  percentage of respondents in the sampling frame who are
located
2. Contact Rate  percentage of located respondents who are contacted
3. Eligibility Rate  percentage of contacted respondents who are eligible
4. Cooperation rate  percentage of contacted, eligible respondents who
complete the survey
5. Completion Rate  percentage of cooperating respondents who complete
the survey
6. Total Response Rate  percentage of all respondents in the initial sampling
frame who were located, contacted, eligible, agreed to participate, and
completed the entire questionnaire

79. Response Rates (2) - Example
A researchers begin with 1000 respondents in a sampling frame, locate 950 by
telephone or an address, can contact 800 (by interview or successful mailing), and
determine that 780 are eligible (i.e., meet basic criteria, speak the language, are
mentally competent). They find that 700 people cooperate with questionnaire or
interview.
Location Rate : 95 %
Contact Rate : 84.2 %
Eligibility Rate : 97.5 %
Cooperation Rate : 89.8 %
Completion Rate : 98.6 %
Total Response Rate : 69 %

80. Survey Errors

81. The Ethical Survey
These information should be included when reporting Survey Research :
1. The sampling frame used
2. The dates on which the survey was conducted
3. The population that the sample represents
4. The size of the sample
5. The sampling method
6. The exact wording of the questions asked
7. The method of the survey
8. The organizations that sponsored the survey (if any)
9. The response rate
10. Any missing information on specific questions

82. Thank You