Transcript Document

Slide 9.1
Chapter 9:
Questionnaire Surveys
(My sample)
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.2
Contents
Definitions
II. Roles, limitations, merits
III.Types of questionnaire survey
IV. Questionnaire design
V. Conducting a survey.
I.
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.3
A. Definitions


Questionnaire or ‘interview schedule’:
 A printed list of questions.
Survey


Whole process of conducting an investigation, which
involves a number of ‘subjects’.
Questionnaire survey

A survey involving the use of a questionnaire.
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.4
B. Roles, limitations, merits


Typically questionnaire surveys involve just a
sample of the population being studied
 for implications see Chapter 10, Sampling.
Rely on information supplied by respondents


Therefore dependent on:
 accuracy of recall
 honesty
Problems of exaggeration and underestimation.
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.5
1.
2.
3.
4.
5.
6.
A. Merits of Quantitative
method
Ideal method of providing policy-related data.
Transparent methodology.
Quantification easily communicated/understood.
Repeat surveys can study change over time.
Can cover a wide range of (leisure/tourism)
activities.
Can study attitudes, meanings, perceptions of
population as a whole.
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.6
Questionnaire surveys vs
other methods – (Fig. 9.1)
Example
Organisation
Political party
Example Topic
Voting intentions of electors
Information
Source/ method
Questionnaire
survey
Party's current level of support
vis-a-vis other parties
Telephone survey
Qualitative
methods
Concerns and attitudes of
different types of voter
Focus groups
Other
methods
1. Past voting patterns –
marginal seats
2. Overall characteristics of
electors in different seats
1. Previous election
voting returns
2. Census data
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.7
Questionnaire surveys vs other
methods – (Fig. 9.1) (contd.)
Organisation
Leisure facility management
Topic
How to increase the number of visitors
Questionnair
e survey
Qualitative
methods
Other
methods
Information
Source
1. Types of people who use which
services & when
2. Socio-demographic
characteristics of users vs nonusers and perceptions of facility
1.
The experience of visiting the
facility – quality, atmosphere,
service
Information on relative popularity
of different activities/services
Observation and/
or focus groups
User survey
2. Community
survey
Ticket sales and
utilisation data
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.8
C. Types of questionnaire survey
Interviewer- vs Respondent-completion

Interviewer-completion: interviewer conducts
interview based on questionnaire, and records answers
on the questionnaire.

Respondent-completion: respondents fill out the
questionnaire themselves.

Advantages/disadvantages (Fig. 9.2).
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.9
Interviewer-completion vs
Respondent-completion (Fig. 9.2)
Advantages
Interviewercompletion
- More accuracy
- Higher response rates
- Fuller and more
complete answers
- Design can be less
'user-friendly'
Respondentcompletion
- Cheaper
- Quicker
- Relatively anonymous
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Interviewer-completion
vs
Slide 9.10
Respondent-completion (Fig. 9.2)
Advantages
Interviewercompletion
- More accuracy
- Higher response rates
- Fuller and more
complete answers
- Design can be less
'user-friendly'
Disadvantages - Higher cost
- Less anonymity
Respondentcompletion
- Cheaper
- Quicker
- Relatively anonymous
- Patchy response
- Incomplete response
- Risk of frivolous
responses
- More care needed in
design
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Types
of
questionnaire
Slide 9.11
survey – characteristics (Fig. 9.3)
Type
1. Household
2. Street
Interview at
respondent’s home
Interview in
street/ mall
Either
Interviewer
Expensive
Medium
Whole population
Most of population
Possible length of
questionnaire
Long
Short
Response rate
High
Medium
Method/location
Respondent or
Interviewer-completed
Cost
Sample
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.12
Types of questionnaire
survey – characteristics (Fig. 9.3)
Type
3. Telephone
4. Mail
Interview by
telephone (land-line)
Questionnaire
mailed
Interviewer
Respondent
Medium
Cheap
People with telephone
(land-line)
General or
Special
Possible length of
questionnaire
Short
Varies
Response rate
High
Low
Method/location
Respondent or
Interviewer-completed
Cost
Sample
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.13
Types of questionnaire
survey – characteristics (Fig. 9.3)
Type
5. E-survey
6. On-site
Via email/
Internet
At leisure/
tourism site
7. Captive
group
Organised group
(eg. School class)
Respondent or
Interviewercompleted
Cost
Respondent
Either
Respondent
Cheap
Medium
Cheap
Sample
Address list
Site-users
only
Group only
Possible length of
questionnaire
Varies
Medium
Medium
Response rate
Varies
High
High
Method/location
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.14
D. Questionnaire design
Should be the culmination of a process (Fig. 9.6)
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.15
Types of information
1.
2.
3.
Respondent characteristics – Who?
Activities/behaviour
– What?
Attitudes/motivations
– Why?
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.16







Range of information
(Fig. 9.7): Respondent
characteristics
Gender
Age
Economic status
Occupation/social class
(own or 'head of
household')
Previous job history
Income (own or
household)
Education/qualifications







Marital/family status
Household type/family size
Life-cycle
Ethnic group/country of
birth
Residential location
Mobility – driving licence,
access to private transport
Party/group size/type
(site/visitor surveys)
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Range of information
(Fig. 9.7): Activities/behaviour
Slide 9.17

Site/visitor surveys












Activities while on site/in area
Use of site attractions/facilities
Frequency of visit
Time spent on site
Expenditure per head –
amounts/ purposes
Travel-related information
Trip origin (where travelled from)
Trip purpose
Home address
Travel mode
Travel time
Accommodation type used

Household surveys

Leisure activities (including
holidays)






what, where, how often,
time spent, when, who
with?
Use of particular facilities/sites
Travel mode to out-of-home
leisure
Expenditure patterns
Past activities (personal leisure
histories)
Planned future activities
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.18

Range of information
(Fig. 9.7): Attitudes/motivation
examples
Site/visitor surveys





Reasons for choice of
site/area
Meaning/importance/
values
Satisfaction/Evaluation of
experience/services
Comments on facility
Future intentions/hopes

Household surveys





Leisure/travel aspirations/
needs
Evaluation of services/
facilities available
Psychological meaning of
activities/satisfactions
Reactions to development/
provision proposals
Values - re environment
etc.
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.19
Question wording – principles





Avoid jargon
Simplify wherever possible
Avoid ambiguity
Avoid leading questions
Ask only one question at a time.
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.20
Good and bad practice (Fig. 9.8)


Principle: Use simple language.
Bad example:


What is your frequency of utilisation of retail
travel outlets?
Improved version:

How often do you use travel agents?
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.21


Principle: Avoid ambiguity.
Bad example:


Good and bad practice
(Fig. 9.8) (contd.)
Do you play sport very often?
Improved version:

Have played any of the following sports within
the last four weeks? (present list)
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.22


Principle: Avoid leading questions.
Bad example:


Good and bad practice
(Fig. 9.8) (contd.)
Are you against the extension of the airport?
Improved version

What is your opinion on the extension of the
airport? Are you for it, against it or not
concerned?
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.23


Principle: Ask just one question at a time.
Bad example:


Good and bad practice
(Fig. 9.8) (contd.)
Do you use the local arts centre, and if so
what do you think of its facilities?
Improved version


1. Do you use the local arts centre? Yes/No
2. What do you think of the facilities in the
local arts centre?
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.24

Open-ended


Pre-coded vs open-ended
questions (Fig. 9.9)
What is the main constraint on your ability to study?
______________________________________
Pre-coded/closed

Which of the following/items listed on the card is the main
constraint on your ability to study? (show card – if
interviewer-completed)
A.
B.
C.
D.
E.
F.
G.
My job
Timetabling
Child care
Spouse/partner
Money
Energy
Other ______________
1
2
3
4
5
6
7
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.25

Range of replies from an
open-ended question – example (F
9.10)
Question: Do you have any complaints about this (beach/picnic) area?
(Site survey in a beachside National Park with boating and camping.
Number of responses in brackets)

















Sand bars (22)
- Uncontrolled boats (23)
Parking (5)
- Jet skis (39)
Wild car driving (1)
- Surveys (1)
Lack of beach area (1)
- Should be kept for locals (1)
Too few shops (1)
- Seaweed (3)
Too few picnic tables (4)- Need showers (1)
No timber for barbecue (2)
- Administration of National Park (1)
Need more picnic space (3)
- Maintenance & policing of Park (1)
Need boat hire facilities (1)
- Trucks on beach (2)
Need active recn facilities (1)
- Anglers (1)
Litter/pollution (74)
- Crowds/tourists (26)
Urban sprawl (1)
- Having to pay entry fee (6)
Need wharf fishing access (1)
- Houses along waterfront (2)
Lack of info. on walking trails (1)
- Unpleasant smell (drain) (2)
Not enough facilities (3)
- Sales people (1)
Slow barbecues (2)
- Need electric barbecues (1)
Etc.
- Etc.
Source: Robertson and Veal, 1987.
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.26










Common questions –
respondent characteristics
Age – note census categories
Economic status/occupation/socio-economic
group/class – see Fig. 9.11
Income – Own? Household? (Gross or net of tax?)
Marital status
Household type/group type (site survey)
Life-cycle stage
Ethnic group
Residential location/trip origin
Housing information
Transport/mobility.
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.27


Common questions –
Activities - leisure
Open-ended or pre-coded list?
Time period for participation (see secondary
data Chapter 6).
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.28
Effect of varying timeperiod for participation
(Table 9.1)
Attendance at arts events, England, 2001
% of persons aged 16+
attending in last:
12 months
4 weeks
Film at a cinema or other venue
55
19
Play or drama
27
5
Carnival, street arts or circus
23
4
Art, photography or sculpture
exhibition
19
6
Craft exhibition
17
4
Source: Skelton et al., 2002.
Etc.
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.29

Typical:




Common questions –
Activities - tourism
a trip away from home
at least 40km
involving at least one night away
But day-trips included in some surveys.
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.30
A.
B.
C.
D.
E.
Measuring leisure and
tourism (Fig. 9.15)
Participation rate
Number of participants
Volume of activity (visits)
Time
Expenditure.
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.31
Measuring leisure and
tourism (Fig. 9.15) (contd.)
Measure
A. Participation Rate
Definition
The proportion of a defined population,
which engages in an activity in a given
period of time.
Leisure example
6 per cent of the adult population of
community X go swimming at least
once a week.
Tourism example 5 per cent of the adult population of
country X make an overseas trip each
year.
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.32
Measuring leisure and
tourism (Fig. 9.15) (contd.)
Measure
B. Number of Participants
Definition
Number of people in a defined
community who engage in an activity
in a given period of time (A × pop'n. or
C ÷ frequency of visit).
Leisure example
20,000 people in community X swim at
least once a week.
Tourism example 700,000 residents of country X visit
country Y in a year.
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.33
Measure
Measuring leisure and
tourism (Fig. 9.15) (contd.)
C. Volume of Activity (Visits)
Definition The number of visits made or games played in an
activity by members of a defined community or to a
defined geographical area for an activity in a
specified time period (B × visits/games per time
period).
Leisure
There are 1.2 million visits to swimming pools in
example community X (1 million by local residents) in a year.
Tourism
example
850,000 trips are made to country Y by residents of
country X in a year (trips = complete holiday; visits
= places visited during the holiday).
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.34
Measuring leisure and
tourism (Fig. 9.15) (contd.)
Measure
D. Time
Definition
Amount of leisure time available to
the individual in a defined community,
over a specified period - or time spent
on specific activity (C × time per
visit).
The average retired person has 5 hrs
leisure time per day/or spends an
average of 3 hrs watching TV per day.
Leisure example
Tourism example
The average tourist visiting region Z
spends 5.5 nights in the region.
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.35
Measuring leisure and
tourism (Fig. 9.15) (contd.)
Measure
E. Expenditure
Definition
The amount of money spent per
individual or by a defined community
on leisure or particular leisure goods
or services over a specified time
period (C x spend per visit).
Leisure example
Consumer expenditure on leisure in
Britain is over £50 billion a year.
Tourism example
Tourists visiting region Z spend £25
million in the region per annum.
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.36
Measuring attitudes and opinions

Formats
a.
b.
c.
d.
e.
f.
Open-ended or direct questions
Checklist
Ranking
Likert scales
Attitude statements
Semantic differential.
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.37
“Attitude/opinion question
formats – Fig. 9.16
a. Open-ended/direct: What attracted you to apply
for this course?
____________________________________
b. Checklist: Of the items on the card, which was the
most important to you in applying for this course?
A.
B.
C.
D.
E.
Good reputation
Easy access
Curriculum
Level of fees
Easy parking.
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.38
Attitude/opinion
question formats – Fig. 9.16
c. Ranking: Please rank the items on the card in terms of
their importance to you in choosing a course. Please
rank them 1 for the most important to 5 for the least
important.
Rank
A. Good reputation
___
B. Easy access
___
C. Curriculum
___
D. Level of fees
___
E. Easy parking
___
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Attitude/opinion
question formats – Fig. 9.16
Slide 9.39
d. Likert scales: Looking at the items on the card, please
say how important each was to you in choosing this
course; was it: Very important, Quite important, Not
very important or Not at all important?
Very
important
Quite
important
Not very
important
□1
Not at all
important
Good reputation
□
Easy Access
Curriculum
Level of fees
□
□
□1
□1
□1
□
□
□
□
□
□
□
□
□
Easy parking
□1
□
□
□
2
3
4
2
2
2
2
3
3
3
3
4
4
4
4
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.40
Attitude/opinion
question formats – Fig. 9.16
e. Attitude Statements: Please read the statements
below and indicate your level of agreement or
disagreement with them by ticking the appropriate box.
Agree
Agree
Strongly
No
Disagree
opinion
Disagree
strongly
The learning experience
is more important than the
qualification in education
□1
□
□
□
□
□1
□2
□3
□4
□5
2
3
4
5
Graduate course fees are
too high
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.41
Attitude/opinion
question formats – Fig. 9.16
f. Semantic differential: Please look at the list below
and tick the line to indicate where you think this course
falls in relation to each factor listed.
Difficult
|_______|________|________|________| Easy
Irrelevant
|_______|________|________|________| Relevant
Professional |_______|________|________|________|
Unprofessional
Dull
|_______|________|________|________| Interesting
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.42
E. Introductory remarks


For example ‘Hallo, my name is _____ . We are
conducting a survey of _______. Would you mind
answering a few questions?
Different content/formats for different survey
types



Interviewer-completion: include in interviewer
instructions – additional information available if required
Respondent-completion – printed on questionnaire
Mail survey: this is dealt with in covering letter.
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.43
Ordering of questions



Start with easy questions
Start with 'relevant' questions
Leave sensitive questions until later.
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.44
Questionnaire layout




Be aware of the needs of the reader/user –
interviewer or respondent?
Special care with mail survey questionnaires
Compactness (eg. single page) = ease of
handling
Two-column layout often helps
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.45
Filtering (Fig. 9.17)
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.46

Pre-coded vs Open-ended questions



Coding of questionnaire
responses
See Figure 9.9
Pre-coded – codes already exist
Open-ended – coding system must be devised

See Figure 9.18
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.47
Coding open-ended
questions (Fig. 9.18)
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.48
Recording coded
information – Fig. 9.19
Campus Life Survey 2003
| Office
1. Which of the following best describes your current situation?
Full-time student with no regular paid work
Full-time student with some regular paid work
Part-time student with full-time job
Part-time student - other
1
2
3
4
Use
|# 1
| qno
|
|
| 2 status
|
|
ONLY ONE ANSWER POSSIBLE – ONE CODE – ONE VARIABLE (status)
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.49
Recording coded
information - Fig. 9.19
2. Which of the following university services have you used in the last | Office use
4 weeks?
|
|
Used campus cafe/bar
1
| 1 cafebar
Attended a live music performance on campus
1
| 1 music
Used campus sport facilities
1
| 0 sport
Used campus travel service
1
| 0 travel
|
UP TO FOUR POSITIVE ANSWERS POSSIBLE – FOUR VARIABLES
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.50
Recording coded
information - Fig. 9.19
3. In thinking about the social and entertainment services provided
|
|
|
on campus, what are the most important considerations for you?
Please rank the items below in terms of their importance to you.
Rank them from1 for the most important to 5 for the least important. |
Free or cheap access
Day-time attractions
Acts, films, etc. not available elsewhere
Opportunities to socialise/meet people
Quality of presentation
Rank
1
4
2
3
5
|
|
|
|
|
|
|
1 cheap
4 daytime
2 unusual
3 meet
5 quality
FIVE RANKS REQUIRED – FIVE VARIABLES
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.51
Recording coded
information - Fig. 9.19
4. Approximately how much do you spend in an average month on
entertainment and social activities on and off campus?
NUMBER RECORDED
5.
£100
Please indicate the importance of the following to you in relation to
campus life.
Very
important
Relaxation opportunities
Social interaction
Mental stimulation
3
3
3
Important
Not at all
important
2
2
2
1
1
1
|
|
|
| 100 spend
|
|
|
|
|
|
3 relax
| 3 social
| 1 mental
|
THREE ANSWERS REQUIRED – THREE VARIABLES
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.52
Recording coded
information - Fig. 9.19
6. What suggestions would you make for improving campus social life? |
|
Provide more for minority tastes - less rock bands _______
| 1 sug1
________________________________________________
| __ sug2
________________________________________ | __ sug3
|
OPEN-ENDED (CODING SEE Fig. 8.9) – UP TO THREE ANSWERS
RECORDED = THREE VARIABLES
7. You are: Male 1
Female 2
8. Your age last birthday was:
18 years
|
|
|
| 1 gender
|
| 18 age
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.53
Data from completed
questionnaires (Fig. 9.20)
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.54
Validity


Questionnaires record what respondents say or
write about their characteristics, activities and
attitudes.
The information may not be accurate due to:




problems of recall
exaggeration or understatement
desire to please the interviewer.
One partial solution: ask the same question in a
different way in different parts of the
questionnaire.
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.55
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
Fieldwork arrangements (Fig.
9.21)
Seek permissions - to visit sites, obtain records, etc.
Obtain lists for sampling – e.g. voters lists
Arrange printing – of questionnaires etc.
Check insurance issues
Prepare written instructions for interviewers
Prepare identity badges/letters for interviewers
Recruit interviewers and supervisors
Train interviewers and supervisors
Obtain quotations for any fieldwork to be conducted by
other organisations
Appoint and train data coders/processor.
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Slide 9.56
a.
b.
c.
d.
e.
f.
g.
h.
i.
Conducting a pilot
survey – purposes (Fig. 9.22)
Test questionnaire wording
Test question sequencing
Test questionnaire layout
Familiarity with respondents
Test fieldwork arrangements
Train and test fieldworkers
Estimate response rate
Estimate interview etc. time
Test analysis procedures.
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006