Lab update

This is an interesting idea! However, we want students in the class to be able to take the survey, so I'd like you to simplify the IV. Please modify your IV so that it only has 2 categories. Review the Kaltura Live session to see some examples (and the assignment worksheet:)! I see you wanted to ask about gender, so perhaps this could be your IV, simply taking out job type as your classmates may not fit into those categories.

Regarding your items,

I feel I am more productive working remotely. (add I)

It is always easier for me to cooperate with workmates while working remotely. (Change start because "Always" might lead to extreme responses, instead start with "I find it easier to cooperate….")

Nice range of attitudes toward working remotely. Just make sure to change a few to reverse scoring. This was also discussed during the live session! Please update when you submit to Part II tomorrow.

Create your questionnaire using google forms or survey monkey. Note that survey monkey has a limit of 10 items for free surveys so you may want to use google forms or other platforms.
- Include a consent form included in the survey (instructions below).
- Include 1 item to assess the Independent Variable (see Discussion for the week).
- Include 8-10 items assessing the Dependent Variable (see Discussion for the week and instructions below)

RSM802 Week 2 Lab -Survey Research

Format of the Questionnaire

Likert Items

The Dependent Variable for this survey, your attitude scale, will be measured using items you create. The survey should include 10 Likert items measuring the same attitude. A Likert item consists of a statement followed by a five-point rating scale on which the subject indicates the degree of agreement with the statement. For example:

	Strongly Disagree	Disagree	Neutral	Agree	Strongly Agree
The president is doing a good job on the war on terror	1	2	3	4	5

Negatively and Positively Keyed Items

To reduce the chances of a response set bias, you should have some of your items positively keyed and some negatively keyed. A positively keyed item is one where agreement means a positive attitude toward the issue being evaluated. For example, the preceding item is positively keyed because a high score (strongly agree) means that the subject is generally favorable toward how the president is handling the budget deficit.

In contrast, a negatively keyed item is one where disagreement indicates a positive attitude. For example:

	Strongly Disagree	Disagree	Neutral	Agree	Strongly Agree
The president is not doing a good job on the war on terror	1	2	3	4	5

Disagreement with this item indicates a generally favorable attitude toward how the president is handling budget cutting. Try, if you can, to have half of your items positively keyed and half negatively keyed.

Demographic/Predictor Items

In addition to the Likert items evaluating subjects’ attitudes, you should include items that will serve as the Independent Variable that evaluate something about the subjects. This can be a single item or a group of items. These items should be ones that you feel will correlate with the attitude measured on your questionnaire. Some examples, relevant to the above example, might be:

· Political party affiliation

· Educational level

· Occupation

· Income

· Gender

Sample Consent Form for Collecting Data Online for an EXEMPT Studies ONLY

[This is a SAMPLE and you must alter the below information as appropriate for your study. Please only include the actual consent form in your application and not the bracketed material or other material meant to help you create this form.

If including this in a recruitment email, you still must include basic consent immediately prior to participation in the survey. An example is as follows:

I have read and understood the information sent via email [adjust accordingly] to me concerning participation in this study. By clicking below, I am indicating that I am 18 years of age or older, and voluntarily agree to participate in this study.]

You are being asked to participate in an online (web-based) [insert here type of participation- experiment, survey etc.] titled [insert title], led by [insert the name, credential and affiliation of the principal investigator including identity as a student investigator when appropriate].

General Information. There are some things you should know about this study. The purpose of this study is to [insert a concise statement on the scientific purpose- Use simple language.] If you choose to participate you will be asked to [insert procedure]. Participation in the study should take approximately [insert here] to complete. There are no foreseeable risks in participating in this study as [insert reason here, for example, participation includes only typical daily tasks, or participation includes only answering impersonal survey items]. There are/ are not [select one] foreseeable direct benefits to the study [insert reason].

Confidentiality [ Describe confidentiality arrangements- select one option below or revise as needed. If applicable: note confidentiality when presenting or publishing the results of the study]

We will keep the information you share confidential and will not share your personal information beyond the research team. [adjust this also to include deidentifying data and at what point it is deidentified]. or

This survey is anonymous and there is no identifying information requested in this study. [if there are write in blanks, include:] Please do not include your name or identifiable information in your responses.

Voluntary Participation

Your participation in this study is entirely voluntary. You may refuse to participate in this research. Such refusal will not have any negative consequences for you. If you begin to participate in the research, you may at any time, for any reason, discontinue your participation without any negative consequences. You may skip questions you do not want to answer at any time during this survey [if you have set the survey so it requires responses but has an option to select “prefer not to answer”, indicate this].

This research is in affiliation with Keiser University and has been certified by the Keiser University Institutional Review Board, Protocol Number [insert once assigned]. If you have any questions or concerns regarding participants’ rights please contact the IRB Chair at (954) 318-1620. You may contact the IRB Chair, principal investigator [insert name, email, phone number] or faculty advisor [insert name, email , phone number] with questions or concerns.

Consent

By clicking below you are indicating you are 18 years of age or older, have read the information above, and voluntarily agree to participate in this study.

Please print a copy of this consent for your records.

2022

Attitudes Towards Remote Work

Student name

Faculty name

Due date

Null Hypothesis (H0):

There is no significant difference in how employees feel about working from home between technology, healthcare, education, finance, and other fields.

Alternative Hypothesis (H1):

There is a significant difference in how remote workers in healthcare, education, banking, and technology professions feel about working from home.

Independent Variable:

· Variable: Job Sector

· Levels: Technology, Healthcare, Education, Finance, Other

· Type: Categorical

· Scale: Nominal

Dependent Variable:

Variable: Attitude towards remote work

Type: Continuous

Scale: Interval (sum of Likert scale responses)

Indicate your gender:

Male: Female: Other:

Instructions:

Independent Variable Question:

Which industry do you work in?

Technology. Healthcare. Education. Finance. Other.

Dependent Variable Questions (Attitude towards remote work):

For each of the following questions, kindly indicate the level at which you agree with the statement by making use of the following scale (Aithal & Aithal, 2020):

1 = Strongly Disagree

2 = Disagree

3 = Neutral

4 = Agree

5 = Strongly Agree

[1] My job satisfaction increases with working remotely.

1: 2: 3: 4: 5:

[2] I feel am more productive working remotely.

1: 2: 3: 4: 5:

[3] Working remotely enhances my work-life balance.

1: 2: 3: 4: 5:

[4] I’d prefer working remotely over working in an office.

1: 2: 3: 4: 5:

[5] Working remotely minimizes my work-related stress.

1: 2: 3: 4: 5:

[6] It is always easier for me to cooperate with workmates while working remotely.

1: 2: 3: 4: 5:

[7] Working remotely increases my flexibility with my working hours.

1: 2: 3: 4: 5:

[8] I feel a deeper connection with my company while working remotely.

1: 2: 3: 4: 5:

[9] Working remotely has positively impacted my growth in my profession

1: 2: 3: 4: 5:

[10] I would choose to shift between jobs for better remote work opportunities.

1 : 2: 3: 4: 5:

References

Aithal, A., & Aithal, P. S. (2020). Development and validation of survey questionnaire & experimental data–a systematical review-based statistical approach. International Journal of Management, Technology, and Social Sciences (IJMTS), 5(2), 233-251.

distribution without the prior written consent of McGraw-Hill Education.

CHAPTER 9

Using Survey Research

Please click on the VOICE icons to play each slide.

distribution without the prior written consent of McGraw-Hill Education.

SURVEY RESEARCH

• Different than Observational research

• no measures are administered

• Field survey

• measures are administered to assess attitudes and/or behavior

• Survey research is correlational • No causal inferences can be drawn

• Can use survey research to predict behavior

• Must ensure

• Anonymity

• Confidentiality Retrieved from http://www.rethinkdata.net/wp-

content/uploads/2016/12/Survey-2.jpg on March 9,

2017.

http://www.rethinkdata.net/wp-content/uploads/2016/12/Survey-2.jpg

distribution without the prior written consent of McGraw-Hill Education.

DESIGNING A QUESTIONNAIRE

• Clearly define your topic

• Yields unambiguous responses

• Operational definitions

• Focus

• Demographic information (e.g., age, gender, religion)

• Often used as predictor variables

• Target behavior or attitudes

• Often used as criterion variables

• Anxiety scale

• Honesty of news

Retrieved from https://socialanxietyinstitute.org/ on

March 9, 2017.

Retrieved from http://cdn-img.health.com March 9, 2017.

https://socialanxietyinstitute.org/

http://cdn-img.health.com

distribution without the prior written consent of McGraw-Hill Education.

TYPES OF QUESTIONNAIRE ITEMS • Open-Ended

• Answer question in their own words

• Ex. Explain your views on trusting the news media.

• Drawbacks

• May not understand

• Difficult to summarize and analyze

• Restricted (closed-ended)

• Respondents are given a list of alternatives and check the desired alternative

• The news can

• A. Never be trusted.

• B. Trusted from some news agencies.

• C. Trusted from news papers.

• D. Trusted from the nightly news.

• Alternatives can be ordered or unordered

• Gives you control

http://www.teacher-certification.ca

https://www.nbrii.com/

distribution without the prior written consent of McGraw-Hill Education.

• Partially Open-Ended

• An “Other” alternative is added

• Rating Scale

• Circle or check a point or number

• Number of points on the scale

• Equally spaced numbers versus a stretched rating scale

TYPES OF QUESTIONNAIRE ITEMS

Retrieved from http://www.wearerecurve.com/blog/survey-format-one-little-

change-can-lead-world-insight/ March 3, 2017.

Very Weak Very Strong

http://www.wearerecurve.com/blog/survey-format-one-little-change-can-lead-world-insight/

distribution without the prior written consent of McGraw-Hill Education.

THREE WAYS TO LABEL A RATING SCALE • Rating scales used in experimental research and survey

research

• A Likert Scale

• five or seven -point scale used to assess attitudes

• Indicate the degree of agreement or disagreement

distribution without the prior written consent of McGraw-Hill Education.

HOW TO WRITE GOOD ITEMS

• Use simple words

• Stem of a question = short and easy

• Avoid vague questions

• Don’t ask too much

• Avoid “check all that apply”

• Avoid asking for more than one thing

• Soften impact of sensitive questions Retrieved from

http://www.accountantsinlondon.info/ask-a-question

on March 13, 2017

http://www.accountantsinlondon.info/ask-a-question

distribution without the prior written consent of McGraw-Hill Education.

ASSEMBLING YOUR QUESTIONNAIRE • Organize questions

• coherent

• visually pleasing

• Demographic items – not first

• Start with interesting question

• Question order can make a difference

• Continuity

• Keep related items together

• Sensitive or objectionable items AFTER less sensitive/objectionable items

• Logical navigational path

distribution without the prior written consent of McGraw-Hill Education.

ADMINISTERING YOUR QUESTIONNAIRE

• MAIL SURVEY

• Questionnaire is mailed directly

• Convenient

• Nonresponse bias

• Unrepresentative sample

• Reduce nonresponse bias by:

• Making multiple contacts

• Phone, e-mail and Mail

• Include a small token of your appreciation

Retrieved from http://www.readexresearch.com March 13, 2017

http://www.readexresearch.com

distribution without the prior written consent of McGraw-Hill Education.

INTERNET SURVEY

• E-mail

• Best for short surveys

• Web site

• Allows for more complex navigational paths

• Large samples quickly

• Bias

• Nonresponse bias

• Biased samples

• Uneven computer ownership across demographic groups

• Results comparable to other methods for most nonsensitive applications

• Controversial issues

ADMINISTERING YOUR QUESTIONNAIRE- INTERNET

Retrieved from www.ibm.com on March 13, 2017

http://www.ibm.com

distribution without the prior written consent of McGraw-Hill Education.

• Increase response rates to Internet surveys

• Presenting all of the questions on a single web page

• Providing a progress bar

• Keep the survey as short as possible

• Use a limited number of graphic elements in the survey.

• Use radio buttons rather than drop-down

ADMINISTERING YOUR QUESTIONNAIRE- INTERNET

Retrieved from https://help.surveygizmo.com/help/radio-buttons March 13,

2017.

https://help.surveygizmo.com/help/radio-buttons

distribution without the prior written consent of McGraw-Hill Education.

• TELEPHONE SURVEY

• Ask questions directly over phone

• Live researcher

• Interactive Voice Response (IVR) technology

• Questions must be asked carefully

• “Junk calls”

• GROUP ADMINISTRATION

• Distributed to a group at once

• a class

• Completed at the same time

• Anonymity may be a problem

ADMINISTERING YOUR QUESTIONNAIRE

Retrieved by http://catalog.sentenium.com/ on March 13, 2017

Retrieved by http://elanprojects.com.au/ March 13, 2017

http://catalog.sentenium.com/

http://elanprojects.com.au/

distribution without the prior written consent of McGraw-Hill Education.

• INTERVIEW

• Face-to-face

• Structured

• Unstructured

• Interviewer may affect responses

• MIXED-MODE SURVEY

• Using more than one survey method

• Increases response rates

• Advantages

• Increasing coverage area

• Reduces nonresponse bias

• Reduces costs

• Disadvantage

• Differential responding to different modes

ADMINISTERING YOUR QUESTIONNAIRE

Retrieved from http://www.jobinterviewtools.com/

distribution without the prior written consent of McGraw-Hill Education.

ASSESSING RELIABILITY OF A QUESTIONNAIRE

• Test-Retest Reliability

• Requires multiple administrations

• Intertest interval

• Problematic if

• Ideas fluctuate with time

• Participants remember their responses

• Questions are long and boring

• Parallel Form Reliability

• Essentially the same as test-retest reliability

• Alternate form of the test is administered the second time

Retrieved from http://research-methodology.net/ March 13, 2017.

http://research-methodology.net/

distribution without the prior written consent of McGraw-Hill Education.

• Split-Half Reliability

• Assessed with one administration

• Items from one half of a test are correlated with items from the second half of a test

• Odd-even split

• Kuder-Richardson Formula (KR20)

• Assessed with one administration

• Formula estimates the average for all possible split- half reliabilities

• A KR20 of at least .75 indicates moderate reliability

• Likert Scale- Coefficiant alpha

ASSESSING RELIABILITY OF A QUESTIONNAIRE

Retrieved from https://commons.wikimedia.org/wiki/File:US-Mars-Bar-

distribution without the prior written consent of McGraw-Hill Education.

INCREASING THE RELIABILITY

• Increase the number of items

• Standardize the conditions

• Score questionnaire carefully

• Clearly written questions

Retrieved from https://www.dreamstime.com/illustration/reliability.html March

13, 2017.

https://www.dreamstime.com/illustration/reliability.html

distribution without the prior written consent of McGraw-Hill Education.

ASSESSING VALIDITY OF A QUESTIONNAIRE

• Assess validity

• Content validity

• Construct validity

• Criterion-related validity

• Concurrent validity

• Predictive validity

• Validity can be affected by a number of factors (e.g., method of

administration, unclear questions)

Retrieved from https://lunarline.com March 13, 2017.

https://lunarline.com

distribution without the prior written consent of McGraw-Hill Education.

ACQUIRING A SURVEY SAMPLE

• Representative sample

• Sample closely matches the characteristics of the population

• Biased sample

• Occurs when sample characteristics don’t match population

characteristics

• Produce misleading or inaccurate results

• Stem from inadequate sampling procedures

http://i.investopedia.com/dimages/graphics/representative_sample.png

distribution without the prior written consent of McGraw-Hill Education.

SAMPLE SIZE • Try to select an economic sample

• Includes enough respondents to ensure a valid survey and no more

• Two factors are taken into account

• Amount of acceptable sampling error

• Expected magnitude of population proportions

• Formula that is used to calculate sample size using the above

parameters (see G*Power )

• Base on similar studies

http://www.statisticshowto.com/wp-

content/uploads/2013/09/10-percent-

condition.jpg

Slide 1
Slide 2: Chapter 9
Slide 3: Survey Research
Slide 4: Designing a Questionnaire
Slide 5: Types of Questionnaire Items
Slide 6: Types of Questionnaire Items
Slide 7: Three Ways to Label a Rating Scale
Slide 8: How to Write Good Items
Slide 9: Assembling Your Questionnaire
Slide 10: Administering Your Questionnaire
Slide 11: Administering Your Questionnaire- Internet
Slide 12: Administering Your Questionnaire- Internet
Slide 13: Administering Your Questionnaire
Slide 14: Administering Your Questionnaire
Slide 15: Assessing Reliability of a Questionnaire
Slide 16: Assessing Reliability of a Questionnaire
Slide 17: Increasing the Reliability
Slide 18: Assessing Validity of a Questionnaire
Slide 19: Acquiring A Survey Sample
Slide 20: Sample Size

Format of the Questionnaire

Likert Items

Negatively and Positively Keyed Items

Demographic/Predictor Items

Order a similar assignment, and have writers from our team of experts write it for you, guaranteeing you an A

Order a similar assignment, and have writers from our team of experts write it for you, guaranteeing you an A