MKT 3413 X

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.
MKT 3413
version X
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.
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
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
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
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
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
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.
Phone 225-578-2500
Toll-Free Number 800-234-5046
Fax Number 225-578-3090
vi
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: Chimestext@eatel.net
Chimes Textbook Exchange

268 W. Chimes St.
Baton Rouge, LA 70802
225-383-5161
www.chimestext.com
Co-Op Bookstore
3960 Burbank Dr.
225-383-9870 or 866-383-9870 (toll-free)
E-mail: books@coopbookstore.com
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
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
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
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
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
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 MyInstructor@outreach.lsu.edu. 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 Answers@outreach.lsu.edu 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% = A Component Weight (%)

80% − 89% = B Lesson Assignments 30%
70% − 79% = C Mid-Course Exam 30%
60% − 69% = D Final Exam 40%
0% − 59% = F
1
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
Syllabus
YOU MUST PASS THE FINAL EXAMINATION IN ORDER TO PASS THE

COURSE.
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

Thomas Boyd Hall
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
Syllabus
NOTES
S–8
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 concept

marketing strategy marketing research
basic research applied research
marketing information systems marketing intelligence system
marketing decision support system online research
Web-based research online survey research
research suppliers internal supplier
external supplier full-service supplier firm
syndicated data service firm standardized service firm
customized service firm online research service firm
limited service supplier firm field service firm
ethics sugging
frugging research integrity
1–1
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 well-
informed 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
_______ 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
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 e-

mail 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
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
NOTES
1–6
Lesson 2: Marketing Research Process
Lesson 2 :
Marketing Research
Process
Lesson Objectives
 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 descriptive research

causal research experiments
secondary data primary data
sample plan sample size
nonsampling errors data analysis
data cleaning
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
Reading Assignment
Burns and Bush, Chapter 2
Self Check

_______ 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
2–2
_______ 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
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
_______ 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
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
Lesson Assignment

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
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
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
 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 opportunity
symptoms research objectives
marketing research proposal construct
operational definition research method
research design exploratory research
descriptive research causality
experiment independent variable
dependent variable experimental design
pretest posttest
internal validity external validity
laboratory experiments field experiments
test marketing
3–1
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
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
Self Check

_______ 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
_______ 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

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
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
 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 secondary data

internal secondary data database marketing
database internal databases
customer relationship management (CRM) data mining
external secondary data external databases
online information databases standardized information
syndicated data
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
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
4–2
Self Check

_______ 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
_______ 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
4–3
Lesson Assignment

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.
4–4
Lesson 5: Qualitative Research Methods
Lesson 5 :
Qualitative Research
Me t h o d s
Lesson Objectives
 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 qualitative research

focus group observation
depth interview laddering
projective techniques ethnographic research
pluralistic 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
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
5–2
Self Check

this lesso. Check your answer to the activities against the solutions
_______ 1. A depth interview:

A. takes place via computer
B. asks a subject a set of semi-structured questions in a face-
to-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 sub-
questions 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
_______ 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

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
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
 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 person-administered survey

computer-administered survey self-administered survey
mixed-mode survey in-home interview
mall-intercept interview in-office interview
traditional telephone interview central location telephone
computer-assisted telephone interview
interviews (CATs) fully computerized interview
group self-administered survey Internet-based questionnaire
mail survey drop off survey
self-selection bias nonresponse
interview evaluation 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
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
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
Self Check

_______ 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
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
_______ 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
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

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
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
NOTES
6–6
Lesson 7: Measurement in Marketing Research
Lesson 7 :
Measurement in
Marketing Research
Lesson Objectives
 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 closed-ended question

nominal scale ordinal scale
interval scale ratio scale
scaled-response question reliability
dichotomous closed-ended question validity
multiple-category closed-ended question 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
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
Self Check

this lesso. Check your answer to the activities against the solutions
_______ 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
_______ 3. _____ scales have a natural zero point.

A. Nominal
B. Ordinal
C. Interval
D. Ratio
E. All of the above
7–2
_______ 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

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
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
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 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.
MC–1
Mid-Course Examination
NOTES
MC–2
Lesson 8: Designing the Questionnaire
Lesson 8 :
Desi g n i n g t h e
Questionnaire
Lesson Objectives
 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 questionnaire design

question bias question development
question evaluation leading question
loaded question double-barreled question
face validity warm-up questions
skip questions screening questions
confidentiality classification questions
anonymity observation forms
transitions 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
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
Self Check

_______ 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
_______ 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

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
8–3
NOTES
8–4
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
 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
sample unit census
sampling error sample frame
sample frame error probability samples
nonprobability samples simple random sampling
systematic sampling cluster sampling
stratified sampling convenience samples
judgment samples quota sampling
sample plan nonsampling error
confidence interval 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
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
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
Self Check

_______ 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
_______ 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
Lesson Assignment

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
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
NOTES
9–6
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
 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 respondent error

nonresponse nonresponse error
refusals break-offs
response rate 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
Reading Assignment
Self Check

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
_______ 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
_______ 5. Tactics useful in minimizing intentional respondent error include:

A. anonymity
B. confidentiality
C. third-person techniques
D. all of the above
Lesson Assignment

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!
Ron Mary Pam Isabelle Designation

Completed 20 30 15 19 C
Refused 10 2 8 9 R
Ineligible 15 4 14 15 IR
Busy 20 10 21 23 B
Disconnected 0 1 3 2 D
Break-off 5 2 7 9 T
No answer 3 2 4 3 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
NOTES
10–4
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
 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 coding

data code book data summarization
descriptive analysis inferential analysis
differences analysis associative analysis
predictive analysis measures of central tendency
mode median
mean measures of variability
frequency distribution percentage distribution
range standard deviation
variance
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
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 cross-
tabulations 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
Self Check

_______ 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
D. frequency distribution
E. 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
Lesson Assignment

1. Define and differentiate each of the following:

A. descriptive analysis
B. inferential analysis
C. associative analysis
11–3
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
Lesson 12: Hypotheses Testing
Lesson 1 2 :
Hypotheses Testing
Lesson Objectives
 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 parameters
inferences statistical inferences
parameter estimation hypothesis test
test of significant differences standard error
standard error of a mean standard error of a percentage
confidence interval hypothesis
hypothesis testing intuitive hypothesis testing
hypothesized population parameter alternative hypothesis
sampling distribution concept 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
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
Self Check

_______ 1. Values computed from information provided by a sample are

referred to as:
A. Greek parameters
B. Roman parameters
C. statistics
D. parameters
12–2
_______ 2. Values computed from a complete census are referred to as:

A. Greek parameters
B. Roman parameters
C. statistics
D. parameters
_______ 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
_______ 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
_______ 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
Lesson Assignment

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
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
Lesson 13: Testing for Differences
Lesson 1 3 :
Testing for Differences
Lesson Objectives
 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 t test

z test null hypothesis
ANOVA (analysis of variance) post hoc tests
one-way ANOVA n-way ANOVA
paired samples
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
13–1
Self Check

_______ 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
_______ 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
_______ 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
_______ 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
13–2
_______ 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

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.
4. With regard to differences tests, briefly define and describe each of the
following:
A. null hypothesis
B. sampling distribution
C. significant difference
13–3
NOTES
13–4
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
 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 relationship

nonmonotonic relationship monotonic relationship
linear relationship curvilinear relationship
cross-tabulation table cross-tabulation cell
frequencies table raw percentages table
column percentages table row percentages table
chi-square analysis observed frequencies
expected frequencies chi-square formula
correlation coefficient covariation
scatter diagram Pearson product moment correlation
cause-and-effect relationship
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
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
14–2
Self Check

_______ 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
14–3
_______ 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

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?
14–4
Lesson 15: Regression Analysis
Lesson 1 5 :
Regression Analysis
Lesson Objectives
 Understand the concept of prediction

 Conduct regression analysis
 Explain the technique of multiple regression
 Explain stepwise multiple regression
Key Terms
prediction extrapolation
predictive model analysis of residuals
bivariate regression analysis intercept
slope dependent variable
independent variable least squares criterion
standard error of the estimate outlier
general conceptual model multiple regression analysis
regression plane multicollinearity
stepwise multiple regression
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

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
Self Check

_______ 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
_______ 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
_______ 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
15–2
_______ 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

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?
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

NOTES
15–4
Lesson 16: The Marketing Research Report
Lesson 1 6 :
The Marketing Research
Repor t
Lesson Objectives
 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 methodology

abstract/executive summary oral presentation
letter of authorization table of contents
results limitations
conclusions research objectives
recommendations
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
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
Self Check

_______ 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
16–2
_______ 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
_______ 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
Lesson Assignment

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
NOTES
16–4
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.
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

Thomas Boyd Hall
FAX: 225-578-5991
F–1
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
Appendix A
Appendix A
Contents
 College Examination Information

 Exam Proctor Information Form
 Electronic Submission Options
Rev. 10/21/10 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 LSU-

Baton 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 225-
578-2500 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
Rev. 10/21/10 A–5

Appendix A
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-by-
step 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.
 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.
A–8
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

B–1
Appendix B
B–2
Appendix B
Lesson Self Check
Lesson 1 Lesson 5 Lesson 9 Lesson 13
1. B 1. B 1. C 1. A
2. E 2. B 2. B 2. A
3. A 3. B 3. A 3. A
4. A 4. A 4. C 4. B
5. C 5. D 5. D 5. A
1. B 1. E 1. B 1. C
2. A 2. B 2. C 2. A
3. B 3. D 3. D 3. D
4. C 4. C 4. A 4. E
5. A 5. E 5. D 5. B
1. C 1. C 1. B 1. A
2. B 2. C 2. C 2. A
3. C 3. D 3. D 3. A
4. A 4. B 4. D 4. D
5. A 5. E 5. B 5. D
1. A 1. A 1. C 1. A
2. B 2. D 2. D 2. C
3. B 3. B 3. C 3. E
4. B 4. D 4. D 4. B
5. E 5. C 5. A 5. D
B–3

MKT 3413 X

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

MKT 3413 X

Uploaded by

Copyright:

Available Formats

LOUISIANA STATE UNIVERSITY

MARKETING 3413 Marketing Research. Formulation of marketing policies;

Copyright © 2007 LOUISIANA STATE UNIVERSITY

Mehmet Yagci, Ph.D.

Robert McClaren, M.S., M.B.A.

How to Take an Independent Learning Course ......................................................................... iii

Lesson 1: An Introduction to the Marketing Research Process and Industry............. 1–1

Appendix A ........................................................................................................................................... A–1

Congratulations! By enrolling in this course, you have taken a major step

Check to see if you need any supplementary materials, or if you need to

information by reading “Other Materials” section in the course syllabus,

Time Limits & Extensions

We will accept a maximum of three modules every seven calendar days.

Exams & Grading

Examination Information in the appendix of this course guide. Then (if

Typically, you will have three hours to take a three-credit-hour exam.

Refunds & Transfers

The IDL Web site (www.outreach.lsu.edu/idl) includes up-to-date

Your Initial Telephone Number

Toll-Free Number 800-234-5046

Fax Number 225-578-3090

Where the Books Are

 General Textbook Information

General Textbook Information

Secondhand and paperback copies of textbooks are often available. If

LSU Online Bookstore

Specialty Books is the official bookstore for LSU Continuing Education. To

Local Baton Rouge Bookstores

Chimes Textbook Exchange

Other Online Options

MKT 3413—Marketing Research

If you have trouble finding a book, check the list of recommended

Nature and Purpose of the Course

Welcome to Marketing 3413, Marketing Research.

Today’s global business environment is facing continual change. Marketers all

Most people perceive marketing research as a statistical research process, and

Preparation of Lesson Assignments

Remember, this course covers an entire semester of work or the equivalent of a

A large part of the instructional process is conducted through the lesson

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

2. If possible, type (double spaced) or write neatly and legibly on 8½ × 11

4. Before completing the lesson assignment, again review the material in

5. When completing lesson assignments, read each question carefully.

6. Upon completion of the assignment, mail or deliver the assignment to

8. When completing the first lesson, include a brief summary about

Suggested Study Techniques

LSU Independent & Distance Learning adheres to Louisiana State University’s

“Plagiarism” is defined as the lack of citation or the unacknowledged

Falsifying or fabricating any information or citation in any academic

Submission of essentially the same written assignment for two courses

Examinations and Grading Policy

You will be required to take a supervised mid-course examination (covering

Course grade = average of lesson assignments + exam scores.

The following grading scale applies:

90% −100% = A Component Weight (%)

YOU MUST PASS THE FINAL EXAMINATION IN ORDER TO PASS THE

Office of the University Registrar

Please read the College Examination Information document in the appendix of

 Define the terms marketing and marketing research

marketing marketing concept

Please submit with Lesson 1

___ 1. _ data is collected especially for the problem at hand.

___ 2. Sales records are an example of _ data.