At DSS, when a project calls for measuring satisfaction, we often use a five-point scaled response scale with descriptors

such as: "Completely Satisfied," "Very Satisfied," "Somewhat Satisfied," " ot too Satisfied," and " ot at All Satisfied," As you will learn in this chapter, we use data analysis techni!ues to summarize the results for our clients" #or e$ample, while this satisfaction scale is a metric scale and allows us to calculate means and standard deviations, we%ve learned that many of our clients prefer focusing on the percentages of the sample that fall in the top two categories or the top three categories" &e summarize the data for them 'y reporting the percentages for each category of satisfaction" We also summarize 'y reporting the means and standard deviations to metric !uestions" (y summarizing the findings we give our clients the 'asic descriptive statistics they need to interpret the data we have collected for them" )hese 'asic descriptive statistics are the "'read and 'utter" of data analysis" *ou will learn how to summarize findings in this chapter" &hile summari+ing data is very important, this is just the 'eginning of the analytics we provide DSS

,esearch clients" Clients want to -now if they can generalize the findings from our sample data to their entire population of customers" #or e$ample, if we determine that ./0 of the sample falls in the "Completely Satisfied" and "Very Satisfied "groups, our client

1 Chapter 11: Collecting Data and Summari+ing &hat *ou #oundin *our Sample availa'le to the mar-eting researcher" As you will soon learn, these really are devices to convert formless data into meaningful information" )hese techni!ues summari+e and communicate patterns found in the data sets mar-eting researchers analy+e" &e 'egin the chapter 'y descri'ing some issues concerning data collection that affect data coding and the code 'oo-" e$t, we descri'e how to create a data set in 2$cel using our 34 Data Analyst" As an overview to data analysis, we provide a 'rief introduction to eacli of the four types of data analysis: summari+ing, generali+ing, see-ing differences, and identifying relationships" (ecause this chapter deals with summari+ing data, we descri'e the data analyses that are appropriate to summari+e, or descri'e, categorical

5 Chapter 11: Collecting Data and Summari+ing &hat *ou #oundin *our Sample and metric varia'les" &e also show you how to use the 34 Data Analyst to o'tain these analyses with a data set" #inally, we introduce you to our si$-step approach to data analysis and presentation that will 'e used in all of our analysis chapters" E R R O R S E N C O U N T E R E D I N T H E D ATA C O L L E C T I O N S TA G E ,egardless of the method of data collection, the data collection stage of a mar-eting research project can 'e the source of many nonsampling errors, which are errors in the research process pertaining to anything e$cept the sample si+e" 6f the researcher uses fieldwor-ers, or individuals hired to administer the survey to respondents, there are dangers of intentional fieldwor-er errors where the interviewer deli'erately falsifies his or her wor-, such as cheating 'y Su'mitting 'ogus completed !uestionnaires"7 )here are also dangers of unintentional fieldwor-er errors where the interviewer ma-es mista-es sue 6t as those caused 'y fatigue or lac- ol understanding of 'ow to administer the !uestions" )he 'est way to minimi+e fieldwor-er errors is to hire a reputa'le data collection company that lias e$cellent training, good supervision, and 'uilt-in validation techni!ues,/ to ensure that fieldwor-ers will 'e very unli-ely to commit fieldwor-er errors". Respondents can commit intentional and/or nintentional errors !"ile pro#idin$ ans!ers to s r#e% & estions' )here are also respondent errors, which are errors committed 'y respondents when answering the !uestions in a survey" 6ntentional respondent errors are those committed when the respondent -nowingly provides false answers or fails to give an answer8 )actics such as incentives, assuring anonymity providing confidentiality, or follow-up validation arc employed to reduce the level of intentional respondent error,9nintentional respondent errors, oil the other hand, occur when the respondent is confused, distracted, or otherwise inattentive" :ere, the researcher uses tactics such as good !uestionnaire design, ade!uate pretesting of the !uestionnaire, "no opinion" or "unsure" response options, negatively worded items, or prompters such as "Do you have any; other things tha4 come to mind<" that minimi+e the amount of unintentional respondent error in a survey" Data Collection Errors !it" Online S r#e%s = 46 2 6n many ways, an online survey is similar to a self-administered !uestionnaire 'ecause there is no interviewer" At the same time, unless controls are in place,5 there can 'e misrepresentations in online surveys" )here are three data collection errors uni!ue to online surveys: >?@ multiple su'missions 'y the same respondent, >7@ 'ogus respondents andAor responses, and >/@ misrepresentation of the

; Chapter 11: Collecting Data and Summari+ing &hat *ou #oundin *our Sample population" ( ltiple S )missions (ar*etin$ researc" +ield!or*ers can commit intentional and/or nintentional errors !"ile $at"erin$ data'

B Chapter 11: Collecting Data and Summari+ing &hat *ou #oundin *our Sample

C Chapter 11: Collecting Data and Summari+ing &hat *ou #oundin *our Sample

Errors Enco ntered in t"e Data Collection Sta$e ?D

Errors Enco ntered in t"e Data Collection Sta$e ??

Errors Enco ntered in t"e Data Collection Sta$e ?7

T%pes o+ Nonresporise onresponse is defined as a failure on the part of a prospective respondent to ta-e part in the survey or to answer specific !uestions on the !uestionnaire" Although nonresponse was 'riefly descri'ed earlier in our discussion of mail surveys, we will now descri'e the nonresponse issue more fully and descri'e the various types of nonresponse that a researcher may encounter" onresponse lias 'een la'eled the mar-eting research industry%s 'iggest pro'lem,B it 'edevils the polling industry,C and it is multinational in scope"?%1 Some industry o'servers 'elieve that the major pro'lems leading to nonresponse are caused 'y fears of invasion of privacy, s-epticism of consumers regarding the 'enefits of participating in research, and the use of research as a guise for telemar-eting" >At this point, you may want to recall our discussion of sagging and >rugging in Chapter 7"@ )liere are at least three different types of potential nonresponse error lur-ing in any survey: refusals to participate in tire survey, 'rea--offs during the interview, and refusals to answer specific !uestions, or item omission" )a'le ??? is a !uic- reference that descri'es each type of nonresponse" Re+ sals to ,articipate in t"e S r#e% Re+ sals to participate in s r#e%s are increasin$ !orld!ide' I+ tired- con+ sed- or ninterested- respondents ma% .)rea* o++. in t"e middle o+ an inter#ie!' A refusal occurs when a potential respondent flatly rejects the offer to ta-e part in the survey" ,efusal rates for telephone surveys are estimated to he as high as 1D0"%? )he reasons for refusals are many and varied" )he person may 'e 'usy, he or she may have no interest in tire survey, something a'out the niter mower%s voice or approach may have turned the person off, or the refusal may simply reflect how that person always responds to surveys" Some tactics thai have 'een found to reduce the refusal rate include ma-ing an offer to call 'ac- at a more convenient time, identifying the name of the research company >and client if possi'le@, ma-ing the interviews as short as possi'le, and emphasi+ing that the interviewer is not selling anything"?7 /rea*0O++s D rin$ t"e Inter#ie! Nonresponse occ rs !"en a respondent re+ ses to ta*e part in a s r#e%or +ails to ans!er a & estion on t"e s r#e%' T"ere are t"ree t%pes o+ nonresponse error: re+ sals to participate in t"e s r#e%- )rea*0 o++s d rin$ t"e inter#ie!and re+ sals to ans!er speci+ic & estions 1item omissions2'

Errors Enco ntered in t"e Data Collection Sta$e ?/

A )rea*0o++ occurs when a respondent reaches a certain point, and then decides not to answer any more !uestions for the survey" ,easons for 'rea--offs, as you would e$pect, are varied" )he interview may ta-e longer than the respondent initially 'elieved8 the topic and specific !uestions may prove to 'e distasteful or loo personal8 the instructions may 'e too confusing8 a sudden interruption may occur, or

?. Chapter 11: Collecting Data and Summari+ing &hat *ou #oundin *our Sample

Some respondencs may refuse to answer certain !uestions" S the respondent may choose to ta-e ail incoming call on callwaiting and stop the interview" Sometimes with selfadministered surveys, a researcher will find a !uestionnaire that the respondent lias simply stopped filling out" it is critical that well-trained interviewers 'e employed to carry out the surveys" 6n a discussion on how to improve respondent cooperation, :oward Eershowit+, senior vice president of FG)E, said, "6 thin- the interviewers have to he ta-en out of the vacuum and lie included in the process" Companies that arc succeeding right now reali+e that the interviewers are the -ey to their success"" ?/ 6ncreasingly, research providers are focusing on improved training techni!ues and field audits" Re+ sals to Ans!er Speci+ic 3 estions 1Item Omission2 2ven if a failure to participate or 'rea--off situation does not occur, a researcher will sometimes find that specific !uestions have lower response rates than others" ?? a mar-eting researcher suspects ahead of time that a particular !uestion, such as the respondent%s annual income for last year, will have some degree of refusals, it is appropriate to include the designation "refusal" on the !uestionnaire" 6t is not wise to put these designations on self-administered !uestionnaires, 'ecause respondents may use this option simply as a cop-out, when they might have provided accurate answers if the designation were not there" "6tem omission" is the phrase often used to signify that some respondents refused to answer a particular !uestion" Completed Inter#ie! As we learned earlier, researchers will e$perience 'oth 'rca-offs and item omis- 4o m st de+ine a sions" )he researcher must ma-e a judgment call as to what is a completed inter#ie! completed inter#ie!' meaning that even though some !uestions are unanswered, a sufficient num'er are Occasionall%- a respondent !ill re+ se to ans!er a partic lar & estion t"at "e or s"e considers too personal or a pri#ate matter' answered to allow the !uestionnaire to move into the data analysis stage" )he determination will vary with each mar-eting research projec t" 6n some cases, it may 'e

necessary that the respondent has answered all of the !uestions, hi others, you may

?5 Chapter 11: Collecting Data and Summari+ing &hat *ou #oundin *our Sample

Coding Data and the Data Coda (oo- /7 1 adopt some decision rule to allow you to define completed versus not completed interviews" #or e$ample, in most research studies there are !uestions directed at the primary purpose of the study" Also, there are usually !uestions as-ed for purposes of gaining additional insights into how respondents answered the primary !uestions" Such secondary !uestions often include a list of demographic !uestions" Demographics, 'ecause they are more personal in nature, are typically placed at the end of the !uestionnaire" (ecause they are not the primary focus of the study, a "completed interview" may 'e defined as one in which all the primary !uestions have 'een answered" 6n this way, you will have data for your primary !uestions and most of the data for your secondary !uestions" 6nterviewers can then 'e given a specific statement as to what constitutes a completed survey such as, "6f the respondent answers through !uestion lit, you may count it as a com pie t ion"" >) he demographics 'egin with !uestion ?C"@ 4i-ewise, the researcher must adopt a decision rule for determining the e$tent of item omissions necessary 4o invalidate a survey or a particular !uestion" C O D I N G D ATA A N D T H E D ATA C O D E / O O 5 After !uestionnaires are scrutini+ed and completed !uestionnaires are identified, the researcher moves to the data entry stage of the data analysis process" Data entry refers to the creation of a computer file that holds the raw data ta-en from all of the completed !uestionnaires" A num'er of data entry options e$ist, ranging from manual -ey'oard entry of each and every; piece of data to computer systems that scan entire sets of !uestionnaires and convert them to a data file in a matter of minutes" )he most seamless data entry situations are integrated !uestionnaire design and analysis software programs, such as &e'surveyor, that capture each respondent%s answers and convert them to computer files almost immediately" ,egardless of the method, data entry re!uires an operation called data codin$- defined as the identification of code values that pertain to the possi'le responses for each !uestion on the !uestionnaire" *ou Hearned a'out data coding ill the !uestionnaire design chapter where we descri'ed this same operation as "precoding"" )ypically, these codes are numerical 'ecause num'ers are !uicand east; to input, and computers wor- with num'ers more elficiently than they do wit it alphanumeric codes" 6n large-

scale projects, and especially; in cases in which the data entry is performed 'y; a su'contractor, researchers utili+e a data code )oo* which idenfiResearc"ers tili6e a data code fies all of the varia'le names and code num'ers associated with each possi'le 'oo!"en prepari rig and " " " " " " ,," , liii !or*in$ !it" a comp ter data response to each !uestion that ma-es up the data set" &ith a code 'oo- that I descri'es the data file, any analyst can wor- on the data set, regardless of whether or not that analyst was involved in the research project during its earlier stages"

(ecause preeoded !uestionnaires have the response codes identified 'eside the various responses, it is a simple matter to create a code 'oo-" :owever, we just ac-nowledged the fact that the researcher will no dou't encounter item omission, so what is the code to use when a missing item is encountered< )he answer is that it is 'est to use the same code for missing data on completed !uestionnaires, and the easiest and most accepta'le code for a missing response is to use a 'lan-, meaning that nothing is entered for that respondent on the !uestion that was not answered" Jractically all statistical analysis programs treat a 'lan- as "missing""&ith online surveys, such as the ones that use Kualtries, the data file is 'uilt as respondents su'mit their completed online !uestionnaires" )hat is, with a &e'-'ased survey, the codes are programmed into the html !uestionnaire document, 'ut they do not appear on the !uestionnaire as code num'ers such as those customarily placed on a paper-aridpencil !uestionnaire" Kuestions that are not answered are typically entered as a "'lan-" into the online survey%s data 'ase unless the researcher preprograms the software to insert a different code num'er" 6n the case of &e'-'ased surveys, the code 'oo- is vital as it is the researchers only map to decipher the num'ers found in the data file and to match them to the answers to the !uestions on the !uestionnaire" I N T R O D U C T I O N T O 4 O U R 7 L D ATA A N A L4 S T *ou have downloaded and used a few of the features >such as sample si+e determination@ in the 34 Data Analyst that was created to accompany this te$t'oo-" 6t is now time to give you a formal introduction to the 34 Data Analyst" &e created the 34 Data Analyst so you can perform and interpret data analyses with ease" )here are four reasons why we created the 34 Data Analyst" #irst, practically everyone is ac!uainted with the 2$cel spreadsheet program that is included in Ficrosoft%s =ffice Suite, so there is no need to learn a new software program" Second, commercial statistical analysis programs typically produce reams of output that is very confusing and" #ran-ly, unnecessary for 'asic mar-eting research" &e have

programmed our 34 Data Analyst so the findings of your analyses are plainly evident" Eranted, you will need to understand some 'asic statistical concepts, 'ut you will not need to memori+e formulas nor deal with statistical procedures" >:owever, if you or your instructor wishes to loo- at the statistical output, you may do so"@ )hird, the 34 Data Analyst produces ta'les thai can 'e copied and pasted into word processor applications such as Ficrosoft &ord without the need for e$tensive reformatting into professionally appearing ta'les" )here are also graphs you can use or modify and copy, or you can ma-e your own graphs in 2$cel" #inally, 'y creating a macro system for 2$cel, we have avoided the added cost >to you@ of including a statistical program with this te$t'oo-" Ho! to Get 4o r Data Code /oo* into 7L Data Anal%st *our 34 Data Analyst is a Ficrosoft 2$cel program with customi+ed features designed to perform data analyses" &e will systematically introduce you to these data analyses 'eginning in this chapter and continuing for the ne$t three chapters of this te$t'oo-" &e have set up tire 34 Data Analyst with a simulated data set pertaining to your "College 4ife 2-Line" integrated case" 6n other words, the code 'ooinformation for your 2-Line case data set is in your 34 Data Analyst" T"e 7L Data Anal%st allo!s %o to se (icroso+t 8indo!s +eat res seamlessl%' To set p t"e 7L Data Anal%st- simpl% enter %o r data and code )oo*as directed' :owever, you may wish to use a different survey data set such as a course team project or a data set provided to you 'y your instructor, so we will descri'

eCodin$ Data and t"e Data Code (oo- /7; Ta)le 11'9 Ho! to Set Up 4o r Data and Code /oo* in 7L Data Anal%st Ho! and 8"ere 2ach varia'le occupies a separate column" A uni!ue descriptive in ,ow ? of each varia'le column >e"g"" word Eender@ um'ers in the various cells of each column Define Copy all Varia'le 4a'els you have placed in Varia'les ,ow ? of the Data wor-sheet and Paste SpecialPaste Link into the Define Varia'les wor-sheet 'eginning at cell (?" >)his onetime procedure lin- a your Varia'le *ou cart type in will or pasteM long varia'le varia'le Descriptions description for each varia'le in the cell 'eneath >e"g"" Eender of the Value Codes )ype in its orvaria'le pasteM la'el the related code values 'eneath each varia'le la'el"in ,ow 7 with the codes 'y commas >e"g", 'eneath ?,7@" each Value )ype in separated or pasteM your value la'els 4a'els set of Value Codes in ,ow N with the value la'els separated 'y commas and in the same order as your value codes >eg", Fale, #emale@" O 6n pasting from a 7nd document >e"g" a Ficrosoft &ord document@ into the Define Varia'les wor-sheet use the Fatch Destination #ormatting paste option to invo-e tire wordwrap feature" 1 8or*s"eet Data how to set up the 34 Data Analyst with the code 'ooinformation for any survey" 6n most data analysis situations, the code 'oo- information will 'e input to the data file so the analysis program can access it and apply it to whatever analysis is 'eing performed" )hat is, a completed data set will include varia'le names, varia'le descriptions, data value codes and data value namesP each of which will 'e defined for you very soon" )a'le ??,7 lists the steps that are necessary to set up your new data set such that 34 Data Analyst will produce the most useful analyses" &e will descri'e the various steps identified in )a'le ??"7" #igure ??? is a dual screen capture of 2$cel with the 34 Data Analyst installed and a data set in the Data wor-sheet" &e have pasted the Define Varia'les wor-sheet window so you can view 'oth wor-sheets at the same time" As you can see in the Data wor-sheet, the columns include la'els in the first row, meaning that each column pertains to a varia'le in the survey" 2ach row represents a respondent or a completed !uestionnaire" )he way you set up your code 'oo- in 34 Data Analyst is through the "Define Varia'les" wor-sheet" &hen a researcher sets up the data set for the first time in 34 Data Analyst, each varia'le can 'e defined in three ways" 8"at Varia'les Varia'le 4a'els Data Varia'le 4a'els

#irst, there must 'e a varia'le la'el, or a uni!ue, short, single-word description for tiiat varia'le placed in the first row on the Data wor-sheet" )his row is then lin-ed >via CopyP Jaste SpecialPJaste 4in-@ into the Data Varia'les wor-sheet starting at cell (4

)he Define Varia'les wor-sheet accommodates the researcher%s data code 'oo- as follows" )here should 'e a varia'le description" &hich is a phrase or sentence that identifies the varia'le in more detail and refers to the !uestion oti the/7B C"apter 11: Collectin$ Data and S mmari6in$ 8"at 4o :o nd in 4o r Sample fip&6nsert / ft< f -PI :emM Jine lQR 6nsert ( SJ22D 922222 1 1 1 ? / 4iyeut Jage C j_ COU,ONS 2 2 2 2 9 2 D S=#) 6 ; ;1 1 1 ? 1 Q Q?S ? _ _21 9 _ _1 1 ? 9 ? 7 / < 1 ? 7 / C ?D ?? ?7 ?/ ?5 ?5 ?; ?B ?C 7D 7? 22 7/ 75 9= 7;NVote"% Improved versions 2hL.rnay differ somewl&t TTiii>i/Ai? "Data." worksheet with the aria!le Lihels in. "ow 1 an# #ata ce#es in ntn s an# columns !eneath the arit.+i la!els. fytecl have 6nterneT connection you ?-7"/". Do you fi< 6nternet access< :igh Speed Ca'le Fodem DS4, Ve/"Kaiup o" ot =thei Sure $his is the r De%ine &aria!les" worksheet with aria!le la!els linke# to the Data
C ?5 26

:i$ re 11'1 )he 34 Data Analyst Data &or-sheet Showing Varia'le ames and Coded Data %feUV iFlfl i@ "' ( Coflegeff eW-+ine t'1 "F X n M --% :cnif8 insert Jage #ormi Da:a fievie view Adt& Y8Z - [ M QQQQQA ( C D , Varia'le 4a'el ja"ee2SS SJ22D co pons Do you typically use coupons""" Fc 1 ,7"/ Description Value Codes Value 4a'els

In addition to data- t"e 7L Data Anal%st re& ires #aria)le la)els and #aria)le descriptions- and %o can enter in #al e codes and #al e la)els +or cate$orical #aria)les' J,AC)6CA4 tii in AJJ9CA)6= S

!uestionnaire" )hen, depending on the nature of the varia'le, there can 'e value codes that

are numerical values and value la'els, which are responses that correspond lo each data code num'er for that particular varia'le" *ou are not re!uired to define your varia'les in 34 Data Analyst8 however, you will find that it will 'e much more convenient to use its mentis and to read the various analyses results if you provide data la'els and descriptions, and value codes and value la'els where appropriate" Also, the data definition step is a one-time activity as 34 Data Analyst will remem'er your data definitions as soon as you save your data set as an 2$cel file" *ou will see in #igure ?? ? that we have set up varia'le la'els ACC2SS, S#2244 C=9J= S, and so forth with descriptions, value codes, and value la'els" ote >hat there is a "Clean 9p%% utility to chec- your 34 Data Analyst code 'oosetup" Also, you can import a csv file if you have one" Far-eting researchers have turned to Ficrosoft 2$cel to manage data, aireT =+Erid (u si tress Applications is a good e$ample" )hey not only teach and 4u4or in Ficrosoft 2$cel, 'ut they also use Ficrosoft 2$cel for mar-eting research on a daily 'asis" =+Erid 6ras marry clients who use their 2$cel add-irts to conduct mar-eting researclr" )heir e$pert -nowledge of 2$cel, com'ined with their industry e$perience ensures clients that =+Erid -nows e$actly the Eyre of pro'lems that are encountered in 'usiness today and how 4= properly analy+e data to solve tlrose pro'lems" According lo ,aina :nwicy of =+Erid, "Ficrosoft 2$cel is used widely in 'usiness for analy+ing data for mar-et research projects"" Fs" :awley states tlrat "Fany 'usinesses collect data to help them ma-e 'etter 'usirress decisions arrd 4ire use of Ficrosoft 2$cel can ma-e the data analysis tas-s simple and can automate what once too- many la'orintensive hours of researclr"

75 Chapter 11: Collecting Data and Summari+ing &hat *ou #oundin *our Sample

"

the population, >/@ it compares for meaningful differences, and >.@ it relates underlying patterns"?\ 6n other words, we are saying that there are four tapes of analysis o'jectives: description, generali+ation, differences, and relationships that match up with our four data analysis functions" ow, we are going to descri'e the appropriate type of data analysis a researcher uses in the case of each of the four research o'jective types" &e have developed )a'le ??"/ as a handy reference and also as a way to preview the various data analyses descri'ed in your te$t'oo-" )his section is an introduction to data analysis, so we will not delve into the specifics of each analysis type" (ut it is important to provide you with a road map of what analyses are used 'y researchers, aud more important, when they are used" :ere is a simple e$ample that we will use throughout this section" As you -now from your own e$periences with unsolicited "jun-" mail, credit card companies Ta)le 11'@ Researc" O)>ecti#es and Appropriate T%pes o+ Data Anal%sis American EApress Researc" Description o+ Anal%sis Colle$e O)>ecti# Appropriate to O)>ecti#e St dent S r#e% EAample e S mmari6in$ the sample data A total of used ;.0 Descripti with: respondents a of the on credit card in the past Jercentages and Jercentage month, and the average Distri'ution >categorical data@ total credit card charge Averages, ,ange, and Standard Deviation >metric ??@ data@ >Chapter Generali6in$ the sample findings American 2$press to the population with: managers 'elieved that Generali .D0 of college students own an American :ypothesis )ests Confidence 2$press card, 'ut this was 6ntervals >Chapter ?7@ not supported" Actually, 'etween ?B0 and 7B0 own Comparin$ averages or percents A total of 710 of male Di in the sample data students ++erences to see if with: there are meaningful college own an" which American" differences 2$presscard, was Jercentage Difference )ests significantly different from Averages Difference )ests 7D0 of female college >Chapter ?/@ students" :owever, female college students more charged an significantly than men who charged an average of ].7 on their students who own Relati n$ varia'les to each other College American 2$press card American in a meaningful Relations 2$press cards were more way with: li-ely to 'e professional Crossta'ulations Correlations attending schools and living off ,egression Analysis >Chapter ?.@ campus" earned more than )hey nonowners" )he target mar-et for

students attending private rather than pu'lic schools"

T%pes o+ Data Anal%ses Used I n (ar*etin$ Researc" @@1 American 2$press wantsa summary of college students who are li-ely to own and use its credit card"

target college students, and they are !uite successful for the most part"?% :owever, one credit card company, American 2$press, lags far 'ehind the other cards with respect to college student mar-et sliare" So, we will ta-e a case of a survey that American 2$press has commissioned to 'etter understand the college student credit card mar-et" >=ur e$ample here is fictitious, 'ut we -now you can relate to this e$ample of college students% use of credit cards just as you could relate to the College 4ife 2-Line integrated case descri'ed in this te$t'oo-"@ )he survey affects a representative sample of college students from pu'lic and private universities" 6n )a'le ??"/, we have included an e$ample of each data analysis type in the American 2$press survey, and we will provide more e$amples in tire following discussions" Eac" data anal%sis t%pe Is ill strated !it" o t American EApresscard eAample' S m mar i6ation o+ data is accomplis"ed !it" percents and a#era$es' ow, let%s connect these four o'jectives to their proper data analyses" (ut, 'efore we do so, we need to remem'er an important distinction a'out the scales used 'y this researcher in the survey" 6n Chapter B we introduced you to categorical and metric scales" ,ecall 4ltat categorical scales liave a level of measurement such that they place respondents into groups such as gender >male versus female@, 'uyer type >'uyer versus non'uyer@, marital status >single, married, separated, divorced, and so on@, yesAno, and the li-e" A metric scale is one where the respondent indicates an amount or !uantity such as how many times, how much, how long, or his or her feelings on a synthetic metric scale such as a 4i-ert scale >disagree-agree@ or a fivepoint anchored scale" Also in Chapter B, we introduced you to the notion that the level of measurement dictates the proper data analysis" &ith this 'ac-ground revisited, we are ready- to 'riefly descri'e tire four types of data analysis" S mmari6in$ t"e Sample Data

&ith description research o'jectives, the researcher will summari+e the data in tire sample with the use of percentages or averages" 6n Chapter B, we noted that if the varia'le under consideration is categorical, the proper summary- analysis is a percentage distri'ution, while with a metric varia'le, the proper summary analysis is an average" )urning to our American 2$press e$ample, two of its descriptiono'jectives might 'e: >?@ Do college students use credit cards and >7@ if so, how much do they spend on credit card purchases per month< )o summari+e the data, the researcher would de termine the following in the sample: >?@ the percent of students who own a certain credit card and >7@ the average dollars of purchases on their credit cards per month as we have computed in )a'le ??,/" &e will descri'e data summari+ation in much greater detail later in this chapter" Generali6in$ t"e :indin$s Generali6ation o+ +indin$s is per+ormed !it" "%pot"esis tests and/or con+idence inter#als' As would 'e e$pected, the researcher will desire to generali+e his or her findings so they ma-e statements a'out the population that the sample represents" Eenerali+ation means that the researcher will conduct hypotheses tests andAor compute confidence intervals" ,eturning to our American 2$press survey e$ample, the researcher could test the actual percent of students who own an American 2$press credit card against what the American 2$press e$ecutives 'elieve is thy actual percent" )hat is, if the American 2$press e$ecs 'elieve that .D0 of college students currently own an American 2$press credit card, the researcher could test his or her sample percent of respondents against .D0 to see if the e$ecutives% 'elief is supported or refuted" 6f this hypothesis is refuted, the researcher can compute a confidence interval as to the actual percentage of ownership of the American 2$press card" 6n )a'le ??"/, you will discover that the researcher found no support for the American 2$press e$ecutives% 'elief, and in fact, the researcher estimated that 'etween ?B0 to 7B0 of college students own an American 2$press credit card" &e will descri'e these two generali+ation data analyses in Chapter ?7" See*in$ (eanin$+ l Di++erences Di++erences anal%sis is done )% comparin$ percenta$es or a#era$es' Relations"ip anal%sis in#ol#es crossta "alations-

correlations- or re$ression anal%sis' =ften clients, and conse!uently researchers, are very interested in finding meaningful differences 'etween groups in the sample" Such differences, when found, can offer important mar-eting strategy insights" &ith differences analysis, tire researcher identifies a categorical varia'le >sucli as gender@ and compares the groups represented 'y that varia'le >males versus females@ 'y analy+ing their differences on a second varia'le" 6f the second varia'le is categorical >use or nonuse of our 'rand@, then the researcher will perform a percentages differences analysis8 'ut if the second varia'le is metric >how many purchases in the past month@, the researcher will perform an averages differences test of some sort" 6n our American 2$press survey e$ample, lire American 2$press e$ecutives may 'e interested in determining differences 'etween male and female students, so the researcher would perform a differences lest for American 2$press card ownership >categorical@ and one for dollars spent per month >metric@, comparing males to females >categorical@" 6n )a'le ??"/, you will find that more male college students own American 2$press cards than female students, 'ut the female students spend more per month than the male students using their American 2$press card" &e descrilne differences tests in Chapter ?/" Identi+%in$ Relations"ips

#inally, a client may wish to have a 'etter understanding of the topics under study;" )he

valua'le with complicated data analyses, while simple analyses are less valua'le" )his is not to say the simple analyses are not useful, lor they; are vital to researchers" :owever, as you move up the analysis 'alloons in #igure ??"7, the findings are typically more managerially valua'le as they; uncover patterns and relationships that are often very; insightful to mar-eting managers" SU((ARIBING :INDINGS 4OUR SA(,LE

As promised, this chapter will now delve into summari+ation analysis, which is the type of data analysis appropriate for description research o'jectives, )lte 'asic data analysis goal with all summari+ation is to report as few pieces ol information as possi'le that descri'e the most typical response to a !uestion" At the same time, it is vital to summari+e the degree to which all of the respondents share this typical response" )he typical response is relerred to as the central tendency,?,s while the e$pression oi how typical respondents arc is referred to as varia'ility" )here are two 'asic types of varia'les 'ased on their level of measurement: categorical and metric" (ecause there are fundamental differences 'etween these two, the summari+ation analysis is different" As a memory aid, we have prepared )a'le ??"., which tells you what analysis to perform for the central tendency; and the varia'ility for categorical versus metric varia'les" )he following sections will descri'e in detail the appropriate way;s to summari+e categorical and metric varia'les" S mmari6in$ Cate$orical Caria)les &hen the researcher is wor-ing with a varia'le that is at the categorical level of measurement, the appropriate central tendency to use is the mode" )he mode is a summari+ation analysis measure defined as the" value in a string of values that occurs most often" 6n other words, if you scanned a list of code num'ers constituting a column for a categorical varia'le in a data matri$, the mode would 'e the num'er that appeared more than any other" T"e t%pical response is re+erred to as tire central tendenc%' T"e n m)er t"at occ rs most in a set o+ n m)ers is re+erred to as t"e mode' *ou should note that the mode is a relative measure of central tendency, for it does not re!uire that a majority of responses occurred for this value" 6nstead, it simply specifies tlte value that occurs most fre!uently;, and t lie re is no re!uirement

that this occurrence is 1D0 or more 6t can ta-e on any value as long as it is the most fre!uently; occurring num'er" 6f a tie for the mode occurs, the distri'ution is considered to 'e "'imodal"" =r it might even 'e "trimodal" if there is a threeway tie" T%pe o+ Scale Central Tendenc% 1c"aracteri6es most t%pical Fode Caria)ilit% 1indicates "o! t"e responses are2 #re!uency or Jercentage Distri'ution ,ange andAor Standard Deviation

Cate$orical Scale >indicates a group@ (etric Scale an amount or Average !uantity@ Ta)le 11'< Appropriate S mmari6ation Anal%ses )% T%pe o+ Scale

.7 Chapter 11: Collecting Data and Summari+ing &hat *ou #oundin *our Sample

:orm la +or an a#era$ewhere: $ ^ each individual value n ) total num'er of cases >sample si+e@ S _ signifies that all the j! values are summed )he average is a very useful central tendency; measure 'ecause when the same scale is used to measure various characteristics, the averages can 'e compared to !uic-ly ascertain similarities or differences" Far-eting ,esearch Application 11'1 illustrates how glo'al mar-eting research is !uic-ly summari+ed and communicated using averages"7D 8it" a metric #aria)le- se t"e a#era$e ai t"e meas re o+ central tendenc%' Tire ran$e identi+ies t"e smallest and t"e lar$est #al e in a set o+ n m)ers' (ut how typical is this num'er called the average< )here are two summari+ation analyses that help you to answer this !uestion a'out the varia'ility of respondents vtith respect to lite mean" )hese are the range and the standard deviation" )he range identifies the distance 'etween the lowest value >minimum@ and the highest values in a set ol num'ers" )ltal is, the range identifies the ma$imum and lire minimum, and you can do a !uic- mental calculation 4o see how many metric units arc in 'etween" )he range does not tell you how often the ma$imum and minimum occurred, 'ut it does provide some information on the dispersion 'y indicating how; far apart the e$tremes are found8 if you find that the range is very narrow, y;ou -now that the average is typical of many respondents, 'ut if y;ou find the range to 'e very; w;ide, it signals that the average is pro'a'ly not typical of most respondents" *ou have to interpret "very; narrow" and "very wide" in the units ol the varia'le understudy" #or e$ample, a range of ?DD cents might seem to 'e a large num'er, 'ut if you are summari+ing AJJ46CA)6= ??"? FA,G2)6 E ,2S2A,C: 6n glo'al mar-eting, there is a de'ate as to whether a local country 'rand

,lot A#era$es on a Grap" to Comm nicate T"em E++ecti#el%

>national 'rand@, a local private 'rand, or a glo'al 'rand name is most effective" )o investigate this issue, researchers in 6srael as-ed consumers to rate shampoo on nine different product characteristics using a ? to ; scale where ? meant the lowest rating and ; corresponded to the highest rating" )he respondents rated three types of 'rands: private, national, and glo'al" )he averages were calculated and plotted as shown on the accompanying line graph" H

price@" Elo'al 'rands are attractive to consumers who are Heast price sensitive, whereas local country private 'rands are attractive to those consumers who are price sensitive" C"aracteristics ,eputation Vitamins P Jrice P )e$ture P Variety P Jac-aging P After use i#oam pScent 5"DD
P

l l ."DD 1"DD A#era$e Cal e

L )he graph clearly shows that local private 'rands are at a disadvantage to national and glo'al 'rand names in all 'ut one characteristic" :owever, glo'al 'rands are seen as more e$pensive >low rating on

Elo'al 'ran

` ational Jrivate 'rand 'rand

dS mmari6in$ 4o r Sample :indin$s @@D how much your respondents paid for their last Ama+on"com 'oo- purchase, it would he !uite small as it would represent only one dollar" &hile the range is informative a'out the varia'ility; of responses to a metric !uestion, it is very am'iguous as it does not tell anything a'out how respondents are spread across the range" #or instance, are there a great many respondents whose answers are near or at the outer limits< Are there very; few of them at the limits< &hat a'out the intervals 'etween the mean and the minimum and the ma$imum: :ow are respondents situated in their answers in these intervals< )he range offers no clues whatsoever as to the answers to these !uestions that researchers and clients sometimes as-" )o answer these important !uestions that one can asa'out the summari+ation of metric data, there is another varia'ility; measure that reseatellers rely on, and this measure is the standard deviation" )he standard deviation indicates the degree of varia'ility; in the metric values in such a way; as to lie translata'le into a normal or 'ellshaped curve distri'ution" Although mar-eting researchers do not always rely; on the normal curve interpretation of the standard deviation, they often encounter the standard deviation cm computer printouts, and they usually report it in their ta'les" So, it

is worthwhile to digress for a moment to discuss this statistical concept" T"e standard de#iation is a meas re o+ #aria)ilit% t"at ses a normal or )ell 0 s"aped c r#e interpretation' #irst, lets ta-e a loo- at how a standard deviation is calculated" &e iiavc provided the formula (elow " Standard Deviation Zv _ each individual value * _ average where: n _ total num'er of cases >sample si+e @ Hf y;ou study this formula, you will reali+e that you first calculate the average, then you compare each respondent%s value to the average 'y su'tracting the average from it, atid s!uare that difference" 6t may seem strange to y;ou to s!uare differences, add them up, divide them 'y; >n P ?@, and then ta-e the s!uare root" :owever, if we did not s!uare the differences, we would have positive and negative values8 and if we summed them, there would 'e a cancellation effect" )hat is, large negative differences would cancel out large positive differences, and the numerator would end up 'eing close to +ero" (ut this result is contrary; to what we -now is the case with iarge differences: )here is variation,

:orm la +or standard de#iation

which is e$pressed 'y tire standard deviation" )he formula remedies this pro'lem 'y s!uaring die su'tracted differences 'efore they; are summed" S!uaring converts all negative num'ers to positives and, of couise, leaves the positives positive" e$t, all of the s!uared differences are summed and divided 'y;? less than the num'er of total o'servations in the string of values >? is su'tracted from the num'er of o'servations to achieve what is typically; called an "un'iased" estimate of the standard deviation@" (ut we now have an inflation factor to worry; a'out 'ecause every comparison has 'een s!uared" )o adjust for this, the e!uation specifies that the s!uare root 'e ta-en after all other operations are perfonned" )his filial step adjusts the value 'ac- down to the original measure >e"g", units rather than s!uared units@" (y the way, ify;ou did not ta-e the s!uare root at the end, the value would 'e referred to as the "variance"" 6n other words, the variance is the standard deviation s!uared" ow that y;ou -now how to compute a standard deviation, it is time to review the properties of a normal curve" )a'ic ? i "1 shows the properties of a hell-shaped or

N m)er ,ercent Ta)le 11'E

o+ o+

Standard Area

,ercent o+ Area Normal C r#e Interpretation o+ Standard De#iation De#iations +rom t"e (ean Under C r#e1 to Ri$"t 1or Le+t2 )=FG C10 CC0 ?5"D0 2.+, -.+, H1'II ^?"C5 ^7"1B

a)his is the area under the curve with Hhe num'er of standard delations as the lower >left-hand@ and upper >right- hand@ limits and the mean e!uidistant from the limits" ')hisischearealeftoutsideofthe limitsdescri'ed'yplusorminus thenum'erofstandatddeviation s"aecauseof the normal curve%s symmetric properties, the area remaining 'elow the lower limit >left-hand tail@ is e$actly e!ual to the area remaining a'ove the upper limit >right-hand tail@" normal distri'ution of values" As we have indicated in our chapter on sample si+e determination, the usefulness of this model is apparent when you reali+e that it is a symmetric distri'ution: 2$actly 1D0 of the distri'ution lies on either side of the midpoint >the ape$ of the curve@" &itli a normal curve, the midpoint is also the average" Standard deviations are standardi+ed units of measurement that are located

on the hori+ontal a$is" )hey relate directly to assumptions a'out the normal curve" #or e$ample, the range of one standard deviation a'ove and one standard deviation 'elow the midpoint includes 5B0 of the total area underneath that curve" (ecause the 'elisliaped distri'ution is a theoretical or ideal concept, this property never changes" Foreover, the proportion of area under the curve and within plus or minus any num'er of standard deviations from the mean is perfectly -nown" #or the purposes of this presentation, normally only; two or three of these values are of interest to mar-eting researchers" Specifically, ^7"1B standard deviations descri'es the range in whichCC0 of the area underneath the curve is found, ^ 4"C5 standard deviations is associated with C10 of the area underneath the curve, and ^ ?"5. standard deviations corresponds to CD0 of the 'ell-shaped curves area" &e liave provided #igure ??"5 as a visual aid to the ^ ?"C5 standard deviations case that accounts for C10 of the area under the curve" &henever a standard deviation is reported along with an average, a specific picture should appear in your mind" Assuming that the distri'ution is 'ell shaped, the si+e of the standard deviation num'er helps you envision how similar or dissimilar the typical responses are to the average 6f the standard deviation is small, the distri'ution is greatly compressed" =n the otiter

hand, with a large standard deviation value, the distri'ution is conse!uently stretched out at 'oth ends" H9'EF standard de#iations pertains to DDG- !"ile H1'D= standard de#iations pertains to DEG o+ tire area nder a )ell0 s"aped c r#e' As you might guess, mar-eting researchers are very comforta'le with averages, percentages, standard deviations, and other statistical concepts" :owever, managers for whom mar-eting researchers wordo not have the same comfort level, and it is entirely possi'le that a manager may misinterpret a mar-eting researchers statements" #or instance, if the researcher says, ")he modal answer was .," the manager might til inthat most or all of the respondents gave this answer" &hen the researcher says, ")he standard deviation was ??"7,%% the manager may have no comprehension of what the researcher is telling him or her" 2thical researcli companies may use any or a com'ination of the following to ensure tha4 their client managers understand the analysis terminology used 'y its researchers: >?@ prepared hand'oo-s or glossaries

)he procedure for summari+ing metric varia'les in 34 Data Analyst is identical to the one for summari+ing categorical varia'les, e$cept you will select "Averages%" as this is the proper analysis for a metric varia'le" )hat is, clic- on the 34 Data Analyst option on your 2$cel program menu and move your cursor over "Summari+e"%% )his will activate the drop-down menu under Summari+e to reveal "Jercents" and "Averages"" Since we are now dealing with metric varia'les, the correct selection is "Averages"" A clic- on the Averages menu item will open up a standard 2$cel selection window that"you can use to select one or more metric varia'les" &hen you have completed your selection, a clic- on the "=G" 'utton will cause 34 Data Analyst to perform the Averages Summari+ation analysis 6n other words, the 34 Data Analyst selection procedure lor Averages is identical to that for Jercents, and the varia'les selection window loo-s the same as the selection window for percents that you saw; in #igure ??"., 'ut without the Create Eraph optionTo s mmari6e a metric #aria)le !it" r"e 7L Data Anal%st- se t"e S mmari6e0 A#era$es command se& ence'

H O 8 T O S U ( ( A R I B E ( E T R I C C A R I A / L

E S 8 I T H 7 L D A T A A N A L 4 S T #igure ??"; shows the Averages ta'les generated 'y 34 Data Analyst for the College 4ife 2-Lirte survey grade-point average varia'le" As you can see, this ta'le is

!uite different from the Jercents ta'le, 'ecause metric data summari+ation involves the average, standard deviation, and range >minimum and ma$imum@" )he ta'le in #igure ??"; reveals that the average EJA of our 5DD respondents is 7"5, while the standard deviation is "., and the minimum and ma$imum are ?"1 and ."D, respectively" 6f you select more than one metric varia'le, the varia'les will 'e included in the same ta'le as it is most efficient to present them in this format, and the varia'les will 'e sorted in descending orde

rN:b1 til id :i$ re 11'J 34 Data Analyst Average Analysis )a'le :ome 6niert Jije 4ayout #onmilu Data ,eview View A=dNfii A C D 2 # E AverageI@ Analysis ,esults CoDe$K>:eE06"e "iLlsm 0 (icroso+t (cMN

Q-$ tg@ Q R $ C

Standard VariaFf Avtragt Deviation Finimum Fa$imum Samp -

Er ade point average 7i

$he .L Daiti /n 0%l' si / erages1 /nal'sts $ahla2 &aria!le 3riel O r siArstep approac" simpli+ies data anal%sis and interpretation o+ %o r +indin$s' a erage4 stan#ar# #e iation4 minimum( ma*imum( an# sample

Noi: Nfflpnwtf versions ttmy #i%%er samewhah with the varia'le that has the highest average listed first, and the varia'le with the lowest average listed last" 6f you want to ma-e a graph, say comparing the means of selected metric varia'les, you can easily crea4e one with the 2$cel chart feature and use the averages in the Averages ta'le" T H E S I 7 0 S T E , A , , R O A C H T O D ATA A N A L4 S I S A N D , R E S E N TAT I O N &hile summari+ation analysis is straight for wareT and simple to understand, the data analyses that we will descri'e in su'se!uent chapters will 'e a 'it more complicated, 6n our years ol performing mar-eting research, and, more important, teaching students li-e yourself how 4o perform and interpret data analysis, we have decided thai a step-'y-step process that you can apply to all data analyses is a good approach" Foreover, we liave found tha4 students are often confused wit 6t the many data analysis choices that you will soon learn" #inally, when students do select the proper data analysis, they are always challenged with the intepretation of the findings, and they have difficulties trying to present the findings in a research report"

6n our si$-step approach to data analysis, we are lin-ing research o'jectives, data analysis, interpretation, and presentation of the findings )he approach is presented in )a'le ??,5" Again, summari+ation is straightforward, so you may thin- that )a'le ??"5 is rather elementary8 however, after you have learned four or five more data analyses, you will find our step-'y-step approaclt to 'e a vert% useful resource" *ou will see the si$-step approach to data analysis and presentation many times again as we will use it as a guide throughout our description of data analyses in the following eltapters

"

5D Chapter 11: Collecting Data and Summari+ing &hat *ou #oundin *our Sample

Re#ie ! 3 esti o n s @<E maintain to translate the responses to a !uestionnaire into a wor-a'le data set" *ou 'ecame ac!uainted with 34 Data Analyst, the 2$cel Analysis Facro System developed for this te$t'oo-, and you can now set up an 34 Data Analyst data set with la'eled varia'les" &e ne$t previewed the four types of statistical analysis: summari+ing, generali+ing, relating differences, and identifying relationships" )he 'ul- of the chapter too- up summari+ation analyses, and it was pointed out that with a categorical varia'le, the proper analysis is to have 34 Data Analyst create a percentage distri'ution where the mode can 'e !uic-ly identified as the "typical" response" A pie or 'ar chart is a great visual aid for percentage distri'utions" 6n the case of a metric varia'le, the proper analysis is to have 34 Data Analyst compute the average as the "typical" value, and the standard deviation and range are provided as clues to the varia'ility of the responses" #inally, we introduced you to the si$-step approach to data analysis and presentation that will 'e used throughout the analysts chapters in the te$t'oo-"

5E4 TER(S onsampling errors >p" /7?@ #ieldwor-ers >p" /7?@ 6ntentional fieidwor-er errors >p" /7?T 9nintentional fieidwor-er errors >p" /7?@ ,espondent errors >p" /7?@ 6ntentional respondent errors >p" /7?@ 9nintentional respondent errors >p" /7?@ Fultiple su'missions >p" /77@ (ogus respondents and responses >p" /77@ Jopulation misrepresentation >p" /77@ onresponse >p" /7/@ ,efusal >p" /7/@ (rea--off >p" /7/@ "6tem omission" >p" /7.@ Completed interview ">p" /7.@ @

Data entry >p" /71@ Data coding >p" /71@ Data code 'oo- >p" /71@ Varia'le la'el >p" /7;@ Varia'le description >p" /7;@ Value codes >p" /7B@ Value la'els >p" /7B@ Data set >p" /7C@ Data analysis >p" /7C@ Central tendency >p" //.@ Varia'ility- >p" //.@ Fode >p" //.@ Jercentage distri'ution >p" //1@ #re!uency distri'ution >p" //1@ Average >p" //;@ ,ange >p" //B@ Standard deviation >p" //C

RECIE8 3UESTIONS
? 7

/ .

&hat types of errors can occur during data collection< Descri'e the various -inds of nonresponse that a researcher may encounter with a survey" 6ndicate what data entry is and how data coding relates to data entry &hat is a data set and how does it appear in 2$cel<

57 Chapter 11: Collecting Data and Summari+ing &hat *ou #oundin *our Sample

:ow does one define the varia'les in an 2$cel data set so that the 34 Data Analyst system will produce the most useful output< 5 Define and differentiate each of the types of data analysis" ; &hat is the" relationship of the four types of research o'jectives and the four types of data analysis< B &hat is meant 'y the term centra5 ten#enc'< &hy is the central tendency an incomplete summari+ation of a varia'le< C &hen summari+ing a categorical varia'le, what is the proper measure of central tendency and why is it the proper measure< ?D &hen summari+ing a metric varia'le, what is the proper measure of central tendency, and why is it the proper measure< ?? &hen summari+ing a categorical varia'le, what is the proper measure of varia'ility, and why is it the proper measure< ?7 Descri'e how a percentage distri'ution is computed" ?/ Descri'e how a standard deviation is computed" ?. &hen summari+ing a metric varia'le, what is the proper measure of varia'ility, and why is it the proper measure< ?1 &ith reference to tire formula, show how the standard deviation ta-es into account the typicality of ever@% respondent" ?E &hat is lire relationship 'etween a standard deviation and a normal curve<
1

A,,LICATION 3UESTIONS
?;

?B

?C

7D

6n a survey on maga+ine su'scriptions, respondents write in the num'er of maga+ines they su'scri'e to regularly" &hat measures of central tendency can 'e used< &hich is the most appropriate and why< A manager has commissioned research on a special mar-eting pro'lem" :e is scheduled to 'rief the 'oard of directors on the pro'lem%s resolution in video conference tomorrow morning" )he research director wor-s late that night in the downtown San #rancisco head!uarters and completes 4ite summari+ation data analysis, which will 'e sufficient lor the presentation" :owever, less titan an hour 'efore the meeting, the manager calls him for an early-morning 'riefing on the survey%s 'asic findings" )he researcher loo-s around in his office and an idea flashes in his head" :e immediately gra's a 'lan- !uestionnaire" &hat is he a'out to do to facilitate the !uic- communication of the study%s 'asic findings to the manager< A professor as-s his students how many hours they studied for the last e$am" :e finds that the class average is ?D"1 hours and the standard deviation is ?"1 hours" )he minimum is 7 hours, and the ma$imum is 7D hours" :ow would you descri'e the typical student%s study time for this professor%s last e$am< 6n a survey" Valentine%s Day rose 'uyers are as-ed to indicate what color of roses

they purchased for their special friends" )he following ta'le summari+es the findings"

5. Chapter 11: Collecting Data and Summari+ing &hat *ou #oundin *our Sample

@<J Interacti#e Learnin$ 8"at color roses did %o p rc"ase last CalentineOs Da%? Cate$or% :re& enc% ,ercent *ellow 55 ?;"?0 ,oses &hite ;B 7D"/0 ,oses ,ed ,oses ?1C .?"/0 Fi$ed B7 7?"/0 colors /B1 ?DD"D0 Total

Descri'e the central tendency and varia'ility apparent in litis analysis" 91 An entrepreneur is thin-ing a'out opening an upscale restaurant" )o help assess the mar-et si+e, a researcher conducts a survey of individuals hi the geographic target mar-et who patroni+e upscale restaurants" )he findings of the descriptive analysis for two !uestions on the survey follow"

Caria)le )otal amount spent in upscale restaurants Average price e$pected to pay for an entree in art upscale

A#e Stand ra$e ard De#iat 1?1 D"? ? ]/7";7

(inim m ]1

(aAi m m ]71D

Sampl e .DD

]7B "B;

]1"BD

]?5

]5D

/.D

Descri'e the central tendency; and varia'ility apparent in this analysis"

INTERACTICE LEARNING Visit the te$t'oo- we'site at !!!'pren"all'com/) rns) s"' #or this chapter, use the self-study !ui++es and get instant feed'ac- on whether or not you need additional studying" *ou can also review the cliapter%s major points 'y visiting the chapter outline and -ey terms

"CASE 11'1 IHO, middle of Impro#em a huge ent telephone S r#e%Fa survey of ry *u 6:=J graduated patrons from across college in orth Nune 7DD/" America" =n )he graduation, o'jectives she too- a of the jo' as a survey mar-eting included: research 112 assistant determine with the how often 6nternation and what al :ouse time of of day people Janca-es, eat at -nown as 6:=J, >7@ "6:=J" how and satisfied head!uarte they are red in with Elendale, selected California" aspects of &hen 6:=J, >/@ Faty how 'egan satisfied wor-ing, they are the overall mar-eting with 6:=J, research >.@ what department 6:=J was in the advertising

they recall, and >1@ a demograph ic profile of the respondent s" Fary was assigned the responsi'il ity of data analysis 'ecause she was fresh out of college" She was informed that 6:=J head!uarte rs uses a statistical analysis program called S*SStats for its data analysis" All of the 1,DDD respondent s% answers have 'een put into the computer,

and all that is left is for someone to use S*SStats to perforin the necessary analyses" =f course, someone has to interpret the results, too" 6t is Fary%s responsi'il ity to do the analysis and to interpret it" )he !uestionna ire designers created a code sheet of the scales used in the survey" )his code 'oo- is duplicated in the

following :

ta'le

Caria)le Age #amily income Farital status #amily si+e :ow 6:=Joften they eat at )ime of day they are most li-ely to use 6:=J Satisfaction aspects of 6:=J with =verall with 6:=J satisfaction ,ecall of Advertising 6:=J

Response Scale Used 1data code2 Actual age in years ,anges in ]?D,DDD increments male, female Single >?@, married >7@, other >/@ um'er of adults: num'er of children under ?B living at home 2stimated num'er of times per month 2arly morning >?@, midmorning >7@, late morning >/@, noontime >.@, early afternoon >1@, midafternoon >5@, late afternoon >;@, early evening >B@, late evening >C@, around midnight >?D@, in the "Joor," "#air," Eood," or "2$cellent" >coded "Eood," ?,24 /, ., 1,"Very respectively@ "2$tremely satisfied," "Somewhat satisfied," " either Satisfied nor Dissatisfied," "Somewhat Dissatisfied," or "2$tremely Dissatisfied" >coded 1, ., /, 7,?, respectively@ *es or no for each of B different advertising media: television, radio, 6nternet, 'ill'oards, coupons, store sign, flyer, andAor phone 'oo- ad"

? &hat type of descriptive data analysis should Faty instruct S*SStats to perform to determine 'asic patterns in the factors listed on the code sheet< #or each varia'le, identify the type of descriptive analysis, descri'e its aspects, and indicate why it is appropriate" 2 Eive an e$ample of what each analysis result might "loo- li-e" and how it should 'e interpreted"

T"e Colle$e Li+e E0 Bine S r#e% S mmari6ation Anal%sis 4o r Inte$rated Case (o' &atts was happy to inform Sarah, Anna, &esley, and Don that the College 4ife 2-Line survey data were collected and ready for analysis" (o' liad other mar-eting research projects and meetings scheduled with present and prospective clients, so he called in his mar-eting intern, 4ori (a-er" 4ori was a senior mar-eting major at State 9", and she had ta-en mar-eting research in the previous semester" 4ori had "aced" this class, which she enjoyed a great deal" :er professor had invited (o' &atts to give a tal- on "a typical day in the life of a mar-et researcher," and 4ori had approached (o' the very; ne$t day a'out a mar-eting research internship" 4i-e every dedicated mar-eting major, 4ori had -ept 6ter (urns and (usli mar-eting research 'asics te$t'oo- and her 34 Data Analyst software for future reference" (o' called 4ori into his office and said, "4ori, it is time to do some analysis on the survey we did for the College 4ife 2-Line project" #or now, let%s just get a feel for what the data looli-e" 6%ll leave it up to your judgment as to what 'asic analysis to run" 4ets meet tomorrow at 7:/D J"F" and see wliat you liave found"" *our tas- in Case ??"7 is to ta-e the role of 4ori (a-er, mar-eting intern" As we indicated in this chapter, the College 4ife 2-Line data set is included with your 34 Data Analyst software tliat accompanies this te$t'oo-" &e have used this data set in some of the

e$amples of various types of descriptive analysis in this chapter" ow, it is time for you to use the 34 Data Analyst on these and other varia'les in the College 4ife 2-Line survey data set" ? Detennine what varia'les are categorical, perform the appropriate descriptive analysis, and interpret it" Case 11'9 /.C 7 Determine what varia'les are metric scales, perform the appropriate descriptive analysis, and interpret it"