slide 9.1 veal, research methods for leisure and tourism, 3 rd edition © pearson education limited...

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Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006

Chapter 9: Chapter 9: Questionnaire SurveysQuestionnaire Surveys

(My sample)(My sample)

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Contents

I. DefinitionsII. Roles, limitations, meritsIII. Types of questionnaire surveyIV. Questionnaire designV. Conducting a survey.

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A. Definitions Questionnaire or ‘interview schedule’:

A printed list of questions. Survey

Whole process of conducting an investigation, which involves a number of ‘subjects’.

Questionnaire survey A survey involving the use of a questionnaire.

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B. Roles, limitations, merits Typically questionnaire surveys involve just a

sample of the population being studied for implications see Chapter 10, Sampling.

Rely on information supplied by respondents Therefore dependent on:

accuracy of recall honesty

Problems of exaggeration and underestimation.

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A. Merits of Quantitative method

1. Ideal method of providing policy-related data.2. Transparent methodology.3. Quantification easily communicated/under-

stood.4. Repeat surveys can study change over time.5. Can cover a wide range of (leisure/tourism)

activities.6. Can study attitudes, meanings, perceptions of

population as a whole.

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Questionnaire surveys vs other methods – (Fig. 9.1)

Source/ methodInformation

1. Past voting patterns – marginal seats2. Overall characteristics of electors in different seats

Concerns and attitudes of different types of voter

Party's current level of support vis-a-vis other parties

Voting intentions of electors

Political party

1. Previous election voting returns

2. Census data

Focus groups

Telephone survey

Other methods

Qualitative methods

Questionnaire survey

Example Topic

Example Organisation

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Questionnaire surveys vs other methods – (Fig. 9.1) (contd.)

SourceInformation

Information on relative popularity of different activities/services

The experience of visiting the facility – quality, atmosphere, service

1. Types of people who use which services & when2. Socio-demographic characteristics of users vs non-users and perceptions of facility

How to increase the number of visitors

Leisure facility management

Ticket sales and

utilisation data

Observation and/ or focus groups

1. User survey

2. Community

survey

Other methods

Qualitative methods

Questionnaire survey

Topic

Organisation

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C. Types of questionnaire survey Interviewer- vs Respondent-completion Interviewer-completion: interviewer conducts

interview based on questionnaire, and records answers on the questionnaire.

Respondent-completion: respondents fill out the questionnaire themselves.

Advantages/disadvantages (Fig. 9.2).

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Interviewer-completion vs Respondent-completion (Fig. 9.2)

- Cheaper- Quicker- Relatively anonymous

- More accuracy- Higher response rates- Fuller and more

complete answers- Design can be less 'user-

friendly'

Advantages

Respondent-completionInterviewer-completion

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Interviewer-completion vs Respondent-completion (Fig. 9.2)

- Patchy response- Incomplete response- Risk of frivolous

responses

- More care needed in

design

- Higher cost- Less anonymity

Disadvantages

- Cheaper- Quicker- Relatively anonymous

- More accuracy- Higher response rates- Fuller and more

complete answers- Design can be less 'user-

friendly'

Advantages

Respondent-completionInterviewer-completion

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Types of questionnaire survey – characteristics (Fig. 9.3)

Interview in street/ mall

Interview at respondent’s home

Method/location

High

Long

Whole population

Expensive

Either

1. Household

MediumResponse rate

ShortPossible length of questionnaire

Most of populationSample

MediumCost

InterviewerRespondent or Interviewer-completed

2. StreetType

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Questionnaire mailed

Interview by telephone (land-line)

Method/location

High

Short

People with telephone (land-line)

Medium

Interviewer

3. Telephone

LowResponse rate

VariesPossible length of questionnaire

General or Special

Sample

CheapCost

RespondentRespondent or Interviewer-completed

4. MailType

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Organised group (eg. School class)

At leisure/ tourism site

Via email/ Internet

Method/location

Varies

Varies

Address list

Cheap

Respondent

5. E-survey

High

Medium

Site-users only

Medium

Either

6. On-site

HighResponse rate

MediumPossible length of questionnaire

Group onlySample

CheapCost

RespondentRespondent or Interviewer-completed

7. Captive groupType

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D. Questionnaire designShould be the culmination of a process (Fig. 9.6)

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Types of information1. Respondent characteristics – Who?2. Activities/behaviour – What?3. Attitudes/motivations – Why?

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Range of information (Fig. 9.7): Respondent characteristics

Gender Age Economic status Occupation/social class (own or 'head of

household') Previous job history Income (own or

household) Education/qualifications

Marital/family status Household type/family size Life-cycle Ethnic group/country of

birth Residential location Mobility – driving licence,

access to private transport Party/group size/type

(site/visitor surveys)

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Range of information (Fig. 9.7): Activities/behaviour

Site/visitor surveys Activities while on site/in area Use of site attractions/facilities Frequency of visit Time spent on site Expenditure per head – amounts/

purposes Travel-related information Trip origin (where travelled from) Trip purpose Home address Travel mode Travel time Accommodation type used

Household surveys Leisure activities (including

holidays) what, where, how often,

time spent, when, who with?

Use of particular facilities/sites Travel mode to out-of-home

leisure Expenditure patterns Past activities (personal leisure

histories) Planned future activities

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Range of information (Fig. 9.7): Attitudes/motivation examples

Site/visitor surveys Reasons for choice of

site/area Meaning/importance/

values Satisfaction/Evaluation of

experience/services Comments on facility Future intentions/hopes

Household surveys Leisure/travel aspirations/

needs Evaluation of services/

facilities available Psychological meaning of

activities/satisfactions Reactions to development/

provision proposals Values - re environment etc.

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Question wording – principles

Avoid jargon Simplify wherever possible Avoid ambiguity Avoid leading questions Ask only one question at a time.

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Good and bad practice (Fig. 9.8) Principle: Use simple language. Bad example:

What is your frequency of utilisation of retail travel outlets?

Improved version: How often do you use travel agents?

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Principle: Avoid ambiguity. Bad example:

Do you play sport very often? Improved version:

Have played any of the following sports within the last four weeks? (present list)

Good and bad practice (Fig. 9.8) (contd.)

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Principle: Avoid leading questions. Bad example:

Are you against the extension of the airport? Improved version

What is your opinion on the extension of the airport? Are you for it, against it or not concerned?


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Principle: Ask just one question at a time. Bad example:

Do you use the local arts centre, and if so what do you think of its facilities?

Improved version 1. Do you use the local arts centre? Yes/No 2. What do you think of the facilities in the

local arts centre?


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Pre-coded vs open-ended

questions (Fig. 9.9)

Open-ended What is the main constraint on your ability to study?

______________________________________ Pre-coded/closed

Which of the following/items listed on the card is the main constraint on your ability to study? (show card – if interviewer-completed)

A. My job 1

B. Timetabling 2

C. Child care 3

D. Spouse/partner 4

E. Money 5

F. Energy 6

G. Other ______________ 7

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Range of replies from an open-ended question – example (Fig. 9.10)

Question: Do you have any complaints about this (beach/picnic) area? (Site survey in a beachside National Park with boating and camping. Number of responses in brackets)

Sand bars (22) - Uncontrolled boats (23) Parking (5) - Jet skis (39) Wild car driving (1) - Surveys (1) Lack of beach area (1) - Should be kept for locals (1) Too few shops (1) - Seaweed (3) Too few picnic tables (4) - Need showers (1) No timber for barbecue (2) - Administration of National Park (1) Need more picnic space (3) - Maintenance & policing of Park (1) Need boat hire facilities (1) - Trucks on beach (2) Need active recn facilities (1) - Anglers (1) Litter/pollution (74) - Crowds/tourists (26) Urban sprawl (1) - Having to pay entry fee (6) Need wharf fishing access (1) - Houses along waterfront (2) Lack of info. on walking trails (1) - Unpleasant smell (drain) (2) Not enough facilities (3) - Sales people (1) Slow barbecues (2) - Need electric barbecues (1) Etc. - Etc.

Source: Robertson and Veal, 1987.

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Common questions – respondent characteristics

Age – note census categories Economic status/occupation/socio-economic

group/class – see Fig. 9.11 Income – Own? Household? (Gross or net of tax?) Marital status Household type/group type (site survey) Life-cycle stage Ethnic group Residential location/trip origin Housing information Transport/mobility.

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Common questions – Activities - leisure

Open-ended or pre-coded list? Time period for participation (see secondary

data Chapter 6).

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Effect of varying time-period for participation (Table 9.1)

Attendance at arts events, England, 2001

% of persons aged 16+ attending in last:

12 months 4 weeks

Film at a cinema or other venue 55 19

Play or drama 27 5

Carnival, street arts or circus 23 4

Art, photography or sculpture exhibition

19 6

Craft exhibition 17 4

Etc.Source: Skelton et al., 2002.

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Common questions – Activities - tourism

Typical: a trip away from home at least 40km involving at least one night away

But day-trips included in some surveys.

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Measuring leisure and tourism (Fig. 9.15)

A. Participation rateB. Number of participantsC. Volume of activity (visits)D. TimeE. Expenditure.

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Measuring leisure and tourism (Fig. 9.15) (contd.)

5 per cent of the adult population of country X make an overseas trip each year.

Tourism example

6 per cent of the adult population of community X go swimming at least once a week.

Leisure example

The proportion of a defined population, which engages in an activity in a given period of time.

Definition

A. Participation RateMeasure

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700,000 residents of country X visit country Y in a year.

Tourism example

20,000 people in community X swim at least once a week.

Leisure example

Number of people in a defined community who engage in an activity in a given period of time (A × pop'n. or C ÷ frequency of visit).

Definition

B. Number of ParticipantsMeasure

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850,000 trips are made to country Y by residents of country X in a year (trips = complete holiday; visits = places visited during the holiday).

Tourism example

There are 1.2 million visits to swimming pools in community X (1 million by local residents) in a year.

Leisure example

The number of visits made or games played in an activity by members of a defined community or to a defined geographical area for an activity in a specified time period (B × visits/games per time period).

Definition

C. Volume of Activity (Visits)Measure

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The average tourist visiting region Z spends 5.5 nights in the region.

Tourism example

The average retired person has 5 hrs leisure time per day/or spends an average of 3 hrs watching TV per day.

Leisure example

Amount of leisure time available to the individual in a defined community, over a specified period - or time spent on specific activity (C × time per visit).

Definition

D. TimeMeasure

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Tourists visiting region Z spend £25 million in the region per annum.

Tourism example

Consumer expenditure on leisure in Britain is over £50 billion a year.

Leisure example

The amount of money spent per individual or by a defined community on leisure or particular leisure goods or services over a specified time period (C x spend per visit).

Definition

E. ExpenditureMeasure

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Measuring attitudes and opinions Formats

a. Open-ended or direct questionsb. Checklistc. Ranking d. Likert scalese. Attitude statementsf. Semantic differential.

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“Attitude/opinion question formats – Fig. 9.16

a. Open-ended/direct: What attracted you to apply for this course?

____________________________________b. Checklist: Of the items on the card, which was the

most important to you in applying for this course?A. Good reputationB. Easy accessC. CurriculumD. Level of feesE. Easy parking.

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c. Ranking: Please rank the items on the card in terms of their importance to you in choosing a course. Please rank them 1 for the most important to 5 for the least important.

RankA. Good reputation ___B. Easy access ___C. Curriculum ___D. Level of fees ___E. Easy parking ___

Attitude/opinion question formats – Fig. 9.16

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d. Likert scales: Looking at the items on the card, please say how important each was to you in choosing this course; was it: Very important, Quite important, Not very important or Not at all important?

Very Quite Not very Not at all

important important important important

Good reputation □1 □2 □3 □4

Easy Access □1 □2 □3 □4

Curriculum □1 □2 □3 □4

Level of fees □1 □2 □3 □4

Easy parking □1 □2 □3 □4


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e. Attitude Statements: Please read the statements below and indicate your level of agreement or disagreement with them by ticking the appropriate box.

Agree Agree No Disagree Disagree

Strongly opinion stronglyThe learning experience is more important than the

qualification in education □1 □2 □3 □4 □5

Graduate course fees are

too high □1 □2 □3 □4 □5


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f. Semantic differential: Please look at the list below and tick the line to indicate where you think this course falls in relation to each factor listed.

Difficult |_______|________|________|________| Easy

Irrelevant |_______|________|________|________| RelevantProfessional |_______|________|________|________| UnprofessionalDull |_______|________|________|________| Interesting


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E. Introductory remarks For example ‘Hallo, my name is _____ . We are

conducting a survey of _______. Would you mind answering a few questions?

Different content/formats for different survey types

Interviewer-completion: include in interviewer instructions – additional information available if required

Respondent-completion – printed on questionnaire Mail survey: this is dealt with in covering letter.

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Ordering of questions Start with easy questions Start with 'relevant' questions Leave sensitive questions until later.

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Questionnaire layout Be aware of the needs of the reader/user –

interviewer or respondent? Special care with mail survey questionnaires Compactness (eg. single page) = ease of

handling Two-column layout often helps

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Filtering (Fig. 9.17)

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Coding of questionnaire responses

Pre-coded vs Open-ended questions See Figure 9.9

Pre-coded – codes already exist Open-ended – coding system must be devised

See Figure 9.18

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Coding open-ended questions (Fig. 9.18)

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Recording coded information – Fig. 9.19

Campus Life Survey 2003| Office Use

| # 1 | qno

1. Which of the following best describes your current situation? |Full-time student with no regular paid work 1 |Full-time student with some regular paid work 2 | 2 statusPart-time student with full-time job 3 | Part-time student - other 4 |

ONLY ONE ANSWER POSSIBLE – ONE CODE – ONE VARIABLE (status)

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Recording coded information - Fig. 9.19

2. Which of the following university services have you used in the last | Office use4 weeks? |

|Used campus cafe/bar 1 | 1 cafebarAttended a live music performance on campus 1 | 1 musicUsed campus sport facilities 1 | 0 sportUsed campus travel service 1 | 0 travel

|UP TO FOUR POSITIVE ANSWERS POSSIBLE – FOUR VARIABLES

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3. In thinking about the social and entertainment services provided |on campus, what are the most important considerations for you? |Please rank the items below in terms of their importance to you. |Rank them from1 for the most important to 5 for the least important. |

Rank |Free or cheap access 1 | 1 cheapDay-time attractions 4 | 4 daytimeActs, films, etc. not available elsewhere 2 | 2 unusual Opportunities to socialise/meet people 3 | 3 meetQuality of presentation 5 | 5 quality

|

FIVE RANKS REQUIRED – FIVE VARIABLES


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6. What suggestions would you make for improving campus social life? ||

Provide more for minority tastes - less rock bands _______ | 1 sug1 ________________________________________________ | __ sug2

________________________________________ | __ sug3|

OPEN-ENDED (CODING SEE Fig. 8.9) – UP TO THREE ANSWERS |RECORDED = THREE VARIABLES |

|7. You are: Male 1 Female 2 | 1 gender

|8. Your age last birthday was: 18 years | 18 age


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Data from completed questionnaires (Fig. 9.20)

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Validity

Questionnaires record what respondents say or write about their characteristics, activities and attitudes.

The information may not be accurate due to: problems of recall exaggeration or understatement desire to please the interviewer.

One partial solution: ask the same question in a different way in different parts of the questionnaire.

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Fieldwork arrangements (Fig. 9.21)

a. Seek permissions - to visit sites, obtain records, etc. b. Obtain lists for sampling – e.g. voters listsc. Arrange printing – of questionnaires etc. d. Check insurance issuese. Prepare written instructions for interviewersf. Prepare identity badges/letters for interviewersg. Recruit interviewers and supervisorsh. Train interviewers and supervisors i. Obtain quotations for any fieldwork to be conducted by

other organisations j. Appoint and train data coders/processor.

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Conducting a pilot survey – purposes (Fig. 9.22)

a. Test questionnaire wordingb. Test question sequencingc. Test questionnaire layoutd. Familiarity with respondentse. Test fieldwork arrangementsf. Train and test fieldworkersg. Estimate response rateh. Estimate interview etc. timei. Test analysis procedures.

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