A Computationally Efficient Method for Selecting a Split Questionnaire Design
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E-Survey Methodology
Chapter I E-Survey Methodology Karen J. Jansen The Pennsylvania State University, USA Kevin G. Corley Arizona State University, USA Bernard J. Jansen The Pennsylvania State University, USA ABSTRACT With computer network access nearly ubiquitous in much of the world, alternative means of data col- lection are being made available to researchers. Recent studies have explored various computer-based techniques (e.g., electronic mail and Internet surveys). However, exploitation of these techniques requires careful consideration of conceptual and methodological issues associated with their use. We identify and explore these issues by defining and developing a typology of “e-survey” techniques in organiza- tional research. We examine the strengths, weaknesses, and threats to reliability, validity, sampling, and generalizability of these approaches. We conclude with a consideration of emerging issues of security, privacy, and ethics associated with the design and implications of e-survey methodology. INTRODUCTION 1999; Oppermann, 1995; Saris, 1991). Although research over the past 15 years has been mixed on For the researcher considering the use of elec- the realization of these benefits (Kiesler & Sproull, tronic surveys, there is a rapidly growing body of 1986; Mehta & Sivadas, 1995; Sproull, 1986; Tse, literature addressing design issues and providing Tse, Yin, Ting, Yi, Yee, & Hong, 1995), for the laundry lists of costs and benefits associated with most part, researchers agree that faster response electronic survey techniques (c.f., Lazar & Preece, times and decreased costs are attainable benefits, 1999; Schmidt, 1997; Stanton, 1998). Perhaps the while response rates differ based on variables three most common reasons for choosing an e-sur- beyond administration mode alone. -
Regression Summary Project Analysis for Today Review Questions: Categorical Variables
Statistics 102 Regression Summary Spring, 2000 - 1 - Regression Summary Project Analysis for Today First multiple regression • Interpreting the location and wiring coefficient estimates • Interpreting interaction terms • Measuring significance Second multiple regression • Deciding how to extend a model • Diagnostics (leverage plots, residual plots) Review Questions: Categorical Variables Where do those terms in a categorical regression come from? • You cannot use a categorical term directly in regression (e.g. 2(“Yes”)=?). • JMP converts each categorical variable into a collection of numerical variables that represent the information in the categorical variable, but are numerical and so can be used in regression. • These special variables (a.k.a., dummy variables) use only the numbers +1, 0, and –1. • A categorical variable with k categories requires (k-1) of these special numerical variables. Thus, adding a categorical variable with, for example, 5 categories adds 4 of these numerical variables to the model. How do I use the various tests in regression? What question are you trying to answer… • Does this predictor add significantly to my model, improving the fit beyond that obtained with the other predictors? (t-ratio, CI, p-value) • Does this collection of predictors add significantly to my model? Partial-F (Note: the only time you need partial F is when working with categorical variables that define 3 or more categories. In these cases, JMP shows you the partial-F as an “Effect Test”.) • Does my full model explain “more than random variation”? Use the F-ratio from the Anova summary table. Statistics 102 Regression Summary Spring, 2000 - 2 - How do I interpret JMP output with categorical variables? Term Estimate Std Error t Ratio Prob>|t| Intercept 179.59 5.62 32.0 0.00 Run Size 0.23 0.02 9.5 0.00 Manager[a-c] 22.94 7.76 3.0 0.00 Manager[b-c] 6.90 8.73 0.8 0.43 Manager[a-c]*Run Size 0.07 0.04 2.1 0.04 Manager[b-c]*Run Size -0.10 0.04 -2.6 0.01 • Brackets denote the JMP’s version of dummy variables. -
Using Survey Data Author: Jen Buckley and Sarah King-Hele Updated: August 2015 Version: 1
ukdataservice.ac.uk Using survey data Author: Jen Buckley and Sarah King-Hele Updated: August 2015 Version: 1 Acknowledgement/Citation These pages are based on the following workbook, funded by the Economic and Social Research Council (ESRC). Williamson, Lee, Mark Brown, Jo Wathan, Vanessa Higgins (2013) Secondary Analysis for Social Scientists; Analysing the fear of crime using the British Crime Survey. Updated version by Sarah King-Hele. Centre for Census and Survey Research We are happy for our materials to be used and copied but request that users should: • link to our original materials instead of re-mounting our materials on your website • cite this as an original source as follows: Buckley, Jen and Sarah King-Hele (2015). Using survey data. UK Data Service, University of Essex and University of Manchester. UK Data Service – Using survey data Contents 1. Introduction 3 2. Before you start 4 2.1. Research topic and questions 4 2.2. Survey data and secondary analysis 5 2.3. Concepts and measurement 6 2.4. Change over time 8 2.5. Worksheets 9 3. Find data 10 3.1. Survey microdata 10 3.2. UK Data Service 12 3.3. Other ways to find data 14 3.4. Evaluating data 15 3.5. Tables and reports 17 3.6. Worksheets 18 4. Get started with survey data 19 4.1. Registration and access conditions 19 4.2. Download 20 4.3. Statistics packages 21 4.4. Survey weights 22 4.5. Worksheets 24 5. Data analysis 25 5.1. Types of variables 25 5.2. Variable distributions 27 5.3. -
Analysis of Variance with Categorical and Continuous Factors: Beware the Landmines R. C. Gardner Department of Psychology Someti
Analysis of Variance with Categorical and Continuous Factors: Beware the Landmines R. C. Gardner Department of Psychology Sometimes researchers want to perform an analysis of variance where one or more of the factors is a continuous variable and the others are categorical, and they are advised to use multiple regression to perform the task. The intent of this article is to outline the various ways in which this is normally done, to highlight the decisions with which the researcher is faced, and to warn that the various decisions have distinct implications when it comes to interpretation. This first point to emphasize is that when performing this type of analysis, there are no means to be discussed. Instead, the statistics of interest are intercepts and slopes. More on this later. Models. To begin, there are a number of approaches that one can follow, and each of them refers to a different model. Of primary importance, each model tests a somewhat different hypothesis, and the researcher should be aware of precisely which hypothesis is being tested. The three most common models are: Model I. This is the unique sums of squares approach where the effects of each predictor is assessed in terms of what it adds to the other predictors. It is sometimes referred to as the regression approach, and is identified as SSTYPE3 in GLM. Where a categorical factor consists of more than two levels (i.e., more than one coded vector to define the factor), it would be assessed in terms of the F-ratio for change when those levels are added to all other effects in the model. -
2021 RHFS Survey Methodology
2021 RHFS Survey Methodology Survey Design For purposes of this document, the following definitions are provided: • Building—a separate physical structure identified by the respondent containing one or more units. • Property—one or more buildings owned by a single entity (person, group, leasing company, and so on). For example, an apartment complex may have several buildings but they are owned as one property. Target population: All rental housing properties in the United States, circa 2020. Sampling frame: The RHFS sample frame is a single frame based on a subset of the 2019 American Housing Survey (AHS) sample units. The RHFS frame included all 2019 AHS sample units that were identified as: 1. Rented or occupied without payment of rent. 2. Units that are owner occupied and listed as “for sale or rent”. 3. Vacant units for rent, for rent or sale, or rented but not yet occupied. By design, the RHFS sample frame excluded public housing and transient housing types (i.e. boat, RV, van, other). Public housing units are identified in the AHS through a match with the Department of Housing and Urban Development (HUD) administrative records. The RHFS frame is derived from the AHS sample, which is itself composed of housing units derived from the Census Bureau Master Address File. The AHS sample frame excludes group quarters housing. Group quarters are places where people live or stay in a group living arrangement. Examples include dormitories, residential treatment centers, skilled nursing facilities, correctional facilities, military barracks, group homes, and maritime or military vessels. As such, all of these types of group quarters housing facilities are, by design, excluded from the RHFS. -
A Meta-Analysis of the Effect of Concurrent Web Options on Mail Survey Response Rates
When More Gets You Less: A Meta-Analysis of the Effect of Concurrent Web Options on Mail Survey Response Rates Jenna Fulton and Rebecca Medway Joint Program in Survey Methodology, University of Maryland May 19, 2012 Background: Mixed-Mode Surveys • Growing use of mixed-mode surveys among practitioners • Potential benefits for cost, coverage, and response rate • One specific mixed-mode design – mail + Web – is often used in an attempt to increase response rates • Advantages: both are self-administered modes, likely have similar measurement error properties • Two strategies for administration: • “Sequential” mixed-mode • One mode in initial contacts, switch to other in later contacts • Benefits response rates relative to a mail survey • “Concurrent” mixed-mode • Both modes simultaneously in all contacts 2 Background: Mixed-Mode Surveys • Growing use of mixed-mode surveys among practitioners • Potential benefits for cost, coverage, and response rate • One specific mixed-mode design – mail + Web – is often used in an attempt to increase response rates • Advantages: both are self-administered modes, likely have similar measurement error properties • Two strategies for administration: • “Sequential” mixed-mode • One mode in initial contacts, switch to other in later contacts • Benefits response rates relative to a mail survey • “Concurrent” mixed-mode • Both modes simultaneously in all contacts 3 • Mixed effects on response rates relative to a mail survey Methods: Meta-Analysis • Given mixed results in literature, we conducted a meta- analysis -
Describing Data: the Big Picture Descriptive Statistics Community
The Big Picture Describing Data: Categorical and Quantitative Variables Population Sampling Sample Statistical Inference Exploratory Data Analysis Descriptive Statistics Community Coalitions (n = 175) In order to make sense of data, we need ways to summarize and visualize it. Summarizing and visualizing variables and relationships between two variables is often known as exploratory data analysis (also known as descriptive statistics). The type of summary statistics and visualization methods to use depends on the type of variables being analyzed (i.e., categorical or quantitative). One Categorical Variable Frequency Table “What is your race/ethnicity?” A frequency table shows the number of cases that fall into each category: White Black “What is your race/ethnicity?” Hispanic Asian Other White Black Hispanic Asian Other Total 111 29 29 2 4 175 Display the number or proportion of cases that fall into each category. 1 Proportion Proportion The sample proportion (̂) of directors in each category is White Black Hispanic Asian Other Total 111 29 29 2 4 175 number of cases in category pˆ The sample proportion of directors who are white is: total number of cases 111 ̂ .63 63% 175 Proportion and percent can be used interchangeably. Relative Frequency Table Bar Chart A relative frequency table shows the proportion of cases that In a bar chart, the height of the bar corresponds to the fall in each category. number of cases that fall into each category. 120 111 White Black Hispanic Asian Other 100 .63 .17 .17 .01 .02 80 60 40 All the numbers in a relative frequency table sum to 1. -
Chi Square Survey Questionnaire
Chi Square Survey Questionnaire andCoptic polo-neck and monoclonal Guido catholicizes Petey slenderize while unidirectional her bottom tigerishness Guthrie doffs encased her lamplighter and cricks documentarily necromantically. and interlinedMattery disinterestedly,queenly. Garcon offerable enskied andhis balderdashesmanufactural. trivializes mushily or needily after Aamir ethylate and rainproof Chi Square test of any Contingency Table because Excel. Comparing frequencies Chi-Square tests Manny Gimond. Are independent of squared test have two tests are the. The Chi Squared Test is a statistical test that already often carried out connect the start of they intended geographical investigation. OpenStax Statistics CH11THE CHI-SQUARE Top Hat. There are classified according to chi square survey questionnaire. You can only includes a questionnaire can take these. ANOVA Regression and Chi-Square Educational Research. T-Tests & Survey Analysis SurveyMonkey. Aids victims followed the survey analysis has a given by using likert? Square test of questionnaires, surveys frequently scared to watch horror movies too small? In short terms with are regression tests t-test ANOVA chi square and. What you calculate a survey solution is two columns of questionnaires, surveys frequently than to download reports! Using Cross Tabulation and Chi-Square The Survey Says. The Chi-Square Test for Independence Department of. And you'll must plug the research into a chi-square test for independence. Table 4a reports the responses to questions 213 in framework study survey. What output it mean look the chi square beauty is high? Completing the survey and surveys frequently ask them? Chi square test is rejected: the survey in surveys, is the population, explain that minority male and choose your dv the population of. -
Collecting Data
Statistics deal with the collection, presentation, analysis and interpretation of data.Insurance (of people and property), which now dominates many aspects of our lives, utilises statistical methodology. Social scientists, psychologists, pollsters, medical researchers, governments and many others use statistical methodology to study behaviours of populations. You need to know the following statistical terms. A variable is a characteristic of interest in each element of the sample or population. For example, we may be interested in the age of each of the seven dwarfs. An observation is the value of a variable for one particular element of the sample or population, for example, the age of the dwarf called Bashful (= 619 years). A data set is all the observations of a particular variable for the elements of the sample, for example, a complete list of the ages of the seven dwarfs {685, 702,498,539,402,685, 619}. Collecting data Census The population is the complete set of data under consideration. For example, a population may be all the females in Ireland between the ages of 12 and 18, all the sixth year students in your school or the number of red cars in Ireland. A census is a collection of data relating to a population. A list of every item in a population is called a sampling frame. Sample A sample is a small part of the population selected. A random sample is a sample in which every member of the population has an equal chance of being selected. Data gathered from a sample are called statistics. Conclusions drawn from a sample can then be applied to the whole population (this is called statistical inference). -
Questionnaire Analysis Using SPSS
Questionnaire design and analysing the data using SPSS page 1 Questionnaire design. For each decision you make when designing a questionnaire there is likely to be a list of points for and against just as there is for deciding on a questionnaire as the data gathering vehicle in the first place. Before designing the questionnaire the initial driver for its design has to be the research question, what are you trying to find out. After that is established you can address the issues of how best to do it. An early decision will be to choose the method that your survey will be administered by, i.e. how it will you inflict it on your subjects. There are typically two underlying methods for conducting your survey; self-administered and interviewer administered. A self-administered survey is more adaptable in some respects, it can be written e.g. a paper questionnaire or sent by mail, email, or conducted electronically on the internet. Surveys administered by an interviewer can be done in person or over the phone, with the interviewer recording results on paper or directly onto a PC. Deciding on which is the best for you will depend upon your question and the target population. For example, if questions are personal then self-administered surveys can be a good choice. Self-administered surveys reduce the chance of bias sneaking in via the interviewer but at the expense of having the interviewer available to explain the questions. The hints and tips below about questionnaire design draw heavily on two excellent resources. SPSS Survey Tips, SPSS Inc (2008) and Guide to the Design of Questionnaires, The University of Leeds (1996). -
Which Statistical Test
Which Statistical Test Using this aid Understand the definition of terms used in the aid. Start from Data in Figure 1 and go towards the right to select the test you want depending on the data you have. Then go to the relevant instructions (S1, S2, S3, S4, S5, S6, S7, S8, S9 or S10) to perform the test in SPSS. The tests are mentioned below. S1: Normality Test S2: Parametric One-Way ANOVA Test S3: Nonparametric Tests for Several Independent Variables S4: General Linear Model Univariate Analysis S5: Parametric Paired Samples T Test S6: Nonparametric Two Related Samples Test S7: Parametric Independent Samples T Tests S8: Nonparametric Two Independent Samples T Tests S9: One-Sample T Test S10: Crosstabulation (Chi-Square) Test Definition of Terms Data type is simply the various ways that you use numbers to collect data for analysis. For example in nominal data you assign numbers to certain words e.g. 1=male and 2=female. Or rock can be classified as 1=sedimentary, 2=metamorphic or 3=igneous. The numbers are just labels and have no real meaning. The order as well does not matter. For ordinal data the order matters as they describe order e.g. 1st, 2nd 3rd. They can also be words such as ‘bad’, ‘medium’, and ‘good’. Both nominal and ordinal data are also refer to as categorical data. Continuous data refers to quantitative measurement such as age, salary, temperature, weight, height. It is good to understand type of data as they influence the type of analysis that you can do. -
Survey Methods
SURVEY METHODS About the survey In the spring of 2015, the Center for Survey Research at the University of Virginia entered into an agreement with Foothills Forum, a nonprofit, nonpartisan group of citizens in Rappahannock County, Virginia, to design and then conduct a mail-out survey of households in Rappahannock County. Foothills Forum is currently organized as a 501(c)3 non-profit. Foothills Forum was represented by its chairman, Larry “Bud” Meyer, and a survey committee charged with assisting in the development of the questionnaire. The goal of the survey was to determine citizen opinion on issues important to them regarding life in the County. Questionnaire development Beginning in January, 2015, the staff at the Center for Survey Research and the survey committee for Foothills Forum discussed the aims of the survey, based on an initial conceptual outline formulated by Foothills Forum. Foothills Forum also conducted a series of focus groups, not designed or assisted by the Center for Survey Research, in order to help them clarify issues to be included in the questionnaire. A preliminary questionnaire was developed by August, 2015 and was pretested at a focus group in Washington, Virginia, held on September 15, 2015. Foothills Forum was responsible for the recruitment of volunteers for the focus group and for arrangements and set-up of the meeting. The group was facilitated by Kathryn Wood, assisted by Matthew Braswell, who served as recorder. As a result of the focus group, significant modifications were made to the questionnaire. The final questionnaire was approved by the Foothills Forum survey committee on October 9, 2015 and was submitted for review and approval by the University of Virginia’s Institutional Review Board for the Social and Behavioral Sciences.