| Course | MT355 Marketing Research and Analytics |
|---|---|
| Unit | Unit 4 |
| Paper type | Survey questionnaire draft |
| Length | About 880 words, 6 pages double-spaced |
| Format | APA 7 student paper |
| School | Purdue University Global |
| Program | BS in Business Administration |
| Updated | October 2026 |
Free sample paper for MT355 Unit 4
Nineteen Items, Three Prices: An MT355 Unit 4 Questionnaire Draft for Adults a Swim School Hopes to Teach
[Student Name]
Purdue University Global
MT355: Marketing Research and Analytics
Unit 4 Questionnaire Draft
[Instructor Name]
[Date]
The swim school and questionnaire are composite; the design principles and sources cited are real.
Design Principles
Items move from what a respondent can report as fact to what requires imagining, so that hypothetical questions do not color answers to factual ones. Tourangeau et al. (2000) describe survey response as a sequence of comprehension, retrieval, judgment and reporting, and items here are written to make each step easy: one idea per item, everyday words and response options that cover every likely answer.
Introduction
The introduction tells respondents that Lakeside Swim School is asking about adult swimming lessons, that the survey takes about six minutes and that answering does not sign anyone up for anything. Note: stating that no sign-up is requested reduces the pressure that might push people to answer as if they were committing.
Section One: Screener
Item 1 asks for ZIP code. Note: this assigns the respondent to the North or Riverside catchment.
Item 2 asks for age band. Note: the target is adults aged 25 to 64, matching the census counts in Unit 3.
Item 3 asks whether the respondent could swim from one end of the school's pool to the other without stopping. Note: this behavioral item replaces a self-rating of swimming ability, because people judge their own ability very differently. Respondents who answer yes are thanked after two further questions about lessons for family members and leave the survey.
Section Two: Comfort in Water
Items 4 to 7 ask how comfortable the respondent feels standing in shallow water, being in water over their head and putting their face in the water, and whether they have ever taken lessons. Note: these are factual or near-factual, placed before any hypothetical item, and they help the school design the class's first weeks.
Section Three: Barriers
Item 8 asks what has kept the respondent from learning to swim, as a check-all list: time, cost, fear of water, embarrassment, no classes nearby, never thought about it, a health reason and an other box. Note: the list was drawn from the inquiry log and from published research on adult learners, and the other box catches reasons the list misses.
Section Four: The Class and the Price
Item 9 presents a neutral description: eight weekly evening lessons of 45 minutes, in groups of no more than six adults, at the respondent's nearest Lakeside pool.
Item 10 asks how likely the respondent would be to enroll, using five answer choices running from very unlikely at one end to very likely at the other, with the price shown as $148, $168 or $188. Each respondent sees one price, assigned at random. Note: random assignment lets the school compare likelihood across prices without asking anyone to answer three times, which would invite people to anchor on the first price. Morwitz et al. (2007) found that stated purchase intentions predict actual purchases better for some products and situations than others, which is why the analysis in Unit 9 will discount stated likelihood rather than take it at face value.
Each respondent sees one price, so no one is asked to bargain with the survey.
Why the Screener Is Behavioral
An earlier draft asked respondents to rate their own swimming ability on a scale from poor to excellent. That approach was dropped because people judge ability against very different standards: a confident wader may call herself a fair swimmer, while a strong swimmer who once struggled in the ocean may call himself poor. A behavioral question, whether the person could swim one length without stopping, is easier to answer truthfully and easier to compare across respondents. It also matches what the class would teach, so a yes means the class is probably not for that person.
Why the Class Description Is Neutral
The description in item 9 avoids words like easy, fun or confidence, which would encourage favorable answers. It states only what the class is: number of lessons, length, group size and place. A neutral description gives a more realistic measure of interest, which matters because the owner will act on the result.
Section Five: Scheduling and Household
Items 11 to 15 ask which weeknight evenings the respondent could attend, as a grid of Monday to Thursday with a none-of-these option, and preferred start time. Note: the none-of-these option was added after the pilot showed respondents skipping the grid.
Items 16 to 19 ask household size, whether children in the household take lessons at Lakeside, employment status and household income band. Note: sensitive items come last, so that a respondent who stops does not lose earlier answers, and income has a prefer-not-to-say option.
What the Draft Leaves Out
The draft does not ask respondents to rate the school, because the research question concerns adults who may never have contacted it. It does not ask open-ended questions beyond the other box, because interviews in Unit 8 will explore reasons in depth. Dillman et al. (2014) caution that each added item lengthens the survey and lowers completion, and nineteen items is the most the six-minute estimate allows.
References
Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, phone, mail, and mixed-mode surveys: The tailored design method (4th ed.). Wiley.
Morwitz, V. G., Steckel, J. H., & Gupta, A. (2007). When do purchase intentions predict sales? International Journal of Forecasting, 23(3), 347-364. https://doi.org/10.1016/j.ijforecast.2007.05.015
Tourangeau, R., Rips, L. J., & Rasinski, K. (2000). The psychology of survey response. Cambridge University Press.
The Purdue Global MT355 Unit 4 instructions
Unit 4 asks for a draft questionnaire with notes explaining each item. An opening paragraph should name the organization, give a time estimate and make clear that answering commits the respondent to nothing. Instructors expect a screener that identifies the target population reliably, ideally with a behavioral item. Items should move from facts to hypotheticals, and sensitive items should come last. Price questions should avoid asking the same person several prices if anchoring would distort the results; random assignment of one price is a common solution. Each note should explain wording and placement. The draft should state what it leaves out and why, since every item adds length and lowers completion. A neutral description of the product prevents leading answers.
How this MT355 Unit 4 example is built
The sample's design principles cite Tourangeau and colleagues on how respondents process questions. The introduction is described with its reason. Section one sets out ZIP code, age band and the behavioral screener. Section two covers comfort in water. Section three lists barriers drawn from the inquiry log. Section four gives the neutral class description and the randomized price item, citing Morwitz and colleagues, under the highlighted line that each respondent sees one price so no one bargains with the survey. Sections explain why the screener is behavioral and why the description is neutral. Section five covers schedules and household. Exclusions close the draft, citing Dillman and colleagues.
MT355 Unit 4 rubric: what earns full points
Questionnaire drafts are commonly assessed on the reliability of the screener, the logic of item order, the neutrality of wording, the design of price items and the quality of notes. Graders reward behavioral screeners over self-ratings where possible. Factual items should precede hypothetical ones. Product descriptions should be neutral. Randomized price versions show awareness of anchoring. Sensitive items belong at the end with an opt-out. Notes should justify each choice. Exclusions show that length was weighed. Survey methods sources appear in APA 7. Drafts that ask leading questions, place income first or show respondents several prices in sequence usually score lower, because each choice biases the answers the business will act on.
MT355 Unit 4 help: mistakes that cost points
Questionnaire drafts often ask people to rate themselves on vague scales, which produces answers that cannot be compared. Another common weakness is describing the product in promotional language. Some drafts ask the same respondent several prices, which invites anchoring. Notes are frequently missing or only restate the item. Before drafting, write down the decision and the threshold from your brief, then include only items whose answers would affect that decision. For every item, write one sentence explaining why its wording and position are what they are. If the sentence is hard to write, the item probably needs work. Reading the draft aloud once before piloting catches many clumsy items.
Get an MT355 Unit 4 example written to your instructions
Send the research objectives behind your survey, the Unit 4 prompt and the rubric, and say whether your section wants item notes, a cover message or both. A draft instrument with wording, scale and position defended item by item follows within 24-48h, and the first custom sample carries no charge. The paper above is an original model document written by our desk, not a submitted student paper and not an official Purdue University Global document.
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MT355 Unit 4 questions, answered
Why vary the price across versions instead of asking what people would pay?
Because open-ended price questions produce anchoring and wishful figures, and a respondent shown three prices tends to pick the lowest. Assigning one price per version at random lets the analysis compare likelihood across prices with groups that differ only in the price they saw. The MT355 sample uses three versions; smaller studies sometimes use two, which halves the comparison but doubles each group.
How many items should a questionnaire draft have?
Enough to cover every sub-question, which in most MT355 surveys lands somewhere near twenty. The sample's nineteen items each trace to a sub-question, and two tempting items were cut because none did. Longer instruments lose respondents, particularly on phones. Your prompt may set a range, and that range governs whatever the sample shows.
Should the draft include open-ended questions?
One or two can catch what closed options miss, such as a barrier nobody anticipated, though every open answer must later be read and sorted. The sample keeps an other box on the barrier list rather than adding a separate open question. If your draft includes open items, the notes should explain the sorting scheme in advance, since MT355 analysis units usually expect one.
Where can I find a free MT355 Unit 4 sample paper?
The complete MT355 Unit 4 questionnaire draft is on this page, with nineteen annotated items for a swim school's adult survey.
How is price tested in the MT355 Unit 4 sample?
Each respondent sees one of three prices, $148, $168 or $188, assigned at random, so likelihood can be compared without anchoring.