Topic Overview Topic Strategies and Management E5 Marketing: Simple Method to Conduct Market Research Level S3 Duration 3 lessons (40 minutes per lesson) Learning Objectives:

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Resources for the TEKLA curriculum at Junior Secondary Topic 1 Market Research Strategies and Management – Extension Learning Element

Module E5 Marketing

1

Topic Overview

Topic Strategies and Management

E5 Marketing: Simple Method to Conduct Market Research

Level S3

Duration 3 lessons (40 minutes per lesson)

Learning Objectives:

1. Understand the purpose of market research, and 2. Understand and apply the market research process.

Overview of Contents:

Lesson 1 Objective and Data Collection

Lesson 2 Research Design

Lesson 3 Execution and Presentation

Resources:

 Topic Overview and Teaching Plan

 PowerPoint Presentation

Suggested Activities:

 Class Discussion

 Group Discussion

 In-class exercise

 After-class exercise

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Module E5 Marketing

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Lesson 1

Theme Objective and Data Collection Duration 40 minutes

Expected Learning Outcomes:

Upon completion of this lesson, students will be able to:

1. describe what is a market research, 2. describe the market research process, and 3. collect relevant data for research.

Teaching Sequence and Time Allocation:

Activities Reference Time

Allocation Part I: Introduction

 Teacher starts the lesson by a group discussion and raises the importance of conducting a market research.

PPT #2 6 minutes

 Teacher explains the concept of market research. PPT #3 3 minutes Part II: Content

 Teacher introduces the market research process.

 Teacher explains the first step: defining problem.

PPT #4 PPT #5

3 minutes 3 minutes

 Activity 1: Class discussion

 Further to PPT slide #2, students in groups should discuss the problems to be considered in planning the Lunar New Year fair stall project.

 Teacher invites each group to share their results and makes conclusion.

PPT #6

PPT #7

4 minutes

2 minutes

 Teacher continues to explain the 1^st step: identifying the objective.

 Teacher explains the 2^nd step: how to collect data.

 Teacher explains the 3^rd step: selecting appropriate research approach.

PPT #8 – 9 PPT #10 – 13 PPT #14 – 15

4 minutes 8 minutes 5 minutes

Part III: Conclusion

 Teacher concludes the lesson by reviewing the key points covered.

2 minutes

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Module E5 Marketing

3

Lesson 2

Theme Research Design Duration 40 minutes

1. design simple questionnaire for research, and 2. design sample plan and survey contact method.

 Teacher recaps the 1^st to 3^rd steps of market research process.

PPT #2 2 minutes

Part II: Content

 Teacher explains the 4^th step: research design. PPT #3 – 7 10 minutes

 Activity 1: Group discussion

 Students are required to design a questionnaire taking “the kind of toys to be sold and price to be set?” as the research purpose.

 Students are invited to present their ideas.

 Teacher goes through suggested samples and makes conclusion.

PPT #8

PPT #9 – 10

10 minutes

4 minutes

 Teacher explains the 5^th step: design sample plan.

 Teacher explains the 6^th step: survey contact method.

PPT #11 – 12 PPT #13

4 minutes 3 minutes

 Activity 2: After-class exercise

 Students are required to conduct a research based on the questions they have discussed in class. Data collected will be used for analysis in the next lesson.

PPT #14 5 minutes

Part III: Conclusion

2 minutes

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Module E5 Marketing

4

Lesson 3

Theme Execution and Presentation Duration 40 minutes

1. conduct a market research, 2. analyse data collected, and 3. present the research result.

 Teacher recaps the 1^st to 6^th steps of market research process.

PPT #2 2 minutes

Part II: Content

 Teacher explains the 7^th step: research execution.

Differences between primary and secondary are also explained.

 Teacher explains the 8^th step: data analysis. Use of mathematical calculations for simple analysis is introduced.

PPT #3 – 6

PPT #7

10 minutes

4 minutes

 Activity 1: In-class exercise

 Data analysis by using simple mathematics.

 Teacher goes through the answers and makes conclusion.

PPT #8 6 minutes

3 minutes

 Teacher explains the 9^th step: preparation of research report.

PPT #9 – 11 5 minutes

 Activity 2: In-class exercise

 Students are required to make

recommendations from their research and make presentation.

 Teacher makes conclusion.

PPT #12 6 minutes

2 minutes Part III: Conclusion

2 minutes

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Note: After discussion, teacher can invite students to report what they have discussed and ask them how they know their products would have good sale. Then introduce

‘market research’ to be explained in the following slides.

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Teacher invites students to raise their ideas.

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Teacher may let each group decide what kind of goods they want to sell and ask them to give examples of their objectives.

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17

Teacher starts the lesson by recapping steps 1 to 3 of a typical market research process.

18

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Students are free to design their questionnaire. Teacher however, has to remind them to consider 'the things they really need to know from respondents in order to meet the survey's objectives?'

24

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Teacher may share with students the sample questions to stimulate their design.

When asking about students’ favourite cartoon character, teacher should remind students not to sell products infringing property right.

25

Teacher discusses with students why they use the format of e.g. closed or open‐end questions. How these can help them make a conclusion.

Teacher then refers students to the criteria for a well‐designed questionnaire as mentioned in this slide.

26

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Teacher explains the need to select a sample from a population because it is not possible to obtain all responses from all respondents.

The concept of a sample thus includes the process of how the data are obtained (e.g., selected or random variables).

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Observations usually result in greater accuracy and objectivity.

However, using observations to gather data normally requires more time and expenses than conducting surveys.

Observations must be carefully planned in order to avoid interfering participants’ actions.

(If people know they are being watched, they may react differently.)

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Teacher simply ask students to do simple presentation as there is insufficient time for them to show graphs etc. For example, students are only required to mention what to do and how to do after their analysis.

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Module E5 Marketing

Classwork/Home Assignment P.1

Section A: Multiple Choice Questions (@1, total 10 marks) 1. Why is it necessary to set an objective of a market research?

A. It helps to decide what information is required to obtain and how it can be obtained.

B. It helps to determine the cost of the research.

C. It helps to determine the response rate of the research.

D. It helps to decide whether to start the research or not.

Level of difficulty: *

2. Which of the following is not an objective of conducting a market research?

A. To understand what product customers would buy.

B. To see if it is cost-effective to conduct the research.

C. To see what price could be accepted by customers.

D. To design product packaging.

Level of difficulty: **

3. Which of the following is primary data for research?

A. Newspaper.

B. Internet forum.

C. Experiment.

D. Other research papers.

4. The method to discuss with the target customers face-to-face is called:

A. observation.

B. questionnaire.

C. experiment.

D. interview.

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Module E5 Marketing

5. Multiple choice questions is a type of ________ questions.

A. closed B. open-ended

C. open response-option D. research

6. Which of the following statements is correct?

A. Sample is known as a statistical population (all target respondents).

B. Sample is a set of data collected and/or selected from a statistical population (all target respondents).

C. When the sample is set as 100 students, the population should include babies.

D. Sample size is larger than the population size.

Level of difficulty: **

7. Which of the following is not a method of contacting target customers?

(i) Mailed questionnaires.

(ii) Observations.

(iii) Personal interviews.

(iv) Telephone interviews.

A. (i) & (ii) & (iii) B. (i) & (ii) & (iv) C. (ii) & (iii) & (iv) D. All of the above Level of difficulty: **

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Module E5 Marketing

8. A good questionnaire design should be:

A. Simple and intelligible.

B. Composed of at least 30 questions.

C. Composed of all open-ended questions.

D. Expecting in-depth thinking of respondents.

9. Which of the following calculation methods is not used for data analysis?

A. Average.

B. Mode.

C. Percentage distribution.

D. Trigonometric functions: sine, cosine and tangent Level of difficulty: *

10. When conducting market research, it is necessary to make sure _________ data are collected for analysis.

A. all B. almost C. sufficient D. minimum Level of difficulty: *

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Module E5 Marketing

Section B: Short Questions (20 marks)

* 1. List any 5 types of market segmentation. (5 marks)

*** 2. Design a questionnaire with 3 closed questions regarding a research for consumption pattern of a dinner buffet.

(9 marks)

** 3. Briefly describe the characteristics and contents of a good research report.

(6 marks)

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Module E5 Marketing

Topic Overview Topic Strategies and Management E5 Marketing: Simple Method to Conduct Market Research Level S3 Duration 3 lessons (40 minutes per lesson) Learning Objectives:

Topic Overview

Lesson 1

Lesson 2

Lesson 3

Suggested Solutions