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
Resources for the TEKLA curriculum at Junior Secondary Topic 1 Market Research Strategies and Management – Extension Learning Element
Module E5 Marketing
2
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 1st step: identifying the objective.
Teacher explains the 2nd step: how to collect data.
Teacher explains the 3rd 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
Resources for the TEKLA curriculum at Junior Secondary Topic 1 Market Research Strategies and Management – Extension Learning Element
Module E5 Marketing
3
Lesson 2
Theme Research Design Duration 40 minutes
Expected Learning Outcomes:
Upon completion of this lesson, students will be able to:
1. design simple questionnaire for research, and 2. design sample plan and survey contact method.
Teaching Sequence and Time Allocation:
Activities Reference Time
Allocation Part I: Introduction
Teacher recaps the 1st to 3rd steps of market research process.
PPT #2 2 minutes
Part II: Content
Teacher explains the 4th 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 5th step: design sample plan.
Teacher explains the 6th 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
Teacher concludes the lesson by reviewing the key points covered.
2 minutes
Resources for the TEKLA curriculum at Junior Secondary Topic 1 Market Research Strategies and Management – Extension Learning Element
Module E5 Marketing
4
Lesson 3
Theme Execution and Presentation Duration 40 minutes
Expected Learning Outcomes:
Upon completion of this lesson, students will be able to:
1. conduct a market research, 2. analyse data collected, and 3. present the research result.
Teaching Sequence and Time Allocation:
Activities Reference Time
Allocation Part I: Introduction
Teacher recaps the 1st to 6th steps of market research process.
PPT #2 2 minutes
Part II: Content
Teacher explains the 7th step: research execution.
Differences between primary and secondary are also explained.
Teacher explains the 8th 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 9th 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
Teacher concludes the lesson by reviewing the key points covered.
2 minutes
1
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.
2
3 4
Teacher invites students to raise their ideas.
5 6
7 8
Teacher may let each group decide what kind of goods they want to sell and ask them to give examples of their objectives.
9 10
11 12
13 14
15 16
17
Teacher starts the lesson by recapping steps 1 to 3 of a typical market research process.
18
19 20
21 22
23
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
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
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).
27 28
29 30
31 32
33 34
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.)
35 36
37 38
39 40
41 42
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.
43 44
Resources for the TEKLA curriculum at Junior Secondary Topic 1 Market Research Strategies and Management – Extension Learning Element
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.
Level of difficulty: *
4. The method to discuss with the target customers face-to-face is called:
A. observation.
B. questionnaire.
C. experiment.
D. interview.
Level of difficulty: *
Resources for the TEKLA curriculum at Junior Secondary Topic 1 Market Research Strategies and Management – Extension Learning Element
Module E5 Marketing
Classwork/Home Assignment P.2
5. Multiple choice questions is a type of ________ questions.
A. closed B. open-ended
C. open response-option D. research
Level of difficulty: *
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: **
Resources for the TEKLA curriculum at Junior Secondary Topic 1 Market Research Strategies and Management – Extension Learning Element
Module E5 Marketing
Classwork/Home Assignment P.3
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.
Level of difficulty: *
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: *
Resources for the TEKLA curriculum at Junior Secondary Topic 1 Market Research Strategies and Management – Extension Learning Element
Module E5 Marketing
Classwork/Home Assignment P.4
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)
Resources for the TEKLA curriculum at Junior Secondary Topic 1 Market Research Strategies and Management – Extension Learning Element
Module E5 Marketing
Classwork/Home Assignment P.5
Suggested Solutions
Section A: MCQs
1. A 2. B 3. C 4. D 5. A
6. B 7. D 8. A 9. D 10. C
Section B: Short Questions.
Question 1
Any 5 types of market segmentation:
Geographic differences, behaviour differences, demographic differences, technographic differences, psychographic differences and gender differences.
(@1, max 5 marks)
Question 2
Sample questions like:
Have you had a dinner buffet before?
(Answers: Yes/No.)
How much will you spend for a dinner buffet? (Answers: A:
HK$0-HK$200. B: HK$200-HK$400. C: HK$400-HK$600. D: HK$600 or more.)
Do you agree it is good to have a dinner buffet for birthday celebration?
(Answers: 1. Strongly disagree. 2. Disagree. 3. Neutral. 4. Agree. 5.
Strongly agree.)
(@3, total 9 marks)
Question 3
A good research report should clearly state the research problem and outline research objectives. It must also describe how research is conducted, specifying the interviewees and the method of asking questions, as well as the methods used to analyse the data.
The report should also present and evaluate the main findings of the research and includes a conclusion and recommendations.
(@3, total 6 marks)
