survey analyzes - marketing consumers research
K.CUDi
ARTX360SURVEYSAMPLEv.4-1.pdf
Caffeine Consumption & Montclair S t
a t
e University Students
ARTX XXX-XX CONSUMER RESEARCH
Professor Kaled Hameide
STUDENT NAME
DATE
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ADJSUTED AND MANIPULATED TO BE USED WITHYOUR OWN DATA & IN YOUR REPORT
TH IS
IS S
A M P LE
JU S T
FO R D
EM O N S TR
A TI
O N
N O D
A TA
O R IN
FO R M A TI
O N S
H O U LD
B E
C O P IE
D
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b) 3-5 c) 6-8 d) 9-11
4) Which caffeinated beverage do you consume the most on a daily basis? (Please choose only one) - Nominal
a) Coffee b) Energy drink c) Diet cola/Regular cola d) Tea e) None
Ill. Description of Sample
4
I used a sample of 15 Montclair State University students and I
approached them during one of my classes on campus. All of the students were
willing to take the survey because I told them it was short, and many of them told
me they had to administer surveys once before as well, so they understood.
IV. Raw Data
I Employed Hours of
Respondent Credits Sleep Beverage 1 Yes 12-14 3-5 Energy drink 2 Yes 12-14 3-5 Coffee 3 Yes 12-14 6-8 Tea 4 Yes 9-11 6-8 Energy drink 5 Yes 12-14 3-5 Diet/regular
cola 6 Yes 12-14 3-5 Coffee 7 Yes 18-20 6-8 Coffee 8 Yes 12-14 6-8 Tea 9 Yes 9-11 6-8 None 10 No 15-17 6-8 Tea 11 No 12-14 3-5 Coffee 12 No 12-14 6-8 Diet/regular
cola 13 Yes 15-17 6-8 Coffee 14 Yes 12-14 6-8 None 15 No 18-20 6-8 EnerQY drink
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5
V. Analysis of Data
Figure 1 ➔ Frequency Distribution for Employment, N = 15
I ��ployment
10 -+------1
8
6
4
w Frequency I
2----
0
�} ":\ �•,t::•\'', I·, " ' -
Yes
Central Tendencies ➔ Mode, Median, Mean.
Mode: Yes
;-. . . ., . . . ,.· . t- ·- �_;:,,,:-• ., ... _.._! • • ,-�-: ...
i ' - . . . , . . . . � -
E:r�;. :��:::-•..-;,. · ·_ -... �- _..· ,. -. , .._.-,/-� =�� _ � ... �-..::.
No
Median: This is non-applicable because the median cannot be applied to a nominal set of data.
Mean: This is non-applicable as well because the mean cannot be applied to a nominal set of data.
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6
Measures of Dispersion ➔ Range, Variance, Standard Deviation.
Range: This is non-applicable because range cannot be applied to a nominal set of data.
Variance: This is non-applicable as well because variance cannot be applied to a nominal set of data.
Standard Deviation: This is also non-applicable because standard deviation cannot be applied to a nominal set of data.
Figure 2 ➔ Frequency Distribution for Credits, N = 15
Credits Midpoint Frequency
0-2 1 0
3-5 4 0
6-8 7 0
9-11 10 2
12-14 13 9
15-17 16 2
18-20 19 2
Credits
10 �---------------------
9 +---------------.------
8 +-------------;,;,.,;,,t---------
7 +--------------,
6+------------
5+------------
4-t------------
3-+-------------
2 +---------....---...--
1 -+----------
0
0to2 3to5 6to8 9toll 12to14 15to17 18to20
Central Tendencies ➔ Mode, Median, Mean.
Mode: 12-14 credits
■ Frequency
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7
Median: = N + 1 = = 15 + 1 =
16 = 8th place for median = 13 (the midpoint on 12-14)
2 2 2
credits
I �- 2
I �- 5
I �- 8
I �- 11
I � 2-14 I �
5-17
I �- 2
I �- 5
I �- 8
I �- 11
I ��- 14
I ��- 17
Mean: 1 (0)+4(0)+ 7(0)+10(2)+13(9)+16(2)+19(2)= 207= 13.8 credits 2+9+2+2 15
Measures of Dispersion ➔ Range, Variance, Standard Deviation.
Range: 20-0 credits
Variance Chart X Midpoint f .r
0-2 1 0 13.8 3-5 4 0 13.8 6-8 7 0 13.8 9-11 10 2 13.8 12-14 13 9 13.8 15-17 16 2 13.8 18-20 19 2 13.8 Total 15
Variance Answer: 98.4 = 7.028 ➔ 7.03 14
Standard Deviation: V 7.03 = 2.651 ➔ 2.65
Xi- .r {Xi - .r)2 -12.8 163.84 -9.8 96.04 -6.8 46.24 -3.8 14.44 -.08 0.64 2.2 4.84 5.2 27.04
Figure 3 ➔ Frequency Distribution for Hours Slept, N = 15
Hours Slept Midpoint Frequency 0-2 1 0 3-5 4 5 6-8 7 10 9-11 10 0
I � 8-20
I �:- 20
{Xi - I)Zf 0 0 0 28.88 5.76 9.68 54.08 98.4
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Hours Sle t
12
10
8 +-- -�------ I---- -- - -
6+---------------t
4-+--------
2--------
0
Oto 2 3 to 5 6 to 8
Central Tendencies ➔ Mode, Median, Mean.
Mode: 6-8 hours of sleep
9 to 11
Wfrequency
Median: = N + 1 = = 15 + 1 = 16 = 8th place for median= 7 (the midpoint of 6-8)
2 2 2
credits
I �- 2
1:- s
,�
I �- 2
I : -s ,�:
Mean: 1{0}+4(5}+7(10}+10(0} =90 = 6 hours of sleep 2+9+2+2 15
1 �- 11
1 �- 11
Measures of Dispersion ➔ Range, Variance, Standard Deviation.
Range: 11-0 hours of sleep
8
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Variance Chart X Midpoint f
0-2 1 0 6
3-5 4 5 6
6-8 7 10 6
9-11 10 0 6
Total 15
Variance Answer: 30 = 2.142 ➔ 2.14 14
r
Standard Deviation: V 2.14 = 1.462 ➔ 1.46
Xi - j; (Xi - .r)Z -5 25
-2 4
1 1
4 16
Figure 4 ➔ Frequency Distribution for Chosen Beverage, N = 15
Chosen Beverage Frequency
Coffee
Energy drink
Diet/regular cola
Tea
None
Coffee
5
3
2
3
2
Caffeinated Beverage
Energy drink Diet/regular
cola
Tea
Central Tendencies ➔ Mode, Median, Mean.
Mode: Coffee
None
9
(Xi - i)2f 0
20 10
0
30
Frequency
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Diet/regular Coffee Energy Drink cola Tea None
5 3 2 3 2
Median: This is non-applicable because the median cannot be applied to a nominal set of data.
10
Mean: This is non-applicable as well because the mean cannot be applied to a nominal set of data.
Measures of Dispersion ➔ Range, Variance, Standard Deviation.
Range: This is non-applicable because range cannot be applied to a nominal set of data.
Variance: This is non-applicable as well because variance cannot be applied to a nominal set of data.
VI: Relationship Between Variables
Relationship One ➔ Caffeine Consumption & Employment
Respondents 1 2 3 Caffeine ED C T
Consumption Employment y y y
C ➔ Coffee ED ➔ Energy CO ➔ Diet/regular cola T ➔ Tea N ➔ None Y ➔ Yes NO ➔ No
4 5 ED co
y y
6 7 8 C C T
y y y
9 10 11 N T C
y NO NO
12 13 14 co C N
NO y y
15 ED
NO
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11
The data suggests some relation between employment and the consumption of
caffeinated beverages, which is a clear one. It seems as if students who are
employed are regular caffeine consumers, as are the ones who are unemployed.
The students who are employed seem to prefer beverages that generally have a
higher caffeine content, such as coffee and energy drinks, more than the ones
who are unemployed.
Relationship Two ➔ Caffeine Consumption & Amount of Credits Taken
Respondents 1 2 3 4 5 6 7 8 9 10 11 12 13 Caffeine ED C T ED co C C T N T C co C
Consumption Amount of 12- 12- 12- 9- 12- 12- 18- 12- 9- 15- 12- 12- 15-
Credits 14 14 14 11 14 14 20 14 11 17 14 14 17
Number of Credits Being Taken
0 0 1 1 0
0 0 0 2 0 0
0 0 0 2 1 0
0 0 1 1 0 0
14 15
N ED
12- 18- 14 20
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The data suggest a relation between the consumption of caffeine and amount of
credits taken. It seems as if the students taking 12-14 credits consumed the most
caffeine, mainly in coffee. It also shows that as the credit count gets higher, so do
the responses of daily caffeinated drinks. The two students who stated they were
registered for 18-20 credits made note that they consume some type of beverage
with caffeine every day, and the two beverages that were selected (coffee and
energy drinks) are beverages with high caffeine content.
Relationship Three ➔ Caffeine Consumption & Hours of Sleep
Respondents 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Caffeine ED C T ED co C C T N T C co C N
Consumption
Hours of Sleep
3-5 3-5 6- 6-8 3-5 3-5 6- 6- 6- 6- 3- 6-8 6- 6-
8 8 8 8 8 5 8 8
Hours of Sleep
The data suggests some relation between caffeine consumption and hours slept
which may or may not be a very strong one. It seems as if no matter how many
hours are slept, some type of caffeine is still consumed daily.
ED
6-
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VII: Summary
The reason for this survey is to analyze certain factors that contribute
to caffeine consumption in Montclair State University students. The factors that
are reviewed are hours slept, the number of credits taken, and whether the
student is employed or not. These three variables are measured to see if there
are elevations in caffeine consumption when happening. The importance of this
survey is for students to see just how much caffeine, if any, they are putting into
their bodies and to determine if it is a healthy amount or not. Some students
may not know the side effects and health consequences of an abundant
amount of caffeine; so the goal of this survey is to improve students' health with
awareness. After completing the survey, the objective is for students to see the
amount of caffeine their body intakes daily and then put that information into
perspective. Not only will students benefit from this work, but professors and
health counselors can as well. After viewing the material, not only will they be
able to see how many credits many of the students take, but also along with
how any hours of sleep they are getting on a nightly basis, as well as how much
caffeine is taken daily. Counselors, students, and professors can then work
together to determine healthy options for all. The findings of this survey can be
disseminated through the university's website (www.montclair.edu) and the
Montclair State University newspaper, The Montclarion.
The sample picked for this survey was 15 Montclair State University
students. The students selected were a combination of males and females from
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different majors that were approached in one of my classes. I was very lucky to
have willing participants because no one complained about taking the survey
once I asked. They were all very approachable and open, mainly because I let
them know it was quick and only four questions.
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Once the data was collected and organized, it was time to analyze my
findings. The first thing I reviewed was the employment status of students. The
mode showed that yes, the majority of the students were in fact employed. I
could not find the mean, median, range, variance, or standard deviation because
my variable was one that was nominal. This, along with the type of beverage,
were the hardest variables to analyze because they were both nominal. I was
able to find the mode for caffeinated beverage types, and that was coffee.
Unfortunately, the median, mean, range, variance, and standard deviation were
non-applicable.
Analyzing credits taken was a bit easier. I found the mode to be 12-14
credits. The median was 13 credits, which was the midpoint for 12-14. The mean
was 13.8 credits. The range was 20-0 credits. The variance was 7.03, which then
made the standard deviation 2.65.
Hours of sleep were another variable that was analyzed. The mode was 6-
8 hours. The median was 7 hours, which was the midpoint of 6-8. I found that a
bit surprising, because before administering the survey, I felt as if the majority of
working college students did get less sleep. The mean of hours slept was 6
hours. The range was 11-0 hours. The variance was 2.14, which then made the
standard deviation 1.46.
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The cross tabulation between caffeine consumption and employment
showed that the majority of students who are employed consumed some sort of
caffeine. The most popular caffeinated item chosen was coffee, especially
among the employed students. Although the research showed that unemployed
students consumed caffeinated beverages as well, the ones who are employed
consumed the beverages with the most caffeine content such as coffee and
energy drinks.
The cross tabulation between caffeine consumption and credits taken
showed that the biggest caffeine consumers were those who were taking 12-14
credits. It also shows that as the credit count gets higher, so do the responses of
daily caffeinated drinks. The two students who stated they were registered for 18-
20 credits made note that they consume some type of beverage with caffeine
every day, and the two beverages that were selected (coffee and energy drinks)
are beverages with high caffeine content.
The cross tabulation between caffeine consumption and hours slept
proved to be somewhat weak. There was some relation, but not a very strong
one. It seems as if no matter how many hours are slept, some type of caffeine is
still consumed daily so therefore it is not simple to tell if hours or sleep is a main
factor in how much caffeine is consumed.
VIII: Conclusion
There were some conclusions I came across while conducting this survey.
One, I believe that coffee is the caffeinated beverage of choice for many
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students. I found that the majority of students who are employed consumed more
caffeine than the ones that are unemployed. Also, it seems as if the students
consuming the most caffeine are the ones taking 12-14 credits. Unfortunately, it
was not very easy to see the relationship between hours slept and caffeine
consumed because it seems as if most of the students consumed caffeine every
day, regardless of the number of hours slept.
There were some limitations when it came to conducting the survey. I
found that using ranges as answer options for the questions asked was not very
helpful for me. I was not able to get exact answers because I had to find the
midpoints, so next time I conduct a survey I will make sure to make my answer
options specific. Another limitation is the way some of the questions were asked.
Next time instead of asking a student if they are employed, I can instead ask how
many hours they work. Also, instead of asking which caffeinated beverage they
consume, I could just ask if they even consume caffeinated beverages.
My main recommendation for anyone conducting a survey is to definitely
ask a variety of people to avoid bias and similar answers. Also, definitely think of
a topic that has an affect on many people because that can contribute to a
truthful, positive response.
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Appendix 1: Questionnaire Sheet Sample
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\
Montclair Student Survey
1) �e you employed? (§) Yes
b) No .
2) How many credits are you taking? a) 0-2 b) 3-5 c) 6-8
5ll 9-11 @ 12-14 f) 15-17 g) 18-20
3) How many hours of sleep do you get in a night? _g} 0-2 (fil) 3-5 c) 6-8 d) 9-11
4) Which caffeinated beverage do you consume the most on a daily basis? (Please choose only one)
/4 Coffee � Energy drink
c) Diet cola/Regular cola d) Tea e) None
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