Lesson Element
Unit 5: Marketing and market research
Understanding the methods and forms of market research
Instructions and answers for tutors
These instructions cover the learner activity section which can be found on page 7. This
Lesson Element supports Cambridge Technicals Level 3 in Business.
When distributing the activity section to the learners either as a printed copy or as a
Word file you will need to remove the tutor instructions section.
The activity
In this Lesson Element learners will consider why business use of sample of the population
when undertaking market research and the different sampling techniques which can be used.
Learners should be encourage to achieve this via their own research as well as discussing
their ideas and opinions as to which methods are the most appropriate in a range of given
scenarios.
Suggested timings
Activity 1

40 minutes
Activity 2

1 hour 15 minutes
Activity 3

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Activity 1
Task 1
The following extract is taken from William G Cochran’s book ‘Sampling Techniques’ which was
published in 1953. He was a Professor of Statistics at Harvard University and this was one of the
first textbooks about sampling.
Chapter 1 - Introduction
‘Our knowledge, our attitudes, and our actions are based to a very large extent upon samples. This
is equally true in everyday life and in scientific research. A person's opinion of an institution that
conducts thousands of transactions every day is often determined by the one or two encounters
which he has had with the institution in the course of several years.
The traveller who spends 10 days in a foreign country and then proceeds to write a book telling the
inhabitants how to revive their industries, reform their political system, balance their budget, and
improve the food in their hotels is a familiar figure of fun. But in a real sense he differs from the
political scientist who devotes 20 years to living and studying in the country only in that he bases his
conclusions on a much smaller sample of experience and is less likely to be aware of the extent of
his ignorance. In every branch of science we lack the resources to study more than a fragment of
the phenomena that might advance our knowledge.’
A copy of this extract is included on the learner worksheet for this Lesson Element.
The aim of Task 1 is to encourage your learners to use any prior learning or knowledge which they
may have relating to sampling, as well as the information in the extract, to begin to develop ideas on
what a sample is and why it is used.

Divide your class into small groups and ask learners to choose a scribe for their group.

Each learner should read the extract and then each group should agree a definition of the
term ‘sample’.

You could then bring the class together to decide on a whole class definition of ‘sample’.
http://www.marketresearchterms.com/s.php
Global Market Insite Inc (GMI)
This resource provides a definition of ‘sample’ as well as other terms relevant to market research.
Task 2

You could bring into the classroom a range of products and items/pictures to represent
services.

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Ask each group to select a product or picture.
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
Learners should discuss the following questions imagining that they were going to carry out a
survey as part of market research into their chosen product or service. They also need to be
able to justify their answers.

o
How many people would they survey?
o
Where would they carry out the survey?
o
How would they choose who they surveyed?
Learners could feedback to the remainder of the class (the feedback being given by learners
other than the scribe) who could be encouraged to give their opinions on the methods
chosen. Can they foresee any problems with the suggestions?
Activity 2
Task 1
In Activity 1, learners considered their own views on samples and sampling techniques. Activity 2
introduces them to the theory within the teaching content for 3.4.

Divide the class into groups/pairs.

Ask each group to research one of the methods of sampling listed in 3.4 of the teaching
content.

Once researched ask each group to describe that method in 3 key points e.g. what is it, why
it is useful, plus one additional key point.

Ask groups to then summarise what they have written as a Tweet (140 characters or less)
which can be shared with the rest of the class. Alternatively, if you prefer your learners to
summarise this in more detail then a blog or a vlog could be used.
The following resources provide summaries of the different sampling techniques. You could either
share these with your learners before they undertake the task or recommend that they watch them
after the lesson to consolidate their understanding of the methods.
https://www.youtube.com/watch?v=be9e-Q-jC-0
Sampling: Simple Random, Convenience, systematic, cluster, stratified - Statistics Help
https://www.youtube.com/watch?v=rASK8PpqakM
Types of sampling survey techniques
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Task 2
Ask learners to reflect on the methods of choosing a sample which they suggested in Activity 1,
Task 2. Can they now relate their suggestions to one of the methods listed in 3.4?
Task 3
Using mini-whiteboards, ask your learners to draw a grid to represent each of the probability
sampling techniques.
Possible layouts include:
Random sampling
Stratified random sampling
Group 1 Group 2 Group 3 Group 4 Group 5
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Cluster sampling
Systematic sampling
Task 4
Political campaigners can often be heard complaining that opinion polls do not reflect what they hear
on the doorstep. Arguing that they have spoken to many more people than the 1,000 or so typically
interviewed for a poll, they claim the polls must be biased or just plain wrong.
Source: http://www.scotcen.org.uk/blog/why-bigger-isn%E2%80%99t-always-better
As a class, ask your learners to consider this quote as well as what they have now learnt about
sampling. Why might the results of surveys and polls be biased? Why might this be a problem for
the business carrying out the market research?
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Activity 3
Task 1

Divide your class into groups/pairs.

You could provide each group with a scenario from the cards on pages 7 to 13.

Ask your learners to decide, for their scenario, which sampling technique they would
recommend, why are they recommending it and why it is a better option than alternative
methods.

Bring the class back together and a ‘volunteer’ from each group could ‘hot seat’ in turn to
answer questions from the rest of the class as to why they have chosen this method, why it is
more suitable than an alternative etc.

You could use the prompt questions on page 10 to aid their peers if necessary.
Task 2

To consolidate the knowledge that your learners have gained, you could divide them into
pairs and provide one learner from each pair with a small whiteboard.

You should choose a topic from 3.4 of the teaching content e.g. probability sampling
techniques. Give your learners one minute – the learner with the whiteboard has to write
down as many facts as they can about the topic, the second learner should spend the time
thinking about the topic.

Once the minute is complete, ask the learner without the whiteboard to try to ‘hit’ as many of
the facts written on the whiteboard as possible in one minute. How many do they score?
What facts didn’t they ‘hit’? Do they agree that the facts are correct/relevant?

This can then be repeated with another topic so that both learners have the opportunity to
write and guess.
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Card 1
You are the marketing manager at a major breakfast cereal company. You need to carry out a
survey into whether consumers would be interested in a new chocolate and coconut granola
breakfast cereal.
a)
Which sampling technique would you use?
b)
Why would you use this technique rather than other options?
c)
Explain one advantage of using this technique for this scenario.
d)
Explain one disadvantage of using this technique for this scenario.
Card 2
You are the manager of a local newsagent shop. You want to carry out a survey into whether you
need to extend your opening hours.
a)
Which sampling technique would you use?
b)
Why would you use this technique rather than other options?
c)
Explain one advantage of using this technique for this scenario.
d)
Explain one disadvantage of using this technique for this scenario.
Card 3
You are the regional manager for a national bank. You need to carry out a survey into which small
branch in your region you should close.
a)
Which sampling technique would you use?
b)
Why would you use this technique rather than other options?
c)
Explain one advantage of using this technique for this scenario.
d)
Explain one disadvantage of using this technique for this scenario.
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Card 4
You are the owner of a new nail salon. You want to carry out a survey to find out which nail services
potential customers would like you to offer.
a)
Which sampling technique would you use?
b)
Why would you use this technique rather than other options?
c)
Explain one advantage of using this technique for this scenario.
d)
Explain one disadvantage of using this technique for this scenario.
Card 5
You are the Managing Director of a distribution company that delivers to supermarkets in London.
You want to carry out a survey to help you to decide whether to replace the lorries with more
environmentally friendly vehicles.
a)
Which sampling technique would you use?
b)
Why would you use this technique rather than other options?
c)
Explain one advantage of using this technique for this scenario.
d)
Explain one disadvantage of using this technique for this scenario.
Card 6
You are the store manager at a branch of a large supermarket. You want to carry out a survey to
help the decision whether to extend the car parking facilities onto a neighbouring field.
a)
Which sampling technique would you use?
b)
Why would you use this technique rather than other options?
c)
Explain one advantage of using this technique for this scenario.
d)
Explain one disadvantage of using this technique for this scenario.
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Card 7
You are the owner of a local florist. You want to carry out a survey to find out whether to set up a
website for online ordering and delivery services.
a)
Which sampling technique would you use?
b)
Why would you use this technique rather than other options?
c)
Explain one advantage of using this technique for this scenario.
d)
Explain one disadvantage of using this technique for this scenario.
Card 8
You are the manager of a local council-owned sports centre. You want to carry out a survey to find
out whether you should increase the range of exercise classes offered.
a)
Which sampling technique would you use?
b)
Why would you use this technique rather than other options?
c)
Explain one advantage of using this technique for this scenario.
d)
Explain one disadvantage of using this technique for this scenario.
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Prompt Questions
These can be copied onto cards and passed to learners to prompt their questioning of their peers in
the ‘hot seat’.
Why have you chosen this technique?
Is this probability or non-probability sampling?
Why haven’t you chosen random sampling?
Why haven’t you chosen cluster sampling?
Why haven’t you chosen judgement sampling?
Why is that a better option than convenience sampling?
Why is that a better option than systematic sampling?
Why is that a better option than stratified random sampling?
Why is that a better option than quota sampling?
Why is this better than a probability sampling method?
Why is this better than a non-probability sampling method?
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Lesson Element
Unit 5: Marketing and market research
Learner Activity
Understanding the methods and forms of market research
Task 1
The following extract is taken from William G Cochran’s book ‘Sampling Techniques’ which
was published in 1953. He was a Professor of Statistics at Harvard University and this was
one of the first textbooks about sampling.
Chapter 1 - Introduction
‘Our knowledge, our attitudes, and our actions are based to a very large extent upon
samples. This is equally true in everyday life and in scientific research. A person's opinion of
an institution that conducts thousands of transactions every day is often determined by the
one or two encounters which he has had with the institution in the course of several years.
The traveller who spends 10 days in a foreign country and then proceeds to write a book
telling the inhabitants how to revive their industries, reform their political system, balance
their budget, and improve the food in their hotels is a familiar figure of fun. But in a real
sense he differs from the political scientist who devotes 20 years to living and studying in the
country only in that he bases his conclusions on a much smaller sample of experience and is
less likely to be aware of the extent of his ignorance. In every branch of science we lack the
resources to study more than a fragment of the phenomena that might advance our
knowledge.’

Your tutor will divide your class into small groups. Your first task will be to choose a
scribe for your group.

Read the extract above and then in your group write a definition of the term ‘sample’
which you agree on.

Your tutor will ask you to feedback to the other groups to decide on a whole class
definition of ‘sample’.
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Task 2

Your tutor will ask your group to choose an item from a range of products.

In your group discuss the following questions imagining that you are going to carry out
a survey as part of market research into your chosen product or service. You also need
to be able to justify your answers.

o
How many people would you survey?
o
Where would you carry out the survey?
o
How would you choose who you surveyed?
You will feedback to the remainder of the class. Your peers will give their opinions on
the method that you have chosen and whether they can foresee any problems with
your ideas. You will also have the opportunity to give your opinion about their ideas.
Activity 2
Task 1

Your tutor will divide you into groups/pairs and provide you with one method of
sampling to research.

Once you have researched your method, you need to describe it in 3 key points e.g.
what is it, why it is useful, plus one additional key point.

Summarise what you have written as a Tweet (140 characters or less) to be shared
with the rest of the class.
Task 2
Look back at the method of choosing a sample which your group suggested in Activity 1, Task
2. Can you relate your suggestion to one of the methods which you have now learnt about?
Task 3
Using a mini-whiteboard, draw a grid to represent each of the probability sampling techniques.
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Task 4
Political campaigners can often be heard complaining that opinion polls do not reflect what
they hear on the doorstep. Arguing that they have spoken to many more people than the
1,000 or so typically interviewed for a poll, they claim the polls must be biased or just plain
wrong.
Source: http://www.scotcen.org.uk/blog/why-bigger-isn%E2%80%99t-always-better
Think about the above quote as well as what you have now learnt about sampling. Why might
the results of surveys and polls be biased? Why might this be a problem for the business
carrying out the market research?
Activity 3
Task 1

Your tutor will divide your class into groups/pairs.

Each group will be given a card with a scenario described.

Decide, for your scenario, which sampling technique you would recommend, why you
are recommending it and why it is a better option than alternative methods.

One member of each group will ‘hot seat’ in turn to answer questions from the rest of
the class as to why your group have chosen this method, why it is more suitable than
an alternative etc.
Task 2

Your tutor will divide you into pairs. One will have a whiteboard.

You will be given a topic to think about which relates to sampling.

You will be allowed one minute – if you have the whiteboard then you should use the
time to list as many facts as you can about this topic. If you do not have the whiteboard
then use the time to think carefully about the topic and the facts that your partner may
be writing.

After the minute is complete the partner without the whiteboard will have one minute to
try to ‘hit’ as many of the facts on the whiteboard as possible. How many can you
score?

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What facts weren’t ‘hit’? Do you agree that all of the facts are correct/relevant?
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