Marketing Research Techniques
Skill Set: Marketing Information Management
TOPIC OR UNIT OF STUDY
CONTENT STANDARDS AND OBJECTIVES
Students will
 relate the importance and purpose of marketing research.
 debate the function of a marketing information system.
 demonstrate various marketing research techniques.
 classify examples of primary and secondary data.
 use research instruments.
 search online using a range of technology tools and media to access relevant information needed for problem
solving.
 create information for oral, written, and multimedia communications, adhering to copyright laws.
 engage in problem solving and critical thinking processes to create and evaluate complex strategies in order to
independently solve problems.
 adapt to new situations by considering multiple perspectives and a commitment to continued learning.
 exhibit ethical behavior and positive leadership while working collaboratively in the school and/or community.
 model legal and ethical behaviors in the use of technology.
 assess global trends in entrepreneurship that are related to their career/technical program.
 determine entrepreneurial opportunities in venture creation related to their career/technical program.
 examine desirable entrepreneurial personality traits.
INTRODUCTION
Did you ever participate in a marketing survey online, on the telephone, or in the mail? If so, you have experience in
marketing research. Chances are you’ve conducted informal market research without even realizing it. Market research
is an important function of marketing, and helps to define the market, identify many things about consumers, and helps
companies make decisions about the products and services they offer.
In this project based learning activity, you will research and learn more about formal market research techniques, ways
of gathering data, and the instruments used to conduct the marketing research.
ESSENTIAL QUESTION
How does marketing research directly and indirectly impact the products and services that are offered to the consumer?
INTEGRATION OF ACADEMICS, TECHNOLOGY, ENTREPRENEURSHIP
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The students will master the standards of marketing research as they complete the learning activities in the PBL
project. Students will define the nature and scope of marketing research. They will relate the importance and
purpose of marketing research, debate the function of a marketing information system, demonstrate various
marketing research techniques, classify examples of primary and secondary data, and they will use research
instruments.
Students will cover several technology standards as they use the internet for research purposes.
Students may also make use of hardware and software applications such as word processing software, scanners,
digital cameras, video cameras, smart boards, multimedia projectors, presentation software, desktop publishing
software, and others depending on the media that they select for their presentations to the class.
Students will abide by copyright laws and will cite resources used in their projects and presentations with
appropriate documentation. Students will use technology to solve problems and extract data from sources as
needed to master the content of this project.
Students will use entrepreneurship content standards as they think and behave as a business person in creating
their presentations. In their research, they may encounter personality traits that entrepreneurs are likely to have
that work in marketing related careers. Furthermore, global trends may be discovered in the research surrounding
marketing career areas.
STUDENT INVOLVEMENT IN PLANNING PROCESS
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Students will be involved in the planning process of this project by being able to choose their individual roles within
their group by deciding which areas they want to research and how they want to divide the work within the group.
Students will be involved by having the freedom and the responsibility of researching and selecting topic areas to
present to the larger group and to their own small groups.
Due dates can be modified if needed by the group. Tasks are assigned to the group as a whole and then divided by
the group members and completed individually.
Groups will have informal meetings with the teacher daily to monitor progress and address issues/problems that
may arise. The group may request assistance from the teacher at any time or they may request that the teacher
allow them to work independently with a minimum of supervision if all is going well within the group.
TASK(S)
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Select group members; divide tasks for members within each small group—tasks detailed below
Preview rubrics
Brainstorm ideas and resources
Set up timeline for completion of tasks
Define the nature and scope of marketing research
Relate the importance and purpose of marketing research
Debate the function of a marketing information system
Demonstrate various marketing research techniques
Classify examples of primary and secondary data
Use research instruments
Research information/data collection/record information/note websites/share within small group
Report back to group in small group meeting; evaluate findings individually and as a small group
Research information/data collection/record information/ note websites/share as a small group
Synthesize information gathered; complete data reporting
Decide on media for presentation using data gathered
Practice presenting in small groups before the formal presentation; review rubrics
Present to the class in a formal presentation; Review the completed rubrics
RESOURCES
Rubrics for Evaluation- General Rubric, Individual Assessment Rubric
Internet (sites vary with each group)
TECHNOLOGY USE
Laptop/Desktop Computers
Printer/Scanner
Video Camera
Digital Camera
Multimedia Projector
Smart Board (Projection Screen can be substituted if needed)
Internet
File Storage Device (Flash drive or network folder)
Software Needs (varies with presentation selection) i.e. Microsoft Office, Movie Maker, Audacity
EVALUATION
Formative
Teacher observation/walk-arounds
Personal communication
Summative
Rubrics—General Rubric, Individual Assessment Rubric
TIMELINE
90 Minute Class Blocks
Day 1—Introduction to Marketing Research PBL; begin project; select groups/begin research
Day 2—Research continues in groups; data collection/group work
Day 3—Synthesize information gathered; complete data reporting;
Day 4—Practice the presentation in small groups before the formal presentation; review rubrics used in evaluations;
prepare for final presentation to the class
Day 5—Present to the class in a formal presentation
CONCLUSION
Questions for Reflection:
In what ways did this activity help you to understand marketing research?
As a potential entrepreneur what learning experience was most valuable to you in this PBL activity? Explain.
What advice would you give to an entrepreneur who asked you about marketing research or a particular element of
marketing research?
Class ___________
Group members: ___________________________________________________________________________
______________________________________________________
Date ___________________
PROJECT BASED LEARNING ACTIVITY: MARKETING RESEARCH
ESSENTIAL QUESTION: How does marketing research directly and indirectly impact the products and services that are
offered to the consumer?
CONTENT STANDARDS AND OBJECTIVES:
Students will:
 Define the nature and scope of marketing research
 Relate the importance and purpose of marketing research
 Debate the function of a marketing information system
 Demonstrate various marketing research techniques
 Classify examples of primary and secondary data
 Use research instruments
 Search online using a range of technology tools and media to access relevant information needed for problem
solving.
 Create information for oral, written, and multimedia communications, adhering to copyright laws.
 Engage in problem solving and critical thinking processes to create and evaluate complex strategies in order to
independently solve problems.
 Adapt to new situations by considering multiple perspectives and a commitment to continued learning.
 Exhibit ethical behavior and positive leadership while working collaboratively in the school and/or community.
 Model legal and ethical behaviors in the use of technology.
 Assess global trends in entrepreneurship that are related to their career/technical program.
 Determine entrepreneurial opportunities in venture creation related to their career/technical program.
 Examine desirable entrepreneurial personality traits.
Background Did you ever participate in a marketing survey online, on the telephone, or in the mail?
If so, you have
experience in marketing research. Chances are you’ve conducted informal market research without even realizing it.
Market research is an important function of marketing, and helps to define the market, identify many things about
consumers, and helps companies make decisions about the products and services they offer.
In this project based learning activity, you will research and learn more about formal market research techniques, ways
of gathering data, and the instruments used to conduct the marketing research. Your challenge will be to present the
information to the class in a creative, informative, and entertaining fashion. It is up to you and your group how you
choose to do that. Some ideas are listed on the rubric. A combination of methods may be the best way to compete this
task for the PBL.
Questions for Reflection: (To be completed at the conclusion of the PBL)
In what ways did this activity help you to understand marketing research?
As a potential entrepreneur what learning experience was most valuable to you in this PBL activity? Explain.
What advice would you give to an entrepreneur who asked you about marketing research or a particular element of
marketing research?
Tentative Timeline: (90 Minute Blocks)
Day 1—Introduction to Marketing Research PBL; begin project; select groups/begin research
Day 2—Research continues in groups; data collection/group work
Day 3—Synthesize information gathered; complete data reporting;
Day 4—Practice the presentation in small groups before the formal presentation; review rubrics used in evaluations;
prepare for final presentation to the class
Day 5—Present to the class in a formal presentation
Tasks:
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












Select group members; divide tasks for members within each small group—tasks detailed below
Preview rubrics
Brainstorm ideas and resources
Set up timeline for completion of tasks
Define the nature and scope of marketing research
Relate the importance and purpose of marketing research
Debate the function of a marketing information system
Demonstrate various marketing research techniques
Classify examples of primary and secondary data
Use research instruments
Research information/data collection/record information/note websites/share within small group
Report back to group in small group meeting; evaluate findings individually and as a small group
Research information/data collection/record information/ note websites/share as a small group
Synthesize information gathered; complete data reporting
Decide on media for presentation using data gathered
Practice presenting in small groups before the formal presentation; review rubrics
Present to the class in a formal presentation; Review the completed rubrics
Audience: The audience is your small group when you come together for meetings to discuss your findings, and the
larger audience is the class and the instructor and any guests present when you make the formal presentation(s).
Assessment:
Informal assessments will be made by the instructor as you are working within your small groups. The
instructor may make personal observations, hold personal conversations with group members, and she may have team
meetings with the small group.
At the conclusion of the PBL, formal assessment will be made through use of a General Rubric and an Individual
Assessment Rubric to evaluate your small group’s project and presentation.
Please make sure you are familiar with the elements of the rubrics. You will have the opportunity to see the completed
evaluations and discuss it with the instructor after all the groups have presented their projects.
Resources/Technology:
Laptop/Desktop Computers
Printer and/or Scanner
Video Camera and/or Digital Camera
Multimedia Projector
Smart Board (Projection Screen can be substituted)
Internet
File Storage Device (Flash drive or network folder)
Software Needs (varies with presentation selection) i.e. Microsoft Office, Movie Maker, Audacity
Names___________________________________________
Project __________________________________________
Date ____________________
Class ___________________
PBL Rubric: The task for this PBL is to develop a presentation/project. Some general ideas are listed below for
projects and presentations. Some of these may be adapted to meet the guidelines of the project.
Oral Projects
Products
Multimedia
Debate
Make a Brochure
Digital Storytelling
Dramatization
Make a Game
PowerPoint Presentation
Interview with Experts (Role Play)
Write a Musical/Song
Storyboard
Newscast
Make a Poster
Video Production
Puppet Show
Make a Newspaper
Website Design
Story Telling
Develop a Public Awareness
Podcast
Campaign
Talk Show
Make
a Timeline
TV or Radio Commercial
Create a portfolio
Moviemaker Movie
Build a model
The following categories will be graded: Use of technology, Preparation, Research, Presentation - Appearance,
Presentation - Delivery
Assess on a scale of 1-20; grade using the following scale:
Below Mastery (1-10 points):
Does little to address the criteria.
Mastery (10-15 points)
Meets the general requirements of the criteria.
Above Mastery (16-18 points):
Exceeds the general requirements of the criteria.
Distinguished (19-20 points):
Exceptional work. The student goes above and beyond the criteria.
Technology: The students used clip art, used still photographs imported or scanned, used artwork, animations, music or
sound effects, used artwork and/or effects. The students used media appropriately and used media to enhance and
support gathered research.
Grade ______/20 points
Preparation: The students planned time wisely to assure access to needed materials, organized thoughts and
developed details that helped to support ideas and present data to a group. The students collaborated effectively during
this process.
Grade ______/20 points
Research: The students used internet sites in gathering information; used resources obtained from search engines
and/or used reference books and cited sources. The students used resources appropriately. The students consulted
resources that show different perspectives and/or used a variety of sources as appropriate for the unit.
Grade ______/20 points
Presentation/Appearance: The presentation has a logical flow and is sequenced so the content is clearly
understandable. The words and visuals on the presentation pages are easy to see. There is not too much or too little
content in the presentation. Titles and headings are easy to distinguish from other text. The students spelled everything
correctly. The students cited media in the correct format.
Grade ______/20 points.
Presentation/Delivery: The student s maintained eye contact, stayed focused, dressed appropriately and engaged the
audience. The students used an appropriate conversational tone.
Grade ______/20 points.
Total Points for the PBL: __________________/100 points
Student Names: ___________________________________________________________
Date ______________________
Project ____________________________________________
Class _____________________
Individual Assessment Rubric of Collaborative Work Skills in a Small Group Setting
Category
4
3
2
1
Focuses on the task and what
needs to be done most of the
time. Other group members can
count on this person.
Focuses on the task and what
needs to be done some of the time.
Other group members must
sometimes nag, prod, and remind
to keep this person on-task.
Rarely focuses on the task and
what needs to be done. Lets
others do the work.
Provides work that usually
needs to be checked/edited by
others to ensure quality.
Focus on the
Task
Consistently stays focused on
the task and what needs to be
done. Very self-directed.
Quality of
Work
Provides work of the highest
quality.
Provides high quality work.
Provides work that occasionally
needs to be checked/edited by
other group members to ensure
quality.
Time
Management
Routinely uses time well
throughout the project to ensure
things get done on time. Group
does not have to adjust
deadlines or work
responsibilities because of this
person’s procrastination.
Usually uses time well
throughout the project, but may
have procrastinated on one
thing. Group does not have to
adjust deadlines or work
responsibilities because of this
person’s procrastination.
Tends to procrastinate, but always
gets things done by the deadlines.
Group does not have to adjust
deadlines or work responsibilities
because of this person’s
procrastination.
Rarely gets things done by the
deadlines AND group has to
adjust deadlines or work
responsibilities because of this
person’s inadequate time
management.
Preparedness
Brings needed materials to
class and is always ready to
work.
Almost always brings needed
materials to class and is ready to
work.
Almost always brings needed
materials but sometimes needs to
settle down and get to work.
Often forgets needed materials
or is rarely ready to get to
work.
Score
Category
4
3
2
1
Problemsolving
Actively looks for and suggests
solutions to problems.
Refines solutions suggested
by others.
Does not suggest or refine solutions,
but is willing to try out solutions
suggested by others.
Does not try to solve problems
or help others solve problems.
Lets others do the work.
Working with
Others
Almost always listens to, shares
with, and supports the efforts of
others. Tries to keep people
working well together.
Usually listens to, shares, with,
and supports the efforts of
others. Does not cause
“waves” in the group.
Often listens to, shares with, and
supports the efforts of others, but
sometimes is not a good team
member.
Rarely listens to, shares with,
and supports the efforts of
others. Often is not a good
team player.
Attitude
Never is publicly critical of the
project or the work of others.
Always has a positive attitude
about the task(s).
Rarely is publicly critical of the
project or the work of others.
Often has a positive attitude
about the task(s).
Occasionally is publicly critical of the
project or the work of other members
of the group. Usually has a positive
attitude about the task(s).
Often is publicly critical of the
project or the work of other
members of the group. Often
has a negative attitude about
the task(s).
Contributions
Routinely provides useful ideas
when participating in the group
and in classroom discussion. A
definite leader who contributes
a lot of effort.
Usually provides useful ideas
when participating in the group
and in classroom discussion.
A strong group member who
tries hard!
Sometimes provides useful ideas
when participation in the group and in
classroom discussion. A satisfactory
group member who does what is
required.
Rarely provides useful ideas
when participating in the group
and in classroom discussion.
May refuse to participate.
Pride
Work reflects this student’s best
efforts.
Work reflects a strong effort
from this student.
Work reflects some effort from this
student.
Work reflects very little effort
on the part of this student.
Monitors
Group
Effectiveness
Routinely monitors the
effectiveness of the group, and
makes suggestions to make it
more effective.
Routinely monitors the
effectiveness of the group and
works to make the group more
effective.
Occasionally monitors the
effectiveness of the group and works
to make the group more effective.
Rarely monitors the
effectiveness of the group and
does not work to make it more
effective.
Total Score
Score