Attitude Survey

Attitude Survey

     Attitude surveys are used to learn the attitudes of individuals towards a service, issue, or object. In the example included with this paper, the attitude of an individual towards the University of Phoenix is being questioned. Through the scoring process, the satisfaction of the individual is determined. The economy in the United States is more consumer driven than in the past. Therefore, the appropriate approach for assessing a particular company’s service is to measure the perception an individual has of the service (Parasuraman, Zeitham, & Berry, 1988). The purpose of the Satisfaction of University of Phoenix Online Students is to gauge each student’s perception of the school’s service. Through this survey, the University of Phoenix would see how students feel about the service they are getting and how to improve.  

Preliminary Design Issues

     According to Hogan (2007), there are seven design issues in creating a survey. These issues are decided by the test’s purpose, intended score interpretations, and practical considerations (Hogan, 2007). This attitude survey targets University of Phoenix online students during the last class of their degree program. This test is individually administered to students in an online setting. Since the test is administered individually, there is more adaptability than as group administered (Hogan, 2007). However, the efficiency of the test decreased. There are 30 questions on the survey questioning a student’s satisfaction in six different areas of the online school experience. This survey takes between 15 – 30 minutes for the student to complete depending on the individual’s reading and comprehension speed. Longer tests increase the reliability of the test; however the efficiency decreases. The student is required to answer each question using a scale of strongly agree, agree, neutral (neither agree nor disagree), disagree, and strongly disagree. This survey will yield seven different score. One score for each section of the survey and one overall score for the entire University of Phoenix experience. The survey was created using a SERQUAL method. SERQUAL is a multiple item scale that is used to measure the quality of the service provided (Parasuraman, Zeitham, & Berry, 1988).  

Instructions for Administering, Scoring, and Interpreting the Survey

     This survey is self – administered via the internet. Therefore, no training is required for administering the survey. It is ideal to administer the test to several different races, genders, and ethnicities. In doing this, a wider view of satisfaction can be determined based on several factors. These factors may also include current student success, economic status, and backgrounds. By using a large population involving different individuals, a better understanding of the general satisfaction of the students. Scoring is done using simple addition of positive and negative numbers. Each of the six sections has between four and seven questions. Each question is scored using a scale of +2 to -2. The scores of each section are added to obtain a satisfaction score for the section. The section scores are averaged together for an overall score. The higher the overall score, the higher the individual’s satisfaction with the university. The following scale explains each score:

-5 and below: Strongly Disagree 

-4 to -1: Disagree

0: Neutral (Neither agree nor disagree)

+1 to +4: Agree

+5 and above: Strongly Agree

      This scale is representative of the Likert scales. The Likert scales have increased in use in surveys such as attitude surveys. The Likert scale focuses on the expectations and perceptions of the respondent (Gob, Mccollin, & Ramalhoto, 2007). 

Conclusion

        Individuals form attitudes based on satisfaction. Satisfaction comes from an individual’s expectations and perceptions. In order to understand the satisfaction of University of Phoenix online students, this survey may be used. Scoring allows for one to interpret individual’s satisfaction levels on various aspects of an online education at University of Phoenix as well as the overall satisfaction at the university

 

References

Gob, R., Mccollin, C., & Ramalhoto, M. (2007). Ordinal Methodology in the Analysis of Likert scales. Quality and Quantity, 41(5), 601-626.

Hogan, T. P. (2007). Psychological testing: A practical introduction (2nd ed.). Hoboken, NJ: Wiley.

Parasuraman, A. A., Zeitham, V. A., & Berry, L. L. (1988). SERVQUAL: A Multiple - Item Scale for Measuring Consumer Perceptions of Service Quality. Journal of Retailing, 64(1), 12-40.

** Plagiarism: Using someone else's work without giving proper credit, is plagiarism. If you use my work, please reference it.   

 

 

Satisfaction of University of Phoenix Online Students

Section 1: Enrolling

	Strongly Agree	Agree	Neither Agree or Disagree	Disagree	Strongly Disagree
My enrollment advisor explained the application process thoroughly.
The application process was easy to complete.
My advisor was knowledgeable to my questions.
My desired program of study was available.

Section 2: Program of Study

Program of Study:

	Strongly Agree	Agree	Neither Agree or Disagree	Disagree	Strongly Disagree
Classes included in my program were helpful.
Facilitators in my classes were knowledgeable.
Content in my classes was relevant to my program of study.
I will use information learned in my classes in the future.

Section 3: Individual Assignments (includes discussion question requirements)

	Strongly Agree	Agree	Neither Agree or Disagree	Disagree	Strongly Disagree
Individual assignments were relevant to information covered in classes.
Discussion questions were relevant to the information covered in classes.
I am satisfied with the use of individual assignments in classes.
I am satisfied with the use of discussion questions in classes.
I learned more about the class material by doing the individual assignments.
I learned more about the class material by answering the discussion questions.
Participation by my classmates helped in my understanding of the discussion questions.

Section 4: Team Assignments

	Strongly Agree	Agree	Neither Agree or Disagree	Disagree	Strongly Disagree
Team assignments were relevant to the course material.
Team assignments are important to me as a student.
I believe team assignments should be used in more than one week of a class.
My team experiences were primarily a positive experience.
I feel that I learned from the team experiences.

Section 5: Financial

	Strongly Agree	Agree	Neither Agree or Disagree	Strongly Disagree	Disagree
My financial advisor explained all my options for assistance.
My financial advisor was available to answer questions.
I feel that the price per class was reasonable.

Section 6: Other Questions related to the University experience.

	Strongly Agree	Agree	Neither Agree or Disagree	Disagree	Strongly Disagree
My Academic Advisor was available for questions.
My Academic Advisor was knowledgeable in answering my questions.
My Academic Advisor contacted me regularly to check on my academic progress.
The website was easy to use.
The Online Library was easy to use.
The Online classroom was easy to use.
My overall experience as an online student at the University of Phoenix was positive.