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
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
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Strongly Agree
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Agree
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Neither Agree or Disagree
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Disagree
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Strongly Disagree
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My enrollment
advisor explained the application process thoroughly.
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The application
process was easy to complete.
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My advisor was
knowledgeable to my questions.
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My desired program
of study was available.
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Section 2: Program of
Study
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Strongly Agree
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Agree
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Neither Agree or Disagree
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Disagree
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Strongly Disagree
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Classes included in my program were helpful.
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Facilitators in my classes were knowledgeable.
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Content in my classes was relevant to my program
of study.
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I will use information learned in my classes in
the future.
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Section 3: Individual
Assignments (includes discussion question requirements)
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Strongly Agree
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Agree
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Neither Agree or Disagree
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Disagree
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Strongly Disagree
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Individual assignments were relevant to
information covered in classes.
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Discussion questions were relevant to the
information covered in classes.
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I am satisfied with the use of individual
assignments in classes.
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I am satisfied with the use of discussion
questions in classes.
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I learned more about the class material by doing
the individual assignments.
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I learned more about the class material by
answering the discussion questions.
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Participation by my classmates helped in my
understanding of the discussion questions.
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Section 4: Team
Assignments
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Strongly Agree
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Agree
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Neither Agree or Disagree
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Disagree
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Strongly Disagree
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Team assignments were relevant to the course
material.
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Team assignments are important to me as a student.
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I believe team assignments should be used in more
than one week of a class.
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My team experiences were primarily a positive
experience.
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I feel that I learned from the team experiences.
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Section 5: Financial
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Strongly Agree
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Agree
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Neither Agree or Disagree
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Strongly Disagree
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Disagree
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My financial advisor explained all my options for
assistance.
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My financial advisor was available to answer
questions.
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I feel that the price per class was reasonable.
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Section 6: Other
Questions related to the University experience.
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Strongly Agree
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Agree
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Neither Agree or Disagree
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Disagree
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Strongly Disagree
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My Academic Advisor was available for questions.
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My Academic Advisor was knowledgeable in answering
my questions.
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My Academic Advisor contacted me regularly to
check on my academic progress.
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The website was easy to use.
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The Online Library was easy to use.
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The Online classroom was easy to use.
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My overall experience as an online student at the
University of Phoenix was positive.
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