Discussion Question 1: Government Economic Studies Re 664163

Discussion Question 1: Government economic studies reveal that young ad

Government economic studies reveal that young adults, not middle-aged or older adults, are having the most difficult time in today’s economy. Although the nation’s labor market shows a decline in the unemployment rate, the percentage of young adults, ages 18 to 24, currently employed (54 percent) is at the lowest level since the government data collection began in 1948. If you were working for a national survey organization doing a general public survey of young adults and older adults, what topics and questions would you design into your survey to elaborate on this finding?

Paper For Above instruction

The recent government reports highlighting the economic challenges faced by young adults, particularly those aged 18 to 24, emphasize a critical need to understand the underlying factors contributing to their employment difficulties. To explore this issue comprehensively, a well-structured survey must incorporate diverse topics and targeted questions that reveal the multifaceted nature of young adults’ economic experiences while allowing comparison with older populations.

First, the survey should include demographic and socioeconomic classification questions. These would gather vital background information such as age brackets (18-24, 25-34, 35-44, etc.), geographic location, education levels, employment status, income ranges, homeownership status, and transportation options. Such data facilitate segmentation analysis, helping identify specific subgroups most impacted by economic hardships, thus providing context for interpreting employment rates.

Next, targeted questions should probe the employment experiences and perceptions of young adults. For example, questions like “Are you currently employed? If yes, how many hours per week do you work? If no, how long have you been unemployed?” directly address employment status and duration of unemployment. Questions about job satisfaction (“Are you satisfied with your current job?”) and the number of jobs held since graduation can reveal employment stability and career mobility. Additionally, questions about whether respondents have secured employment in their field of study help gauge the relevance and attainability of their career aspirations.

Further, exploring barriers to employment through questions such as “What difficulties are you facing in finding a job?”—including lack of experience, age discrimination, or qualifications—can shed light on specific challenges young adults encounter. Follow-up questions about perceived support measures (“What kind of aid or support would help you find a job?”) could provide policy-relevant insights.

Additionally, questions about financial security, such as “Do you believe you will own a home in the next five years?” and “Are you able to save money at the end of the month?” assess financial stability, which is often linked to employment status. Social and environmental values, like attitudes toward remote work, minimum wages across ages, and environmental concerns, can reflect broader socio-economic considerations influencing young adults’ economic behavior.

To understand the broader context, questions concerning family employment status (“Are you the head of household or do other family members work?”) and multiple job holdings can illustrate economic pressures faced by this group. These insights help contextualize quantitative employment data and inform targeted economic policies fostering youth employment.

Finally, open-ended questions asking for personal narratives or suggestions about improvements (e.g., “What policies or programs would help young people find stable employment?”) allow respondents to express their priorities directly, providing qualitative depth to quantitative findings.

In conclusion, designing a survey to elaborate on the finding of low employment rates among young adults requires a multi-tiered approach. It must encompass demographic classification, targeted employment experience questions, perceptions of economic prospects, financial stability indicators, and socio-cultural attitudes. Such an approach ensures a comprehensive understanding of the hardships faced by young adults, offering meaningful insights into effective policy interventions to improve their economic outlook.

Discussion Question 2: One design problem in the development of measurement instruments concerns the sequence of questions.

What suggestions would you give to a novice researcher designing his or her first questionnaire?

Paper For Above instruction

Designing an effective questionnaire is pivotal to collecting valid and reliable data in social science research. One key challenge faced by novice researchers is the sequencing of questions, which can significantly influence respondents’ engagement, honesty, and overall data quality. Based on established survey design principles, several suggestions can guide a novice researcher in structuring their questionnaires for optimal results.

Firstly, it is essential to start with simple, general, and non-sensitive questions that ease respondents into the survey. These initial questions should require minimal cognitive effort and serve to build rapport, create a positive respondent experience, and increase the likelihood of survey completion. For example, demographic questions such as age, gender, and education level are natural starting points because they are straightforward and non-intrusive.

Secondly, questions should be ordered logically within topics, moving from broad to specific. This "funnel approach" not only helps maintain respondent engagement but also aids in capturing a comprehensive understanding of the context, which can inform subsequent, more detailed questions. For example, after general questions about employment status, the survey can probe into details such as working hours, job satisfaction, and job types.

Thirdly, it is advised to cluster related questions together. Grouping similar topics reduces cognitive switching and helps respondents stay focused on a particular subject area, which enhances data consistency and accuracy. For instance, all questions regarding employment experiences should be grouped before moving onto questions about financial perceptions or social attitudes.

Next, the sequence should follow the natural flow of information, with classification or demographic questions saved for the end. These questions tend to be less engaging and can lead to respondent fatigue if placed at the beginning, risking increased dropout rates. Placing them at the end preserves respondent motivation and ensures richer data on attitudes or opinions is collected first.

Additionally, the order should consider the potential influence of earlier questions on subsequent responses. For example, questions about employment satisfaction might be affected if respondents have recently discussed job-seeking difficulties. Therefore, the questionnaire design should avoid placement of questions that could prime or bias subsequent answers.

Moreover, minimizing the use of neutral or "I don’t know" options, especially in targeted questions, can improve data completeness and clarity. It encourages respondents to select answers that accurately reflect their views and experiences.

Finally, pilot testing the questionnaire is critical. A pilot allows the researcher to identify awkward transitions, confusing questions, or fatigue effects stemming from the sequencing. Adjustments based on pilot feedback can greatly improve the questionnaire’s clarity and flow.

In summary, the sequencing of questionnaire questions should prioritize maintaining engagement, logical flow, clustering related topics, and respecting respondent motivation. Starting with simple, broad questions, then progressing to more specific and sensitive ones, ensures data validity and enhances the overall reliability of the survey outcomes.

References

• Schindler, P. S. (2019). Business Research Methods (13th ed.). McGraw-Hill Education.
• Tourangeau, R., & Yan, T. (2007). Sensitive questions in surveys. Psychological Bulletin, 133(5), 915-929.
• Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, Phone, Mail, and Mixed-Mode Surveys: The Tailored Design Method (4th ed.). John Wiley & Sons.
• Fowler, F. J. (2014). Survey Research Methods (5th ed.). Sage Publications.
• Krosnick, J. A., & Presser, S. (2010). Question and questionnaire design. In J. D. Wright & P. V. Marsden (Eds.), Handbook of Survey Research (2nd ed., pp. 263-313). Emerald Group Publishing.
• Bradburn, N. M., Rips, L. J., & Shevell, S. K. (1987). Answering autobiographical questions: The impact of memory and inference on questionnaire responses. In W. J. McGoun (Ed.), Questionnaires and interview techniques in Social Science Research. Sage Publications.
• Converse, J. M., & Presser, S. (1986). Survey Questions: Handcrafting the Standardized Questionnaire. Sage Publications.
• Lavrakas, P. J. (2008). Encyclopedia of Survey Research Methods. Sage Publications.
• Sudman, S., & Bradburn, N. M. (1982). Asking Questions: A Practical Guide to Questionnaire Design. Jossey-Bass.
• Van Teijlingen, E., & Hundley, V. (2001). The importance of pilot studies. Social Research Update, (35), 1-4.