| Course | BUSI 331 Marketing Research (BUSI331) |
|---|---|
| Module/Week | 5 |
| Assignment | Discussion Board Forum 2 |
| Paper type | Discussion thread with two replies |
| Length | about 802 words (thread and replies). Course guide: a thread of 300 to 500 words with at least 2 peer-reviewed sources, at least 1 biblical integration and 4 citations, plus 2 replies of 250 to 350 words each citing at least 2 peer-reviewed sources and 1 biblical integration, in current APA format |
| Format | APA 7 citations and reference list |
| Points | 100 |
| School | Liberty University Online |
| Program | BS in Business Administration |
| Where it sits | Module/Week 5 in Liberty's published BUSI 331 course guide; current sections can differ |
| Updated | October 2026 |
Free sample paper for BUSI 331 Week 5
Discussion Board Forum 2: Sampling Design and the Accuracy of Survey Results
BUSI 331 Marketing Research, Discussion Board Forum 2 (Thread and Replies)
Thread by [Student Name]
The prompt and the classmates are composites; the textbook, research and Scripture cited are real.
Thread
A beautifully written questionnaire can still mislead if the wrong people fill it out. Malhotra (2015) explains that probability sampling gives every member of the population a known chance of selection, which allows the researcher to estimate sampling error, while nonprobability methods such as convenience and quota sampling rely on the researcher's judgment or on who is easy to reach.
The difference shows up in accuracy. Yeager et al. (2011) compared surveys fielded the same way except for how respondents were recruited and checked their results against benchmarks known from government records. Probability samples, whether contacted by telephone or over the internet, produced more accurate estimates than nonprobability internet panels, and weighting the nonprobability samples did not consistently close the gap. A large sample of the wrong people is still the wrong people.
Convenience samples raise a related problem. Peterson and Merunka (2014) compared findings from convenience samples of college students with findings from other samples and found that effects often differed in size and sometimes in direction, limiting how far student results could be generalized.
Proverbs gives honor to rulers who investigate matters thoroughly (English Standard Version Bible, 2001/2016, Proverbs 25:2). Careful sampling is part of searching things out honestly rather than settling for whoever is easiest to ask. For a marketer, it also protects the client: a decision built on an unrepresentative sample can cost far more than the research saved by cutting corners.
My credit union survey uses a random sample from the list of app users, a probability design, but the response rate will likely be modest, so the respondents may still differ from nonrespondents. I will compare respondents' age and branch distance with the full list to check, and I will report the limitation in Part 4. If older members are underrepresented, as I expect, the survey may understate the barriers they face, which matters because they are the members least likely to use the deposit feature. A second, shorter mailing to older members could reduce that gap, and a mailed paper version might reach those least comfortable with email or online forms. That would add cost and time, but the group most likely to be missed is also the group the credit union most needs to understand, so the extra effort seems justified.
Reply to Tyler
Tyler, your plan to survey the coffee brand's Instagram followers would be quick and inexpensive. The problem is the sampling frame. Followers are people already engaged enough with the brand to follow it, so their views may differ sharply from those of customers who buy the coffee but never follow it, and even more from people who stopped buying.
Hulland et al. (2018), reviewing survey practice in marketing, stress matching the sampling frame to the population the research question is about and reporting how respondents were obtained. In your case the question is about customers, but the frame is followers, and the two lists may overlap only partly. Groves (2006) adds that bias depends on whether the reasons people respond are related to what is being measured; enthusiastic followers are more likely to answer a survey about the brand.
Proverbs pairs false weights with dishonest measures as things the Lord detests (English Standard Version Bible, 2001/2016, Proverbs 20:10). Reporting followers' opinions as if they were all customers' opinions would tip the scale.
A further thought: could you also survey customers at the point of sale, perhaps with a code printed on receipts, to compare the two groups? Even a small receipt-based sample would show whether followers' opinions match those of ordinary buyers, and the comparison itself would be a useful finding for the brand.
Reply to Leah
Leah, using an online panel to reach 300 respondents for your snack brand study is practical, and you noted the cost advantage well. I would add attention to data quality. Goodman et al. (2013) compared participants from an online labor platform with other samples and found them generally usable but more likely to pay less attention to materials, recommending attention checks. Chandler et al. (2019) found that online panels varied in demographic diversity and data quality, and that researchers could improve quality by screening and by choosing panels carefully. For a snack brand, a panel that underrepresents older shoppers or rural households could miss important buyers, so it is worth checking the panel's demographic profile against the brand's actual customer base before buying responses.
Proverbs contrasts the naive, who accept every claim, with the prudent, who weigh each step (English Standard Version Bible, 2001/2016, Proverbs 14:15). A prudent researcher checks whether respondents were paying attention before trusting their answers.
Would you add one or two attention-check items, and how would you handle respondents who fail them? Deciding the rule before collecting data, rather than after seeing the results, keeps the cleaning honest and easier to defend in your report.
References
Chandler, J., Rosenzweig, C., Moss, A. J., Robinson, J., & Litman, L. (2019). Online panels in social science research: Expanding sampling methods beyond Mechanical Turk. Behavior Research Methods, 51(5), 2022-2038. https://doi.org/10.3758/s13428-019-01273-7
English Standard Version Bible. (2016). Crossway. (Original work published 2001)
Goodman, J. K., Cryder, C. E., & Cheema, A. (2013). Data collection in a flat world: The strengths and weaknesses of Mechanical Turk samples. Journal of Behavioral Decision Making, 26(3), 213-224. https://doi.org/10.1002/bdm.1753
Groves, R. M. (2006). Nonresponse rates and nonresponse bias in household surveys. Public Opinion Quarterly, 70(5), 646-675. https://doi.org/10.1093/poq/nfl033
Hulland, J., Baumgartner, H., & Smith, K. M. (2018). Marketing survey research best practices: Evidence and recommendations from a review of JAMS articles. Journal of the Academy of Marketing Science, 46(1), 92-108. https://doi.org/10.1007/s11747-017-0532-y
Malhotra, N. K. (2015). Essentials of marketing research: A hands-on orientation. Pearson.
Peterson, R. A., & Merunka, D. R. (2014). Convenience samples of college students and research reproducibility. Journal of Business Research, 67(5), 1035-1041. https://doi.org/10.1016/j.jbusres.2013.08.010
Yeager, D. S., Krosnick, J. A., Chang, L., Javitz, H. S., Levendusky, M. S., Simpser, A., & Wang, R. (2011). Comparing the accuracy of RDD telephone surveys and internet surveys conducted with probability and non-probability samples. Public Opinion Quarterly, 75(4), 709-747. https://doi.org/10.1093/poq/nfr020
What the BUSI 331 Week 5 instructions ask
Module/Week 5 of BUSI 331 assigns Malhotra's chapter 9 on sampling design and procedures, with two presentations, and the second forum. The source and Scripture rules from Forum 1 apply again to the sampling thread and both responses. The forum is worth 100 points. Students are collecting survey data for their research reports at this point, so the sampling chapter applies directly to work already under way. Students already collecting survey data can test the chapter against their own response rates and ask whether their samples represent the population they intended to study, which is the question the forum's prompt presses hardest.
How this BUSI 331 Week 5 example is built
The thread states its claim about sampling and supports it with the textbook's distinction between probability and nonprobability sampling, a large study comparing the accuracy of different sample types against known benchmarks, a study on convenience samples and a proverb, giving four citations. It then applies the point honestly to the student's own credit union survey. The first reply tests a classmate's plan to survey social media followers using research on survey practice and nonresponse; the second adds research on the quality of online panel data. Each reply carries two peer-reviewed sources and Scripture and ends with a question. The thread's admission about its own sample shows how to write honestly about limits. Each reply suggests a concrete check the classmate could run on the data. Both replies stay respectful while naming real risks. Questions end both replies.
BUSI 331 Week 5 grading rubric: where the points go
Sampling posts earn credit for exact terminology, honest limits on what a sample shows, and every required journal study and verse. Instructors look for correct use of sampling terms, such as sampling frame, probability sampling and nonresponse, and for honest discussion of what a sample can and cannot support. Threads that treat any large sample as representative, or replies that lack their sources or integration, lose points. Applying the chapter to the student's own study shows understanding. Replies that propose a practical fix, such as a comparison against records or an attention check, show applied understanding. Instructors also watch for honest acknowledgment of a sample's weaknesses, which strengthens rather than weakens a post.
BUSI 331 Week 5 help: mistakes that cost points
Use the chapter's vocabulary precisely: population, sampling frame, sample, probability and nonprobability methods. Find studies that compared sampling methods against known benchmarks, which give stronger evidence than opinion. Be candid about your own research report's sample; acknowledging limits is part of good research. Choose a verse that relates to truthfulness or careful inquiry and connect it to sampling. In replies, look for a sampling risk in each classmate's plan and suggest a practical fix. Keep within both word ranges. Report response rates and any comparison with the population when you discuss your own study. Avoid treating a large number of responses as proof of representativeness. Mind both word windows.
Related BUSI 331 sample papers
Other BUSI 331 weeks
- BUSI 331 Week 1: Research Report Part 1
- BUSI 331 Week 2: Discussion Board Forum 1
- BUSI 331 Week 4: Research Report Part 2
- BUSI 331 Week 6: Research Report Part 3
- BUSI 331 Week 7: Web Analytics Research Paper
- BUSI 331 Week 8: Research Report Part 4
More BS in Business Administration sample papers
- BUSI 320 Week 2: Discussion Board Forum 1
- BUSI 330 Week 5: Forum 3 Thread and Replies
- BUSI 332 Week 5: Forum 3 Thread and Replies
- BUSI 335 Week 5: Forum 3 Thread
BUSI 331 Week 5 questions, answered
What is BUSI 331 Discussion Board Forum 2?
The sampling discussion in BUSI 331, a 100-point task, needs a thread and two responses that each meet the journal and Scripture rules.
Where can I find a free BUSI 331 Week 5 sample paper?
This page has a full BUSI 331 Week 5 forum sample on probability samples, convenience samples and online panels, with two replies.
Are online panel surveys accurate?
A large comparison found probability samples, whether by telephone or internet, gave more accurate estimates than nonprobability internet panels, and weighting did not always fix the gap.
Can results from student samples be generalized?
A study comparing student and nonstudent samples found that effects observed with convenience samples of students often differed in size or direction from those in broader populations.
What else is due in BUSI 331 Module/Week 5?
Only the forum is graded, with Malhotra's chapter 9 on sampling and two presentations, while students continue collecting data for Part 3 of the report.
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