| Course | BUSI 331 Marketing Research (BUSI331) |
|---|---|
| Module/Week | 6 |
| Assignment | Marketing Research Report Part 3: Data Submission |
| Paper type | Data tables with interpretation |
| Length | about 522 words, 2 double-spaced pages plus title page and references. Course guide: coded survey data organized in Excel according to the assignment instructions, with 3 tables created in Excel and 150 to 250 words written under each table, and at least 1 table also shown as a bar or pie chart |
| Format | APA 7 student paper |
| Points | 100 |
| School | Liberty University Online |
| Program | BS in Business Administration |
| Where it sits | Module/Week 6 in Liberty's published BUSI 331 course guide; current sections can differ |
| Updated | October 2026 |
Free sample paper for BUSI 331 Week 6
Riverbend Credit Union Mobile App Study, Part 3: Coded Survey Data, Tables and Figure
[Student Name]
School of Business, Liberty University
BUSI 331: Marketing Research
Marketing Research Report Part 3: Data Submission
[Instructor Name]
[Date]
The credit union and every number in these tables are a composite written for the assignment, standing in for the student's own survey results; the textbook cited is real.
Riverbend Credit Union Mobile App Study, Part 3: Coded Survey Data, Tables and Figure
Response and Coding
Of 1,000 members invited, 162 completed the survey, a response rate of 16.2 percent. Responses were coded in Excel with one row per respondent, Likert items coded 1 to 5, yes and no coded 1 and 0, and missing answers left blank, following the data preparation steps Malhotra (2015) describes. The codebook and raw data will appear in Appendix II of the final study.
Table 1: Use of Transaction Features by Age Group
| Age group | Respondents | Deposited a check with the app | Paid a bill with the app |
|---|---|---|---|
| 18-34 | 58 | 31 (53%) | 36 (62%) |
| 35-54 | 61 | 20 (33%) | 29 (48%) |
| 55 and over | 43 | 6 (14%) | 11 (26%) |
| All | 162 | 57 (35%) | 76 (47%) |
Use of both transaction features falls steadily with age. More than half of respondents aged 18 to 34 had deposited a check with the app in the past three months, compared with one third of those aged 35 to 54 and only 14 percent of those 55 and over. Bill payment follows the same pattern at a higher level, suggesting that members are generally more comfortable paying bills through the app than depositing checks. Overall, about one in three respondents had used the deposit feature, close to the credit union's internal estimate that fewer than one in four app users had. The somewhat higher figure in the survey may reflect that active app users were more willing to respond. These results address research question 3, showing that usage differs sharply by age, and they suggest that any campaign to increase deposit use should give particular attention to older members, who are also the group most likely to visit branches.
Figure 1, a bar chart of the deposit column by age group, shows the decline from 53 percent to 14 percent at a glance.
Table 2: Mean Agreement Scores, Depositors Compared With Non-Depositors
| Item | Depositors (n = 57) | Non-depositors (n = 105) |
|---|---|---|
| Depositing with the app would save me time | 4.4 | 3.6 |
| The deposit feature is easy to learn | 4.2 | 3.1 |
| I worry a mobile deposit might be lost or rejected | 2.3 | 3.8 |
| I am concerned about the security of my information | 2.6 | 3.4 |
| I know when a mobile deposit will be available | 3.9 | 2.5 |
| I would rather handle deposits with a teller | 2.1 | 3.7 |
Members who have not deposited through the app differ most from depositors in their worries and their knowledge, not in their view of the app's usefulness. Both groups agree the feature would save time, though depositors agree more strongly. The largest gaps appear for worry that a deposit might be lost or rejected, 3.8 compared with 2.3, for knowing when funds will be available, 2.5 compared with 3.9, and for preferring a teller, 3.7 compared with 2.1. Non-users are not unconvinced that the app works; they are unsure what happens after they press deposit. These are differences in means from a modest sample, so they indicate direction rather than precise size. They answer research questions 1 and 2, pointing to perceived risk and uncertainty about fund availability as stronger barriers than ease of use. That pattern echoes Laukkanen (2016), who found that perceived risk shaped consumers' rejection of mobile banking, and it qualifies the emphasis Davis (1989) placed on usefulness, which both groups here largely accept.
Table 3: Changes That Would Encourage Mobile Deposits Among Non-Depositors
| Change | Non-depositors selecting it (n = 105) |
|---|---|
| A text confirming each deposit | 58 (55%) |
| Faster fund availability | 49 (47%) |
| A short tutorial | 34 (32%) |
| Help from branch staff | 29 (28%) |
| None of these | 14 (13%) |
Respondents could select more than one option, so percentages total more than 100. The most popular change, chosen by 55 percent of non-depositors, was a text confirming each deposit, followed by faster fund availability at 47 percent. Both address the uncertainty revealed in Table 2. Fewer non-depositors wanted a tutorial or help from staff, consistent with Table 2's finding that ease of use is a smaller barrier. About one in eight said none of the changes would help, suggesting a group that prefers branch banking regardless of the app's features. These results give the credit union concrete, inexpensive options to test and will shape the recommendations in Part 4.
References
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. https://doi.org/10.2307/249008
Laukkanen, T. (2016). Consumer adoption versus rejection decisions in seemingly similar service innovations: The case of the Internet and mobile banking. Journal of Business Research, 69(7), 2432-2439. https://doi.org/10.1016/j.jbusres.2016.01.013
Malhotra, N. K. (2015). Essentials of marketing research: A hands-on orientation. Pearson.
What the BUSI 331 Week 6 instructions ask
Data arrive in Part 3, due in Module/Week 6, the module/week the reading turns to preparing and analyzing data. The student organizes the coded data from the survey in an Excel document according to the assignment instructions, creates three tables in Excel from the data, and writes 150 to 250 words under each table. At least one of the tables must also be turned into a graph, either a bar or a pie chart, to show the data visually. The raw data will later appear as an appendix to the complete study in Part 4.
How this BUSI 331 Week 6 example is built
After a note on the 16.2 percent response and how answers were coded, the three Riverbend tables move from who uses the app, to how users and non-users differ, to what would change non-users' minds. Table 1 shows who uses the app's transaction features; Table 2 compares the beliefs of users and non-users on the measured items; Table 3 shows what non-users say would change their behavior. Under each table, a paragraph states the main pattern, gives the key numbers, notes a limitation and links the finding to a research question from Part 1. A bar chart of deposit use by age follows Table 1, as the guide requires. A figure turns the first table into a bar chart, meeting the graph requirement.
BUSI 331 Week 6 grading rubric: where the points go
Part 3 is graded on whether the data are organized and coded correctly in Excel, whether the three tables are accurate and clearly labeled, whether each table has 150 to 250 words of interpretation, and whether at least one table is presented as an appropriate bar or pie chart. Instructors look for interpretations that describe patterns accurately, use the right numbers and avoid overstating what a modest convenience or volunteer response can show. Tables without titles or labels, interpretations that merely repeat the numbers, or charts that misrepresent the data lose points. Charts must label axes and units clearly so they can be read without the table. Accurate totals matter.
BUSI 331 Week 6 help: mistakes that cost points
Code every response before building tables: assign numbers to answer choices, mark missing data and keep a codebook. Choose tables that answer your research questions, not just the easiest frequencies. Give each table a numbered title and clear column labels, and report counts with percentages. In each interpretation, state the pattern first, then the evidence, then a caution and a link to your research question. Use a bar chart for comparisons across groups and a pie chart only for parts of a whole. Save the raw data for the Part 4 appendix. Keep decimal places consistent across tables. Name each table so it can be cited in the final report. Label every axis.
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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 5: Discussion Board Forum 2
- BUSI 331 Week 7: Web Analytics Research Paper
- BUSI 331 Week 8: Research Report Part 4
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BUSI 331 Week 6 questions, answered
What is BUSI 331 Marketing Research Report Part 3?
The 100-point third part, due in Module/Week 6: coded survey data in Excel, three tables with 150-250 words of interpretation each, and at least one table shown as a bar or pie chart.
Where can I find a free BUSI 331 Week 6 sample paper?
Read the full BUSI 331 Week 6 Riverbend data submission here: three tables, an interpretation under each and a bar chart by age.
Should I use a bar chart or a pie chart?
Use a bar chart to compare values across groups, such as usage by age, and a pie chart only to show the parts of a single whole that add to 100 percent.
How do you code survey data?
Assign a number to each answer choice, enter one row per respondent and one column per question, mark missing answers consistently, and record the scheme in a codebook.
What else is due in BUSI 331 Module/Week 6?
Only Part 3 is graded, with Malhotra's chapters 10 and 11 on data preparation and analysis and one presentation. No forum is assigned.
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