英语论文网

placements in the context of the movie rather than showing clips where the products were dominant. Showing clips of the movie where products were dominant would have emphasised on the product this could have misrepresent the findings as the goal was to evaluate them within the whole movie experience. At the end of both movies the discussion commenced on consumer attitudes and perceptions with Group A, followed by the discussion with Group B on ethical issues. Participents were encouraged to use product placement in other movies as well as the two shown as examples for discussion if they could recall them and the discussion was not based entirely on the movies shown. This allowed participents to discuss product placement that may have been potryaed in a different fashion for example: the use of different actors, characters or setting. It was taken into consideration that the time difference between conducted Group A and B could have an impact on the level of debate given that Group B had to wait, however all participants were University students on the same campus and the study was conducted on University grounds giving the other group time to go elsewhere and continue with other activities whilst they waited.

There were a set number of questions used for each focus group and Each individual was required to participate and provide some input to increase the depth of discussion. A simple format of question then discussion was used, questions that arose from discussion would keep the conversation flowing. Conversation flowed freely in order to discover what the subjects found to be interesting and to explore wider attitudes but conversation was re-directed by the moderator when it was felt to be unproductive or pointless (Bryman 2004). It was made clear to participants prior to the discussion that there was no right or wrong answer in an effort to remove social desirability, what the respondent thinks they should say rather than feel (Black 1999). Both discussions were recorded using a CD recorder and were later analysed with key points noted for each discussion. A full play by play transcription was not practical due to the large amount of dialogue and it is felt that a full transcript would have broken up narrative flow, however a shorter version of the transcript highlighting key points and questions asked is available in the appendix (())))) by noting key points only it is felt that analysing content is much easier, Bryman (2001) claims that transcribing and coding leads to a loss of context.

Quantitative research - Questionnaires

Questionnaires allow the participant to respond to a set number of questions, questions can be open ended or closed ended, and for the purpose of this particular research aspect closed ended questions were used. A closed ended question is amicable when the dimensions of a variable have been diagnosed. Closed ended questions expose participants to the same response categories and allow standardized quantitative statistical analysis (Johnson & Christensen 2010). The purpose of the questionnaire was to expand further on the data that was concluded from the focus groups (this will be discussed further in chapter 4). The questionaires focused on getting participant responses for the purpose of ‘conformatory research’ (Johnson & C本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。