WPCa* DUπ}yp& ˣXo^P۬N 2)HOzc>?+Wh[i4lq𺊎Gl`9KW!f xWb2*tyNoMv*Ni~50}o+w+12(i)zM|' DFy7'J\A.j#] tJ>(eXos"Pi+ll&Z?m>FɅ~CvGt5N*<^ wYN̙X*%Q9|?ts*͒uhnCCѐ!A }"ktNw%Hv%_4CDp\r)pOeTy."t5^(c =se@DV(sh "JJ BܽUq_BG'ILîC'z Z1# U> % 0(USN%w@s4faUR<f0a2fFfHaJf^a`ftavaffaafafa h B h C h h h4 h/ h hm hS' h8))))) 0L*Lexmark 4076 Mono PrinterIJ4076,,,,0nLH<( 9Z &Courier RegularX($(9 Z 6Times New Roman Regular EDDD !as"3|x!TABLE A\  `$Times NewRomanTABLE BTABLE ETABLE DTABLE CTABLE ETABLE FTABLE FTABLE F TABLE G   ? |@ fffff@@ @ |@ @B@ @ |@ @@ @ |@  B@ @ LA@TABLE A  d -          ? L8@ Y@ 9@ 3333336@ ffffff9@ @ @ L4@  <@ 333330@ <@ 7@ @ 33333=@  333333/@ 33333sC@ fffff4@ G@ @ 333339@  L?@ 3333336@ 9@ 7@  Y@ Y@ Y@ Y@ Y@ Y@TABLE B  d"?333333@33333J@33333sA@@Y@@"@ffffffC@D@'@Y@@ @33333sE@YD@)@Y@@ffffff@̌E@fffffD@$@Y@TABLE E!?6@̌P@&@333333?Y@@'@@Q@fffff1@333333?Y@@5@333333N@.@ffffff@Y@@1@P@0@333333@Y@TABLE E?ffffff7@L;@@333333<@7@@ffffff6@7@@:@9@Y@Y@TABLE D-?8@9@333335@A@)@3333335@@8@<@<@2@L?@3333332@@333333:@333332@ffffff6@6@L?@L>@@3333338@:@<@333337@9@L>@Y@Y@Y@Y@Y@Y@TABLE C-?zG@zG?333333 @(\@Gz@@Gz@RQ@(\@ףp= @333333@@(\@ffffff?zG@q= ףp@ ףp= @@\(\?{Gz@ףp= @@ ףp= @h|?5?Q?-?Mb??n?jt?Zd;O?7A`?m?TABLE F;?@ffffff?ffffff?Q?(\@\(\?\(\@@Gz@Q?Q?Q?ffffff@ףp= ?\(\@@@Gz?q= ףp?ffffff?p= ף@Gz?ףp= ?@ףp= @q= ףp?Q?zG?(\@zG?zG@Zd;O??)\(?q= ףp?S㥛??/$?/$?Zd;O?333333??$C?^I +?K7?TABLE F?ffffff?HzG@@p= ף@RQ@@ףp= ? ףp= @@RQ@{Gz@RQ@ r@L7A`?zG?TABLE FTABLE G>c$"Small Circle"0 !  ݛX/XXX7sXXdd7  *@ff   Q XX/StudentSatisfactionSurveys:DoesQuestionOrderReallyMatter#X/X  QҪ#  L  @<<$ Q XX/Preparedfor l  @D D TheAssociationforInstitutionalResearch@"37thAnnualForum@"Orlando,Florida@^^#May1821,1997#X/X  Q[#@" XX/JillL.Auerbach h @bb!ResearchAssociate@ DivisionofFinanceandAdministration@FF)and@HH$CarolA.Hand@bb!ResearchAssociate@DDOfficeofInstitutionalResearch@vvGeorgiaStateUniversity@"UniversityPlaza@Atlanta,Georgia30303#X/X # 0-(' *  @ yXX StudentSatisfactionSurveys:DoesQuestionOrderReallyMatter? #XXy#Ԉ    yXX Introduction #XXyb# t    Ascollegesanduniversitiesbalancefinancialconstraintswiththeserviceandprogramneedsofstudents,decisionmakersincreasinglyturntostudentopiniondataforinput.Thereliabilityofthedataiscrucialascompetitionamongcollegesanduniversitieshasincreased,governmentfundingforcollegeexpenseshasdecreased,andstudentretentionbecomesmoreproblematic(Geraghty,1996).Thesolerelianceuponusingsummarymeasurestodescriberetentionratesofvariousstudentsubpopulationsisnolongeradequatefordetermininghowtoimprovestudentretention.Rather,questionsabouttheoverallstudentexperienceisnowpartofacomprehensiveresearchagendaandfuelstheimplementationofavarietyofinnovativeprogramsaimedatmeetingtheneedsofstudents.Thisisoftenaccomplishedbytargetingsubsetsofstudentsbasedupondemographicorotheracademicfactorswithprogramsandservicesspecifictotherequirementsofthesestudents.  Theemphasisonusingmultipleresearchstrategiestolearnaboutwhystudentspersistincollegeisincreasinglyadvocated.Manycontendthattounderstandstudentretention,researchersmustfocusontheoverallstudentexperiencewithbothquantitativeandqualitativedatacollectiontechniques(KinnickandRicks,1993).Byviewingtheretentionissueaspartofthelargerstudyofthetotalstudentexperience,theresearchagendaisbroadened,andthenecessityofobtainingstudentfeedbackatvariouspointsinthecollegecareerisevident.  Inusingthemultifacetedapproachtothestudyofthestudentexperience,theresearchagendawouldcontainseveralcomponents.Learningaboutstudentexpectations,antecedentcharacteristicsandstudentintentionsatthebeginningofthecollegecareerwouldbewarranted.Manyinstrumentsareavailabletoprovideinputaboutthesestudentcharacteristicsatthebeginningofthecollegecareerandarefrequentlyusedbybothfouryearandtwoyearinstitutions.Theseinclude,butarenotlimitedtotheAdmittedStudentQuestionnaire(TheCollegeBoard),EnteringStudentSurvey(AmericanCollegeTestingProgram)andtheCIRPFreshmanSurvey(UniversityofCalifornia,HigherEducationResearchInstitute).Inadditiontothese,manyinstitutionsdesignthereownquestionnaires.Ongoingassessmentactivitiestoidentifytheneedsofcollegestudentsisanotherfacetofthisresearchagenda.Additionalneedassessmentsmaybeneededtolearnmorespecificallyaboutparticularserviceareassuchasadvisement,careerservicesandplacementorfinancialaidassistance.Studentoutcomesurveysareanothersourceforfeedbackandcanaddressseveralareasoftheeducationalprocess.Suchstudieshavebecomecommonplacethroughoutinstitutionsofhighereducationandaretooavailablefromseveralprivatecompaniesanduniversityresearchfacilities.  Learningfromstudentsatthefinalstageofthecollegecareerisalsoavaluablecomponentofamultifacetedresearchagenda.Termssuchasexitsurveyorgraduationquestionnairearetypicallyusedforthispurpose.These exitsurveysareanopportunitytolearnaboutstudentopinionatthecloseofthecollegecareer.Thisfeedbacknotonlyinformsresearchersabout +'* studentopinionandareasofconcernandsatisfaction,butalsofocusesfutureresearchefforts.Exitsurveysareaneffectivetoolfordirectingresearcherstothosespecificareasforneedassessments,ortoqualitativemethodswhensurveyresearchistheinappropriatecollectionmethod.  Becauseexitsurveysareavaluabletoolinaresearchprocessthatisintendedtobecomprehensiveinnatureandprovideanunderstandingofthestudentexperience,thequalityofthesurveyinstrumentiscritical.Surveyresearchingeneralisanareawhereresearcherscontinuetoevaluateandimprovethemanyaspectsoftheprocess,fromsamplingprocedurestointerviewereffectstothelayoutanddesignofquestionnaires.Associalscienceresearchmethodologyhasmatured,eachcomponentofthesurveyresearchprocessevolves.Theconcernsaddressedinthispaperarepartoftheevolutionaryprocesstofurthertweakandfinetunethesurveyquestionnaire.Thisresearchexaminesquestionordereffectsastheyrelatestudentsatisfactionwithcollegeservicesandfacilitiesamongrecentgraduates.  Frequently,studentsatisfactionquestionnaireshavetwotypesofquestions.Thefirsttypeincludesquestionsthatarespecifictoparticularstudentservices,suchasregistration,advisement,etc.Thisinformationwillalertdecisionmakerstospecificserviceareasthatneedimprovement.Thesecondtypeofquestionstapsoverallperceptionsaboutservicesandactsasabarometerofmoregeneralfeelingsofsatisfactionwithallservices.  Thecombinationofaskingquestionsthatrefertospecificservicesandthoseofgeneralperceptionsprovidesforarichanalysiswhereseveralscenariosarepossible.Themostobviousisonewherestudentsspecificevaluationsofservicesareconsistentwithoverallperceptions.Inothercases,studentsmaydisplayhighlevelsofsatisfactionwithspecificservices,butmuchlowerlevelswhenitcomestothegeneralperceptionitems.Conversely,studentsmayreportdissatisfactionwithspecificservices,butrespondpositivelytogeneralquestions.Thesecombinationspointtothebodyofliteratureaboutquestionordereffects.  Questionordereffectsrefertotheinfluenceofprecedingquestionsonresponsestosubsequentquestions.AccordingtoSchumanandPresser(1981),otherthantheexplanatorypowerofsamplingerror,questionordereffectsarethoughttomostoftenexplainunintendedorunduplicatedsurveyresults.Centraltotheissueofquestionordereffectsarepartwholequestioncombinations,whichinvolvestwoormorequestionswithrelatedcontentwhereoneismoregeneralthantheother(s).Ordereffectsmayconsistofassimilationorcontrast.Assimilationiswhenageneralquestionthatfollowsoneormorespecificitemsisviewedasarequestforasummaryopinion(Schwarz,Strack,Mai,1991).Acontrasteffectoccurswhenasubsequentgeneralquestionisregardedasarequestfornewinformation.  Thispaperwilladdresstheeffectsofpartwholequestioncombinationsonresponsestostudentsatisfactionsurveys.Byvaryingthequestionnaireformat,thisresearchwillexamineifgeneralsatisfactionquestionsthatfollowsetsofspecificitemsareperceivedasrequestsforsummaryopinions.Ifassimilationdoesoccurwhenresearchersarehopingtogainadditionalperceptionsthataremoregeneralinnature,thenquestionnairesmustbedesignedtominimizethissummaryeffect.Asecondquestionthisresearchwillexploreistoassesswhichquestionnaireformatreducesordereffects.Thiswillbedonebylookingatboththeformatandrelationshipbetweenthelatteritemsinthesequenceofspecificquestionsandthecorrespondinggeneralquestions.Thiswillinformresearchersandcontributetoaninstrumentthatminimizesthissourceoferror.Finally,thispaperwilladdresstheextenttowhichgeneralperceptionsaboutservices T,'+ tendtobemorepositiveornegativedependingupontheplacementofthegeneralquestionrelativetotheseriesofspecificquestions.Inotherwords,whengeneralperceptionquestionsareseparatedfromspecificserviceorientedquestions,dostudentstendtorespondmorepositivelyabouttheinstitution?Perhapsthelistofserviceshasanimpactonthedegreetowhichstudentscriticallyevaluatetheinstitutionthereforepromotingamorenegativegeneralimage.yXX Methods #XXy$# $ t   Onecomponentoftheresearchagendaatamajor,urbanuniversityisaquarterlyexitsurveyofgraduates.Asaquartersystemuniversity,fourgraduationsareheldeachyear.Therefore,tocapturetheopinionsofasmanygraduatesaspossible,mailsurveysareconductedimmediatelyfollowingeachofthefourgraduationceremonies.Thesequestionnairesaremailedasclosetograduationaspossibletominimizetheproblemofcontactingstudentswhomoveaftercompletingcollege.Thisquarterlyexitsurveyprovidedanopportunitytoexaminewhetherthelocationofspecificandgeneralquestionscanaffectthewayinwhichrespondentsanswerthesequestions.  Previousresearchonquestionordereffectshasfocusedonboththeinclusionofonespecificquestionandaseriesofspecificquestions.Inseveralstudies,contrasteffectshavebeenfoundusingonespecificquestion(seeSchumanandPresser,1981;Tourangeau,RasinskiandBradburn,1991;Bishop,OldenkickandTuchfarber,1985).Schwarz,StrackandMaipointouttheimportanceofexaminingthepartwholeeffectwithseveralspecificquestionsincludedonquestionnaires.Inthecasewhenseveralspecificquestionsareused,theseauthorspointoutthatoneoftwothingscouldhappen.Eitherthegeneralquestionwouldbeinterpretedasarequestforadditionalinformationnotincludedinthespecificquestionsorasasummaryinterpretationofallofthespecificquestionstogether(Schwarz,StrackandMai,1991).Theseauthorsfoundthatassimilationdidoccurwhenseveralspecificquestionsprecededthegeneralitem.Othersconsideredwhethermailsurveyswerelesslikelytoproduceordereffects,becauserespondentshavetimetoreviewquestionsbeforeanswering(TarnaiandDillman,1992).Allthesepossiblescenariosareimportantbecausetheyattesttothepropositionthatansweringoneormorespecificquestionsmayinfluencethewayrespondentsanswergeneralones.  Inordertoassesstheeffectsofwhatisknownaspartwholecombinationsonresponsestostudentsatisfactionsurveys,fourvariationsoftheexitsurveyweredesignedwithvariousquestionordercombinations.Thequestionswhoseplacementvariedincludedthefollowingserviceandcampuslifeissues(seeAppendixAforthefourquestionnaires):̜0  *0` (#(#Sevenquestionsaboutsatisfactionwithspecificserviceareasincludingacademic %l # advisement,registration,qualityofmajorprogram,qualityofteaching,classroomfacilities,libraryfaciltities,computerlabfacilities. ` (#` (# М0  * ` Onegeneralquestionratingoverallservices.'0#&(#(# М0  0   ` *0` (#(#Fivequestionsaboutsatisfactionwithspecificcampuslifeareasincluding ($' recreationfacilitiesandprograms,studentcenterfacilities,campussafety,parking,andplacementandcareerservices. ` (#` (# М0  0c  0c2"0` (#(#   0   * 0` (#(# Onegeneralquestionratingoverallcampuslife.+&*` (#` (# М     Eachsetofspecificquestionscorrespondedtooneofthegeneralitems.Thesevenquestionsaboutstudentservicescorrespondedtothegeneralservicequestion,andthefivespecificcampuslifeitemstothegeneralcampuslifequestion.Thetwosetsofspecific/generalquestionswereusedforseveralreasons.Previousresearchhasfocusedonusingonespecificquestion,severalspecificquestions,filteritemsandevenpreamblesandinstructions(Ottati,Wyer,Riggle,SchwarzandKuklinski,1989;WillitsandKe,1995).Theinclusionoftwodistinctsetsofspecificquestionsextendstheresearchtoascertainwhetherassimilationorcontrasteffectsoccurconsistentlywithinthesamequestionnaire.  Fourquestionnairelayoutsweredesigned,eachofwhichvariedthesequenceofspecificandgeneralitems.Thefourlayoutsincludedthefollowingquestionsequences:TypeI:sevenservicespecificservicegeneralfivecampuslifespecificcampuslifegeneralTypeII:sevenservicespecificfivecampuslifespecificservicegeneralcampuslifegeneralTypeIII:servicegeneralcampuslifegeneralsevenservicespecificfivecampuslifespecificTypeIV:servicegeneralsevenservicespecificcampuslifegeneralfivecampuslifespecific  FortheTypeIquestionnaire,thegeneralquestionswereplaceddirectlyaftereachsetofspecificitems.IntheTypeIIquestionnaire,thetwosetsofspecificquestionswerefirst,followeddirectlybythetwogeneralquestions.ThelayoutfortheTypeIIIquestionnairevariedsomewhatfromTypesIandIIinthatthetwogeneralquestionswerelocatedfirst,thenaseriesofothergeneralquestions,andlastwerethetwosetsofspecificquestions.TypeIVquestionnaireshadthegeneralquestionfirst,followedbythecorrespondingspecificitems,followedbythenextgeneralandthenthefinalsetofspecificquestions.  Thequestionnairesweremailedtothespringquarter1996graduatesfromamajoruniversitywithinoneweekofgraduation.Thequestionnairepackagesincludedcomplimentarytranscriptsandpostagepaidenvelopes.Respondentswererandomlyassignedtooneofthefourgroups,andthequestionnairetypesweremailedaccordingly.Eachtreatmentgrouphadanequalnumberofgraduates.Usingtherandomassignmentofpotentialrespondentswasintendedtoreducethelikelihoodthatthegroupswoulddifferinanysystematicfashion.  Becausethissurveyprojectisconductedquarterly,followupmailingsarenotused.Overaperiodoftenquartersforwhichtheexitsurveyhasbeencompleted,strikinglyconsistentfindingshavebeenfound.Inpartduetothelackofvariabilityacrossquarters,andalsoasaresultoffundingdecisions,followupeffortstoincreaseresponseratehavenotbeenpartofthedesign.Whileahigherresponserateisdesirableforseveralreasons,forthepurposeofstudyingquestionordereffects,theresponserateisnotthecentralissue.Mostimportanttothisresearchisthatthetreatmentgroupsbaseduponquestionnairetypehavesimilarresponserates.  Ofthe1839questionnairesmailedtospringquartergraduates,636completedquestionnaireswerereturned.Threeofthefourtreatmentgroupshadapopulationof460andonegrouphad459.Theoverallresponserateof34.6percentisconsistentwiththeresponserateobtainedfrompreviousquartersofadministeringtheexitsurvey.EachresponserateforthefourtreatmentgroupsisenumeratedbelowinTable1.Thevariationinresponserateamongthefour T,'+ groupsisminimal,withahighof36.5percentresponseforthoserespondentsingroup2toalowof32.0forgroup3.@' Table1  p  ` @> >  ResponseRatesbyQuestionnaireTypeTreatmentGroup  P  *w ! ddd Xdd Xdd X(#(#w, dd",dd",dd",dd"+  " ( x "Treatment/Respondent /% " /@@$c ResponseRates !    !Groups  ` "  Mailed   `   Completed   `   Response   `  Group1:Spec/gen/spec/gen F<  |@459|@F459 g]7  |@459 |@ `c@155`c@g155 h^7  `c@155 `c@ fffff@@33.8fffff@@h33.8 G=8  fffff@@33.8 fffff@@ GGroup2:Spec/spec/gen/gen F<`  |@460|@F460 g]7`  |@460 |@ e@168e@g168 h^7`  e@168 e@ @B@36.5@B@h36.5 G=8`  @B@36.5 @B@ GGroup3:Gen/spec/gen/spec F<  |@460|@F460 g]7  |@460 |@ `b@147`b@g147 h^7  `b@147 `b@ @@32.0@@h32.0 G=8  @@32.0 @@ GGroup4:Gen/gen/spec/spec F<` |@460|@F460 g]7` |@460 |@ d@166d@g166 h^7` d@166 d@  B@36.1 B@h36.1 O!#:8`  B@36.1  B@ O Total O!#:!# @1839@O1839 p!#[8 @1839 @!# @636@p636 p!#[7  @636 @!# LA@34.6LA@p34.6H><! LA@34.6  LA@!# H    Whilesomeresearchershavetouchedonthepossibilitythatcertainindividuals,duetoparticularsociodemograhpiccharacteristics,maybemoreaffectedbyquestionorderthanothers,theresearchisfarfromdefinitive(WillitsandKe,1995).Forthisresearch,allrespondentshaveatleastanundergraduatedegree.Ifeducationdidinteractwithquestionordertoeffectthewayinwhichrespondentsansweredthequestions,thisdatawouldnotprovideenoughvariationamongrespondentstoascertainsuchaninteraction.Inaddition,therandomassignmentofquestionnairelayoutstorespondentgroupsshouldprovidesomeassurancethatvarioussociodemographictraitsweredistributedamongthefourtreatmentgroups.Inordertofurtheraddressthisconsideration,respondentgroupsarecomparedusingthreedescriptivevariablesthatincludeethnicity,genderandacademiccollege.Becausethequestionnairefocusedprimarilyonstudentopinionaboutservicesandcampuslife,ratherthanmoredescriptivevariables,thenumberandtypeofvariablesthatmaybeusedtocomparetreatmentgroupsislimited.InTable2isacomparisonbetweentreatmentgroupandselfidentifiedethnicity.   XXXXDifferencesinethnicityamongthefourtreatmentgroupsweretestedforsignificancewith "/ aPearsonchisquare;nosignificantdifferenceswerefound(p<.05).Itcanbeseenfromthecrosstabulationofethnicitybytreatmentgroupthatthecompositionofthefourgroupsdidnotvarygreatly.Forexample,thepercentagesofAfricanAmericanrespondentsrangedfrom20.3percentforgroup2to29.7percentforgroup3.  InTable3isthecomparisonofgenderbytreatmentgroup.Again,therewerenosignificantdifferencesamongthetreatmentgroupsintermsofgender.Theproportionoffemalesvariedfrom22.4percentto28.2percent.Treatmentgroupswerealsocomparedtodetermineiftheircompositionvariedbythepercentageofrespondentsfromthefollowingsixacademiccolleges:Arts&Sciences,BusinessAdministration,Education,HealthSciences,Public&UrbanAdministration,andLaw.Nosignificantdifferenceswerefound.Anexaminationofthe +'9 crosstabulationsinTable4showsthattheCollegeofBusinessAdministrationhadthemostrespondents(31.3%),followedbytheCollegeofEducation(25.5%)andtheCollegeofArts&Sciences(23.6%).TheCollegeofBusinessAdministrationwasslightlyunderrepresentedinGroup3(18.7%).#XXX XQP#@' Table2  L  @   PercentagesofRespondentEthnicitybyTreatmentGroup 8   * !dd dd"dd"dd"dd" ! (#(#,edd",dd",dd",edd",dd",dd",edd"+  "  ` "Treatment /%t  " /@@$c EthnicCategories ! t   !Groups  D "  XXAfrican  D  American     AmericanInd.  D  AlaskanNative     Asian/Pac.  D  Islander     Hispanic   D   Caucasian   D   MultiRacial   D  XXGroup1#XXY# G=8  L8@24.3L8@G24.3 j`88  L8@24.3 L8@ Y@100.0Y@j100.0 j`98  Y@100.0 Y@ 9@25.09@j25.0 i_88  9@25.0 9@ 3333336@22.23333336@i22.2 i_88  3333336@22.2 3333336@ ffffff9@25.4ffffff9@i25.4 h^88  ffffff9@25.4 ffffff9@ @7.7@h7.7 F<78  @7.7 @ FXXGroup2#XX\# G=h  L4@20.3L4@G20.3 G=8h  L4@20.3 L4@ GЄ G=h  <@28.1<@G28.1 i_8h  <@28.1 <@ 333330@16.7333330@i16.7 i_8h  333330@16.7 333330@ <@28.1<@i28.1 i_8h ! <@28.1 <@ 7@23.17@i23.1 G=8h " 7@23.1 7@ GXXGroup3#XX}_# G=8# 33333=@29.733333=@G29.7 G=88$ 33333=@29.7 33333=@ GЄ G=8% 333333/@15.6333333/@G15.6 i_88& 333333/@15.6 333333/@ 33333sC@38.933333sC@i38.9 i_88' 33333sC@38.9 33333sC@ fffff4@20.9fffff4@i20.9 i_88( fffff4@20.9 fffff4@ G@46.2G@i46.2 G=88) G@46.2 G@ GXXGroup4#XX4b# G=h* 333339@25.7333339@G25.7 G=8h+ 333339@25.7 333339@ GЄ G=h, L?@31.3L?@G31.3 i_8h- L?@31.3 L?@ 3333336@22.23333336@i22.2 i_8h. 3333336@22.2 3333336@ 9@25.69@i25.6 i_8h/ 9@25.6 9@ 7@23.17@i23.1 O!#:8h0 7@23.1 7@ O Total P!#;81!# Y@100.0Y@P100.0 s!#^982 Y@100.0 Y@!# Y@100.0Y@s100.0 s!#^983 Y@100.0 Y@!# Y@100.0Y@s100.0 s!#^984 Y@100.0 Y@!# Y@100.0Y@s100.0 s!#^985 Y@100.0 Y@!# Y@100.0Y@s100.0 s!#^986 Y@100.0 Y@!# Y@100.0Y@s100.0I?=87 Y@100.0  Y@!# I@' XXTable3 (: @: : PercentagesofRespondentsGenderbyTreatmentGroup  ; #XX h#*!ddedd"dd"dd"edd"dd"dd"edd" !(#(#,edd",dd",dd"+  " `= "Treatment /%>" /@@$c GenderCategories ! ? !Groups X@"  Female  XA  Male XB   C XXGroup1#XXk# G=LD ffffff7@23.4ffffff7@G23.4 i_8LE ffffff7@23.4 ffffff7@ L;@27.3L;@i27.3 G=8LF L;@27.3 L;@ GXXGroup2#XXMl# G=| G 333333<@28.2333333<@G28.2 i_8| H 333333<@28.2 333333<@ 7@23.67@i23.6 G=8| I 7@23.6 7@ GXXGroup3#XXm# G=!LJ ffffff6@22.4ffffff6@G22.4 i_8!LK ffffff6@22.4 ffffff6@ 7@23.67@i23.6 G=8!LL 7@23.6 7@ GXXGroup4#XXn# G=|#M :@26.0:@G26.0 i_8|#N :@26.0 :@ 9@25.59@i25.5 O!#:8|#O 9@25.5 9@ O Total P!#;$L P!# Y@100.0Y@P100.0 s!#^9$L Q Y@100.0 Y@!# Y@100.0Y@s100.0I?=$L R Y@100.0  Y@!# I@*  <'"T @& XXTable4  @ PercentagesofRespondentAcademicCollegebyTreatmentGroup#XXq#y*w!Sddedd"dd"dd"!(#(#w,dd",edd",dd",Sdd",dd",Idd",Vdd"+  "  "#y>r#XXTreatment#XXs#y /%P" /@@$cAcademicColleges ! P !#y,t#XXGroups#XXt#y  " #y/u#ߥ Arts&Sci.# ߥu#    BusinessAdmin.    Education     HealthSci.     Public/Urban     Law     Group1 PF( x  8@24.88@P 24.8 rhA( x" 8@24.8 8@ 9@25.89@r 25.8 i_8( x 9@25.8 9@ 333335@21.7333335@i 21.7 i_8( x 333335@21.7 333335@ A@35.6A@i 35.6 i_8( x A@35.6 A@ )@12.5)@i 12.5 i_8( x )@12.5 )@ 3333335@21.23333335@i 21.2 G=8( x 3333335@21.2 3333335@ GGroup2 PFl  8@24.88@P 24.8 {qAl " 8@24.8 8@ <@28.8<@{ 28.8 rhAl " <@28.8 <@ <@28.0<@r 28.0 i_8l  <@28.0 <@ 2@18.62@i 18.6 i_8l  2@18.6 2@ L?@31.3L?@i 31.3 i_8l  L?@31.3 L?@ 3333332@18.23333332@i 18.2 G=8l  3333332@18.2 3333332@ GGroup3 PF  333333:@26.2333333:@P 26.2 {qA " 333333:@26.2 333333:@ 333332@18.7333332@{ 18.7 {qA " 333332@18.7 333332@ ffffff6@22.4ffffff6@{ 22.4 {qA " ffffff6@22.4 ffffff6@ 6@22.06@{ 22.0 {qA " 6@22.0 6@ L?@31.3L?@{ 31.3 {qA " L?@31.3 L?@ L>@30.3L>@{ 30.3 PFA !" L>@30.3 L>@ PGroup4 PFD " 3333338@24.23333338@P 24.2 {qAD #" 3333338@24.2 3333338@ :@26.8:@{ 26.8 rhAD $" :@26.8 :@ <@28.0<@r 28.0 i_8D % <@28.0 <@ 333337@23.7333337@i 23.7 rh8D & 333337@23.7 333337@ 9@25.09@r 25.0 rhAD '" 9@25.0 9@ L>@30.3L>@r 30.3 O!#:8D ( L>@30.3 L>@ OTotal P!#;8 )!# Y@100.0Y@P100.0 s!#^98 * Y@100.0 Y@!# Y@100.0Y@s100.0 s!#^98 + Y@100.0 Y@!# Y@100.0Y@s100.0 s!#^98 , Y@100.0 Y@!# Y@100.0Y@s100.0 s!#^98 - Y@100.0 Y@!# Y@100.0Y@s100.0 s!#^98 . Y@100.0 Y@!# Y@100.0Y@s100.0I?=8 / Y@100.0  Y@!# I    XX Inordertodetermineifresponsestothegeneralquestionaboutservicesvariedamongthe x 1 treatmentgroups,comparisonsoftheratingswereconducted.Respondentscouldassignratingsofexcellent,good,fairorpoortoindicatetheirgeneralsatisfactionwithstudentservices.Nosignificantdifferenceswerefound.Forallrespondents,65.1percentgaveoverallservicesaratingof good.AnexaminationofthecrosstabulationinTable5showsthatfromamongthefourgroups,ratingsof goodrangedfrom60.4percentforgroup3to69.0percentforgroup2.Similarly,ratingsof fairand poorvariedlittleamonggroups.Thegreatestdifferenceswereseenforthe excellentrating,whichwaschosenby22.1percentofthoseingroup1,andbyonly11.9percentbythoseingroup2.@' # X X# XX Table5 ; @PercentagesofRespondentsOverallServiceRatingsbyTreatmentGroup# X Xȉ## #*!SdSddd"edd"dd"Sdd"dd"Idd"Vdd"!(#(#,`dd",dd",dd",dd",Wdd",dd"+  " 8? "XXTreatment#XX.#y /%L@" /@@$cRatingsofServices ! LA !#yy#XXGroups#XX6#y  DB" #y~#ߥ Excellent# ߥލ#   DC Good   DD Fair   DE Poor   DF Total   DG Group1 PFt"H 6@22.16@P 22.1 rhAt"I" 6@22.1 6@ ̌P@66.2̌P@r 66.2 i_8t"J ̌P@66.2 ̌P@ &@11.0&@i 11.0 g]8t"K &@11.0 &@  333333?.6333333?g .6 h^6t"L  333333?.6 333333? Y@100.0Y@h 100.0 H>9t"M Y@100.0 Y@ HGroup2 PF#N '@11.9'@P 11.9 {qA#O" '@11.9 '@ @Q@69.0@Q@{ 69.0 rhA#P" @Q@69.0 @Q@ fffff1@17.9fffff1@r 17.9 h^8#Q fffff1@17.9 fffff1@ 333333?1.2333333?h 1.2 i_7#R 333333?1.2 333333? Y@100.0Y@i 100.0 H>9#S Y@100.0 Y@ HGroup3 PF$L T 5@21.55@P 21.5 {qA$L U" 5@21.5 5@ 333333N@60.4333333N@{ 60.4 {qA$L V" 333333N@60.4 333333N@ .@15.3.@{ 15.3 zpA$L W" .@15.3 .@ ffffff@2.8ffffff@z 2.8 {q@$L X" ffffff@2.8 ffffff@ Y@100.0Y@{ 100.0 NDB$L Y" Y@100.0 Y@ NGroup4 @6 @&!Z 1@17.11@@ 17.1 ka4@&![" 1@17.1 1@ P@64.0P@k 64.0 bX4@&!\" P@64.0 P@ 0@16.50@b 16.5 XN+@&!] 0@16.5 0@ 333333@2.4333333@X 2.4 bX*@&!^ 333333@2.4 333333@ Y@100.0Y@b 100.0 E;9@&!_" Y@100.0  Y@ E   XX   Comparisonswerealsomadeamonggroupsonthegeneralsatisfactionwithcampuslifeitem.ThesepercentagesarefoundinTable6.Again,therewerenosignificantdifferences,butmorevariationamonggroupswasfound.Aratingof goodwasgivenby44.6percentofthetotalgroup.Only38.8percentofgroup2gavethisrating,while53.9percentofgroup1didso. +&d #XXX X##XX٘#   y @'#  y# XX Table6  @ PercentagesofRespondentsCampusLifeRatingsbyTreatmentGroup# X XQ# y Ԉ  #  y## ޚ#y*!SdSd`dd"dd"dd"dd"Wdd"dd"!(#(#,`dd",dd",dd",dd",Wdd",dd"+  "  "#y~#XXTreatment#XX9#y /%P" /@@$cRatingsofCampusLife ! P !#y#XXGroups#XXE#y  " #y#Excellent    Good    Fair     Poor     Total     Group1 OE( x  333333@5.3333333@O 5.3 qg@( x " 333333@5.3 333333@ 33333J@53.933333J@q 53.9 i_8( x 33333J@53.9 33333J@ 33333sA@34.933333sA@i 34.9 h^8( x 33333sA@34.9 33333sA@ @5.9@h 5.9 i_7( x @5.9 @ Y@100.0Y@i 100.0 H>9( x Y@100.0 Y@ HGroup2 OEl  "@9.4"@O 9.4 zp@l " "@9.4 "@ ffffffC@38.8ffffffC@z 38.8 rhAl " ffffffC@38.8 ffffffC@ D@40.0D@r 40.0 i_8l  D@40.0 D@ '@11.9'@i 11.9 j`8l  '@11.9 '@ Y@100.0Y@j 100.0 H>9l  Y@100.0 Y@ HGroup3 OE   @3.6 @O 3.6 zp@ "  @3.6  @ 33333sE@42.933333sE@z 42.9 {qA " 33333sE@42.9 33333sE@ YD@40.7YD@{ 40.7 {qA " YD@40.7 YD@ )@12.9)@{ 12.9 |rA " )@12.9 )@ Y@100.0Y@| 100.0 NDB " Y@100.0 Y@ NGroup4 ?5 D  ffffff@5.6ffffff@? 5.6 j`3D " ffffff@5.6 ffffff@ ̌E@43.1̌E@j 43.1 bX4D " ̌E@43.1 ̌E@ fffffD@41.3fffffD@b 41.3 YO+D ! fffffD@41.3 fffffD@ $@10.0$@Y 10.0 cY+D " $@10.0 $@ Y@100.0Y@c 100.0 E;9D #" Y@100.0  Y@ E    XX Whileapparentlynosignificantdifferenceswerefoundamonganswerstothegeneral 4 & itemswhenexaminedbytypeofquestionnairelayout,thereremainsthepossibilitythatdifferencescouldexistamonganswerstothespecificitems.Tolookmorecloselyatthisproposition,ananalysisofvariancewasperformedoneachofthesevenstudentservicesitemstodetermineifdifferencesexistamongthetreatmentgroups.Table7showseachitemmeanandtheanovaresults.Fortheseitems,thehigherthemean,thehighertheratingofdissatisfaction,witharesponseoffourindicatingthemostdissatisfactionwithservices.Nosignificantdifferenceswerefoundforanyofthesevenitems,butseveralitemshadmeanswhichvariedamonggroupsmorethanothers.Theseincludeadvisement,library,andcomputerlabs.Fortheadvisementitem,thegroup2meanwashigherthanmeansfortheothergroups.Forthecomputerlabitem,themeanforgroup3wasthelowest.@' # X X# XX Table7 X1 @` ` ANOVAforSevenSpecificServiceQuestions# X X# XX   D2 *!dSd`dd"dd"dd"dd"Wdd"dd"!(#(#,dd",dd",Xdd",Xdd",Xdd",dd",Xdd",Xdd"+  " 4 "# X X# XX Treatment# X X# y  /%05" / #  yޱ# ߥ  Meansfor @@$c SevenSpecificServiceQuestions#   ߥR# y  ! 06 !#  yֲ# XX Groups# X X<# y   7" #  y#Advise   8 Regis.   9 Prog.   : Teach   ; Facility   < Libra.   = Comp.   >  Group1 PF0"? @2.20@P2.20 rhA0"@" @2.20 @ ffffff?1.40ffffff?r 1.40 i_80"A ffffff?1.40 ffffff? ffffff?1.65ffffff?i 1.65 i_80"B ffffff?1.65 ffffff? Q?1.67Q?i 1.67 i_80"C Q?1.67 Q? (\@2.12(\@i 2.12 i_80"D (\@2.12 (\@ \(\?1.71\(\?i 1.71 i_80"E \(\?1.71 \(\? \(\@2.17\(\@i 2.17 G=80"F \(\@2.17 \(\@ GGroup2 PFt#G Gz@2.26Gz@P 2.26 {qAt#H" Gz@2.26 Gz@ Q?1.37Q?{ 1.37 rhAt#I" Q?1.37 Q? Q?1.57Q?r 1.57 i_8t#J Q?1.57 Q? Q?1.72Q?i 1.72 i_8t#K Q?1.72 Q? ffffff@2.05ffffff@i 2.05 i_8t#L ffffff@2.05 ffffff@ ףp= ?1.74ףp= ?i 1.74 i_8t#M ףp= ?1.74 ףp= ? \(\@2.17\(\@i 2.17 G=8t#N \(\@2.17 \(\@ GGroup3 PF$ O @2.20@P 2.20 {qA$ P" @2.20 @ Gz?1.38Gz?{ 1.38 {qA$ Q" Gz?1.38 Gz? q= ףp?1.59q= ףp?{ 1.59 {qA$ R" q= ףp?1.59 q= ףp? ffffff?1.65ffffff?{ 1.65 {qA$ S" ffffff?1.65 ffffff? p= ף@2.08p= ף@{ 2.08 {qA$ T" p= ף@2.08 p= ף@ Gz?1.63Gz?{ 1.63 {qA$ U" Gz?1.63 Gz? ףp= ?1.99ףp= ?{ 1.99 MCA$ V" ףp= ?1.99 ףp= ? MGroup4 @6 %L!W ףp= @2.23ףp= @@ 2.23 ka4%L!X" ףp= @2.23 ףp= @ q= ףp?1.34q= ףp?k 1.34 bX4%L!Y" q= ףp?1.34 q= ףp? Q?1.57Q?b 1.57 YO+%L!Z Q?1.57 Q? zG?1.68zG?Y 1.68 bX+%L![ zG?1.68 zG? (\@2.07(\@b 2.07 ka4%L!\" (\@2.07 (\@ zG?1.68zG?k 1.68 ka4%L!]" zG?1.68 zG? zG@2.11zG@k 2.11 @64%L!^" zG@2.11 zG@ @F @6 @'"_ Zd;O?.861Zd;O?@Ѐ .861 ka4@'"`" Zd;O?.861 Zd;O? ?.250?k .250 bX4@'"a" ?.250 ? )\(?.440)\(?b .440 YO+@'"b )\(?.440 )\(? q= ףp?.335q= ףp?Y .335 bX+@'"c q= ףp?.335 q= ףp? S㥛?.262S㥛?b .262 ka4@'"d" S㥛?.262 S㥛? ?.625?k .625 ka4@'"e" ?.625 ? /$?.987/$?k .987 @64@'"f" /$?.987 /$? @Significance @6 (#g /$?.461/$?@ .461 ka4(#h" /$?.461 /$? Zd;O?.861Zd;O?k .861 bX4(#i" Zd;O?.861 Zd;O? 333333?.725333333?b .725 YO+(#j 333333?.725 333333? ?.800?Y .800 bX+(#k ?.800 ? $C?.852$C?b .852 ka4(#l" $C?.852 $C? ^I +?.599^I +?k .599 ka4(#m" ^I +?.599 ^I +? K7?.399K7?k .399 D:8(#n" K7?.399  K7? D XX     (,x'r   Ananalysisofvariancewasagainperformedoneachofthefivespecificstudentlifeitemstodetermineifthereweredifferencesamongthetreatmentgroups.ThemeansforeachquestionandtheanovaresultsarepresentedinTable8.Consistentwiththepreviousitemsonstudentservices,nosignificantdifferenceswerefoundamongthefivequestions.ThesafetyitemhadthehighestFvalue(1.670),anddifferencescanbeseenamongthefourgroups.Themeansforgroup1(1.93)andgroup3(1.90)werelowerthanthemeansofgroup2(2.04)andgroup4(2.06).#XXX X# XXXX @'Table8 $ t @ ANOVAforFiveSpecificCampusLifeQuestions   ` *!dddd"dd"Xdd"Xdd"Xdd"dd"Xdd"Xdd"!(#(#,dd",dd",Xdd",Xdd",Xdd",dd"+  "  8  " ߥ X XTreatment# XX  ߥ# /%L " /  ߥ X XMeansfor @@$c FiveSpecificCampusLife L  Questions# XX  ߥD# yX X ! `  !# XX y# ߥ X XGroups# XX  ߥE# h "  X XRecrea.  h  Safety  h  Park  h  Career  h  Center# XX #  h   X X Group1 # XX x# PF  zG@2.11zG@P X X2.11 rhA " zG@2.11 zG@ zG?1.93zG?r 1.93 i_8  zG?1.93 zG? 333333 @3.15333333 @i 3.15 i_8  333333 @3.15 333333 @ (\@2.47(\@i 2.47 i_8  (\@2.47 (\@ Gz@2.21Gz@i 2.21 # XX # G=8  Gz@2.21 Gz@ G X XGroup2# XX |# PFT Gz@2.01Gz@P X X 2.01 {qAT" Gz@2.01 Gz@ RQ@2.04RQ@{ 2.04 rhAT" RQ@2.04 RQ@ (\@3.07(\@r 3.07 i_8T (\@3.07 (\@ ףp= @2.48ףp= @i 2.48 i_8T ףp= @2.48 ףp= @ 333333@2.15333333@i 2.15 # XX # G=8T 333333@2.15 333333@ G X XGroup3# XX # PFH  (\@2.07(\@P X X 2.07 {qAH!" (\@2.07 (\@ ffffff?1.90ffffff?{ 1.90 {qAH"" ffffff?1.90 ffffff? zG@3.11zG@{ 3.11 {qAH#" zG@3.11 zG@ q= ףp@2.43q= ףp@{ 2.43 {qAH$" q= ףp@2.43 q= ףp@  ףp= @2.13 ףp= @{ 2.13 # XX (# MCAH%"  ףp= @2.13  ףp= @ M X XGroup4# XX # @6 & \(\?1.96\(\?@ X X 1.96 ka4'" \(\?1.96 \(\? {Gz@2.06{Gz@k 2.06 bX4(" {Gz@2.06 {Gz@ ףp= @3.23ףp= @b 3.23 YO+) ףp= @3.23 ףp= @ @2.50@Y 2.50 bX+* @2.50 @  ףp= @2.13 ףp= @b 2.13 # XX ^# @64+"  ףp= @2.13  ףp= @ @ X XF# XX # @6  , h|?5?.694h|?5?@ X XԀ .694 ka4 -" h|?5?.694 h|?5? Q?1.67Q?k 1.67 bX4 ." Q?1.67 Q? -?.868-?b .868 YO+ / -?.868 -? Mb?.094Mb?Y .094 bX+ 0 Mb?.094 Mb? ?.325?b .325 # XX # @64 1" ?.325 ? @ X XSignificance# XX [# @6 h2 n?.556n?@ X X .556 ka4h3" n?.556 n? jt?.172jt?k .172 bX4h4" jt?.172 jt? Zd;O?.458Zd;O?b .458 YO+h5 Zd;O?.458 Zd;O? 7A`?.9637A`?Y .963 bX+h6 7A`?.963 7A`? m?.807m?b .807 # XX #D:8h7" m?.807  m? D#XXX X# XXXX  Table9showstheresultsofananalysisofvariancecomparingeachgroupmeanonthe 48 generalstudentservicequestionandonthecampuslifequestion.Lookingfirstatthestudentservicegeneralquestion,thevalueofFwas2.415,withaprobabilityjustmissingsignificance(.066)atthep<.05level.Thestrongestdifferencewasfoundbetweengroups1and2,withaTukeypvalueof.051.Itisapparentfromtheanalysisthatthegroup1mean(1.90)waslowerthanthemeanforgroup2(2.08).Forthecampuslifequestion,thevalueofF(2.056)wasnotsignificant(p=.105).Thegreatestdifferencewasbetweenthemeansforgroup1(2.41)andgroup3(2.63).Forboththesegeneralitems,groupIquestionnairestendedtostandapartfromtheremainingthreetypes.#XXX XL#  XXXX@*  #lB @'Table9@ ANOVAforGeneralStudentServicesandCampusLifeQuestions*!dddd"dd"Xdd"Xdd"Xdd"dd"!(#(#,dd",dd",@dd"+  " t " X XTreatment /%(" /Meansfor@@$cGeneraQuestions ! ( !Groups  l" StudentServices    CampusLife     Group1 PF `  ffffff?1.90ffffff?P 1.90 rhA ` " ffffff?1.90 ffffff? HzG@2.41HzG@r 2.41 G=8 `  HzG@2.41 HzG@ GGroup2 PFT  p= ף@2.08p= ף@P 2.08 {qAT " p= ף@2.08 p= ף@ RQ@2.54RQ@{ 2.54 PFAT " RQ@2.54 RQ@ PGroup3 PF  ףp= ?1.99ףp= ?P 1.99 {qA " ףp= ?1.99 ףp= ?  ףp= @2.63 ףp= @{ 2.63 MCA "  ףp= @2.63  ףp= @ MGroup4 @6 ,  RQ@2.04RQ@@ 2.04 ka4, " RQ@2.04 RQ@ {Gz@2.56{Gz@k 2.56 # XX # @64, " {Gz@2.56 {Gz@ @ X XF# XX # A7  p  RQ@2.415RQ@A X XԀ 2.415 mc5 p " RQ@2.415 RQ@  r@2.056 r@m 2.056 # XX =# A75 p "  r@2.056  r@ A X XSignificance# XX Q# @6 h  L7A`?.066L7A`?@ X X .066 ka4h " L7A`?.066 L7A`? zG?.105zG?k .105# XX #D:8h " zG?.105  zG? D#XXX X#  Eventhoughnosignificantdifferenceswerefoundamonggroupmeans,therelationshipbetweenthegeneralandspecificitemswouldbeexpectedtovaryamongtreatmentgroups.Ifthegeneralitemswereseenasaskingfor summaryinformationfromthespecificitems,thenthesecorrelationswouldbepredictedtobesignificantforthetreatmentgroupswithquestionnairesinwhichthegeneralquestionscamelast(groups1and2),andnotsignificantforthegroupforwhomallthespecificitemswerelast(group4).ThisindeedtendedtobethecaseandisillustratedinTable10below.  Thecorrelationsbetweenthegeneralstudentservicesquestionandthelasttwostudentservicesitems,computerlabandlibrary,weresignificant(.27and.36,respectively).Thecorrelationforthecomputerlabitem(.20)wasalsosignificantforgroup2.Asexpected,thecorrelationforeachitemwasnotsignificantforgroup4.  Therelationshipbetweenthegeneralstudentlifequestionandthelasttwostudentlifespecificquestionswasalsoanalyzed.Thecareerservicesitemwasfoundtohaveasignificantcorrelationwiththegeneralquestionforgroup1(.25)andgroup2(.45),whiletheparkingitemwassignificantforgroups2(.32)and3(.19).Onceagain,neitheritemwascorrelatedsignificantlywiththegeneralquestionforgroup4.@||& Table10 "0. @ߥ XXCorrelationsBetweenGeneralStudentServicesQuestion@@ andLastTwoStudentServicesItems  #/ #XX ߥ#   `    Group1  Group2 p Group3  Group4  |% 1    `    ComputerLab   .27 h   .20   p .33    notsig. T'"3  Library `    .36 h   notsig. p .25    notsig. D(#4 @ߥ XX@@  CorrelationsBetweenGeneralCampusLifeQuestion@@XXandLastTwoCampusLifeItems  *p%6 *wdddd"dd"@dd"!(#(#w,6ZZ+  ," *4&7 (,#XX ߥ# +\&8 ( CareerServices   .25 h   .45   p notsig.  notsig.  +H'8 Parking `    notsig.  .32   p .19    notsig.  ,8(9 М!Hћ!!8!yXXDiscussion#XXy#ԛ 8    Theopportunitytovaryquestionnairedesignforastudentsatisfactionsurveyproved 8 fruitfulforthebodyofliteraturethatfocusesonpartwholequestioncombinations.Byusingrandomassignmentofpotentialrespondentstotreatmentgroupsforoneoffourquestionnairetypes,respondentswererandomlydistributedamonggroups.Thefourquestionnairelayoutdesignssufficientlyvariedtheplacementofbothgeneralandspecificquestionstobroadentheanalysisbeyondthebasicscenariosofgeneralitemscomingimmediatelybeforeandimmediatelyfollowingthespecificquestions.  Awidespreadconcern inthestudyofsurveyresearchingeneral,andforquestionnaire  t  designspecifically,istheextenttowhichresponsesareinfluencedbyunintendedfactors.Atthemostbasiclevel,thisresearchseekstodeterminewhetherresponsestoquestionsdifferdependinguponquestionorder.Whentheresponsestothetwogeneralquestionswereanalyzedacrossquestionnairetype,nosignificantdifferenceswherefound.However,forbothgeneralquestions,responsesfromquestionnairetype1hadthehighestpercentagesofcombinedexcellentandgoodanswers,andthelowestpercentagesofpoorratings.Thislayouthadthegeneralquestionsfollowingimmediatelyaftertheseriesofspecificquestions.Whilenotsignificant,thistrendwasconsistentforbothsetsofspecificandgeneralquestionsandisconsistentwiththecontentionthatwhengeneralquestionsfollowarelatedseriesofspecificquestions,theanswerstothegeneraltendtobemorepositivethanwhenthereverseorderisused.  Inanefforttothoroughlyexaminewhetheranswerstoquestionsdifferamongrespondentgroupsusingvariousquestionnairelayouts,analysiswasconductedtolookatthespecificquestions.Theresultsofananalysisofvarianceshowednosignificantdifferencesamongthesevenstudentserviceitemsorthefivecampuslifequestions. Asnotedpreviously,itemmeans ` didtendtovaryamongthefourquestionnairetypegroups,butconsistenttrendswerenotevidenced.  Arecurrentthemeintheliteratureonquestionordereffectsistheextenttowhichpluralspecificquestionseffectanswerstogeneralitems.Severalavenuesofinvestigationareneededtofullyaddresstheconcernsassociatedwiththistopic.Pertinenttothisareaofresearcharethedifferenteffectsofmailandtelephonesurveys,theimpactonresponsesbyvaryingthenumberofpluralquestions,andfinallywhetherspecificitemslocatedclosertothegeneralquestionstendtoinfluenceresponsesmorethanthedistantquestions. Thisresearchcanaddressthe      ThisresearchcanInordertoexaminethehypothesisthatthespecificitemsclosertothegeneralmay !  influenceanswersmorethanthosedistantquestions.,Tothisend,correlationsbetweenthequestionswereanalyzed.Forbothsetsofspecificandgeneralquestions,thecorrelationbetweenthelasttwospecificquestionsandthegeneralquestionwasnotsignificantforgroup4responses.Thisisthequestionnairelayoutwherethegeneralquestionswereplacedimmediatelybeforethesequencesofspecificquestions.Fortheremainingthreegroups,threeofthefourcorrelationsbetweenspecificquestionsandgeneralweresignificant,butnotconsistentacrossquestionnairetypes.  Thisresearchindicatestheneedtofurtherexaminethevariouscombinationsofspecificquestionsandgeneralones.Clearly,responsestothegeneralquestionsforthegeneralfirstgroupdifferedsignificantlyfromtheremainingthreegroupswhenlookingatthespecificquestionsclosesttothegeneralitems.Thisfindingshouldcompellale ale rtresearchersandothersdesigningquestionnairestothesubtle,yetprofoundinfluencesthatquestionordercanhaveonresponsepatterns.  -)- yXXReferences #XXy # 8 AdmittedStudentQuestionnaire.TheCollegeBoard.NewYork.Bishop,GeorgeF.,RobertW.Oldendick,andAlfredJ.Tuchfarber.1982. TheImportanceof  ReplicatingaFailuretoReplicate:OrderEffectsonAbortionItems.PublicOpinion    Quarterly,49:10514.   CooperativeInstitutionalResearchProgramFreshmanSurvey.HigherEducationResearch  Institute.GraduateSchoolofEducation&InformationStudiesattheUniversityof  California,LosAngeles.EnteringStudentSurvey.TheEvaluation/SurveyService.AmericanCollegeTestingProgram.  IowaCity,Iowa.Geraghty,Mary.1996. MoreStudentsQuittingCollegeBeforeSophomoreYear,DataShow.  TheChronicleofHigherEducation,July19.   Kinnick,MaryK.andMaryF.Ricks.1993. StudentRetention:MovingfromNumbersto  Action.ResearchinHigherEducation,34:5569.  Ottati,VictorC.,RobertS.Wyer,EllenJ.Riggle,NorbertSchwarzandJamesKuklinski.1989.  TheCognitiveandAffectiveBasesofOpinionSurveyResponses.Journalof  p   PersonalityandSocialPsychology,57:404415. \ Schwarz,Norbert,FritzStrack,andHansPeterMai.1991. AssimilationandContrastEffects  inPartWholeQuestionSequences:AConversationalLogicApproach.Public  X    OpinionQuarterly,55:323. D  Schuman,Howard,andStanleyPresser.1981.QuestionsandAnswersinAttitudeSurveys:    ExperimentsonQuestionForm,Wording,andContext.NewYork:AcademicPress.   Tourangeau,Roger,KennethA.Rasinski,andNormanBradburn.1991. MeasuringHappiness  inSurveys:ATestoftheSubtractionHypothesis.PublicOpinionQuarterly,55:22566. "! Tarnai,John,andDonA.Dillman.1992. QuestionnaireContextasaSourceofResponse  DifferencesinMailandTelephoneSurveys.InContextEffectsinSocialAnd  %X!$   PsychologicalResearch,ed.NorbertSchwarzandSeymourSudman,pp.116129.New |&D"%   York:SpringerVerlag.Willits,FernK.AndBinKe.1995 PartWholeQuestionOrderEffect.PublicOpinion @)%(   Quarterly,59:392403. ,*%)   +&* AppendixA  8  Fourquestionnairesusingthefollowingvariationinspecificandgeneralquestionorder:   TypeI:sevenservicespecificservicegeneralfivecampuslifespecificcampuslifegeneralTypeII:sevenservicespecificfivecampuslifespecificservicegeneralcampuslifegeneralTypeIII:servicegeneralcampuslifegeneralsevenservicespecificfivecampuslifespecificTypeIV:servicegeneralsevenservicespecificcampuslifegeneralfivecampuslifespecific