Designing and Implementing an Effective Tobacco Counter-Marketing Campaign
Pretest the draft diary or log with members of your audience.
Revise questions people found confusing during the pretest. If a question was confusing to only one person, use your judgment about whether to change the question. If you make substantial changes to the diary or log, conduct another pretest before finalizing the form.
Step 4: Collect the data.
Produce enough diaries or logs so that each respondent has several extra forms in case they are needed. Attach detailed written instructions to each form. Deliver the diaries or logs to respondents before training, as
necessary or at least one week before the research begins. If you’re asking program participants to complete diaries or logs, you’ll have to distribute the materials on site. Give respondents a fixed time frame to complete these records (e.g., one week or six months), and provide a way to return the data to you (e.g., an envelope and postage). If your research period is longer than one or two weeks, you
may want to ask respondents to send the first week of data, so you can review the logs for
accuracy and completeness and even begin to tally information. Collect the logs at several points during the research period, to ensure that participants are filling them out regularly; otherwise they may fill them out all at once at the end of the period.
Step 5: Analyze the results.
In the planning phase, you determined what you wanted to learn from the research. Now you can look through the diaries or logs to answer those questions. Diaries generally contain qualitative information. Activity logs may contain both quantitative information you can tabulate easily (e.g., how many people called a hotline each day) and qualitative information (e.g., reasons people liked or participated in an activity). Here are some suggestions for analyzing both types of information:
To analyze qualitative information, search the data for similarities and differences among diaries or logs, for all the questions. Look for general themes or patterns. The best way to analyze these themes is to develop categories for the responses. For example, if you want to know why teachers thought their students liked or disliked a certain educational module in your program, you might group responses into categories such as “challenging,” “fun,” “too much work,” and “boring.” You may add or combine categories as you go along. You can make inferences about the diary information (e.g., “most teachers liked the module because…”), but resist the temptation to quantify this information.
To analyze quantitative responses, cre- ate a coding sheet for each quantitative
Chapter 3: Gaining and Using Target Audience Insights