1. Table of Contents Consumer Awareness and Knowledge Influencing Consumer Behaviors: Case of Mobile Phone Users for Secondary School Students in Cyberjaya, Selangor..............3 3. Methodology.......................................3 3.1 Introduction............................................. 3 3.2 Research Design.......................................... 3 3.3 Framework................................................ 4 3.3.1 Independent Variables.................................4 3.3.2 Dependent Variable....................................4 3.4 Hypotheses............................................... 4 3.5 Population............................................... 5 3.6 Sampling................................................. 5 3.6.1 The calculation of the “n” adopted from Krejcie and Morgan...................................................... 6 3.6.2 Probability sampling technique – simple random sampling 8 3.6.3 Advantages and disadvantages of using a simple random sample..................................................... 11 3.7 Instrument.............................................. 12 3.7.1 Measurement and scaling procedures...................12 3.7.2 Description of the Instrument........................13 3.7.3 Development of the Instrument........................14 3.7.4 Reliability and Validity.............................16 3.8 Data Collection Methods.................................16 3.8.1 The results.......................................... 18 3.9 Data Analysis........................................... 19 3.9.1 Microsoft Excel......................................19 3.9.2 SPSS................................................. 19 3.9.3 Descriptive Statistic - Research Questions...........19 3.9.4 Inferential Statistic - Research Hypotheses using “Relationship”............................................. 23 3.10 Conclusion.............................................23 References......................................... 26 Appendices......................................... 28
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1. Table of ContentsConsumer Awareness and Knowledge Influencing Consumer Behaviors: Case of Mobile Phone Users for Secondary School Students in Cyberjaya, Selangor.
3.1 Introduction.......................................................................................................................33.2 Research Design................................................................................................................33.3 Framework........................................................................................................................4
3.6.1 The calculation of the “n” adopted from Krejcie and Morgan..................................63.6.2 Probability sampling technique – simple random sampling......................................83.6.3 Advantages and disadvantages of using a simple random sample..........................11
3.7 Instrument.......................................................................................................................123.7.1 Measurement and scaling procedures......................................................................123.7.2 Description of the Instrument..................................................................................133.7.3 Development of the Instrument...............................................................................143.7.4 Reliability and Validity............................................................................................16
3.8 Data Collection Methods................................................................................................163.8.1 The results................................................................................................................18
3.9 Data Analysis..................................................................................................................193.9.1 Microsoft Excel.......................................................................................................193.9.2 SPSS........................................................................................................................193.9.3 Descriptive Statistic - Research Questions..............................................................193.9.4 Inferential Statistic - Research Hypotheses using “Relationship”...........................23
BMBR5103 – Consumer Awareness & Empowerment (Assg 2) Nor Helmee Bin Abd Halim
generate the random numbers. The list of random numbers is shown as Figure 3.2 – Random
Numbers Table for 217 students (Research Randomizer, 2015).
Figure 3.2 – Random Numbers Table for 217 students
p = place marker
Step 6 – Sample selection
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From the random numbers table, all 217 selected students were then notified and gathered in a
hall to participate in the survey. The whole process takes approximately 30 minutes to complete.
The simple random sampling was conducted as follows:
3.6.2.1 Unique number assignment and notification (from Step 4)
There were only two steps involved in this process.
Step 1 – List of students were obtained from Administration Department, and sorted in
alphabetical order. The first name on the list is assigned to number 1 and followed by number 2
until number 499 (detailed process is discussed in Data Collection Methods section).
Step 2 - To ensure full participation of the students, all form 3, 4 and 5 class monitors have been
briefed about the survey and the commitment required from his or her classmates. A simple
snack consists of a sandwich and drinks will be provided to the selected students.
Step 3 – Based on the random numbers generated earlier, the selected student is then notified via
his or her class monitor to proceed to the examination hall during recess to participate in the
survey.
3.6.3 Advantages and disadvantages of using a simple random sample
Advantages - The aim of the simple random sample is to reduce the potential for human bias in
the selection of cases to be included in the sample. As a result, the simple random sample
provides us with a sample that is highly representative of the population being studied, assuming
that there is limited missing data.
Since the elements selected for inclusion in the sample are chosen to use probabilistic
methods, simple random sampling allows us to make generalizations (i.e. Statistical inferences)
from the sample to the population. This is a major advantage because such generalizations are
more likely to be considered to have external validity (Sekaran 2003).
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Disadvantages – A simple random sample can only be carried out if the list of the population is
available and complete. Attaining a complete list of the population can be difficult for a number
of reasons:
Even if a list is readily available, it may be challenging to gain access to that list. The list
may be protected by privacy policies or require a lengthy process to attain permissions.
There may be no single list detailing the population you are interested in. As a result, it
may be difficult and time consuming to bring together numerous sub-lists to create a final
list from which you want to select your sample.
Many lists will not be in the public domain their purchase may be expensive; at least in
terms of the research funds.
In terms of human populations (as opposed to other types of populations, some of these
population will be expensive and time consuming to contact, even where a list is
available.
3.7 Instrument
The survey instrument used is a structured self-administered questionnaire. This section
discusses the elements of instrument which is divided into few sections i.e. Measurement and
scaling procedures, description of the instrument, development of the instrument, reliability and
validity of the instrument.
There are several advantages of using this method as it is easy to administer, code,
analyze and interpret. The survey approach is by far the most common method of primary data
collection used in marketing research. The survey is then given to the sample that has been
drawn and used to represent the population of this study (Zikmund, 2009; Sekaran, 2003).
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3.7.1 Measurement and scaling procedures
A number of rating scales were used in the instrument. The questions are categorized as simple
category scales, multiple-choice single response, multiple-choice, multiple response and, lastly
the Likert-like scale (Zikmund, 2009; Sekaran, 2003).
Open ended questions where students are free to write any response. Examples of open
ended questions is where students were asked to name five mobile phone brands which are
known to them. The closed end questions were divided into the following categories;
Nominal – non-numerical scales such as question in Part B on gender i.e. Male of
Female
Ordinal – a ranking scale that ranks questions in order. Ordinal scales are usually used to
measure relative attitudes. Example of ordinal question used in this questionnaire is years
of owning a mobile phone by the students.
Ratio – ratio data has defined zero point. Example of ratio measurement used in this
questionnaire is monthly household income
3.7.2 Description of the Instrument
The key variables in this study were measured by a self-administered questionnaire. The
questionnaire comprised of five parts (i.e. Part A, B, C and D). The Part A (screening question
adapted from Eleni Koutras, 2006) consists only one question which asked whether the students
own a mobile phone. Students who do not own a mobile phone will end the survey and do not
require to answer the remaining sections of the questionnaire.
The Part B (adapted from Eleni Koutras, 2006) of the questionnaire included
demographic characteristics like gender, age, race, and household income. The rest of the
questionnaire assessed the three variables in the research hypotheses. Part C (adapted from Eleni
Koutras, 2006; Yu, 2013; Kassim, 2006) covered consumer awareness like type of consumer
rights. Part D (adapted from Fillion & Booto Ekionea, 2014; Brown and Ventakesh, 2005)
covered behavioral questions towards the use of mobile phones. Table 3.1 illustrates the general
overview of the instrument.
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Table 3.1 – Summary of Questionnaire Layout
Part A (Adapted from Eleni Koutras, 2006)
The scope of this study is only for mobile phone user of the secondary school students,
therefore, there is only one question in this section. Only students own a mobile phone will
proceed with the remaining sections, others will end the survey as they are out of scope of this
study.
Part B (Adapted from Eleni Koutras, 2006)
Questions in Part B involve establishing sample demographics of the students such as gender,
age, race and family income.
Part C – Consumer Awareness and consumer knowledge (Adapted from Eleni Koutras, 2006;
Yu, 2013; Kassim, 2006)
Questions in Part C determined the level of consumer awareness and knowledge on mobile
phone service providers, subscription plan, mobile phones brand and the usage. Students
responded to 13 items, indicating how well they know and understand package or plan they
subscribed as well as basic information about the phone they are using. The students
responded based on nominal, ordinal and open ended measurement and scales.
Part D – Consumer Behavioral towards mobile phones (Adapted from Fillion & Booto
Ekionea, 2014; Brown and Ventakesh, 2005)
Questions in Part D determined the consumer behavior towards mobile phone usage. Example
of the statement is, how frequently they change the plan and preferred package voice and data.
The students responded based on five points Likert-type Scale (1: Strongly Disagree… 5:
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Strongly Agree) measurement and scales.
3.7.3 Development of the Instrument
The questionnaire was developed within the focus group through an adaptation from Lumpkin
(1985) and Lambert (1979) and also adapted from selected previous studies (Eleni Koutras,
2006; Kassim, 2006; Brown and Ventakesh, 2005; Yu, 2013; Fillion & Booto Ekionea, 2014).
The questionnaire was adapted from multiple researchers is because some questions from single
researcher are not relevant to this study and have been discarded, and replaced with questions
from other researchers. As a result, changes were made to reword items and, in some cases, to
drop items that were possibly ambiguous, consistent with Moore and Benbasat’s (1991) and
DeVelli’s (2003) recommendations for instrument development. This is also supported by
Katrina (2012) that each variable must be measured separately, a researcher may use five or six
different “instruments” for one research study.
Refer to Appendix A – Questionnaire, the instrument used for this study.
Due to the fact that the population is from secondary school students aged 15 to 17 years
old and the school is located in a town, the questionnaire was prepared in simple and straight
forward English and will not be translated to Bahasa Melayu. Back translation technique will be
used should the study to be expanded in a larger scale in the future. The purpose of back
translation is to cater foreseeable ambiguities of statements and to accommodate different level
of population (Zikmund, 2009).
3.7.3.1 Adoption and Adaptation of Questionnaire
Adopted - In a business research, “adopted” instrument means the instrument was adopted
verbatim from an original instrument whereby “adapted” means substantial changes were made
from the original or from an established instrument (Katrina, 2012).
An example of description of an instrument that was adopted is given below:
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Intrinsic Motivation. A subtest from the Intrinsic Motivation Inventory (Ryan, 1982) was used to
assess intrinsic motivation. This assessment has been used in other educational research studies
by many others including Plant and Ryan (1985); Nix, Ryan, Manly, and Deci (1999); and
Vansteenkitse and Deci (2003).
Adapted – an example description of an instrument that was adapted is given below:
Positive Affect. Positive affect was assessed using an adaptation of the Positive and Negative
Affect Scale (PANAS; Watson, Clark, & Tellegren, 1988). The original instrument was pilot
tested with a group of 15 university students. They were asked to give a definition of each of the
10 adjectives. If 2 or more students gave an incorrect definition of the adjective, then it was
determined that the participants would also not understand what the word meant. Of the ten
adjectives, only one was unfamiliar to the pilot sample: jittery. A close synonym was identified
as stressed, which replaced the original word jittery. The revised version of the PANAS was
pilot-tested on a new group of 15 university students. Each adjective in the revised version had a
correct definition by 14 or 15 pilot participants, so it was judged as an adequate adaptation of
the PANAS.
3.7.3.2 Wording consistency and appropriate type of questions
The wording of the questions was kept simple and unambiguous in order to avoid non-response
and response error on the part of the respondents. Words used in the questionnaire matched the
vocabulary level of the respondents, and this in turn helped the researcher to fulfil the objectives
of the study.
3.7.4 Reliability and Validity
As the instrument used in this study was already validated by many researchers (Eleni Koutras,
2006; Kassim, 2006; Brown and Ventakesh, 2005; Yu, 2013; Fillion & Booto Ekionea, 2014)
and showed to be of a great reliability. Therefore, the instrument used in this study is proven
stable and reliable.
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3.8 Data Collection Methods
Marketing research data is collected either by the person designing the research or by field
workers. Questionnaires and observations are all methods of data collection (Zikmund, 2009;
Sekaran, 2003).
There were few steps and process involved in this stage. The steps and processes are
discussed as follows:
Step 1 – Contacting the Sepang District Education (PPD Sepang)
A call was made to the office and explained the intention of conducting a survey. The officer
attended the call explained that since the intention is only for one (1) school and there will be no
funding required from the PPD, therefore the arrangement can be made by directly contacting the
school.
Step 2 – Contacting the school – SMK Cyberjaya
The call was entertained by one of the administrative officers, Mr Adnan Ahmad. The officer
was delighted about the intention and he recommended to make an appointment with the
principal together with a formal letter stating the intention and the benefits of the activity.
Step 3 – OUM formal letter and appointment with the school’s principal
A supporting formal letter was prepared and signed by the Dean of OUM Bangi - Professor Dr
Wardah Mohamad. The meeting with the school’s principal, Puan Hjh Norma Binti Daud was
held at the school. The principal was very supportive and instructed her Administrative assistant,
Encik Ahmad Hussin to assist in ensuring the success of the activity. Five (5) school teachers
were also assigned by the principal to assist. Detailed itinerary was then prepared and a date has
been selected and venue (school hall) to conduct the activity. The activity was then conducted on
the following week after the meeting.
Step 4 – Obtaining the students list
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After the meeting, list of students aged 15, 16 and 17 was obtained from Encik Ahmad Hussin
and then sorted in alphabetical order. The purpose of the sorting is for unique number assignment
to all students in the list. The information is then used for Sample Random Sampling technique.
Step 5 - Assistance from teachers, class monitors and school prefect
Once all 217 students have been identified, all class monitors and 15 school prefect who was not
selected in the survey were briefed on their roles and responsibilities. Basically the role of the
class monitor is to inform his or her classmates to give full participation in the activity. The role
of the prefect is basically for crowd control. They were also briefed on the itinerary of the
activity. All selected students will be informed via their class monitor and an announcement was
also made in the assembly.
Step 6 – The Day - Hall setup and other arrangement
The hall was set up like an examination hall. A registration counter was also set up for students
to initial their attendance. At 10am (recess time), students were gathered in the hall, initials for
attendance recording and given to a set of questionnaire. The researcher together with other
teachers were on the move to monitor and control the situation.
Once the students were seated, a briefing was given by the researcher before the students
start answering the survey. The students started the survey, approximately and 10.15am and
completed few minutes later. The researcher with an assistance from the school teachers
administering the process and assist the students should they encounter any issues answering the
survey.
There was no time limit for the students to answer the survey, once they have completed
the survey, the survey was then collected by the researcher for data analysis. Before the students
leave the hall, a simple token of appreciation was given to the student – a light snack of a
sandwich and a drink. The entire process took approximately half an hour, by 10.30am the
survey has been completed by all students. After completed the activity and thank you letter is
sent to the principal of the school.
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3.8.1 The results
The results yielded the following:
200 respondents were collected (92%), the remaining 17 students were absent (8%).
Out of 200 respondents, 180 students (90%) owned a mobile phone. 20 respondents
(10%) are not in the scope of the study.
There were 120 female students (60%) and 80 male students (40%) in the sample.
3.9 Data Analysis
Data preparation includes the editing, coding, transcription and verification of data in order to
remove errors that may have occurred during the data collection process. It outlines which
statistic will be used to answer Research Questions and/or Research Hypothesis. For every
research questions, describe the descriptive statistic that is appropriate for answering the
questions. For every research hypothesis, describe the inferential statistic that is appropriate for
analyzing the hypothesis (Katrina, 2012).
In many research studies, a range of different statistics will be necessary. Researchers
should examine each research question and hypothesis separately to consider which statistic is
appropriate. The next step is data analysis in terms of which the information contained in the
questionnaire has to be converted into relevant knowledge, thereby giving meaning to the data
collected. The data from the questionnaire was collated for the examination and the analysis can
be done using computer programs like Microsoft Excel and SPSS.
3.9.1 Microsoft Excel
Microsoft Excel – is a spreadsheet program with data analysis and descriptive capabilities. Excel
is used to obtain a clear and visually descriptive picture of the demographics of the students such
as age, gender and race and so forth.
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3.9.2 SPSS
SPSS – is a statistical program created for data encoding and design. The data from the
questionnaire is entered directly into SPSS after each questionnaire has been validated. The
program is used to bivariate statistical analysis.
3.9.3 Descriptive Statistic - Research Questions
Research questions are always answered with a descriptive statistic; generally either percentage
or mean. Percentage is appropriate when it is important to know many of the participants gave a
particular answer. Generally, percentage is reported when responses have discrete categories.
This means that the responses fall in different categories, such as female or male, race and so on.
Sometimes frequencies are also reported when the data has discrete categories. However,
percentage are easier to understand than frequencies.
In this study, the research questions were 1) how does consumer awareness influence
consumer behaviors? and 2) how does consumer knowledge significantly influence consumer
behaviors?; Examples of the analysis are as follows:
3.9.3.1 Part A - Screening question
Question 1 – Do you own a mobile phone?
Only students own a mobile phone qualifies for this research, the result shows that 180 students
(90%) own a mobile phone. This group of students represents the population of this study. The
result is illustrated as in Figure 3.3 – Students own a mobile phone and Table 3.3 Students own
a mobile phone.
Figure 3.3 – Students own a mobile phone
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Yes No0%
10%20%30%40%50%60%70%80%90%
90%
10%
Student Own A Mobile Phone
Table 3.3 – Students own a mobile phone
Yes No
Total 180 90% 20 10%
3.9.3.2 Part B - Question 1 - Gender
The division of gender of the students is shown in Figure 3.4 – Gender, below.
Figure 3.4 - Gender
Male Female0%
10%
20%
30%
40%
50%
60%Male; Gender; 40%
Female; Gender; 60%
Gender
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3.9.3.3 Part C – Question 14 (Brand awareness – Consumer Awareness Knowledge)
Write down five mobile phone brands you are familiar with.
In the majority instances (100%), Samsung and iPhone were cited as the preferred brand of
mobile phone were found to be the first two choices of many respondents (Table 3.5). Lenovo
(56%) was the second most cited brand, followed by Oppo (28%) and Xiaomi (17%).
This finding reveals the supremacy of Samsung and iPhone over other brands and it is
safe to say that both Samsung and the iPhone has built top mind awareness in the mobile
industry.
Table 3.4 – Mobile phone brand awareness
Mobile Phone Brand Frequency Percentage
Samsung 180 100%
Apple iPhone 180 100%
Lenovo 100 56%
Oppo 50 28%
Xiaomi 30 17%
Other specified Huawei: 28
LG: 25
Asus: 22
Nokia: 10
BlackBerry:10
16%
14%
12%
6%
6%
3.9.3.4 Part C – Question 15 (Brand owned – Consumer Awareness and Knowledge)
What brand of mobile phone do you have?
As depicted in Figure 3.5 – Mobile phone brands owned, the majority of the students owned a
Samsung mobile phone (55%) and followed by iPhone (25%). This coincides with the Question
14 above. The next questions (Question 16 and 17) in the survey asked whether the students will
change to another brand and why they prefer the current brand which they currently owned. The
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analysis shows the relationship of awareness and knowledge of a brand has directly impacted the
purchasing behavior of the students (consumer behavior). The results and analysis of the
remaining questions of Part C and D will not be discussed since this paper is only to demonstrate
how to conduct a business research.
Figure 3.5 – Mobile phone brands owned
Samsung Iphone Lenovo Oppo Xiaomi0%
10%
20%
30%
40%
50%
60% 55%
25%
10%5% 5%
Brand Owned
3.9.4 Inferential Statistic - Research Hypotheses using “Relationship”
Whenever a research hypothesis uses the word “relationship”, it generally means that a
correlation will be calculated. Examples of inferential statistics used to answer research
hypotheses are correlation, chi-square, t-test, ANOVE and ANCOVA. The correlation statistic
examines the relationship between two continuous variables within the same group of
participants. For example, the correlation would quantify the relationship between consumer
awareness and consumer behavior.
3.9.4.1 Factor analysis and Reliability testing – using SPSS
SPSS is an example of computer program used to calculate inferential statistic. In this study for
example, to test the attitudes of the students regarding awareness and knowledge on mobile
phone usage, SPSS’s factor analysis will be analyzed on the statements in Part D of the
questionnaire. Factor analysis is a data reduction technique that involves the study of
interrelationships among variables is smaller in number that the original data set and further
establish dimension within the data (Katrina, 2012).
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Factor analysis is applied to minimize the number of variables whilst simultaneously
maximizing the amount of information in the analysis. Factor analysis is used to reduce the
criteria in question of Part D into smaller set of linear composites that preserved most of the
information of the original data set. The students were asked about number of attitudes that were
in turn scored on the importance scale. The students were asked to indicate their degree of
agreement with the following statements using a 5-point scale (1-Strongly Disagree …
5=Strongly Agree).
3.10 Conclusion
This study was conducted to examine the factors that have impacted consumer behaviors. The
two factors tested in this study were consumer awareness and knowledge on mobile phone usage
among secondary school students in Cyberjaya. The survey reported that most of the secondary
students aged 15 to 17 years old have already owned a mobile phone. It sums up a substantial
number of respondents are eligible to be part of the study.
As described in the objective of this study, the relevant information was tested in Part C
of the questionnaire. The main results indicate the following:
Ownership and awareness – most of the students have been using mobile phone for more than 2
years and mostly prepaid users due to special plan offered by service providers for the students.
Cheap package or call and data plan has been the main consideration in terms of service
awareness among the students. The students tend to subscribe to the best deal among service
providers to serve their needs and their status as a school student. The survey also revealed that
the students rarely switch to another service provider when they are satisfied with service and
network coverage provided by the service provider.
Brand loyalty and knowledge of the brand they own – the survey also revealed that knowledge
on brand contribute to the brand loyalty and influence their future purchasing behavior. Samsung
and iPhone have been identified as the top two brands in their mind and suggested that they will
stick to the same brand if they wish to upgrade or buy a new mobile phone in the future. Mobile
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phone design, its features and functionality have been the main criteria for the students when
buying a mobile phone. It indicates that the students are knowledgeable about the product before
deciding which mobile phone brand to buy.
Problem recognition and alternatives – The study also revealed that the students do know the
right channel to contact when they are facing a technical issue with the service provided by the
service provider. For long pending issue or unresolved issue like poor network coverage has
been identified as the main reason for the students switching to other service providers. In this
case, there are four top mobile service providers available in Malaysia that they can choose. It
means, the students are empowered to make their own decision (switching provider) depending
on the mentioned factors.
Lifestyle – the choice of the brand has been found to impact the lifestyle of the students (part of
consumer behavior). This was tested on the attitudes towards mobile phone usage by the
students. Most of the students indicate strongly agree with the statement on mobile phone brand
they have, tells how fashionable they are.
In summary, there is significant correlation between awareness and knowledge of
consumer behaviors as discussed above. It is also proven that there is significant impact on
consumer knowledge towards consumer behavior as revealed above - “Problem recognition and
alternatives”.
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Appendices
Appendix A – Questionnaire
Dear participant,
My name is Nor Helmee Bin Abd Halim. I am pursuing my Master’s Degree in Management
from Open University Malaysia (OUM). You are invited to participate in a survey entitled –
The use of mobile phones by secondary school students of SMK Cyberjaya.
This questionnaire should not take longer than 10 minutes to complete. Please answer all
questions to the best of your ability. Mark your answer by placing crosses (X) in the
appropriate block.
Thank you for your time and cooperation.
Nor Helmee Abd Halim
Part A
1. Do you own a mobile phone?
Yes
No
If your answer is Yes to the question above, please respond to the following questions
by filling in the gaps or putting an X in the appropriate block
Part B - Demographics
2. Age?
15 years old
16 years old
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BMBR5103 – Consumer Awareness & Empowerment (Assg 2) Nor Helmee Bin Abd Halim
17 years old
3. Gender?
Male
Female
4. Race
Malay
Chinese
Indian
Other
5. What is your monthly household income?
RM1000 – RM3000
RM3001 – RM5000
RM5001 – RM8000
RM8001 – RM10000
Above RM10000
Part C – Consumer Awareness and Knowledge
6. How long have you owned a mobile phone (in years)?
1 year
2 years
3 years
More than 3 years
7. Which mobile plan do you subscribe?
Prepaid
Postpaid
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BMBR5103 – Consumer Awareness & Empowerment (Assg 2) Nor Helmee Bin Abd Halim
8. Which service provider do you subscribe?
Celcom
Maxis
Digi
U Mobile
Other
9. Why do you choose the service provider?
Cheap
Choice of plans available
Better coverage
Better customer service
Other (please specify)
10. How do you rate your current service provider?
Very Unsatisfied
Somewhat Unsatisfied
Neutral
Somewhat Satisfied
Very Satisfied
11. Have you ever contacted the provider customer service center before?
Yes
No
If you answer Yes, please specify why? _____________________________________
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BMBR5103 – Consumer Awareness & Empowerment (Assg 2) Nor Helmee Bin Abd Halim
12. Have you switched service provider before?
Yes
No
If you answer Yes, please specify why? _____________________________________
13. Which of the networks do you personally think is best in each of the following aspects
of service?
Celcom Maxi
s
Digi U Mobile Other No
Idea
Choice of plans available
Geographic coverage
Internet service coverage
Quality of customer service
14. Write down five mobile phone brands you are familiar with (e.g. IPhone, Samsung,
Oppo, etc.):
a)_______________________
b)_______________________
c)_______________________
d)_______________________
e)_______________________
15. What brand of mobile phone do you have? _________________________
16. Will your next mobile phone be the same brand as your current mobile phone?
Yes
No
17. What is the main reason for choosing your brand of mobile phone? (Please tick one
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BMBR5103 – Consumer Awareness & Empowerment (Assg 2) Nor Helmee Bin Abd Halim
block)
Personal choice
Recommendation by mobile phone store
Recommendation by friends or family
Phone design, size, features and
functionality
Promotional offer
Current trend
Other, please explain:
18. What do you do most of your phone besides voice calls?
Texting (SMS, Whatsapp, Telegram etc)
Internet surfing
Social Media
Play games
Taking pictures (selfie etc.)
Other, please explain:
Part D – Attitudes towards Mobile Phones
19. What is your attitudes or behavior towards mobile phones? Please indicate your degree
of agreement or disagreement with the following statements by placing a cross next to