Internet Shopping Survey

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Internet Shopping survey

Online retailing is continuing to boom in the UK despite pessimism about the economy, according to a survey. The growth in internet access and users making more regular and expensive purchases online meant the growth would continue.

In 2006 online spending in the UK rose by 33%. By 2011 online spending in the UK could reach £30 billion or almost 10% of all the money we spend.

A recent report, carried out by the British Council of Shopping Centres, discovered that while many British adults expect to spend 40 hours doing Christmas shopping, they could do the same chores online in just 10 hours.

By 2015, it’s forecast that online sales will account for 11% of total retail spend, and in some sectors such as music and video, Internet spending will be almost 50% of total retail spend by 2015.

“The internet is widely perceived as a cheaper and easier way of finding lower prices and bargains in most sectors,"

Men are more likely to have shopped online than women. Nearly six out of ten men in the UK (58 per cent) had ever purchased over the Internet in 2007 compared with just under half of women (48 per cent). Overall the most popular internet purchases in the 12 months prior to interview were films, music or DVDs, which a slightly higher proportion of men than women purchased (53 per cent and 49 per cent respectively).

Around twice the proportion of men purchased computer software and hardware and electronic equipment than women. For example, 26 per cent of men purchased electronic equipment compared with 13 per cent of women. Conversely a higher proportion of women than men used the Internet to purchase food and groceries (24 per cent of women and 17 per cent of men) and tickets for events (36 per cent compared with 31 per cent).
Source: http://www.statistics.gov.uk/CCI/nugget.asp?ID=1659

"There was still a large difference between the number of young and older people accessing the internet," it said. According to the report, 71% of those aged over 65 said they had never used it, while the figure for those aged 16 to 24 was just 4%. It found that internet shopping is also on the increase, with 53% having bought goods online, compared with 44% last year. But the research found evidence that users were not taking threats to their online security seriously enough.
Source: http://news.bbc.co.uk/1/hi/technology/6966632.stm

Can you name the 5 most commonly bought items on the internet?

However, the fastest growing online market over the next five years is forecast to be food and groceries.

The internet could completely change the way we shop in future. Some analysts think that online shopping could replace shopping centres one day. Others believe that the traditional marketplace, where people buy and sell, face to face will never be replaced.

What is Crickhowell - Postcode NP8 like?

These are financially astute householders, with high levels of ownership of stocks and shares, unit trusts and guaranteed income bonds. The Internet is used to research and purchase financial products as well as cars, holidays and other products.

Source: http://www.upmystreet.com/local/neighbours-in-np8.html

What do you think?

Well this is the national scene but lets do our own little local geographical investigation!

Think of a good 'BIG' geographical question? e.g. Do males shop on the internet more than females?
Think of some other smaller questions that might structure our investigation e.g. is age a factor?
Think of your methods and find the data using primary and/or secondary data and select what you need e.g. design and carry out a questionnaire. How big a sample?
Describe, and explain (analyse and interpret) your findings (or results). Present your data as diagrams and writing e.g. graphs like pie charts
Evaluate your investigation. How reliable are your results and conclusion. Does your local study match the secondary data about national statistics? What could you have done better?

Why Bother?
If done properly this assignment provides evidence for the Skill 'strand' of Investigating:

Level 5:
i) Ask relevant questions and suggest sequences, collect, accurately measure and record relevant data from different resources, including from fieldwork.
ii) Use evidence and draw plausible conclusions from the investigation

Level 7:
i) With growing independence implement effective sequences of questions and select their own methods for investigations. Collect, measure and record accurately more complex data, including that obtained from fieldwork.
ii) Analyse evidence to construct and justify valid explanations and substantiated conclusions.
Dictionary.com: substantiate = To support with proof or evidence

Stages: Diagram of the Stages

1. Draw up a plan with a big question and sub-questions - your teacher will make some suggestions. You can get ideas from the information higher up this webpage. What do I want to find out, Why I asked this question, What answer do i expect?
2. Design a questionnaire to answer your questions - your teacher has put an example below. METHOD - what did i want to know? How I undertook my investigation?
3. Carry out your survey. REMEMBER HEALTH AND SAFETY (Risk Assessment) - see below. Total up the data.
4. Present your results as diagrams / graphs and writing to describe and explain each graph. You may wish to include some secondary data researched from the internet about national trends in internet shopping (like the information at the top of this webpage!) This would let you compare your findings with the 'bigger picture'. RESULTS - the national picture, my survey results presented as graphs and written about - described and explained.
5. Write your conclusion - substantiating your findings. Dictionary.com: substantiate = To support with proof or evidence what are my main findings - have I answered my key question? Are my findings reliable?
6. Carry out an evaluation what could I do to improve my survey? if I was starting again how would I change my study?

7. On a given deadline date - swap with a partner - and peer assess each others work. Your teacher will suggest a mark scheme for you.

Your safety: One of the most important things to think about when doing fieldwork is your own safety. Here are a few things to remember.

Fieldwork in schooltime:

Don't work alone. Either work with a partner or with a group nearby or have an older person to accompany you.
When approaching people in the street (in daylight) always be polite and don't get into arguments.
Don't forget everyday rules about crossing roads
Follow your teacher's advice and behave sensibly

Homework research

always ask your parents' permission
let them know where you are asking to go (e.g. to neighbours, friends or relatives). You could telephone call or email your target interviewees from home instead. But get permission from the bill payer first and make sure you have permission from your parent to contact these persons. Make sure you have your questions, a pen and your recording sheet ready before you start.
Don't approach strangers (especially after school)
If you go out carry a mobile and let an adult know when you should be back home.
You could survey people in school instead eg pupils, sixth formers, teachers, other staff.

Here is one example: What is good? ... and what could be improved?

The pupil decided to investigate whether people of different age groups bought different products on the internet. To do this (s)he drafted this questionnaire

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PEER MARK SCHEME