The Impact of Poor Customer Service on Sales at MFM Academy School Tuckshop

Objectives

1. To investigate the quality of customer service provided at the school tuckshop.

2. To identify how poor customer service affects pupils' willingness to buy from the tuckshop.

3. To suggest ways to improve customer service and boost tuckshop sales.

Introduction

In the world of commerce, customer service is a vital component of business success. Good
customer service can attract and retain customers, while poor service can drive them away. In
schools, tuckshops function as small-scale retail outlets that serve pupils and staff. This project
seeks to examine how customer service at the MFM Academy school tuckshop influences
pupils’ buying habits and to propose solutions for improving service delivery.

Background

The tuckshop at MFM Academy sells a range of snacks, drinks, and stationery. However,
complaints have been made by pupils regarding the attitude of tuckshop staff, long waiting
times, and inconsistent service. According to Kotler & Armstrong (2018), customer satisfaction
is closely linked to repeat business. This project investigates whether poor customer service at
the tuckshop is reducing its daily sales and affecting pupil satisfaction.

Definition of Terms

Customer Service: Assistance and advice provided by a business to its customers.

Retail: The sale of goods to the public in small quantities.

Sales Volume: The number of units sold within a period.

Consumer Satisfaction: The degree to which customer expectations are met.

Service Delivery: The manner in which services are provided to consumers.

Research Questions

1. Do pupils feel satisfied with the service provided at the school tuckshop?

2. How does customer service affect pupils’ buying choices?

3. What specific customer service issues have pupils faced?

4. What improvements would pupils like to see in the tuckshop?

Stage 1 – Problem Identification

Statement of the Problem

Pupils at MFM Academy have expressed dissatisfaction with the customer service at the school
tuckshop. Complaints include unfriendly staff, delays in service, and poor handling of customers.
This may lead to reduced sales and negative experiences for pupils.

Statement of Intent

This project aims to examine how poor customer service impacts sales at the tuckshop and to
develop a solution that improves service delivery and customer satisfaction.

Design Specifications

The project used a sample of 10 pupils who responded to a questionnaire. Observations and
suggestions were collected. Posters were used to communicate the planned solution—a
"Customer Service Awareness Week" for the tuckshop staff.

Stage 2 – Investigation of Related Ideas

Solutions Used Elsewhere

1. Customer Service Training (South Africa)

Strength: Improved staff friendliness

Weakness: Costly to maintain

2. Suggestion Boxes (Zambia)

Strength: Encouraged customer feedback

Weakness: Some feedback was ignored

3. Mystery Shopper Program (UK)

Strength: Gave honest feedback about service

Weakness: Could be seen as spying by staff

4. Reward Systems for Good Service (Nigeria)

Strength: Motivated staff to be polite

Weakness: Difficult to implement in schools

These solutions show that improving customer service often requires consistent monitoring
and staff involvement.
Stage 3 – Generation of Ideas

Developed Solutions

1. Customer Service Training Week

Strength: Helps staff learn how to treat pupils better

Weakness: Needs teacher involvement

2. Service Rating Box for Pupils

Strength: Gets regular feedback from customers

Weakness: May be underused

3. “Smile and Serve” Campaign

Strength: Promotes a friendly attitude

Weakness: May need regular reminders

4. Tuckshop Staff Rotation

Strength: Reduces burnout and improves energy

Weakness: May confuse customers if done too often

Stage 4 – Development of Selected Idea

Chosen Solution:

Customer Service Training Week combined with a Service Rating Box

Reason for Selection:

It is low-cost and easily manageable within the school environment. It also promotes better
interaction between staff and students, improving overall customer satisfaction.

Materials Used:

Questionnaires

Poster paper

Suggestion bo

Rating slips

Feedback notebook
Development Process:

A five-day Customer Service Training Week was organized, where tuckshop staff were
encouraged to greet pupils, serve quickly, and listen to feedback. A service rating box was
placed next to the counter, allowing pupils to rate the service daily using simple smiley faces or
comments.

Stage 5 – Presentation of Results (Narrative Format)

A sample of 10 pupils from MFM Academy was used to gather feedback before and after
implementing the solution. Before the Customer Service Week, pupils reported that staff were
sometimes rude or unbothered. Some even said they avoided buying at the tuckshop due to
poor treatment.

When asked what they would like to see improved, pupils mentioned faster service, smiling staff,
and better listening to customer needs. After implementing the Customer Service Week, 8 out of
the 10 pupils reported a noticeable improvement in staff behavior. They felt more welcomed
and were more willing to make purchases.

Pupils also appreciated being able to rate service through the box. The tuckshop saw increased

traffic, especially during break time, as pupils felt more encouraged to visit. This confirmed that
customer service has a major influence on sales and satisfaction at the school tuckshop.

Stage 6 – Evaluation and Recommendations

Evaluation

The project went well, although it was hard to get the staff to take the training seriously at first.
Once they saw the positive feedback from pupils, they became more involved. Some pupils
forgot to fill in the service rating slips, but overall participation was good.

Recommendations

Continue weekly or monthly Customer Service Reminders for staff.

Keep the rating box active for continued feedback.

Reward the most polite tuckshop staff member at the end of each term.

Introduce posters promoting good service principles like patience and politeness.
References

Kotler, P., & Armstrong, G. (2018). Principles of Marketing (17th ed.). Pearson Education.

ZIMSEC. (2020). O-Level Commerce Syllabus. Zimbabwe School Examinations Council.

Chikomba, T. (2021). Small Business Operations in Schools. Commerce Education Review.

The World Bank. (2019). Customer Satisfaction and Sales: African Perspectives.

Nyasha, P. (2020). Improving Retail Services in Schools. Harare Business Journal.

[11/05, 11:41] +263 77 712 8129: Questionnaire

1. Do you enjoy buying from the school tuckshop? Why or why not?

2. How do you feel about the way tuckshop staff treat pupils?

3. Has poor service ever made you avoid buying something?

4. What changes would you like to see in the tuckshop service?

5. Do you think better service would make you buy more o

[11/05, 11:41] +263 77 712 8129: Name: Mapurisa Thomas

Candidate number:

Centre name: MFM Academy

Centre number: 010055

Subject: Commerce

Level: O Level

Component B

Year: 2025( November)

Project Title: Developing a Simple Advertising Board to Help Local Vendors Promote Their
Goods

Objectives:

To help small vendors attract more customers through low-cost advertising.

To design and produce a reusable, affordable advertising board using locally available materials.

To promote trade by increasing visibility of goods in informal markets.

Stage 1 – Problem Identification

Introduction and Background:

Advertising plays a crucial role in commerce by informing, persuading, and reminding

customers about goods and services. In large-scale commercial environments, businesses use
billboards, digital media, and television ads to market their products (Kotler & Keller, 2016).
However, in informal sectors such as small roadside markets and stalls, advertising is often
overlooked due to limited resources and knowledge.
At MFM Academy, located near a busy community with many informal traders and small
vendors, it was observed that many of these traders struggle to attract customers because they
do not advertise their goods. Most do not have signboards or visual displays to draw attention
to what they are selling.

Statement of the Problem:

Small vendors around the MFM Academy community lack proper advertising methods to
promote their goods and services. As a result, they attract fewer customers and experience
reduced sales. This problem is particularly noticeable among fruit sellers and table-top traders
who simply display their products without any promotional materials.

Statement of Intent:

The aim of this project is to design and create a simple, low-cost advertising board that small
vendors near MFM Academy can use to display their product names and prices clearly, thereby
increasing customer attention and boosting sales.

Design Specifications:

Portable and lightweight.

Water-resistant and reusable.

Large enough to be seen from a short distance.

Made from materials such as cardboard, wooden sticks, transparent plastic, paint, and glue.

Stage 2 – Investigation of Related Ideas

Past Solutions Used Elsewhere:

1. Billboards – Harare, Zimbabwe

Strengths: Very visible; reaches many people.

Weaknesses: Expensive and unsuitable for informal traders.

2. Leaflets/Flyers – Lusaka, Zambia

Strengths: Affordable and can be distributed easily.

Weaknesses: Often ignored or thrown away.

3. Social Media Ads – Johannesburg, South Africa

Strengths: Reaches tech-savvy customers.

Weaknesses: Not accessible to all due to data and smartphone requirements.

4. Hand-Painted Wooden Signs – Mbare Musika, Zimbabwe

Strengths: Low-cost and suitable for open markets.

Weaknesses: Vulnerable to weather conditions, especially rain.

Stage 3 – Generation of Ideas

Based on the investigation, the following ideas were developed:

1. Painted Wooden Signboard

Adopted from: Mbare Musika

Strengths: Durable and reusable

Weaknesses: Heavier and needs carpentry tools

2. Foldable Cardboard Stand with Plastic Covering

Modified solution

Strengths: Lightweight, easy to make, and low-cost

Weaknesses: May not last long unless reinforced

3. Chalkboard on Wooden Frame

Innovated idea

Strengths: Can change messages daily

Weaknesses: Chalk wipes off in rain

4. Hanging Plastic Banner

New idea

Strengths: Weatherproof and easy to display

Weaknesses: Needs structure to hang from

Stage 4 – Development of Selected Idea

Chosen Solution:

The Foldable Cardboard Stand with Plastic Covering was chosen because it is affordable,
lightweight, and suitable for small vendors who move their goods daily.
Why It Was Chosen:

Easy to make using recycled materials.

Portable and simple to display next to any vendor stall.

Can be decorated or customized to suit different products.

Materials Used:

Cardboard

Wooden skewers

Transparent plastic sheets

Glue, scissors, and masking tape

Paint and markers

Development Process:

1. Cut cardboard into a rectangular board.

2. Reinforced it with wooden sticks at the back.

3. Covered it with transparent plastic for protection.

4. Wrote sample product name and price using permanent marker.

5. Decorated with paint to make it eye-catching.

Stage 5 – Presentation of Results

Testing the Solution:

The advertising board was given to a local fruit vendor outside MFM Academy. Over 3 days,
more customers stopped to read the board, and the vendor reported an increase in sales.

Functionality:

Customers were attracted by the bold and clear writing.

The board stood upright using a stick stand.

The plastic covering protected it from light rain.

Stage 6 – Evaluation and Recommendations

Evaluation:

Challenges: Finding thick cardboard and strong plastic locally.

How They Were Overcome: Used cardboard boxes from nearby shops and transparent wrapping
bags.

The board bent slightly, so stronger cardboard is recommended.

Recommendations:

Laminate the sign for longer durability.

Use plastic board instead of cardboard if available.

Create boards in multiple languages to serve different customer groups.

References:

Kotler, P., & Keller, K. (2016). Marketing Management (15th ed.). Pearson Education.

Field observations from vendors near MFM Academy, 2025.

[11/05, 11:41] +263 77 712 8129: The Effects of School Canteen Prices on Buying Choices of
Pupils at MFM Academy

Subject: Economics

School: MFM Academy

Date: [Insert Date]

Introduction

Consumer behavior is a key concept in Economics, especially regarding the impact of prices on
demand. Secondary school pupils are active consumers in their school environment, particularly
at the school canteen. Their decisions are influenced by available income (pocket money),
preferences, and most importantly, the prices of goods. This project focuses on understanding
how canteen pricing at MFM Academy affects the purchasing decisions of its pupils and aims
to propose possible solutions to improve affordability and food access.

Background
The school canteen at MFM Academy offers a variety of snacks and drinks. However, there
have been frequent informal complaints among pupils that some of the canteen items are
overpriced. According to the Law of Demand, when the price of a good increases, the quantity
demanded generally decreases (Mankiw, 2020). This project was designed to find out if this law
holds true within a school context and how pricing changes might improve student welfare.

Definition of Terms

Consumer: A person who purchases goods and services for personal use.

Demand: The willingness and ability of consumers to buy goods at different prices.

Price Elasticity: The responsiveness of the quantity demanded of a good to changes in its
price.Purchasing Power: The financial ability to buy products or services.

Canteen: A place in school where food and snacks are sold to pupils and staff.

Objectives

1. To investigate how prices at the school canteen influence what pupils choose to buy.

2. To assess whether pupis avoid certain goods due to high prices.

3. To explore possible ways to improve affordability and access to food items for pupils.

Research Questions

1. What types of goods do pupils usually buy from the school canteen?

2. Do canteen prices affect the number of items pupils buy?

3. Are pupils satisfied with the pricing of goods at the canteen?

4. What suggestions do pupils have to improve affordability?

Stage 1 – Problem Identification

Statement of the Problem

Many pupils at MFM Academy are dissatisfied with the current canteen prices. They often
report being unable to buy their preferred snacks and drinks due to high prices. This limits their
choices and affects their satisfaction with school meals.

Statement of Intent

This project aims to identify how price affects pupils’ canteen buying decisions and to suggest
affordable and effective pricing solutions that can improve student satisfaction and access to
meals.

Design Specifications

The project involved conducting a short survey with 10 pupils using questionnaires, analyzing
the results, and introducing a simple pricing solution (Discount Day). Materials used included
paper, pen, posters, and a suggestion box.

Stage 2 – Investigation of Related Ideas

Solutions Used Elsewhere:

1. Price Discounts (Kenya)

Strength: Attracted more buyers

Weakness: Reduced short-term profits

2. Combo Meals (South Africa)

Strength: Encouraged full meals

Weakness: Not affordable for all students

3. Student Feedback Surveys (Botswana)

Strength: Helped align products with student preferenceWeakness: Slow implementation

4. Government Subsidized Meals (Rural Zimbabwe)

Strength: Affordable and nutritious meals

Weakness: Dependent on donor funding

These examples show that pricing strategies and student engagement can improve satisfaction,
although each solution has its limitations.

Stage 3 – Generation of Ideas

Developed Solutions

1. Discount Day

Strength: Increased sales and pupil interest

Weakness: May reduce profits

2. Combo Meal Offers

Strength: Provides full meals affordably

Weakness: Requires planning and management

3. Suggestion Box for Pricing Feedback

Strength: Encourages pupil voice

Weakness: Some suggestions may not be practical

4. Reduced Prices on Popular Items

Strength: Increases satisfactio

Weakness: May require cost-cutting elsewhere

Stage 4 – Development of Selected Idea

Chosen Solution:

Discount Day combined with Suggestion Box

Reason for Selection:

This idea was chosen because it directly addresses the price issue in a simple and low-cost way,
while also involving pupils in decision-making. It does not require significant investment and can
be implemented immediately.

Materials Used:

Questionnaire forms

Posters to advertise Discount DaySuggestion boxNotebook to track sales and feedback

Development Process:

A Friday was chosen as the school’s Discount Day. Posters were made and placed around the
school. Selected items were sold at lower prices. A suggestion box was placed near the canteen
for feedback. Purchases and reactions were monitored over a two-week period.

Stage 5 – Presentation of Results (Narrative)

A total of 10 O-Level pupils from MFM Academy participated in the study. Each pupil shared
their weekly spending, favorite canteen item, and whether prices influenced their choices.

Most pupils (7 out of 10) stated that prices were a major factor in their decision-making. Pupils
with limited funds often chose cheaper items like plain buns or water, while those with more
pocket money could afford sausage rolls, drinks, or chips. Many pupils reported that they would
buy more or different items if prices were lowered.

Sausage rolls and chips were popular among pupils, but their relatively high price made them
unaffordable for some. Drinks, though popular, were frequently mentioned as being too
expensive.

When pupils were asked to give suggestions, the most common ideas included lowering prices
on certain items, offering combo meals, and having occasional discount offers.

The implementation of a Discount Day resulted in visibly increased canteen sales and higher
pupil satisfaction. Many pupils reported looking forward to Fridays because they could buy more
food for less. This confirmed that price changes do influence buying behavior at the school level.

Stage 6 – Evaluation and Recommendations

Evaluation

The project ran smoothly overall, but there were a few challenges. Some pupils forgot the
Discount Day and missed out on the promotion. It was also difficult to monitor every purchase
and measure exact spending without interfering with pupils’ privacy. However, the suggestion
box worked well, and pupils were eager to participate.

Recommendations

Introduce a regular weekly Discount Day to make food more affordable.

Use suggestion boxes to gather continuous feedback from pupils.

Consider combo offers to give better value for money.

Review prices regularly and adjust according to pupil demand and affordability.

References

Mankiw, N. G. (2020). Principles of Economics (9th ed.). Cengage Learning.

Ncube, B. (2021). Canteen Pricing and Pupil Preferences in Zimbabwean Secondary Schools.
Journal of African Economics.

OECD. (2019). School Nutrition and Affordability Programs. Organisation for Economic Co-
operation and Development.

Tisdell, C. (2022). Consumer Behavior in Developing Economies. Economics & Development

Journal.

World Bank. (2020). Youth Spending and Price Sensitivity in Africa. World Bank Group Report.

[11/05, 11:41] +263 77 712 8129: Questionnaire

1. How much money do you usually spend at the canteen each week?

2. What is your favorite item to buy from the canteen?

3. Do prices affect your choice of what to buy? (Yes/No)

4. Have you ever avoided buying something because it was too expensive? (Yes/No)

5. What improvements would you suggest for the school canteen?

[11/05, 11:41] +263 77 712 8129: Project Title:

The Impact of Pocket Money on Saving Habits Among O-Level Pupils

School: MFM Academy

Subject: Economics

Date: [Insert Date]

Introduction

Many young people are given pocket money by parents or guardians to meet daily school
expenses. However, how they choose to spend or save this money can significantly affect their
financial habits in the future. Early exposure to saving practices helps young people build
financial discipline. This project explores how O-Level pupils at MFM Academy use their pocket
money and whether they adopt saving behavior.
Background

In today’s economy, financial responsibility is an essential life skill. One way to teach this is
through saving habits formed at a young age. Studies have shown that children who are
encouraged to save early often grow into financially responsible adults (Furnham, 1999). At
MFM Academy, pupils are given pocket money regularly, but informal observations suggest that
many spend it all without saving. This project aims to test if structured saving programs and
small incentives can encourage better saving habits.

Objectives

To find out whether pupils at MFM Academy save part of their pocket money.

To examine how the amount of pocket money affects saving behavior.

To assess the effectiveness of rewards and motivation in encouraging pupils to save.

Stage 1 – Problem Identification

Statement of the Problem

Many pupils at MFM Academy receive pocket money, which is defined as a small amount of
money given to children by parents or guardians to use at their discretion (Furnham, 1999).
However, despite receiving this money, a significant number of pupils do not save any part of it.

The lack of saving among pupils suggests poor financial discipline which, if not addressed early,
could lead to financial mismanagement in adulthood. Saving is defined as the act of setting
aside a portion of current income for future use (Mankiw, 2020).

Research Question 1: Do O-Level pupils at MFM Academy save part of their pocket money?

Statement of Intent

This project aims to examine pupils’ saving behavior and promote better saving habits by
conducting a saving challenge over four weeks. The project will also introduce motivational
incentives, defined as rewards or encouragements given to promote desired behavior (Ndungu,
2019).

Research Question 2: How does the amount of pocket money received influence saving
behavior?

Design Specifications

The project will use simple materials: small labelled envelopes for saving, weekly tracking
sheets, and printed certificates for motivation. The purpose is to determine whether rewards
can positively influence pupils' saving behavior.

Research Question 3: Can structured incentives and challenges improve savings among

students?

Stage 2 – Investigation of Related Ideas

How Has the Problem Been Solved Before?

Several strategies have been used in different places to address the issue of poor saving habits
among youths. Below are four solutions examined:

1. Financial Literacy Lessons – Uganda

Pupils were taught financial literacy, which refers to the knowledge and understanding of basic
financial concepts and skills such as budgeting, saving, and spending wisely (OECD, 2014).

Strengths: Created awareness about money.

Weaknesses: Little follow-up at home.

2. Piggy Bank Project – Zimbabwe

Pupils used sealed jars or tins to save their money.

Strengths: Simple and practical.

Weaknesses: Money was sometimes withdrawn early.

3. Teen Banking Apps – South Africa

Pupils used mobile apps to track savings digitally.

Strengths: Real-time monitoring.

Weaknesses: Some pupils lacked smartphones.

4. School Saving Competitions – Kenya

Pupils competed to save the most over a period.

Strengths: Boosted motivation.

Weaknesses: Savings dropped after competition ended.

Stage 3 – Generation of Ideas

Proposed Solutions Based on Research

From Stage 2, the following ideas were generated:

1. Forming Saving Clubs

Strengths: Peer support encourages saving.

Weaknesses: Needs monitoring by teachers.

2. Use of Personal Home Saving Boxes

Strengths: Easy to access.

Weaknesses: Temptation to withdraw funds.

3. Monthly Saving Challenge with Certificates

Strengths: Motivates pupils to save more.

Weaknesses: Needs consistent follow-up.

4. Involving Parents in Saving Goals

Strengths: Reinforces saving at home.

Weaknesses: Not all parents may participate.

Stage 4 – Development of Selected Idea

Chosen Solution:

The project selected the Monthly Saving Challenge with Certificates as it combines motivation
and monitoring, which are proven factors in changing behavior.

Materials Used:

Envelopes for weekly saving

Tracking sheets

Certificates as incentives

A simple logbook for analysis

Process:

Pupils were given envelopes and saving instructions.

Weekly savings were tracked over 4 weeks.

Pupils who saved consistently were awarded certificates.

Stage 5 – Presentation of Results

Research Sample:

A sample of 10 O-Level pupils from MFM Academy was selected using stratified sampling. Data
was collected through short questionnaires and monitored savings.

Key Findings Based on Research Questions:

RQ1: 8 out of 10 pupils saved some portion of their money.

RQ2: Those who received more pocket money tended to save more.

RQ3: Yes, certificates helped increase motivation and savings.

Stage 6 – Evaluation and Recommendations

Evaluation:

Pupils with higher income saved more easily.

Certificates motivated pupils to complete the challenge.

Some pupils forgot or did not understand the tracking process in the first week.

Recommendations:

Introduce financial literacy lessons into the curriculum.

Use piggy banks or sealed jars to make saving fun at home.

Repeat saving competitions regularly throughout the year.

Engage parents in supporting their children’s financial discipline.

References

Atwine, A., Nansubuga, F., & Namutebi, C. (2016). School-Based Financial Literacy Programs in
Uganda. Kampala University Press.

Furnham, A. (1999). The Saving and Spending Habits of Young People. Journal of Economic
Psychology, 20(6), 677–697.

Mlambo, T. (2020). Financial Behaviour in Zimbabwean Youth. Harare: Trust Publishers.

Ndungu, K. (2019). Savings Challenges in Kenyan Schools. Nairobi Economics Review, 18(2),
34–39.

OECD. (2014). Financial Education for Youth: The Role of Schools. Organisation for Economic
Co-operation and Development.

Mankiw, N. G. (2020). Principles of Economics (9th ed.). Cengage Learning.

ABSA Youth Program Report. (2021). Youth Banking and Digital Saving Tools in South Africa.
ABSA Foundation.

[11/05, 11:41] +263 77 712 8129: Questionnaire for O-Level Pupils

Project Title: The Impact of Pocket Money on Saving Habits Among O-Level Pupils

School: MFM Academy

Purpose: To gather information on how pupils manage their pocket money and whether they
save it.

Instructions: Please answer the questions honestly. Your responses will be kept confidential
and used only for academic purposes.

Section A: Background Information

1. Age: __________

2. Gender:

[ ] Male

[ ] Female

3. Grade/Form:

[ ] Form 3

[ ] Form 4

Section B: Pocket Money and Spending Habits

4. How much pocket money do you receive per week?

[ ] Less than $2

[ ] $2–$4

( ] $5–$7

[ ] More than $7

5. Who gives you your pocket money?

[ ] Parents

[ ] Guardian

[ ] Other (please specify): _______________

6. What do you mainly spend your pocket money on?

(Tick all that apply)

[ ] Food/snacks

[ ] Transport
[ ] Stationery

[ ] Other: _______________

7. Do you save any part of your pocket money?

[ ] Yes

[ ] No

8. If yes, how much do you usually save per week?

[ ] Less than $1

[ ] $1–$2

[ ] More than $2

9. Where do you keep your savings?

[ ] Piggy bank

[ ] Envelopes

[ ] With parents/guardian

[ ] Other: _______________

Motivation and Behavior

10. What motivates you to save money?

[ ] To buy something big later

[ ] Parents encourage me

[ ] School savings program

[ ] I just like saving

[ ] Other: _______________

11. Would you participate in a school saving competition?

[ ] Yes

[ ] No

12. Do you think receiving a certificate or reward for saving would motivate you?
[ ] Yes

[ ] No

13. Have you ever participated in a saving challenge before?

[ ] Yes. [ ] No

14. In your opinion, why do some pupils not save their money?

15. What can schools do to help pupils develop better saving habits?

[11/05, 11:41] +263 77 712 8129: Here's a sample questionnaire you can use for your
Commerce project to gather data from local vendors and customers about advertising and the
effectiveness of the board:

---

MFM Academy – Commerce Project Questionnaire

Project Title: Developing a Simple Advertising Board to Help Local Vendors Promote Their
Goods

Researcher: Mapurisa Thomas

Year: 2025

Section A: For Vendors

1. What type of goods do you sell?

[ ] Fruits
[ ] Vegetables

[ ] Clothes

[ ] Other (please specify): ___________

2. Do you currently use any form of advertising?

[ ] Yes

[ ] No

3. If yes, what kind of advertising do you use?

[ ] Handwritten signs

[ ] Flyers

[ ] Word of mouth

[ ] Other: ___________
4. How effective do you think your current advertising is?

[ ] Very effective

[ ] Somewhat effective

[ ] Not effective

[ ] Not applicable

5. Would you be willing to use a low-cost advertising board like the one described in this project?

[ ] Yes

[ ] No

[ ] Maybe
6. What features would you want on your advertising board? (Select all that apply)

[ ] Waterproof

[ ] Reusable

[ ] Lightweight

[ ] Colourful design

[ ] Easy to carry

7. What challenges do you face in advertising your goods?

---

Section B: For Customers

1. Do you often buy from small roadside vendors?

[ ] Yes

[ ] No

[ ] Sometimes

2. What attracts you to a vendor’s stall? (Select all that apply)

[ ] Display of goods

[ ] Cleanliness

[ ] Prices

[ ] Advertising board/sign

[ ] Other: ___________

3. Did you notice the advertising board used by the vendor?

[ ] Yes
[ ] No

4. Did the board help you understand what was being sold?

[ ] Yes

[ ] No

[ ] Somewhat

5. What improvements would you suggest for the advertising board?