Studien behandlar sex elevers erfarenheter av matematiska textuppgifter där frågans placering varierar. Det undersöks eftersom tidigare forskning inte har undersökt frågans placering utifrån elevernas perspektiv. Tidigare forskning har enbart undersökt elevers lösningar av textuppgifter där frågeplaceringen varierat. Syftet med studien var att undersöka hur sex elever i årskurs 5 erfar matematiska textuppgifter med två olika placeringar av frågan, i slutet och i början av uppgifterna. Undersökningen hade fenomenologi som vetenskaplig teori. I studien intervjuades sex elever medan de löste sex textuppgifter med varierad placering av frågan. Under intervjuerna svarade eleverna på frågor som bland annat berörde textuppgifternas svårighetsgrad och frågans placering. Resultatet av studien visar att elevernas tillvägagångssätt för att lösa uppgifterna inte skilde sig i förhållande till frågans placering. De textuppgifter som eleverna ansåg var svårast hade frågan i början. När frågan var i början ansåg flertalet elever att de, när de läste uppgiften, fokuserade på vad som skulle räknas ut. Trots det föredrog eleverna textuppgifter med frågan i slutet eftersom de var vana vid det. Slutsatsen som kan dras av studien är att eleverna föredrog att frågan var i slutet av skriftliga textuppgifter. / This study discusses six students' experiences of mathematical word problems with different locations of the questions. This was investigated because previous research has not investigated the students' perspectives of question placement. Previous research has only investigated students' solutions of word problems with different locations of the questions. The aim of this study was to investigate how six students, between 11 and 12 years old, in 5th grade experienced mathematical word problems with different locations of the question. The question was either located in the end or in the beginning of the word problem. The study had phenomenology as a scientific theory. This study was done by interviewing each one of the six students while they solved six written mathematical word problems with different location of the question. During the interviews, the students answered questions about for example the difficulty of the word problems and question placement. The result of the study showed that the students' methods to solve the word problems did not differ in relation to where the question was located. The most difficult word problems according to the students had the question in the beginning. The difficulty of the word problems was also affected by which type of problem it was; change problem, combine problem or compare problem. When the question was located in the beginning of the word problem most students perceived that they focused on the calculation of the problem. However, the students preferred word problems with the question in the end because they were used to that. The conclusion is that students preferred the question in the end of written word problems.

Two studies were conducted to determine the effect of panelist participation frequency and specific aspects of questionnaire design on overall acceptance scoring in consumer central location tests. Regarding participation frequency, research subjects who participate frequently in some survey types are known to provide responses that differ from subjects who participate less frequently, known as panel conditioning. With respect to questionnaire design, overall acceptance (OA) question placement and usage of pre-evaluation instructions (PEI) in questionnaires for food sensory analysis may bias consumers' scores via carry-over effects. To investigate these concerns, data from consumer sensory panels previously conducted at a central location, spanning 11 years and covering a broad range of food product categories, was extracted, compiled, and analyzed. For the first study, data was analyzed to determine evidence of panel conditioning by measuring the effect of participation frequency on mean consumer OA scoring among frequent, moderate, and infrequent participants. Practical significance and occurrence of panel conditioning, defined as mean scoring differences of ≥ 0.50 on a discrete 9-point scale hedonic point, were examined. Results indicate that for overall acceptance, in general, mean scoring differences were not practically significant and did not signify occurrence of panel conditioning. For the second study, OA question placement was studied with categories designated as first (the first evaluation question following demographic questions), after non-gustation questions (immediately following questions that do not require panelists to taste the product), and later (following all other hedonic and just-about-right questions, but occasionally before ranking, open-ended comments, and/or intent to purchase questions). Additionally, each panel was categorized as having or not having PEI in the questionnaire; PEI are instructions that appear immediately before the first evaluation question and show panelists all attributes they will evaluate prior to receiving test samples. Post-panel surveys were administered regarding the self-reported effect of PEI on panelists' evaluation experience. OA scores were analyzed and compared (1) between OA question placement categories and (2) between panels with and without PEI. For most product categories, OA scores tended to be lower when asked later in the questionnaire, suggesting evidence of a carry-over effect. Usage of PEI increased OA scores by 0.10 of a 9-point hedonic scale point, which is not practically significant. Post-panel survey data showed that presence of PEI typically improved the panelists' experience. Using PEI does not appear to introduce a meaningful carry-over effect.