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(2) Through personal interview: The investigator follows a rigid procedure and seeks
answers to a set of pre-conceived questions through personal interviews. This method of
collecting data is usually carried out in a structured way where output depends upon the
ability of the interviewer to a large extent.
(3) Through telephone interviews: This method of collecting information involves contacting
the respondents on telephone itself. This is not a very widely used method but it plays an
important role in industrial surveys in developed regions, particularly, when the survey has
to be accomplished in a very limited time.
(4) By mailing of questionnaires: The researcher and the respondents do come in contact
with each other if this method of survey is adopted. Questionnaires are mailed to the
respondents with a request to return after completing the same. It is the most extensively
used method in various economic and business surveys. Before applying this method,
usually a Pilot Study for testing the questionnaire is conduced which reveals the weaknesses,
if any, of the questionnaire. Questionnaire to be used must be prepared very carefully so that
it may prove to be effective in collecting the relevant information.
(5) Through schedules: Under this method the enumerators are appointed and given training.
They are provided with schedules containing relevant questions. These enumerators go to
respondents with these schedules. Data are collected by filling up the schedules by
enumerators on the basis of replies given by respondents. Much depends upon the capability
of enumerators so far as this method is concerned. Some occasional field checks on the
work of the enumerators may ensure sincere work.
The researcher should select one of these methods of collecting the data taking into consideration
the nature of investigation, objective and scope of the inquiry, financial resources, available time and the
desired degree of accuracy. Though he should pay attention to all these factors but much depends upon the
ability and experience of the researcher. In this context Dr A.L. Bowley very aptly remarks that in collection
of statistical data commonsense is the chief requisite and experience the chief teacher.
10. What are the suggestions to make it more valid and reliable?
According to F.N. Kerlinger: “The commonest definition
of validity is epitomized by the question: Are we measuring
what we think we are measuring.”
Validity, just as reliability, is maximized by employing existing questions what have already
been validated in some fashion.
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According to Best and Kahn: “A test is reliable to the extent
that it measures whatever is measuring consistently”.
Think of the center of the target as the concept that you are trying to measure.
Imagine that for each person you are measuring, you are taking a shot at the target. If you
measure the concept perfectly for a person, you are hitting the center of the target. If you
don't, you are missing the center. The more you are off for that person, the further you are
from the center.
References
Best, J. W., & Kahn, J. V. (1989). Research in Education. (Eighth Ed.) Englewood Cliffs,
NJ: Prentice-Hall.
Dierkes, Meinolf; Hans Weiler and Ariane Antal (1987). Comparative Policy Research.
Gower.
Heidenheimer, Arnold J.; Hugh Heclo, Carolyn Teich Adams (1983). Comparative Public
Policy. St. Martin's Press.
Kerlinger, F.N. (1969). Research in Education. In R. Ebel, V. Noll, & R. Bauer (Eds.),
Encyclopedia of Education (4th ed., pp. 1127-1134). New York: Macmillan.
Przeworski, Adam; Henry Teune (1970). The Logic of Comparative Social Inquiry. Wiley-
Interscience.
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