MB0050 Research Methodology Sem 3 Aug Fall 2011 Assignments

SIKKIM MANIPAL
UNIVERSITY
MB - Researcb
Metbodology
ASSICNMENT - &

kam|esh
kumar
12]4]2011

8ook ID 81206
kam|esh kumar M8 00S0 3
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M8A kesearch Methodo|ogy Ass|gnments age No 2

ASSIGNMLN1 01]02

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uaLe of submlsslon
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D|rectorate of D|stance Lducat|on
S|kk|m Man|pa| Un|vers|ty
II I|oor Synd|cate nouse
Man|pa| S76 104

S|gnature of Coord|nator S|gnature of Centre S|gnature of Lva|uator

S|kk|m Man|pa| Un|vers|ty
ulrecLoraLe of ulsLance LducaLlon

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Important Note to the Students:

- The student must submit aII the assignments given per course per
semester to the Iearning Centre.
- Assignment marks wiII be accounted for your InternaI Assessment.
- Assignment shouId be submitted within the time given.
- PIease answer aII the Assignments on ruIed sheets.
- Write in your own handwriting.
- Write in your own words. Do not copy. Assignments which are not
originaI / copied shaII be awarded zero marks.
- Write neatIy and IegibIy in the prescribed format.

Comments by the Subject EvaIuator: (Subject expert wiII give comments on
overaII content, reIiabiIity, correctness and appropriateness of information
provided)

Suggestions for improvement: (Subject expert wiII give areas of improvement
and possibIe ways/ methods to foIIow to improve)

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MBA SEMESTER III
MB0050 -Research MethodoIogy- 4 Credits
(Book ID: B1206)
Assignment Set- 1 (60 Marks)
Note: Each question carries 10 Marks. Answer aII the questions
1. a. Differentiate between nominal, ordinal, interval and ratio scales,
with an example of each.

Nomlnul Scule
The nominal scale (also called dummy coding) simply places people, events,
perceptions, etc. into categories based on some common trait. Some data are
naturally suited to the nominal scale such as males vs. Iemales, redheads vs. blondes
vs. brunettes, and AIrican American vs. Asian. The nominal scale Iorms the basis Ior
such analyses as Analysis oI Variance (ANOVA) because those analyses require that
some category is compared to at least one other category.
The nominal scale is the lowest Iorm oI measurement because it doesn`t capture
inIormation about the Iocal object other than whether the object belongs or doesn`t
belong to a category; either you are a smoker or non-smoker, you attended college or
you didn`t, a subject has some experience with computers, an average amount oI
experience with computers, or extensive experience with computers. No data is
captured that can place the measured object on any kind oI scale say, Ior example,
on a continuum Irom one to ten. Coding oI nominal scale data can be accomplished
using numbers, letters, labels, or any symbol that represents a category into which an
object can either belong or not belong.
OrJlnul Scule
The ordinal scale has at least one major advantage over the nominal scale. The ordinal
scale contains all oI the inIormation captured in the nominal scale but it also ranks
data Irom lowest to highest. Rather than simply categorize data by placing an object
either into or not into a category, ordinal data give you some idea oI where data lie
in relation to each other.
For example, suppose you are conducting a study on cigarette smoking and you
capture how many packs oI cigarettes three smokers consume in a day. It turns out
that the Iirst subject smokes one pack a day, the second smokes two packs a day, and
the third smokes ten packs a day. Using an ordinal scale, your data would look like
this.
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M8A kesearch Methodo|ogy Ass|gnments age No S

1 @en packs a day smoker
2 @wo packs a day smoker
3 Cne pack a day smoker
The ordinal scale rank orders the subjects by how many packs oI cigarettes they
smoke in one day. Notice, however, that although you can use the ordinal scale to
rank the subjects, there is some important data missing; the Iirst smoker occupies a
rank the same distance Irom the second smoker as the second smoker occupies a
rank the same distance Irom the third smoker. Consequently, no inIormation exists
in the ordinal scale to indicate the distance one smoker is Irom the others except Ior
the ranking. Richer than nominal scaling, ordinal scaling still suIIers Irom some
inIormation loss in the data.
ntervul Scule
Unlike the nominal scale that simply places objects into or out oI a category or the
ordinal scale that rank orders objects, the interval scale indicates the distance one
object is Irom another. In the social sciences, there is a Iamous example oIten taught
to students on this distinction.
Suppose you are near the shore oI a lake and you see three tree stumps sticking out oI
the water. Using the water as a reIerence point, it would be easy to measure which
stump rises highest out oI the water. In this way, you can create a relative measure oI
the height oI the stumps Irom the surIace oI the water. For example, the Iirst stump
may breach the water by twenty-Iour centimeters, the second by twenty-six
centimeters, and the third by twenty-eight centimeters. Unlike the nominal and
ordinal scales, you can make relative distance measurements among objects using
the interval scale.
However, the distance the stumps extend out oI the water gives you no indication oI
how long the stumps actually are. It`s possible that the bottom oI the lake is irregular
making the tallest stump look tallest only in relation to the water. Using interval
scaling, you have no indication oI the absolute length oI the stumps. Still, the
interval scale contains richer inIormation that the two lower levels oI scaling.
Rutlo Scule
The scale that contains the richest inIormation about an object is ratio scaling. The
ratio scale contains all oI the inIormation oI the previous three levels plus it contains
an absolute zero point. To use the example above, the ratio scale allows you to
measure the stumps Irom the bottom oI the lake; the bottom oI the lake represents
the absolute zero point.
The distinction between interval and ratio scales is an important one in the social
sciences. Although both can capture continuous data, you have to be careIul not to
assume that the lowest possible score in your data collection automatically
represents an absolute zero point.
Take extraversion captured using a psychometrically sound survey instrument. The
items that capture this construct may range Irom zero to ten on the survey but there
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is no guarantee that a score oI zero on the survey places a subject at the absolute
zero point on the extraversion construct. Yes, you know that a subject with a score
oI eight on the scale is more extraverted than someone with a score oI seven, but
those numbers only exist Ior comparison between each other, not in comparison to
some absolute score oI zero extraversion.
oncluxlon
The Iour levels oI measurement discussed above have an important impact on how
you collect data and how you analyze them later. Collect at the wrong level, and you
will end oI having to adjust your research, your design, and your analyses. Make
sure you consider careIully the level at which you collect your data, especially in
light oI what statistical procedures you intend to use once you have the data in hand.
|5marks|

b. What are the purposes of measurement in social science research?

Measurement also has several purposes-
O The researcher constructs theories to explain social
and psychological phenomena (e. G. Labor unrest,
employee satisIaction), which in turn are used to
derive hypotheses or assumptions. These hypotheses
can be veriIied statistically only by measuring the
variables in the hypotheses.
O Measurement makes the empirical description oI
social and psychological phenomena easier.
Example When conducting a study oI a tribal community,
measuring devices help the researcher in classiIying cultural
patterns and behaviours.
O Measurement also makes it possible to quantiIy
variables and use statistical techniques to analyze the
data gathered.
O Measurement enables the researcher to classiIy
individuals or objects and to compare them in terms oI
speciIic properties or characteristics by measuring the
concerned variables.
xamples
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Comparison oI male and Iemales students` perIormance in
college exams or oI length oI stay on the job oI older and
younger employees.
|5 marks|

. a. What are the sources from which one may be able to identify
research problems?

Curiosi|y
8iqni|icon| O|bers
8ocioI IrobIems
1beory
keseorcb
|5 marks|

b. Why literature survey is important in research?

llLeraLure revlew ls a survey and dlscusslon of Lhe llLeraLure ln a glven area of
sLudy lL ls a conclse overvlew of whaL has been sLudled argued and esLabllshed
abouL a Loplc and lL ls usually organlzed chronologlcally or LhemaLlcally llLeraLure
revlew ls wrlLLen ln essay formaL lL ls noL an annoLaLed blbllography because lL
groups relaLed works LogeLher and dlscusses Lrends and developmenLs raLher Lhan
focuslng on one lLem aL a Llme lL ls noL a summary raLher lL evaluaLes prevlous and
currenL research ln regard Lo how relevanL and/or useful lL ls and how lL relaLes Lo
your own research

llLeraLure revlew ls wrlLLen Lo hlghllghL speclflc argumenLs and ldeas ln a fleld of
sLudy 8y hlghllghLlng Lhese argumenLs Lhe wrlLer aLLempLs Lo show whaL has been
sLudled ln Lhe fleld and also where Lhe weaknesses gaps or areas needlng furLher
sLudy are @he revlew should Lherefore also demonsLraLe Lo Lhe reader why Lhe
wrlLer's research ls useful necessary lmporLanL and valld

LlLeraLure revlews can have dlfferenL Lypes of audlences so conslder why and for
whom you are wrlLlng your revlew lor example a loL of llLeraLure revlews are
wrlLLen as a chapLer for a Lhesls or dlsserLaLlon so Lhe audlence wlll wanL Lo know ln
whaL way your research ls lmporLanL and orlglnal PlghllghLlng Lhe gap ln knowledge
whlch your research alms Lo flll ls parLlcularly lmporLanL ln Lhls lnsLance because you
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need Lo convlnce Lhe reader LhaL Lhere ls an openlng ln Lhe area of sLudy
llLeraLure revlew ln a proposal wlll slmllarly Lry Lo convlnce Lhe audlence of Lhe
slgnlflcance and worLhlness of Lhe proposed pro[ecL ln conLrasL when you are
wrlLlng a llLeraLure revlew for a course your professor may wanL you Lo show LhaL
you undersLand whaL research has been done glvlng you a base of knowledge ln
Lhls case you may noL need Lo focus as much on provlng where Lhe gaps ln
knowledge lle buL raLher LhaL you know whaL Lhe ma[or areas of sLudy and key
ldeas are
|5 marks|

. a. What are the characteristics of a good research design?

O It is a series of guide posts to keep one going in the right direction.
O It reduces wastage of time and cost.
O It encourages co-ordination and effective organization.
O It is a tentative plan which undergoes modifications, as circumstances demand,
when the study progresses, new aspects, new conditions and new relationships
come to light and insight into the study deepens.
O It has to be geared to the availability of data and the cooperation of the
informants.
O It has also to be kept within the manageable limits

|5marks|

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b. What are the components of a research design?

|5 marks|

4. a. Distinguish between Doubles sampling and multiphase sampling.

oubles sampling
uouble sampllng refers Lo Lhe flnal sample form a preselecLed larger sample
LhaL provlded lnformaLlon for lmprovlng Lhe flnal selecLlon When Lhe procedure ls exLended Lo
more Lhan Lwo phases of selecLlon lL ls Lhen called mulLlphase sampllng @hls ls also known as
sequenLlal sampllng as subsampllng ls done from a maln sample ln phases uouble sampllng or
mulLlphase sampllng ls a compromlse soluLlon for a dllemma posed by undeslrable exLremes @he
sLaLlsLlcs based on Lhe sample of 'n' can be lmproved by uslng anclllary lnformaLlon from a wlde
base buL Lhls ls Loo cosLly Lo obLaln from Lhe enLlre populaLlon of n elemenLs lnsLead lnformaLlon
ls obLalned from larger prellmlnary sample n
L
whlch lncludes Lhe flnal sample n
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Multi-pbase sampling

lL ls someLlmes convenlenL and economlcal Lo collecL cerLaln lLems of lnformaLlon from Lhe whole of Lhe
unlLs of a sample and oLher lLems of usually more deLalled lnformaLlon from a subsample of Lhe unlLs
consLlLuLlng Lhe orlglnal sample @hls may be Lermed Lwophase sampllng eg lf Lhe collecLlon of
lnformaLlon concernlng varlaLe y ls relaLlvely expenslve and Lhere exlsLs some oLher varlaLe x
correlaLed wlLh lL whlch ls relaLlvely cheap Lo lnvesLlgaLe lL may be proflLable Lo carry ouL sampllng ln
Lwo phases

L Lhe flrsL phase x ls lnvesLlgaLed and Lhe lnformaLlon Lhus obLalned ls used elLher (a) Lo sLraLlfy Lhe
populaLlon aL Lhe second phase when y ls lnvesLlgaLed or (b) as supplemenLary lnformaLlon aL Lhe
second phase a raLlo or regresslon esLlmaLe belng used

@wophase sampllng ls someLlmes called double sampllng"
|5 marks|

b. What is replicated or interpenetrating sampling?

RepIicate (dupIicate) sampIe
Multiple (or two) samples taken under comparable conditions. This
selection may be accomplished by taking units adjacent in time or
space. Although the replicate samples are expected to be identical,
often the only thing replicated is the act of taking the physical sample.
A duplicate sample is a replicate sample consisting of two portions.
The umpire sample is usually used to settle a dispute; the replicate
sample is usually used to estimate sample variability.
When Lwo or more samples are Laken from Lhe same populaLlon by Lhe same
process of selecLlon Lhe samples are called lnLerpeneLraLlng samples @he samples
may or may noL be drawn lndependenLly llnked lnLerpeneLraLlng samples belng an
example of Lhe laLLer @here may be dlfferenL levels of lnLerpeneLraLlon
correspondlng Lo dlfferenL sLages ln a mulLlsLage sampllng scheme
|5 marks|

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. a. How is secondary data useful to researcher?

$econdary data is information gathered for purposes other than the completion of a
research project. $econdary data is also used to gain initial insight into the research
problem. The two major advantages of using secondary data in market research are
time and cost savings.
O The secondary research process can be completed rapidly generally in 2 to 3
week. $ubstantial useful secondary data can be collected in a matter of days by
a skillful analyst.
O When secondary data is available, the researcher need onl y locate the source
of the data and extract the required information.
O $econdary research is generally less expensive than primary research. The
bulk of secondary research data gathering does not require the use of
expensive, specialized, highly trained personnel.
O $econdary research expenses are incurred by the originator of the information.
|5 marks|

b. What are the criteria used for evaluation of secondary data?

Bisauvantages of Seconuaiy Bata
1 Secondary daLa ls someLhlng LhaL seldom flLs ln Lhe framework of Lhe
markeLlng research facLors 8easons for lLs nonflLLlng are
a unlL of secondary daLa collecLlonSuppose you wanL lnformaLlon
on dlsposable lncome buL Lhe daLa ls avallable on gross lncome
@he lnformaLlon may noL be same as we requlre
b Class 8oundarles may be dlfferenL when unlLs are same
8efore S ears After S ears
23003000 30006000
30017300 60017000
730010000 700110000
c @hus Lhe daLa collecLed earller ls of no use Lo you
2 ccuracy of secondary daLa ls noL known
3 uaLa may be ouLdaLed
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valuation of Seconuaiy Bata
ecause oI the above mentioned disadvantages oI secondary data, we
will lead to evaluation oI secondary data. Evaluation means the
Iollowing Iour requirements must be satisIied:-
1 Ava||ab|||ty lL has Lo be seen LhaL Lhe klnd of daLa you wanL ls
avallable or noL lf lL ls noL avallable Lhen you have Lo go for prlmary
daLa
2 ke|evance lL should be meeLlng Lhe requlremenLs of Lhe problem
lor Lhls we have Lwo crlLerlon
a unlLs of measuremenL should be Lhe same
b ConcepLs used musL be same and currency of daLa should
noL be ouLdaLed
3 Accuracy ln order Lo flnd how accuraLe Lhe daLa ls Lhe followlng
polnLs musL be consldered
a SpeclflcaLlon and meLhodology used
b Margln of error should be examlned
c @he dependablllLy of Lhe source musL be seen
4 Suff|c|ency dequaLe daLa should be avallable
Robert W Joselyn has classiIied the above discussion into eight steps.
These eight steps are sub classiIied into three categories. He has given
a detailed procedure Ior evaluating secondary data.
1 ppllcablllLy of research ob[ecLlve
2 CosL of acqulslLlon
3 ccuracy of daLa
|5 marks|

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. What are the differences between observation and interviewing as
methods of data collection? Give two specific examples of situations
where either observation or interviewing would be more appropriate.

bservation
Observation, as the name implies refers to situations where participants are
observed from a safe distance and their activities are recorded minutely. t is a time
consuming method of data collection as you may not get the desired conditions that
are required for your research and you may have to wait till participants are in the
situation you want them to be in. Classic examples of observation are wild life
researchers who wait for the animals of birds to be in a natural habitat and behave in
situations that they want to focus upon. As a method of data collection, observation
has limitations but produces accurate results as participants are unaware of being
closely inspected and behave naturally.

Interviewing
nterviewing is another great technique of data collection and it involves
asking questions to get direct answers. These interviews could be either one to one,
in the form of questionnaires, or the more recent form of asking opinions through
internet. However, there are limitations of interviewing as participants may not come
up with true or honest answers depending upon privacy level of the questions.
Though they try to be honest, there is an element of lie in answers that can distort
results of the project.
Though both observation and interviewing are great techniques of data
collection, they have their own strengths and weaknesses. t is important to keep in
mind which one of the two will produce desired results before finalizing.

bservation vs. Interviewing
Data collection is an integral part of any research and various techniques
are employed for this purpose.
Observation requires precise analysis by the researcher and often produces
most accurate results although it is very time consuming
nterviewing is easier but suffers from the fact that participants may not
come up with honest replies.
|10 marks|.

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MBA SEMESTER III
MB0050 -Research MethodoIogy- 4 Credits
(Book ID: B1206)
Assignment Set- 1 (60 Marks)
Note: Each question carries 10 Marks. Answer aII the questions

1. a. xplain the General characteristics of observation.

General Characteristics of Observation Method
Observation as a method oI data collection has certain characteristics.
1. It is both a physical and a mental activity: The observing
eye catches many things that are present. ut attention is Iocused on
data that are pertinent to the given study.
2. Observation is selective: A researcher does not observe
anything and everything, but selects the range oI things to be observed
on the basis oI the nature, scope and objectives oI his study. For
example, suppose a researcher desires to study the causes oI city road
accidents and also Iormulated a tentative hypothesis that accidents are
caused by violation oI traIIic rules and over speeding. When he
observed the movements oI vehicles on the road, many things are
beIore his eyes; the type, make, size and colour oI the vehicles, the
persons sitting in them, their hair style, etc. All such things which are
not relevant to his study are ignored and only over speeding and traIIic
violations are keenly observed by him.
3. Observation is purposive and not casual: It is made Ior the
speciIic purpose oI noting things relevant to the study. It captures the
natural social context in which persons behaviour occur. It grasps the
signiIicant events and occurrences that aIIect social relations oI the
participants.
4. Observation should be exact and be based on
standardized tools oI research and such as observation schedule,
social metric scale etc., and precision instruments, iI any.
|5 marks|

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M8A kesearch Methodo|ogy Ass|gnments age No 1S

b. What is the Utility of Observation in Business Research?

Uses of Observation in Business Research
Observation is suitable Ior a variety oI research purposes. It
may be used Ior studying
(a) The behaviour oI human beings in purchasing
goods and services. : liIe styles, customs, and
manner, interpersonal relations, group
dynamics, crowd behaviour, leadership styles,
managerial style, other behaviours and actions;
(b) The behaviour oI other living creatures like
birds, animals etc.
(c) !hysical characteristics oI inanimate things like
stories, Iactories, residences etc.
(d) Flow oI traIIic and parking problems
(e) Movement oI materials and products through a
plant.

marks]

. a. Briefly explain Interviewing techniques in Business Research?

Interviewing a person requires good communication skills,
presence of mind, and general sense of logic. Interviews can be of
different types like business interview, research interview, media
interview and so on. Research interviews require interviewing with the
primary aim to gain information from the subjects, and hence require
deep study of the research subject, as well as a clear idea of what
information is required from the subjects. Media interviews require a
great presence of mind, and study of the person you want to interview.
Business interviews are a tough job no matter which side of the table
you are sitting on.
Interviewing techniques in Business Research
%he interview process consists of the following stages:
O !reparation
O Introduction
O eveloping rapport
O arrying the interview forward
O Recording the interview
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O losing the interview
!reparation
The interviewing requires some preplanning
and preparation. The interviewer should keep
the copies oI interview schedule / guide (as the
case may be) ready to use. He should have the
list oI names and addresses oI location in order
to save time and cost in travelling. The
interviewer should Iind out the general daily
routine oI the respondents in order to determine
the suitable timings Ior interview. Above all,
he should mentally prepare respondent, what
mode oI introduction he could adopt, what
situations he may have to Iace and how he
could deal with them. The interviewer may
come across such situations as respondents;
avoidance, reluctance, should plan the strategies
Ior dealing with them. II such preplanning is
not done, he will be caught unaware and Iail to
deal appropriately when he actually Iaces any
such situation. It is possible to plan in advance
and keep the plan and mind Ilexible and
expectant oI new development.
Introduction
The investigator is a stranger to the
respondents. ThereIore, he should be properly introduced to each oI the
respondents. What is the proper mode oI introduction? There is no one
appropriate universal mode oI introduction. Mode varies according to the type
oI respondents. When making a study oI an organization or institution, the head
oI the organization should be approached Iirst and his cooperation secured
beIore contacting the sample inmates/employees. When studying a community
or a cultural group, it is essential to approach the leader Iirst and to enlist
cooperation. For a survey or urban households, the research organization`s
letter oI introduction and the interviewer`s identity card can be shown. In these
days oI Iear oI opening the door Ior a stranger, residents cooperation can be
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easily known to them, say a popular person in the area e. G., a social worker.
For interviewing rural respondents, the interviewer should never attempt to
approach them along with someone Irom the revenue department, Ior they
would immediately hide themselves, presuming that they are being contacted
Ior collection and land revenue or subscription to some government bond. He
should not also approach them through a local political leader, because persons
who do not belong to his party will not cooperate with the interviewer. It is
rather desirable to approach the rural respondents through the local teacher or
social worker.
AIter getting himselI introduced to the respondent in the most appropriate
manner, the interviewer can Iollow a sequence oI procedures as under, in order
to motivate the respondent to permit the interview:
1. With a smile, greet the respondent in accordance with
his cultural pattern.
2. IdentiIy the respondent by name.
3. Describe the method by which the respondent was
selected.
4. Mention the name oI the organization conducting the
research.
5. Assure the anonymity or conIidential nature oI the
interview.
6. Explain their useIulness oI the study.
7. Emphasize the value oI respondent`s cooperation,
making such statements as 'You are among the Iew in
a position to supply the inIormation. 'Your response
is invaluable. 'I have come to learn Irom your
experience and knowledge.
Developing Rapport
eIore starting the research interview, the interviewer
should establish a Iriendly relationship with the respondent.
This is described as 'rapport. It means establishing a
relationship oI conIidence and understanding between the
interviewer and the respondent. It is a skill which depends
primarily on the interviewer`s commonsense, experience,
sensitivity, and keen observation.
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Start the conversation with a general topic oI interest such as
weather, current news, sports event, or the like perceiving
the probable oI the respondent Irom his context. Such initial
conversation may create a Iriendly atmosphere and a warm
interpersonal relationship and mutual understanding.
However, the interviewer should 'guard against the over
rapport as cautioned by Herbert Hyman. Too much
identiIication and too much courtesy result in tailoring
replied to the image oI a 'nice interview. The interviewer
should use his discretion in striking a happy medium.
Carrying the Interview Forward
AIter establishing rapport, the technical task oI asking
questions Irom the interview schedule starts. This task requires care, selI-
restraint, alertness and ability to listen with understanding, respect and curiosity.
In carrying on this task oI gathering inIormation Irom the respondent by putting
questions to him, the Iollowing guidelines may be Iollowed:
1. Start the interview. Carry it on in an
inIormal and natural conversational style.
2. Ask all the applicable questions in the
same order as they appear on the
schedule without any elucidation and
change in the wording. Ask all the
applicable questions listed in the
schedule. Do not take answers Ior
granted.
3. II interview guide is used, the interviewer
may tailor his questions to each
respondent, covering oI course, the areas
to be investigated.
4. Know the objectives oI each question so
as to make sure that the answers
adequately satisIy the question
objectives.
5. II a question is not understood, repeat it
slowly with proper emphasis and
appropriate explanation, when necessary.
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6. Talk all answers naturally, never showing
disapproval or surprise. When the
respondent does not meet the
interruptions, denial, contradiction and
other harassment, he may be motivated to
communicate when the atmosphere is
permissive and the listener`s altitude is
non judgmental and is genuinely
absorbed in the revelations.
7. Listen quietly with patience and humility.
Give not only undivided attention, but
also personal warmth. At the same time,
be alert and analytic to incomplete, non
speciIic and inconsistent answers, but
unobtrusively the points which need
elaboration or veriIication Ior later ask
Ior Iurther clariIication in such a polite
manner as 'I am not sure, I understood
Iully, is this .... What you meant?
8. Neither argues nor dispute.
9. Show genuine concern and interest in the
ideas expressed by the respondent; at the
same time, maintain an impartial and
objective attitude.
10. Neither should nor reveal your own
opinion or reaction. Even when you are
asked to your views, laugh oII the
request, saying 'Well, your opinions are
more important than mine.
11. At times the interview runs dry and
needs re-stimulation. Then use such
expressions as 'Uh-huh or 'That
interesting or 'I see 'can you tell me
more about that? And the like.
12. When the interviewee Iails to supply his
reactions to related past experiences,
represent the stimulus situation,
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introducing appropriate questions which
will aid in revealing the past. 'Under
what circumstances did such and such a
phenomenon occur? or 'How did you
Ieel about it and the like.
13. At times, the conversation may go oII the
track. e alert to discover driIting, steer
the conversation back to the track by
some such remark as, 'you know, I was
very much interested in what you said a
moment ago. Could you tell me more
about it?
14. When the conversation turns to some
intimate subjects, and particularly when it
deals with crises in the liIe oI the
individual, emotional blockage may
occur. Then drop the subject Ior the time
being and pursue another line oI
conversation Ior a while so that a less
direct approach to the subject can be
made later.
15. When there is a pause in the Ilow oI
inIormation, do not hurry the interview.
Take it as a matter oI course with an
interested look or a sympathetic halI-
smile. II the silence is too prolonged,
introduce a stimulus saying 'You
mentioned that ... What happened then?
dditional Sittings
In the case oI qualitative interviews involving
longer duration, one single sitting will not do,
as it would cause interview weariness. Hence,
it is desirable to have two or more sittings with
the consent oI the respondent.

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Recording the Interview
It is essential to record responses as they take
place. II the note taking is done aIter the interview, a good deal oI relevant
inIormation may be lost. Nothing should be made in the schedule under
respective question. It should be complete and verbatim. The responses should
not be summarized or paraphrased. How can complete recording be made
without interrupting the Iree Ilow oI conversation? Electronic transcription
through devices like tape recorder can achieve this. It has obvious advantages
over note-taking during the interview. ut it also has certain disadvantages.
Some respondents may objects to or Iear 'going on record. Consequently the
risk oI lower response rate will rise especially Ior sensitive topics.
II the interviewer knows short-hand, he can use it with advantage. Otherwise,
he can write rapidly by abbreviating word and using only key words and the
like. However, even the Iast writer may Iail to record all that is said at
conversational speed. At such times, it is useIul to interrupt by some such
comment as 'that seems to be a very important point, would you mind repeating
it, so that I can get your words exactly. The respondent is usually Ilattered by
this attention and the rapport is not disturbed.
The interviewer should also record al his probes and other comments on the
schedule, in brackets to set them oII Irom responses. With the pre-coded
structured questions, the interviewer`s task is easy. He has to simply ring the
appropriate code or tick the appropriate box, as the case may be. He should not
make mistakes by carelessly ringing or ticketing a wrong item.
Closing the Interview
AIter the interview is over, take leave oII the respondent thanking
him a Iriendly smile. In the case oI a qualitative interview oI longer duration,
select the occasion Ior departure more careIully. Assembling the papers Ior
putting them in the Iolder at the time oI asking the Iinal question sets the stage
Ior a Iinal handshake, a thank-you and a good-bye. II the respondent desires to
know the result oI the survey, note down his name and address sot that a
summary oI the result could be posted to him when ready.
diting
At the close oI the interview, the interviewer must edit the schedule
to check that he has asked all the questions and recorded all the answers.
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Abbreviations in recording must be replaced by Iull words. He must ensure that
everything is legible. It is desirable to record a brieI sketch oI his impressions
oI the interview and observational notes on the respondent`s living
environment, his attitude to the survey, diIIiculties, iI any, Iaced in securing his
cooperation and the interviewer`s assessment oI the validity oI the respondent`s
answers.
|5marks|

b. What are the problems encountered in Interview?

Interview !roblems
In personal interviewing, the researcher must deal with two
major problems, inadequate response, non-response and interviewer`s
bias.
Inadequate response
Kahn and Cannel distinguish Iive principal symptoms oI
inadequate response. They are:
4 !artial response, in which the respondent gives
a relevant but incomplete answer
4 Non-response, when the respondent remains
silent or reIuses to answer the question
4 Irrelevant response, in which the respondent`s
answer is not relevant to the question asked
4 Inaccurate response, when the reply is biased or
distorted and
4 Verbalized response problem, which arises on
account oI respondent`s Iailure to understand a
question or lack oI inIormation necessary Ior
answering it.
Interviewer`s Bias
The interviewer is an important cause oI response bias. He
may resort to cheating by cooking up` data without actually
interviewing. The interviewers can inIluence the responses by
inappropriate suggestions, words emphasis, tone oI voice and
question rephrasing. His own attitudes and expectations about
what a particular category or respondents may say or think may
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Semester

bias the data. Another source oI response oI the interviewer`s
characteristics (education, apparent social status, etc) may also bias
his answers. Another source oI response bias arises Irom
interviewer`s perception oI the situation, iI he regards the
assignment as impossible or sees the results oI the survey as
possible threats to personal interests or belieIs he is likely to
introduce bias.
As interviewers are human beings, such as biasing Iactors can
never be overcome completely , but their eIIects can be reduced by
careIul selection and training oI interviewers, proper motivation
and supervision, standardization oI interviewer behaviour. There is
need Ior more research on ways to minimize bias in the interview.
on-response
Non-response reIers to Iailure to obtain responses
Irom some sample respondents. There are many sources oI non-
response; non-availability, reIusal, incapacity and inaccessibility.
on-availability
Some respondents may not be available at home at the
time oI call. This depends upon the nature oI the respondent and
the time oI calls. For example, employed persons may not be
available during working hours. Farmers may not be available at
home during cultivation season. Selection oI appropriate timing
Ior calls could solve this problem. Evenings and weekends may be
Iavourable interviewing hours Ior such respondents. II someone is
available, then, line respondent`s hours oI availability can be
ascertained and the next visit can be planned accordingly.
Refusal
Some persons may reIuse to Iurnish inIormation
because they are ill-disposed, or approached at the wrong hour and
so on. Although, a hardcore oI reIusals remains, another try or
perhaps another approach may Iind some oI them cooperative.
Incapacity or inability may reIer to illness which prevents a
response during the entire survey period. This may also arise on
account oI language barrier.
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Inaccessibility
Some respondents may be inaccessible. Some may
not be Iound due to migration and other reasons. Non-responses
reduce the eIIective sample size and its representativeness.
marks]

3. a. What are the various steps in processing of data?

S Steps to Data Processing
Data is an integral part of all business processes. !t is the invisible backbone that supports
all the operations and activities within a business. Without access to relevant data,
businesses would get completely paralyzed. This is because quality data helps formulate
effective business strategies and fruitful business decisions.

Therefore, the quality of data should be maintained in good condition in order to facilitate
smooth business proceedings. !n order to enhance business proceedings, data should be
made available in all possible forms in order to increase the accessibility of the same.

Data processing refers to the process of converting data from one format to another. !t
transforms plain data into valuable information and information into data. Clients can supply
data in a variety of forms, be it .xls sheets, audio devices, or plain printed material. Data
processing services take the raw data and process it accordingly to produce sensible
information. The various applications of data processing can convert raw data into useful
information that can be used further for business processes.

Companies and organizations across the world make use of data processing services in order
to facilitate their market research interests. Data consists of facts and figures, based on
which important conclusions can be drawn. When companies and organizations have access
to useful information, they can utilize it for strategizing powerful business moves that would
eventually increase the company revenue and decrease the costs, thus expanding the profit
margins. Data processing ensures that the data is presented in a clean and systematic
manner and is easy to understand and be used for further purposes.

Here are the S steps that are included in data processing:

Editing
There is a big difference between data and useful data. While there are huge volumes of
data available on the internet, useful data has to be extracted from the huge volumes of the
same. Extracting relevant data is one of the core procedures of data processing. When data
has been accumulated from various sources, it is edited in order to discard the inappropriate
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Semester

data and retain relevant data.

Coding
Even after the editing process, the available data is not in any specific order. To make it
more sensible and usable for further use, it needs to be aligned into a particular system. The
method of coding ensures just that and arranges data in a comprehendible format. The
process is also known as netting or bucketing.

Data Entry
After the data has been properly arranged and coded, it is entered into the software that
performs the eventual cross tabulation. Data entry professionals do the task efficiently.

validation
After the cleansing phase comes the validation process. Data validation refers to the process
of thoroughly checking the collected data to ensure optimal quality levels. All the
accumulated data is double checked in order to ensure that it contains no inconsistencies
and is utterly relevant.

Tabulation
this is the final step in data processing. The final product i.e. the data is tabulated and
arranged in a systematic format so that it can be further analyzed.

All these processes make up the complete data processing activity which ensures the said
data is available for access.
|5 marks|

b. How is data editing is done at the Time of Recording of Data?

Data diting at the Time of Recording of Data
Document editing and testing oI the data at the time oI data
recording is done considering the Iollowing questions in mind.
O Do the filters agree or are the data inconsistent?
O Have missing values` been set to values, which are the same
for all research questions?
O Have variable descriptions been specified?
O Have labels for variable names and values, which are the same
for all research questions?
marks]

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Semester

4. a. What are the fundamental of frequency Distribution?

marks]
b. What are the types and general rules for graphical representation
of data?

Types and General rules for graphical representation of
data:
Graphical representation is done oI the data available.
This is very important step oI statistical analysis. We will be discussing
the organization oI data. The word Data` is plural Ior datum`; datum
means Iacts. Statistically the term is used Ior numerical Iacts such as
measures oI height, weight, and scores on achievement and intelligence
tests.
Graphs and diagram leave a lasting impression on the mind and make
intelligible and easily understandable the salient Ieatures oI the data.
Forecasting also becomes easier with the help oI graph. Thus it is oI
interest to study the graphical representation oI data.

The graphical representation oI data is categorized as basic Iive types:
1) ar graph
2) !ie graph
3) Line graph
4) Scatter plot
5) Histogram
xamples of graphical representation of data:
Let us see some examples oI graphical representation oI data
1) Bar chart:
A ar chart (or diagram) is a graphical
representation oI data using bars (rectangles of
same width).
It is one dimensional in which case only height of
the rectangle matters.
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Semester

Year 1931 1941 1951 1961 1971 1981
Population
of a place
6000 7600 8900 12000 13500 18000

$olution: 8cale. Y axi8 1cm 1000year8

) Graphical Representation of Histogram:
A histogram (or rectangle diagram or block
diagram) is a graphical representation oI a
Irequency distribution in the Iorm oI rectangles one
aIter the other with height proportional to the
Irequencies.
It is two dimensional in which case the height as
well as width of the rectangle matters.
Que: Represent the Iollowing data by means oI a
Histogram:

0
2000
4000
6000
8000
10000
12000
14000
16000
18000
20000
opulaLlon
of a place
1931
1941
1931
1961
1971
1981
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Semester

e ( in
year8
20-
25
25-
30
30-
35
35-
40
40-
45
45-
50
50-
55
Number
oI
workers
3 4 5 6 5 4 3

3) Frequency !olygon of Line Graph:
A Irequency polygon can be constructed Ior a
grouped Irequency distribution, with equal-
interval, in two diIIerent ways:
ethod I:
#epre8ent the cla88mark8 alon the x
axi8
#epre8ent the frequencie8 alon yaxi8
oin the8e point8 in order by 8traiht
line8
%he point8 at each end are foined to the
immediate hiher (or lower cla88 mark
at :ero frequency 8o a8 to complete the
polyon

0 1 2 3 4 3 6 7
number
of
workers
3033
4330
4043
3340
3033
2330
2023
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Semester

ethod II:
#epre8ent a hi8toram of the iven data
oin the mid point8 of the top8 of the
adfacent rectanle8 by 8traiht line8
%he mid point8 at each end are foined to
the immediate hiher (or lower at :ero
frequency 8o a8 to complete the polyon
%he two cla88e8 one at each end are to
be included
Construct a Irequency polygon Ior the Iollowing data:
onthly pocket expen8e8
of a 8tudent
0-5 5-10 10-15 15-20 20-25 25-30 30-35 35-40
Number of 8tudent8 10 16 30 42 50 30 16 12

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Semester

$olution:
Here we have
onthly pocket
expen8e8 of a
8tudent (in $
Cla88mark8
Number of
8tudent8
0-5 2.5 10
5-10 7.5 16
10-15 12.5 30
15-20 17.5 42
20-25 22.5 50
25-30 27.5 30
30-35 32.5 16
35-40 37.5 12

4) Cumulative Frequency Curve (ogive):
The Cumulative Irequency curve Ior a grouped
Irequency distribution is obtained by plotting the
0
10
20
30
40
30
60
03 310 1013 1320 2023 2330 3033 3340
classmarks
number of
sLudenLs
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Semester

points and then joining them by a Iree-hand smooth
curve.
ethod:
rom the cumulative frequency table
ark the upper cla88 limit8 alon the x
axi8
ark the cumulative frequencie8 alon
the yaxi8
Plot the point8 and foin them by a free
hand 8mooth curve
Draw a cumulative Irequency curve Ior the Iollowing
data:

ark8 0-4 4-8 8-12 12-16 16-20
Number of
8tudent8
4 6 10 8 4
The cumulative Irequency table is as Iollows:

ark8
Number of
8tudent8
Cumulative
frequency
0-4 4 4
4-8 6 4610
8-12 10 101020
12-16 8 20828
16-20 4 28432
Total 32
Joining these points by a Iree smooth curve, we
have the Iollowing cumulative Irequency
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Semester

) !ie-chart or !ie -graph:
It is drawn by Iirst drawing a circle oI a suitable
radius and then dividing the angle oI 360 degree at
its centre in proportion to the Iigures given under
various heads.
Solution:
AO 14 x 360 /100 50.4
COD 29 x 360 /100 104.4
EOF 16 x 360 /100 57.6
OC 16 x 360/100 57.6
DOE 17 x 360/100 61.2
FOA 8 x 360/100 28.8
Take a circle with centre O and unit radius.
0
3
10
13
20
23
30
33
04 48 812 1216 1620 @oLal
number of
sLudenLs
CumulaLlve
frequency
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Semester

marks]

. Strictly speaking, would case studies be considered as scientific
research? Why or why not?

Larller (ln Lhe early Lo mld 20Lh cenLury) research wlLh an n of one (meanlng one
sub[ecL ln Lhe LesL) was common @hen soclal sclence goL lnLo numbers and percenLages and
such and Lhe case sLudy fell away as noL useful enough Lo learn from

Powever especlally ln Lhe sofL sclences (psychology soclology anLhropology eLhology
eLc) LhaL have Lo do wlLh people raLher Lhan formulas or numbers or Lhe llke case sLudles
can be helpful and lmporLanL especlally lf Lhey are wellconsLrucLed or longlLudlnal or are
ln depLh on Lhelr Loplc
carefully conLrolled case sLudy would generally be consldered research even careful
research buL noL generally sclenLlflc research

Cne of Lhe reasons ls LhaL Lhe sub[ecLs are noL randomly asslgned Lo condlLlons Many case
sLudles are posL hoc
Many case sLudles are dependenL on sub[ecL reporLlng of experlences
lL ls very dlfflculL Lo do sLaLlsLlcal analysls on case sLudles whlch usually do noL have many
sub[ecLs lnvolved
10 marks]
Sa|es
C8
CCu
LCl
8CC
uCL
lC
rd
Semester

. a. nalyse the case study and descriptive approach to research.
Case study and Descriptive approach are two different aspects of any research
conducted in a given field. t is important to know that both these aspects differ in terms of
their study and presentation.
A case study though is conducted in several fields it is quite commonly seen in the field of
social science. t consists in a kind of deep investigation carried out in the behavior of a
single group or individual or event for that matter. As a matter of fact a case study can be
either descriptive or explanatory in character. Any single instance or an event is taken for
study and it will be investigated for months by adhering to a protocol. Limited number of
variables will be thoroughly examined too in the case of a case study.
On the other hand descriptive approach involves more statistical study than investigation.
Descriptive approach is the foundation for conducting a survey investigation. t involves the
use of averages, frequencies and other statistical calculations. The subject of mathematical
statistics and probability play a vital role in the descriptive approach of research study. n
short it can be said that descriptive approach deals with anything that can be counted and
studied. This is the main difference between a case study and descriptive approach.
A case study is more of a research strategy whereas descriptive approach is not looked
upon as a research strategy but as a part of research. Empirical inquiry is the backbone of a
case study whereas statistical calculation is the backbone of descriptive approach. Case
study contributes to qualitative research whereas descriptive approach contributes to
quantitative research. Both the aspects of research should be conducted to bring out fruitful
results to strengthen a given field. These are the differences between case study and
descriptive approach.
|5 marks|.

b. Distinguish between research methods & research Methodology.
Research Methods vs. Research MethodoIogy
Research Methods and Research Methodology are two terms that are often confused as one
and the same. $trictly speaking they are not so and they show differences between them.
One of the primary differences between them is that research methods are the methods by
which you conduct research into a subject or a topic. On the other hand research
methodology explains the methods by which you may proceed with your research.
Research methods involve conduct of experiments, tests, surveys and the like. On the other
hand research methodology involves the learning of the various techniques that can be used
in the conduct of research and in the conduct of tests, experiments, surveys and critical
studies. This is the technical difference between the two terms, namely, research methods
and research methodology.
n short it can be said that research methods aim at finding solutions to research problems.
On the other hand research methodology aims at the employment of the correct procedures
to find out solutions.
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Semester

t is thus interesting to note that research methodology paves the way for research methods
to be conducted properly. Research methodology is the beginning whereas research
methods are the end of any scientific or non-scientific research.
Let us take for example a subject or a topic, namely, 'employment of figures of speech in
English literature'. n this topic if we are to conduct research, then the research methods that
are involved are study of various works of the different poets and the understanding of the
employment of figures of speech in their works.
On the other hand research methodology pertaining to the topic mentioned above involves
the study about the tools of research, collation of various manuscripts related to the topic,
techniques involved in the critical edition of these manuscripts and the like.
f the subject into which you conduct a research is a scientific subject or topic then the
research methods include experiments, tests, study of various other results of different
experiments performed earlier in relation to the topic or the subject and the like.
On the other hand research methodology pertaining to the scientific topic involves the
techniques regarding how to go about conducting the research, the tools of research,
advanced techniques that can be used in the conduct of the experiments and the like. Any
student or research candidate is supposed to be good at both research methods and
research methodology if he or she is to succeed in his or her attempt at conducting research
into a subject.
|5 Marks|

MB0050 Research Methodology Sem 3 Aug Fall 2011 Assignments

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