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MB 0034
RESEARCH METHODOLOGY
(3 credits)
Set I
Marks 60
Each question carries 10 marks
Types of Research
Although any typology of research is inevitably arbitrary. Research may be
classified crudely according to its major intent or the methods. According to the
intent research may be classified as:
Pure Research
It is undertaken for the sake of knowledge without any Intention to apply it in
practice, e.g., Einstein's theory of relativity, Newton's contributions, Galileo’s
contribution, etc. It is also known as basic or fundamental research. It is
undertaken out of intellectual curiosity or inquisitiveness. It is not necessarily
problem-oriented. It aims at extension of knowledge. It may lead to either
discovery of a new theory or refinement of an existing theory. It lays foundation
for applied research. It offers solutions to marry practical problems It helps to find
the critical factors in a practical problem. It develops many alternative solutions
and thus enables us to choose the best solution
Applied Research
it is carried on to And solution to d real-life problem requiring an action or policy
decision. It is thus problem-oriented and action-directed, It seeks an immediate
and practical result, e.g., marketing research carried on for developing a news
market or for studying the post-purchase experience of customers. Though the
immediate purpose of an applied research is to find solutions to a practical
problem, it may incidentally contribute to the development of theoretical
knowledge by loading to the discovery of new facts or testing of theory or a
conceptual clarity. It can put theory to the test. t may aid in conceptual
clarification !t may integrate previously existing theories
Exploratory Research
It is also known as formulative research. It is preliminary study of an unfamiliar
problem about which the researcher has little or no knowledge. It is ill-structured
and much less focused on pre-determined objectives. It usually takes the form of
a pilot study. The purpose of this research may be to generate new ideas, or to
increase the researcher's familiarity with the problem or to make a precise
formulation of the problem or to gather information for clarifying concepts or to
determine whether it is feasible to attempt the study. Katz conceptualizes two
levels of exploratory studies. "At the first level is the discovery of the significant
variable in the situations; at the second, the discovery of relationships between
variables."
Descriptive Study
It is a fact-finding investigation with adequate interpretation. It is the simplest type
of research. It is more specific than an exploratory research. It aims at identifying
the various characteristics of a community or institution or problem under study
and also aims at a classification of the range of elements comprising the subject
matter of study. It contributes to the development of a young science and useful
in verifying focal concepts through empirical observation. It can highlight
important methodological aspects of data collection and interpretation. The
information obtained may be useful for prediction about areas of social life
outside the boundaries of the research. They are valuable in providing facts
needed for planning social action program.
Diagnostic Study
It is similar to descriptive study but with a different focus. It is directed towards
discovering what is happening, why it is happening and what can be done about.
It aims at identifying the causes of a problem and the possible solutions for it. It
may also be concerned with discovering and testing whether certain variables
are associated. This type of research requires prior knowledge of the problem, its
thorough formulation, clear-cut definition of the given population, adequate
methods for collecting accurate information, precise measurement of variables,
statistical analysis and test of significance.
Evaluation Studies
It is a type of applied research. It is made for assessing the effectiveness of
social or economic programmes implemented or for assessing the impact of
developmental projects on the development of the project area. It is thus directed
to assess or appraise the quality and quantity of an activity and its performance,
and to specify its attributes and conditions required for its success. It is
concerned with causal relationships and is more actively guided by hypothesis. It
is concerned also with change over time.
Action Research
It is a type of evaluation study. It is a concurrent evaluation study of an action
programme launched for solving a problem for improving an exiting situation. It
includes six major steps: diagnosis, sharing of diagnostic information, planning,
developing change programme, initiation of organizational change,
implementation of participation and communication process, and post
experimental evaluation.
To test a hypothesis means to tell (on the basis of the data researcher has
collected) whether or not the hypothesis seems to be valid. In hypothesis testing
the main question is: whether the null hypothesis or not to accept the null
hypothesis? Procedure for hypothesis testing refers to all those steps that we
undertake for making a choice between the two actions i.e., rejection and
acceptance of a null hypothesis. The various steps involved in hypothesis testing
are stated below:
Making a Formal Statement
The step consists in making a formal statement of the null hypothesis (Ho) and
also of the alternative hypothesis (Ha). This means that hypothesis should clearly
state, considering the nature of the research problem. For instance, Mr. Mohan of
the Civil Engineering Department wants to test the load bearing capacity of an
old bridge which must be more than 10 tons, in that case he can state his
hypothesis as under
Null hypothesis Ho: μ =10 tons
Alternative hypothesis Ha: μ>10 tons
Take another example. The average score in an aptitude test administered at the
national level is 80. To evaluate a state's education system, the average score of
100 of the state's students selected on the random basis was 75. The state
wants to know if there is a significance difference between the local scores and
the national scores. In such a situation the hypothesis may be state as under: ,
Null hypothesis Ho: μ =80
Alternative hypothesis Ha: μ = 80
The formulation of hypothesis is an important step which must be accomplished
with due care in accordance with the object and nature of the problem under
consideration. It also indicates whether we should use a tailed test or a two tailed
test. If Ha is of the type greater than, we use alone tailed test, but when Ha
is of the type "whether greater or smaller" then w. use a two-tailed test.
Selecting a Significant Level The hypothesis is tested on a pre-determined level
of significance and such the same should have specified. Generally, in practice,
either 5% level or 1 % level is adopted for the purpose. The factors that affect the
level of significance are: •The magnitude of the difference between sample; •The
size of the sample; •The variability of measurements within samples; •Whether
the hypothesis is directional or non - directional (A directional hypothesis is one
which predicts the direction of the difference between, say, means). In brief, the
level of significance must be adequate in the context of the purpose and nature
of enquiry. Deciding the Distribution to Use After deciding the level of
significance, the next step in hypothesis testing is to determine the appropriate
sampling distribution. The choice generally remains between distribution and the
t distribution. The rules for selecting the correct distribution are similar to those
which we have stated earlier in the context of estimation. Selecting a Random
Sample & Computing an Appropriate Value Another step is to select a random
sample(S) and compute an appropriate value from the sample data concerning
the test statistic utilizing the relevant distribution. In other words, draw a sample
to furnish empirical data. Calculation of the Probability One has then to calculate
the probability that the sample result would diverge as widely as it has from
expectations, if the null hypothesis were in fact true. Comparing the Probability
Yet another step consists in comparing the probability thus calculated with the
specified value for a, the significance level. If the calculated probability is equal to
smaller than a value in case of one tailed test (and a/2 in case of two-tailed test),
then reject the null hypothesis (i.e. accept the alternative hypothesis), but if the
probability is greater then accept the null hypothesis. In case we reject Ho we run
a risk of (at most level of significance) committing an error of type I, but if we
accept Ho, then we run some risk of committing error type II.
John Dollard has proposed seven criteria for evaluating such adequacy as
follows:
Advantages: The only merits of this type of sampling are simplicity, convenience
and low cost.
Disadvantages: The demerits are it does not ensure a selection chance to each
population unit.
The selection probability sample may not be a representative one. The selection
probability is unknown. It suffers from sampling bias which will distort results.
The reasons for usage of this sampling are when there is no other feasible
alternative due to non-availability of a list of population, when the study does not
aim at generalizing the findings to the population, when the costs required for
probability sampling may be too large, when probability sampling required more
time, but the time constraints and the time limit for completing the study do not
permit it.
ASSIGNMENTS
MB 0034
RESEARCH METHODOLOGY
(3 credits)
Set II
Marks 60
Each question carries 10 marks
1. What are the advantages and disadvantages of secondary data?
Advantages of Secondary Data
Secondary sources have some advantages:
1) Secondary data, if available can be secured quickly and cheaply. Once
their source of documents and the report are located, collection of data
is just matter of desk work. Even the tediousness of copying the data
from the source can now be avoided, thanks to Xeroxing facilities.
2) Wider geographical area and longer reference period may be covered
without much cost. Thus the use of secondary data extends the
researcher’s space and time reach.
3) The use of secondary data broadens the data base from which
scientific generalizations can be made.
4) Environment and cultural settings are required for the study.
5) The use of secondary data enables a researcher to verify the findings
based on primary data. It readily meets the need for additional
empirical support. The researcher need not wait the time when
additional primary data can be collected.
Disadvantages of Secondary Data
The use of a secondary data has its own limitations.
1) The most important limitation is the available data may not meet our
specific need. The definitions adopted by those who collected those data
may be different; units of measure may not match; and time periods may
also be different.
2) The available data may not be as accurate as desired. To assess their
accuracy we need to know how the data were collected.
3) The secondary data are not up-to-date and become obsolete when they
appear to print, because of time lag in producing them. For example,
population census data are published two or three years later after
compilation, and no new figure will be available for another ten years.
4) Finally, information about the whereabouts of sources may not be
available to all social scientists. Even if the location of the source is
known, the accessibility depends primarily on proximity. For example,
most of the unpublished official records and compilations are located in
the capital city, and they are not within the easy reach of researchers
based in far off places.
2. Explain the prerequisites and advantages of observation.
Advantages of Observation
Observation has certain advantages:
1) The main virtue of observation is its directness: It makes it possible
to study behaviour as it occurs. The researcher need not ask
people about their behaviour and interactions: he can simply watch
what they do and say.
2) Data collected by observation may describe the observation
phenomena as they occur in their natural settings. Other methods
introduce elements or artificiality into the researched situation for
instance, in interview; the respondent may not behave in a natural
way. There is not such artificiality in observational studies,
especially when the observed are not aware of their being
observed.
3) Observations is more suitable for study subjects who are unable to
articulate meaningfully, e.g. studies of children, tribal, animals, birds
etc.
4) Observations improve the opportunities for analyzing the contextual
back ground of behaviour. Further more verbal resorts can be
validated and compared with behaviour through observation. The
validity of what men of position and authority say can be verified by
observing what they actually do.
5) Observations make it possible to capture the whole event as it
occurs. For example only observation can provided an sight into all
the aspects of the process of negotiation between union and
management representative.
6) Observation is less demanding of the subjects and less biasing
effect on their conduct then questioning.
7) It is easier to conduct disguised observation studies than disguised
questioning.
8) Mechanical devices may be used for recording data in order to
secure more accurate data and also of making continuous
observations over longer periods.