Paper Title :- Research Methodology for Management MBA :-- 206

1. Internal Assignment No :- 2
Paper Title :- Research Methodology for Management
MBA :-- 206
1. i) Explain quantitative and qualitative research ?
Market research can seem complicated whenyou are about to undertake it for the first time – what may help isthat it broadly fallsinto two
distinctive areasthat each havetheir own strengths: qualitativeand quantitativeresearch. -
quantitative research:-
Quantitativeresearch isa more logical and data-led approachwhichprovidesa measure of what people thinkfrom a statistical and
numerical po
int of view. For example,if you wantedto know how many of your customerssupport a proposed change in yo ur productsor service and how
strongly (on a scale) they support it. Quantitativeresearch can gather a large amount of datathat canbe easily organised and manipulated
into reportsfor analysis.
qualitative research :-
Unlike quantitative research which relieson numbersand data, qualitativeresearch ismore focused on how peoplefeel, what they thinkand
why they make certain choices. For example, if you are thinkingof changing your branding you would carry out qualitativeresearch to see
what emotional reactionspeoplehave to the new identity and what they associate it with. - See more at: http://www.bl.uk/business-and-ip-
centre/articles/qualitative-and-quantitative-research-for-small-business#sthash.maXMtEeO.dpuf
ii) What is p;roba`bility sampling ?
A probability sampling method is any method of sampling that utilizes
some form of random selection.In order to have a random selection
method, you must set up some process or procedure that assures that
the different units in your population have equal probabilities of being
chosen. Humans have long practiced various forms of random selection,
such as picking a name out of a hat, or choosing the short straw. These

2. days, we tend to use computers as the mechanism for generating
random numbers as the basis for random selection.
Some Definitions
Before I can explain the various probability methods we have to define
some basic terms. These are:
 N = the number of cases in thesamplingframe
 n = the number of cases in thesample
 NCn = the number of combinations (subsets) of n from N
 f = n/N = the sampling fraction
iii) What is Hypothesis ?
Ans :-
A hypothesis is a proposed explanationfor a phenomenon. For a hypothesisto be a scientific hypothesis, the scientific method requiresthat
one can test it.Scientistsgenerally base scientific hypotheseson previousobservationsthat cannotsatisfactorily be explained withthe
availablescientific theories. Even though thewords"hypothesis" and "theory" are often used synonymously, a scientific hypothesisisnot the
same as a scientific theory. Aworking hypothesisisa provisionally accepted hypothesisproposed for further research.
iv) RATING EXPLAIN GRAPHIC SCALE ?
Ans :- A graphic rating scale, defined as any rating scale consisting of points on a continuum, is a generic label given to a broad
category of rating formats ( Cascio, 1991 ). Raters are presented with a description of a dimension on which the ratees are to be
evaluated, and a continuum with anchor points that demarcate levels of effectiveness along that continuum. The rater is asked to judge
the level of effectiveness for each ratee, using that rating continuum. The number of points on the rating scale can vary from three
upward. Research has indicated that five to nine scale points result in the highest quality of ratings ( Finn, 1972 ). Graphi c rating scales
are probably the most common rating format. One reason for this popularity is that the graphic rating scale category can be a dapted to a
wide variety of specific formats. Other reasons for their popularity include: (1) they are fairly easy to cons truct; (2) they have a fairly high
level of user acceptability; and (3) they have face validity ( Cardy and Dobbins, 1994 ). Graphic rating scales can be differ entiated based
on the type and amount of information presented in the anchors. The most common format uses ambiguous adjectives (e.g., “marginal,”
“average,” or “outstanding”) as anchors. A more sophisticated format would use specific behavioral descriptions for each anch or point
v) What is ANNOV ?

3. Ans :- Analysis of variance (ANOVA) tests the hypothesis that the means of two or more populations are equal. ANOVAs assess the
importance of one or more factors by comparing the response variable means at the different factor levels. The null hypothesis states that all
population means (factor level means) are equal while the alternative hypothesis states that at least one is different.
To perform an ANOVA, you must have a continuous response variable and at least one categorical factor with two or more levels. ANOVAs
require data from approximately normally distributed populations with equal variances between factor levels. However, ANOVA procedures
work quite well even if the normality assumption has been violated, unless one or more of the distributions are highly skewed or if the
variances are quite different. Transformations of the original dataset may correct these violations.
Q.3) Explain the research processes in detail ?
Ans :-
The chief responsibility of a university is to produce and disseminate new knowledge. New
knowledge is created through research. Research is based on primary and secondary sources,
often together with original data collected via research "instruments" (surveys, interviews,
questionnaires, "focus groups," etc.) to produce new knowledge on a particular topic.
Research may be categorized as either Basic or Applied:
 Basic research looks at causes, effects, and the nature of things
 Applied research trys to find answers and solutions to specific problems.
The Research Process
The research process is the step-by-step procedure of developing one's research — and research paper.
However, one can seldom progress in a step-by-step fashion as such. Writing a research paper
frequently requires continuous, and sometimes extensive, re-evaluation and revision of both one's topic
and the way it is presented.
It is often necessary to revise an initial research plan. You may need to add new material, delete
extraneous material, or even change the topic completely, depending on what is discovered during your
research. You may find that your topic is too broad and needs to be narrowed, or that sufficient
information resources may not be available (e.g. the topic is too narrow, and needs to be expanded or
changed). Sometimes what you learn may not support the thesis with which you began.
The research process involves identifying, locating, assessing, analyzing, and then developing and
expressing your ideas. These are the same skills that will be needed in the post-university "real world"
when you produce reports, proposals, or othe research for your employer. All of these activities will be
based on primary and secondary sources from which recommendations or plans are formulated.
Theoryin the Research Process
Advanced academic research is based on applying existing theory or a working hypothesis (often as the
basis for deducing new theory) to a research problem. Yet what can "theory" include, and is it required for
the FIN-1 paper?
At its simplest, a "theory" is simply a hypothesis (idea) which has been validated by testing, usually in a
form similar to if condition X prevails, then result Y will occur. A theory can be original and relatively
simple; it need not be a Universal Truth derived from Aristotle. Could the thought that "Swedish-speaking
Finns get better service at Stockmann's in Helsinki" be a "theory"? Possibly. But it would more easily be
thought of as one potential research question under the theory that there is a relationship between
customer service and cultural stereotyping (involving not only language, but gender, race, age, height,

4. weight, hair color, nationality, etc.). In other words, "if all other factors are equal, and one customer is
Swedish-speaking and the other Finnish-speaking, would the quality of service be greater or lesser
depending on the language spoken" [if X prevails, would Y then occur]?
If such questions were tested and found to be true, this could result in a "theory" on the human variables
of customer service in multilingual, multicultural institutions, markets or communities.
Variations on this "theory" would then be repeatedly tested in order to arrive at a formulation that would
be generally valid, together with an identification of factors that might cause it not to be valid.
Using Theoryin the FIN-1 Paper
There are two primary functions of theory in the research paper:
1. To guide one's research. Theories help identify what the problem is, what the concepts or
variables are, and what the results should be;
2. To reveal new insights into a topic, especially when using theories from quite different disciplines
to show new analogies and ways of interpreting your topic, as discussed further in class.
Q.
Internal Assignment No :- 2
Research Methodology Management
MBA :-- 206
Q.1) i)
What is descriptive research ?
Descriptive research isused to describe characteristicsof a population or phenomenon being studied. It doesnot answer
questionsabout how/when/why the characteristics occurred. Rather it addressesthe "what" question (what are the characteristics
of the population or situation being studied?) [1]
The characteristicsused to describe the situationor population are usually some
kind of categorical schemealso known asdescriptive categories. For example, the periodic table categorizesthe elements.
Scientistsuse knowledge about the nature of electrons, protonsand neutronsto devise thiscategorical scheme. We now take for
granted the periodic table, yet it tookdescriptive research to devise it. Descriptiveresearch generally precedesexplanatory
research. For example, over time theperiodic table’sdescriptionof the elementsallowed scientiststo explain chemical reaction
and make sound predictionwhen elementswere combined.
ii) Explain non probability sampling ?
Ans ;- he dif f erence between nonprobability and probability sampling is that nonprobability sampling does not involve randomselection and probability sampling
does. Does that mean that nonprobability samples aren't representative of the population?Not necessarily. But it does mean that nonprobability samples cannot
depend upon the rationale of probability theory. At least with a probabilistic sample, we know the odds or probability that we have represented the population well.
We are able to estimate confidence intervals for the statistic. With nonprobability samples, we may or may not represent the population well, and it will often be
hard f or us to know how well we'v e doneso. In general, researchers prefer probabilistic or random sampling methods over nonprobabilistic ones, and consider

5. them to be more accurate and rigorous. However, in appliedsocial research there may be circumstances where it is not feasible, practical or theoretically sensible
to do random sampling. Here, we consider a wide range of nonprobabilistic alternatives.
iii) what is multivariate techniques ?
Multiv ariateanalysis (MVA) is based on the statistical principle of multivariatestatistics, which involves observation and analysis of morethan one statistical
outcome variable at a time. In design and analysis, the technique is used to perform trade studies across multiple dimensions while taking into account the effects
of all v ariables on the responses of interest.
Uses f or multivariate analysis include:
design f or capability (also known as capability-based design)
inv erse design, where any variable can be treatedas an independent variable
Analy sis of Alternatives (AoA), the selection of concepts to fulfil a customer need
analy sis of concepts with respect tochanging scenarios
identif ication of critical design-drivers and correlations across hierarchicallevels.
Multiv ariateanalysis canbe complicated by the desire to include physics-based analysis to calculate the effects of variables for a hierarchical "system-of-systems".
Of ten, studies that wish to use multivariate analysis are stalled by the dimensionality of the problem. These concerns are ofteneasedthrough the use of surrogate
models, highly accurate approximations of thephysics-based code. Since surrogate models take the form of an equation, they canbe evaluatedvery quickly. This
becomes an enabler for large-scale MVA studies: while a Monte Carlosimulation across the design space is difficult with physics-based codes, it becomes trivial
when ev aluating surrogate models, which often take the form of response-surface equations.
iv) Define null hypothesis and alternative hypothesis ?
A hypothesis test examines two opposing hypotheses about a population: the null hypothesis and the alternative hypothesis. How you set up
these hypotheses depends on what you are trying to show.
Null hypothesis (H0)
The null hypothesis states that a population parameter is equal to a value. The null hypothesis is often an initial claim that
researchers specify using previous research or knowledge.
Alternative Hypothesis (H1)
The alternative hypothesis states that the population parameter is different than the value of the population parameter in the null
hypothesis. The alternative hypothesis is what you might believe to be true or hope to prove true.
v) What is chi square test ? Write is formula?
An important question to answer in any genetic experiment is how can we
decide if our data fits any of the Mendelian ratios we have discussed. A
statistical test that can test out ratios is the Chi-Square or Goodness of Fit
test.

6. Chi-Square Formula
Q.2) start merits and demerits in collecting data of a questionnaires? Describe main aspect of a questionnaire ?
dvantages of Questionnaire:
(1) Economical:
It is an economical way of accumulating information. It is economical both for the sender and for the
respondent in time, effort and cost. The cost of conducting the study with the help of questionnaire method is
very low. In questionnaire the researcher has to spend for paper printing and postage only. There is no need to
visit each and every respondent personally. So it does not require high cost for conduct of the research.
(2) Wide Coverage:
It is probably the best metho d to collect information, compared to the other methods like interview or
observation, when the sample population is spread over a large territory. It permits a nationwide or even
international coverage.
Questionnaire makes it possible to contact with many people who could not otherwise be reached. It can cover
a large group at the same time. Goode and Hatt say that when the researcher has to cover the group of
respondents who are widely scattered, lie can use the questionnaire in order to minimize the cost.
For example, if the researcher wishes to poll the membership of the American Sociological Society,
transportation costs for interviewing would be excessive, both in terms of money and time. There may not be
enough time to make the necessary interview.
However, questionnaires could be distributed to all those members and information could be collected from
them. This can be done by a single researcher without the large funds otherwise required to hire an
interviewing staff to carry out the interview.
(3) Rapidity:
Replies may be received very quickly in questionnaire method. In this case there is no need to visit the
respondent personally or continue the study over a long period. Thor “fore in comparison with other methods,
the mailed questionnaire is the quickest method.

7. (4) Suitable in Special Type of Response:
The information about certain personal, secret matters can be best obtained through questionnaire method. For
example, information about sexual relationship, marital relationship, secret desires etc. can .be easily obtained
by ‘keeping the names of the respondents anonymous.
(5) Repetitive Information:
Compared to other methods like schedule, interview or observation, questionnaire method is regarded as more
useful and cheap, where the repetitive information has to be collected at regular interval.
(6) An Easier Method:
Questionnaire is comparatively an easier method to plan, construct and administer. It does not require much
technical skill or knowledge.
(7) It Puts Less Pressure on the Respondents:
It puts less pressure on the respondents for immediate response. He can answer it at his own leisure, whereas
interview or observation demands specific fixation of time and situation,
(8) Uniformity:
It helps in focusing the respondent’s attention on all the significant items. As it is administered, in a written form,
its standardized instructions for recording responses ensure some uniformity. Questionnaire does not permit
much of variation.
(9) Useful Preliminary Tool:
Questionnaire may be used as a preliminary tool for conducting a depth study later on by any other method.
(10) Greater Validity:
Questionnaire has some unique merits as regards validity of information. In methods like interview and
observation, the reliability of responses depends on the way the investigator has recorded them. Here they may
present biased or prejudiced information of their own. But in questionnaire method, the responses given by the
subjects are available in their own language and version. Therefore, it cannot be wrongly interpreted by the
researcher.
(11) Anonymity:
Questionnaire ensures anonymity to its respondents. The respondents have a greater confidence that they will
not be identified by anybody for giving a particular view or opinion. They feel more comfortable and free to
express their view in this method.

8. (12) Most Flexible Tool for Data Collection:
Questionnaire is no doubt the most flexible tool in collecting both quantitative and qualitative information.
Disadvantages of Questionnaire:
(1) Limited Response:
One of the major limitations of the questionnaire is that it can be applicable only to those respondents who
have a considerable amount of education. It can neither be used for illiterate nor for semi-literate persons.
The questionnaire quite often fails to cover very busy and pre-occupied persons among the respondents, lazy
and indifferent type of persons, the type of respondents who need to conceal a lot about themselves, the easy-
going and shirkers among the respondents, the persons who have a unreasonable contempt for research and
reform and the persons who unnecessarily doubt the research worker’s intentions, sincerity, devotion and
commitment.
These are the people who constitute a very important segment of the respondents to be covered in the
collection of data, but they can be seldom caught. Thus questionnaires are hardly appropriate for a larger
section of this type of population.
(2) Lack of Personal Contact:
As in case of questionnaire the researcher does not go to the field, he is not able to establish a proper personal
relationship with the respondents. If the respondent fails to understand some of the technical terms or he has
any doubt, there is nobody to clarify these technical terms or doubts.
Even though the researcher tries in the best possible manner to make the questionnaire a simple, precise and
convenient one, the aim and objective of the questionnaire can be much better explained personally than
through any other means. Without the proper personal contact it is very difficult to motivate the respondent to
fill up the questionnaire.
(3) Poor Response:
In case of mailed questionnaire method, the proportion of return is usually low. The factors which are likely to
affect the returns are: the layout of the questionnaire, its size, the organisation conducting the research work,
the nature of appeal, the kind of respondents chosen for research, inducement for response etc.
(4) Unreliability:
The information collected through questionnaire cannot be said to be very much reliable or valid. If the subject
misinterprets a question or gives an incomplete or indefinite response very little can be done to connect such
response. As against this, in an interview there is always the possibility of rephrasing questions for further
clarification.

9. The questions can be repeated with adequate elaboration if it is so required. But in questionnaire method there
is no opportunity for repeating questions, explaining them or clarifying the doubts for a particular response.
Therefore, in it the validity of respondent’s response can hardly be examined.
The investigator here is not in a position to observe the gestures and expressions of the respondents. He
cannot cross check the inconsistencies or misrepresentation of the replies. So in questionnaire method,
reliability of responses is very low.
(5) Illegibility:
Illegible handwriting of the respondent sometimes creates much difficulty for the researcher to understand the
responses. Sometimes the respondents erase and over write too much. These create many difficulties in
reading the answers.
(6) Incomplete Entries:
Often most of the respondents fill up the questionnaire form very poorly. They sometimes leave out many
questions altogether or fill in such a way that, it becomes very difficult on the part of the investigator to follow
those responses. Other than this, there may be the problem of language, use of abbreviations and ambiguous
terms etc. All these make a questionnaire an incomplete one.
(7) Possibility of Manipulated Entries:
In case of interview the investigator directly interacts with the respondents personal’ and intensively in a face to
face situation. He can judge a respondent, his attitude, understanding of the research topic and, if necessary,
can ask some cross questions to correct various errors.
So usually the respondent cannot manipulate his answer. But in questionnaire it is very difficult to detect the
errors of the respondents. Here the investigator does not have any facility to check the validity and reliability of
the information. In the absence of the researcher, the respondents may supply manipulated information.
(8) Useless in Depth-Studies:
In questionnaire method, it is not possible on the part of the researcher to conduct an intensive or in-depth
study of the feelings, reactions and sentiments of the respondents. All these require a healthy interaction of the
researcher with the respondents. But in questionnaire method, the investigator is not present in the field, so
nothing can be done to establish rapport with the respondent. Due to this lack of interaction with the
respondent, the researcher cannot go into the details of the respondent’s life. So through questionnaire method
one cannot conduct an in-depth study.

10. (9) Response from Improper Representative Section of People:
The respondents who return the questionnaires may not constitute a representative section of the entire group.
Only mere responsible, research minded or those in favour of the issue may prefer to respond. Some of the
important sections of the group may totally remain silent. This vitiates the final conclusions and findings.
(10) Lack of Rapport with the Subject:
There are many people who would not like to share any important information unless and until they are
impressed about the rationale of the study and personality of the investigator. The questionnaire does not
provide for any opportunity to the investigator to establish rapport with the subject and this cannot attract the
respondent for a better response.
(11) Not Suitable for Delicate Issues:
Some of the research areas are so delicate, sensitive, intricate and confidential in nature that it becomes
difficult to frame questions on them. It is impossible to put down certain delicate issues in writing.
MAIN ASPECTS OF THE QUESTIONNAIRE –
1.General form – It can be structured or unstructured. Structured questionnairesare those in which there are definite, concreteand pre -
determined questions. Theform of questionsmay be closed, openor multiple choice questions. In an unstructured questionnaire all these
characteristicsare missing, the interviewer isgiven a guide on thetype of infoto be obtainedand theformulation of quest ionsisdone by his
own experience and therepliesare taken down in respondentsown words.
2.Question sequence – A proper sequence of questionsreducesthe chance of individual questionsbeing misunderstood. Tomake the
questionnaire effectivethe question – sequence must be clean andsmoothly moving(the relation of one questionto another shouldbe
readily apparent). The openingquestion shouldbe such asto erose human interest. Questionsrelatingto personal wealthor character, or
questionsputting strain on thememory of the respondent shouldbe avoided at first.Thequestion seque nce must conform to the
respondents’ way of thinking. It should go from general to more specific or from easy to answer to the toughest.
Q. 4.
Sampling is a means of selecting a subset of units from a target population for the purpose of collecting information. This
information is used to draw inferences about the population as a w hole. The subset of units that are selected is called a
sample. The sample design encompasses all aspects of how to group units on the frame, determine the sample size,
allocate the sample to the various classifications of frame units, and finally, select the sample. Choices in sample design are
influenced by many factors, including the desired level of precision and detail of the information to be produced, the
availability of appropriate sampling frames, the availability of suitable auxiliary variables for stratification and sample
selection, the estimation methods that w ill be used and the available budget in terms of time and resources.
Basic Design Elements. Most research designs can be constructed
from four basic elements:
1. Time. A causal relationship, by its very nature, implies that some time has elapsed betweenthe occurrence of the cause and the consequent effect.
While f or some phenomena theelapsed time might be measured in microseconds and therefore might be unnoticeable to a casual observer, we

11. normally assume that the causeand effect in social sciencearenas do not occur simultaneously, In design notation we indicatethis temporal element
horizontally - whatever symbol is used to indicatethe presumed causewould be placed to the left of the symbol indicating measurement of the effect.
Thus, as we read f rom left to right in design notation we are reading across time. Complex designs might involvea lengthy sequence of observations
and programs or treatments across time.
2. Program(s) or Treatment(s). The presumed cause may be a program or treatment under the explicit control of the researcher or theoccurrence of
some natural event or program not explicitly controlled. In design notationwe usually depict a presumed cause with the symbol "X". When multiple
programs or treatments are being studied using the same design, we can keep the programs distinct by using subscripts suchas "X1" or "X2". For a
comparison group(i.e., one which does not receive the program under study) no "X" is used.
3. Observation(s) or Measure(s). Measurements are typically depicted in design notationwith the symbol "O". If the same measurement or observation
is taken at every point in time in a design, thenthis "O" will be sufficient. Similarly, if the sameset of measures is givenat every point in time in this
study , the "O" can be used to depict the entire set of measures. However, if different measures are given at different times it is useful to subscript the
"O" to indicate which measurement is being given at whichpoint in time.
4. Groups or Individuals. The final design element consists of the intact groups or theindividuals who participate in various conditions. Typically, there
will be one or more program and comparison groups. In design notation, each groupis indicated on a separate line. Furthermore, the manner in which
groups are assigned to the conditions can be indicated by an appropriate symbolat the beginning of eachline. Here, "R" will represent a groupwhich
was randomly assigned, "N" will depict a group which was nonrandomly assigned (i.e., a nonequivalent group or cohort) and a "C" will indicatethat the
group was assigned using a cutoff score on a measurement