Research Methodology Unit:4 along with question bank.

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I. Methods of Data Collection: Primary vs. Secondary (Think: "First Hand vs. Second
Hand Info")

●​ Primary Data:
○​ Keyword: First-time, Real-time (of the research)
○​ Collection: Involved, long time, expensive.
○​ Form: Crude (raw, untouched).
○​ Accuracy & Reliability: More accurate, more reliable.
○​ Specificity: Specific to researcher's need.
○​ Sources (Think: SOIPE - "Soup")
■​ Surveys (e.g., asking customers about a new product)
■​ Observations (e.g., watching how people interact with a website)
■​ Interviews (e.g., one-on-one discussions with experts)
■​ Personal Interviews (a type of interview)
■​ Experiments (e.g., testing the effectiveness of two different ads)
●​ Secondary Data:
○​ Keyword: Already collected, Past data
○​ Collection: Quick, easy, less involved.
○​ Form: Processed, refined.
○​ Accuracy & Reliability: Less accurate, less reliable (depends on the original
source).
○​ Specificity: May or may not fit researcher's exact need.
○​ Sources (Think: GWJABR - "Good Wine Just Adds Better Results")
■​ Government publications (e.g., census data)
■​ Websites (e.g., company annual reports)
■​ Journals (academic articles)
■​ Articles (newspaper, magazine)
■​ Books
■​ Reports (industry reports)

II. Methods of Collecting Primary Data (Think: O-I-Q-S-O - "Only Intelligent Questions
Seek Originality")

●​ O - Observation Method: (Watching without directly asking)

○​ Types: Structured/Unstructured, Participant/Non-participant, Disguised,
Controlled/Uncontrolled.
○​ Example: Observing customer behavior in a store (structured: counting specific
actions; unstructured: general behavior).
●​ I - Interview Method: (Direct questioning)​

○​ Types: Personal, Telephonic, Focused (specific topic), Clinical (in-depth

psychological), Non-directive (respondent leads).
 ○​ Example: Conducting a personal interview with a user about their experience
with a product.
●​ Q - Through Questionnaires: (Mailed or online sets of questions)​

○​ Sent to respondents to answer and return.

●​ S - Through Schedules: (Questionnaires filled by enumerators)
○​ Enumerators ask questions and record answers from respondents directly.
●​ O - Other Methods: (Various specialized techniques)​

○​ (a) Warranty cards: Info on who bought what.

○​ (b) Distributor audits: Checking stock at distributor level.
○​ (c) Pantry audits: Checking what consumers have at home.
○​ (d) Consumer panels: Groups providing ongoing data.
○​ (e) Using mechanical devices: Recording data (e.g., traffic counters).
○​ (f) Projective techniques: Indirect questioning to reveal hidden feelings (e.g.,
word association).
○​ (g) Depth interviews: Long, unstructured interviews for detailed insights.
○​ (h) Content analysis: Analyzing text or media content.

III. Collection of Data through Questionnaire (Think: "Mail it and Hope")

●​ Sent by post to respondents to answer and return.

●​ Consists of printed/typed questions in a specific order.
●​ Respondents read, understand, and write replies in the provided space.

IV. Merits and Demerits of Questionnaire (Think: "Low Cost, No Bias, But Low Return,
Need Literacy")

●​ Merits:
1.​ Low cost (especially for large, spread-out samples).
2.​ Free from interviewer bias (respondent's own words).
3.​ Adequate time for thoughtful answers.
4.​ Reaches inaccessible respondents.
5.​ Large samples possible (more reliable results).
●​ Demerits:
1.​ Low return rate (non-response bias).
2.​ Requires educated and cooperating respondents.
3.​ Loss of control once sent.
4.​ Inflexibility (difficult to change questions).
5.​ Ambiguous or omitted replies (difficult to interpret).
6.​ Uncertainty if willing respondents are representative.
7.​ Slowest method.
V. Main Aspects of a Questionnaire (Think: "Form, Sequence, Wording, Type")

●​ General Form: Structured (fixed questions) or Unstructured (open-ended), Open-Ended

or Close-Ended questions.
●​ Question Sequence: Avoid difficult, personal, or wealth-related questions at the
beginning. Start with easy, engaging questions.
●​ Question Formulation and Wording:
○​ Easily understood.
○​ Simple (one thought per question).
○​ Concrete (relate to respondent's thinking - e.g., "last week" vs. "annually").
●​ Form of Questions:
○​ Multiple choice.
○​ Dichotomous (Yes/No).
○​ Open-end (free response).

VI. Essentials of a Good Questionnaire (Think: "Short, Logical, Polite, Clear, Attractive,
Space")

●​ Short and simple.

●​ Logical sequence (easy to difficult).
●​ Personal questions at the end.
●​ Avoid technical terms and vague language.
●​ Avoid biased or sentiment-affecting questions.
●​ Adequate space for answers.
●​ Provision for uncertainty ("don't know," "no preference").
●​ Brief filling instructions.
●​ Attractive physical appearance (especially for mail surveys).
●​ Proper wording (simple, familiar, unambiguous, avoid loaded words).

VII. Collection of Data Through Schedules (Think: "Enumerator Helps")

●​ Similar to questionnaires, but filled by enumerators who ask questions and record
answers.
●​ Enumerators explain the study and clarify any difficulties.
●​ Can be used with illiterate respondents.

VIII. Difference Between Questionnaires and Schedules (Key Differences: Respondent vs.
Enumerator, Literacy, Cost, Contact)

Feature Questionnaire Schedule

Filler Respondents Enumerators

Literacy Requires literate respondents Can be used for illiterate

respondents
 Technique Quantitative Qualitative

Contact No direct personal contact Direct personal contact with

enumerators

Cost Economical Expensive (enumerator costs)

Coverage Extensive (can reach geographically Relatively small (enumerator

spread) limitations)

Accuracy Higher chance of misunderstanding Doubts clarified by enumerators

questions

Time for Answer Sufficient time to think Limited time compared to

questionnaires

Response Rate Lower Higher

Respondent ID Not always known Known

Success Questionnaire quality Enumerator efficiency, integrity,

Depends On honesty
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IX. Collection of Secondary Data (Think: "Already Out There")

●​ Data already collected and analyzed by someone else.

●​ Researcher looks for existing sources.
●​ Published Data Sources (Remember GWJABR + more): Government,
Foreign/International, Journals, Articles, Books, Reports (business, industry, banks),
Research reports, Public records.
●​ Unpublished Data Sources: Diaries, letters, unpublished biographies, scholars, trade
associations, labor bureaus, individuals/organizations.

X. Qualitative Techniques of Data Collection (Think: "In-Depth Understanding")

●​ Interview: Oral-verbal stimuli and responses (personal, telephone).

●​ Case Study Method: In-depth observation of a social unit (person, family, institution).
Focuses on processes and interrelations.
●​ Observation: Investigator's direct observation without asking the respondent (scientific
observation is planned, recorded, and checked for validity/reliability).

XI. Processing and Analysis of Data (Think: "Edit, Code, Classify, Tabulate")

●​ Editing: Checking raw data for errors and omissions, correcting when possible.
●​ Coding: Assigning numbers or symbols to answers for categorization.
●​ Classification: Grouping large amounts of raw data into homogeneous groups.
 ●​ Tabulation: Summarizing raw data and displaying it in statistical tables for analysis
(orderly arrangement in rows and columns).

XII. Essentials for Tabulation of Data (Think: "Space, Compare, Sum, Basis")

●​ Conserves space.
●​ Facilitates comparison.
●​ Facilitates summation and error detection.
●​ Provides a basis for statistical computations.

XIII. Generally Accepted Principles of Tabulation (Think: "Title, Number, Headings, Units,
Notes, Source, Lines, Order, Alignment, Simplicity")

●​ Clear and concise title (above the table).

●​ Distinct table number.
●​ Clear and brief column (captions) and row (stubs) headings.
●​ Units of measurement indicated.
●​ Explanatory footnotes (below the table).
●​ Source of data (below the table).
●​ Lines to separate columns and rows for readability.
●​ Logical order of data (chronological, geographical, alphabetical, magnitude).
●​ Proper alignment of figures (decimal points, signs).
●​ Avoid abbreviations and ditto marks.
●​ Miscellaneous items in the last row.
●​ Totals at the right and bottom.
●​ Emphasize significance with different type, spacing, indentations.
●​ Approximate figures if it reduces unnecessary detail.
●​ Keep comparable data side-by-side.
●​ Table should be logical, clear, accurate, and simple.
●​ Don't overcrowd large data sets.
●​ Table should suit the research needs.

XIV. INTERPRETATION (Think: "Meaning Beyond the Data")

●​ Drawing inferences from analyzed facts.

●​ Searching for broader meaning of research findings.
●​ Involves:
○​ Establishing continuity with other research.
○​ Establishing explanatory concepts.
●​ Extends beyond the study's data to include other research and theory.
●​ Helps understand observed factors and provides a theoretical guide for future research.

XV. TECHNIQUES OF INTERPRETATION (Think: "Explain, Consider Outside, Consult, Be

Patient")

●​ Give reasonable explanations for relationships found.

 ●​ Consider extraneous information collected.
●​ Consult with knowledgeable and honest individuals.
●​ Be patient and avoid hasty generalizations.
●​ Look for underlying uniformity in diverse findings.

XVI. SIGNIFICANCE OF REPORT WRITING (Think: "Communication is Key")

●​ Channel for communicating research findings.

●​ Major component of the research study (incomplete without it).
●​ Even brilliant research is useless if not communicated effectively.
●​ Ensures findings enter the general knowledge base.
●​ Last step in the research process, requiring specific skills.

XVII. DIFFERENT STEPS IN WRITING REPORT (Think: "Logic, Outline, Draft, Polish,
Biblio, Final")

●​ Logical analysis of the subject-matter.

●​ Preparation of the final outline.
●​ Preparation of the rough draft.
●​ Rewriting and polishing.
●​ Preparation of the final bibliography.
●​ Writing the final draft.

XVIII. LAYOUT OF THE RESEARCH REPORT (Think: "Front, Middle, Back")

●​ (A) Preliminary Pages: (Title page, acknowledgements, table of contents, etc.)

●​ (B) Main Text:
○​ (i) Introduction (problem, objectives)
○​ (ii) Statement of findings and recommendations (key takeaways)
○​ (iii) The results (detailed findings)
○​ (iv) The implications drawn from the results (what do they mean?)
○​ (v) The summary (concise overview)
●​ (C) End Matter: (Appendices, bibliography, index)

XIX. TYPES OF REPORTS - Technical and Popular Report (Think: "Detailed for Experts
vs. Simple for Everyone")

●​ Technical Report: Emphasis on methods, assumptions, detailed findings, limitations,

supporting data.
○​ Outline: Summary, Nature, Methods, Data, Analysis, Conclusions, Bibliography,
Appendices, Index.
●​ Popular Report: Emphasis on simplicity, attractiveness, clear writing, minimal technical
details, charts, diagrams, practical aspects, policy implications.
○​ Outline: Findings & Implications, Recommendations, Objective, Methods,
Results, Technical Appendices.
XX. PRECAUTIONS FOR WRITING RESEARCH REPORTS (Think: "Concise, Engaging,
Clear, Findings First, Organized, Accurate, Original, Implications, Appendices, Biblio,
Index, Appearance, Limits, Intro")

1.​ Concise length.

2.​ Engaging and sustains reader interest.
3.​ Avoid jargon, keep it simple.
4.​ Make findings readily available (charts, tables, summary).
5.​ Well-thought-out and appropriate layout.
6.​ Free from grammatical mistakes, proper composition techniques.
7.​ Logical analysis of the subject matter.
8.​ Show originality, solve a problem, add to knowledge.
9.​ State policy implications.
10.​Enlist technical data in appendices.
11.​Include a bibliography.
12.​Include an index.
13.​Attractive, neat, and clean appearance.
14.​Mention confidence limits and research constraints.
15.​Clearly state the objective, problem, methods, and analysis in the introduction.

XXI. Bibliography (Think: "Credit Your Sources")

●​ Organized list of all sources consulted, referenced, or cited.

●​ Appears at the end of the document.
●​ Provides proper credit, allows readers to verify sources.

XXII. Key Elements of Bibliography (Think: "Author, Title, When, Where, What Else?")

●​ Author(s)
●​ Title of the Work
●​ Publication Date
●​ Publisher or Source
●​ Edition or Volume (if applicable)
●​ Page Numbers (if applicable)
●​ URL or DOI (for Online Sources)
●​ Place of Publication (for Older Works)
●​ Additional Elements (Date Accessed, Series Title).

XXIII. Research Process (Think: "Problem, Review, Guess, Plan, Collect, Analyze, Tell")

1.​ Defining Research Problem: What are you studying?

2.​ Literature Review: What's already known?
3.​ Formulation of Hypothesis: Your educated guess (Null: no effect; Alternate: there is an
effect).
4.​ Research Methods: Your overall plan:
 ○​ Objective of the Study
○​ Type of Research Design (e.g., experimental, survey)
○​ Method of Data Collection (primary/secondary)
○​ Research Instrument (e.g., questionnaire, interview guide)
○​ Sample Size
○​ Sampling Element (who/what you're studying)
5.​ Sampling Methods: How you select participants (Probability vs. Non-probability).
6.​ Collection of Data: Gathering your information (Primary or Secondary).
7.​ Analysis of Data: Making sense of your data (Qualitative or Quantitative).
8.​ Generalization and Interpretation of Data: What do your findings mean in a broader
context?
9.​ Report Preparation: Writing up your findings.

QUESTION BANK​
Okay, I'll provide concise answers to the questions from Unit 1, with key points to help you
memorize them. I'll focus on making the information easy to recall.

Unit No 1: Introduction to Research Methodology

1. Define research. Discuss its objectives. 8 CO1

●​ Definition: Research is a systematic investigation to find answers to questions. It's

about being organized and careful.
○​ Keyword: Systematic, Investigation
●​ Objectives:
○​ Exploratory: To discover and get to know a new area. (Key Point: Discover)
○​ Descriptive: To describe what's happening. (Key Point: Describe)
○​ Explanatory: To explain why things happen. (Key Point: Explain)
○​ Predictive: To predict what will happen. (Key Point: Predict)
○​ Control: To control variables. (Key Point: Control)
○​ Test: To test a hypothesis. (Key Point: Test)
○​ Solve: To solve a problem. (Key Point: Solve)
●​ Memorization Tip: Think of the acronym D-D-E-P-C-T-S ("Dad Does Everything Perfect,
Can't Take Stress")

2. Compare and contrast various types of research with examples. 8 CO1

●​ Types (and Key Differences):

○​ Basic vs. Applied:
■​ Basic: For knowledge's sake. (Example: Studying consumer behavior to
understand it better)
■​ Applied: To solve a problem. (Example: Researching how to increase
sales of a product)
■​ Keyword: Knowledge vs. Problem
○​ Qualitative vs. Quantitative:
 ■​ Qualitative: Words, understanding. (Example: Interviews to explore
feelings)
■​ Quantitative: Numbers, measuring. (Example: Surveys to measure
satisfaction)
■​ Keyword: Words vs. Numbers
○​ Descriptive vs. Analytical:
■​ Descriptive: Describes a situation. (Example: Surveying market share)
■​ Analytical: Analyzes relationships. (Example: Studying how price affects
demand)
■​ Keyword: Describe vs. Analyze
○​ Conceptual vs. Empirical:
■​ Conceptual: Based on ideas. (Example: Developing a new theory)
■​ Empirical: Based on evidence. (Example: Testing a theory with data)
■​ Keyword: Ideas vs. Evidence
○​ Cross-sectional vs. Longitudinal:
■​ Cross-sectional: At one point in time. (Example: Surveying customers
today)
■​ Longitudinal: Over time. (Example: Tracking customer loyalty for years)
■​ Keyword: One time vs. Over time
●​ Memorization Tip: Think of the acronym B-Q-D-C-C ("Big Queens Don't Catch Cats")

3. Describe approaches to research. 8 CO1

●​ Quantitative Approach:
○​ Focus: Numbers, statistics.
○​ Methods: Surveys, experiments.
○​ Goal: To measure and test.
○​ Keyword: Numbers, Measure
●​ Qualitative Approach:
○​ Focus: Understanding, meaning.
○​ Methods: Interviews, focus groups.
○​ Goal: To explore and interpret.
○​ Keyword: Understanding, Explore
●​ Mixed Methods Approach:
○​ Focus: Both numbers and understanding.
○​ Methods: Combining surveys and interviews.
○​ Goal: To get a complete picture.
○​ Keyword: Both, Complete
●​ Memorization Tip: Think of the acronym Q-Q-M ("Queen Quietly Marries")

4. Differentiate between:

●​ Qualitative Research and Quantitative Research 8 CO1

○​ Qualitative:
■​ Goal: Explore, understand.
 ■​ Data: Words, stories.
■​ Analysis: Interpretation.
■​ Sample: Small.
■​ Methods: Interviews, observations.
■​ Keyword: Explore, Words
○​ Quantitative:
■​ Goal: Measure, test.
■​ Data: Numbers, stats.
■​ Analysis: Statistics.
■​ Sample: Large.
■​ Methods: Surveys, experiments.
■​ Keyword: Measure, Numbers
●​ Research Methods and Research Methodology 8 CO1
○​ Research Methods:
■​ What: Specific techniques.
■​ Examples: Surveys, interviews.
■​ Keyword: Techniques
○​ Research Methodology:
■​ Why: Overall strategy.
■​ Includes: Assumptions, design.
■​ Keyword: Strategy
●​ Memorization Tip:
○​ For Qualitative vs. Quantitative: Think "Qualitative = Quality of understanding",
"Quantitative = Quantity of numbers"
○​ For Methods vs. Methodology: Think "Methods are the means", "Methodology is
the logic"

5. Discuss the stages/steps of the research process.

●​ Steps:
1.​ Define: Identify the problem.
2.​ Review: Look at past research.
3.​ Hypothesize: Make a guess.
4.​ Design: Plan the study.
5.​ Collect: Gather data.
6.​ Analyze: Make sense of data.
7.​ Interpret: Explain the meaning.
8.​ Report: Write it up.
●​ Memorization Tip: Think of the acronym D-R-H-D-C-A-I-R ("Dear Rabbit, How Did Cats
Attack Innocent Rats?")

Okay, here are the answers for Unit 2, formatted for easy memorization with key points and
memory aids:

Unit No 2: Define Research Problem, Formulation of Hypothesis, Research Design

6. Explain the meaning of a research problem and discuss the key techniques involved in
defining a research problem. 8 CO2

●​ Meaning of a Research Problem:

1.​ A research problem is a specific question or issue that a researcher wants to
investigate. It's the reason for the research. (Key Point: The core question)
2.​ Think of it like a puzzle you're trying to solve.
●​ Key Techniques in Defining a Research Problem:
1.​ Identify a Broad Area: Start with a general topic. (Example: Social media's
impact)
■​ Keyword: General
2.​ Narrow the Area: Make it specific. (Example: Social media's impact on teen
self-esteem)
■​ Keyword: Specific
3.​ Review Literature: See what others have studied.
■​ Keyword: Others
4.​ Discuss with Experts: Get advice.
■​ Keyword: Advice
5.​ Define Concepts: Explain key terms. (Example: Define "self-esteem")
■​ Keyword: Terms
6.​ State the Problem: Write a clear question. (Example: "Does social media use
correlate with lower self-esteem in teens?")
■​ Keyword: Question
7.​ Set Objectives: What will the research achieve?
■​ Keyword: Achieve
8.​ Assess Feasibility: Can you actually do the research?
■​ Keyword: Doable
●​ Memorization Tip: Think of the acronym G-S-O-A-T-Q-A-D ("Giant Snakes Often Attack
Quiet Angry Dodos")

7. Discuss the process of selecting a research problem and the challenges faced in this
process. 8 CO2

●​ Process of Selecting a Research Problem:

○​ Identify Potential Areas: Brainstorm topics you're interested in.
■​ Keyword: Brainstorm
○​ Initial Screening: Filter topics based on interest, importance, and feasibility.
■​ Keyword: Filter
○​ Literature Review: Explore what's already known about the topic.
■​ Keyword: Explore
○​ Refine the Problem: Narrow down the topic and create specific questions.
■​ Keyword: Narrow
○​ Seek Feedback: Get opinions from advisors or peers.
■​ Keyword: Opinions
○​ Finalize the Problem: Make a decision.
 ■​ Keyword: Decision
●​ Challenges Faced:
○​ Lack of Clarity: Not knowing what to study.
■​ Keyword: What
○​ Too Broad/Narrow: Problem is too big or too small.
■​ Keyword: Big/Small
○​ Lack of Originality: Studying something already done.
■​ Keyword: Already
○​ Feasibility Issues: Problem is too difficult or expensive.
■​ Keyword: Difficult/Expensive
○​ Personal Bias: Letting opinions affect the choice.
■​ Keyword: Opinions
○​ Time Constraints: Rushing the selection.
■​ Keyword: Rushing
●​ Memorization Tip:
○​ Process: Think of the acronym B-F-E-N-O-D ("Big Frogs Eat Nice Old Dogs")
○​ Challenges: Think of the acronym W-B/S-A-D/E-O-R ("Why Big/Small Animals
Don't Eat Old Rabbits")

8. What are the key steps involved in formulating a research problem? Explain with
suitable examples. 8 CO2

●​ Key Steps (with Examples):

1.​ Identify a General Topic: Start broad. (Example: Technology and learning)
■​ Keyword: Broad
2.​ Narrow the Topic: Make it specific. (Example: Mobile technology and student
engagement in class)
■​ Keyword: Specific
3.​ Review Literature: See what's been studied. (Example: Read articles on mobile
learning)
■​ Keyword: Studies
4.​ Identify Gaps: Find what's missing. (Example: Lack of research on using
phones for specific activities)
■​ Keyword: Missing
5.​ Define Research Questions: Ask clear questions. (Example: "How does using
educational apps on phones affect student participation in class discussions?")
■​ Keyword: Questions
6.​ Define Objectives: What will the research do? (Example: "To measure the
impact of app use on the frequency of student comments.")
■​ Keyword: Do
7.​ Assess Feasibility: Is the research possible? (Example: Can you get access to
classrooms?)
■​ Keyword: Possible
●​ Memorization Tip: Think of the acronym B-S-S-M-Q-D-P ("Big Snakes Sing Melodies
Quietly During Parties")
9. Define a hypothesis and explain its role in research. What are the essential
characteristics of a good hypothesis? 8 CO2

●​ Definition of a Hypothesis:
○​ A hypothesis is a testable guess about the relationship between things. It's what
you expect to find. (Key Point: Testable guess)
●​ Role of Hypothesis in Research:
○​ Provides Direction: Keeps the research focused.​

■​ Keyword: Focused
○​ Facilitates Theory Development: Helps build knowledge.
■​ Keyword: Build
○​ Enables Testing: Allows you to check if your guess is right.
■​ Keyword: Check
○​ Provides a Framework: Gives a way to understand the results.
■​ Keyword: Understand
●​ Essential Characteristics of a Good Hypothesis:
○​ Testable: You can measure it.
■​ Keyword: Measure
○​ Falsifiable: You can show it's wrong.
■​ Keyword: Wrong
○​ Clear and Concise: It's easy to understand.
■​ Keyword: Easy
○​ Specific: It's about particular things.
■​ Keyword: Particular
○​ Related to Theory: It makes sense with what we already know.
■​ Keyword: Sense
○​ Directional: It says how things are related (e.g., more X means more Y).
■​ Keyword: How
●​ Memorization Tip:
○​ Role: Think of the acronym F-B-C-U ("Funny Boys Can't Understand")
○​ Characteristics: Think of the acronym M-W-E-P-S-H ("Many Women Eat Purple
Sweet Honey")

10. Explain the importance of developing a research plan and describe the key elements
involved in it. 4 CO2

●​ Importance of a Research Plan:

1.​ It's a guide for your research. It helps you stay organized and avoid mistakes.
(Key Point: Guide, Organized)
●​ Key Elements:
1.​ Research Problem and Objectives: What and why are you studying?
■​ Keyword: What/Why
2.​ Literature Review: What's already known?
■​ Keyword: Known
 3.​ Research Design: How will you study it?
■​ Keyword: How
4.​ Sampling Plan: Who will you study?
■​ Keyword: Who
5.​ Data Collection Methods: How will you get the data?
■​ Keyword: Get
6.​ Data Analysis Plan: How will you make sense of the data?
■​ Keyword: Sense
7.​ Timeline: When will you do each part?
■​ Keyword: When
8.​ Budget: How much will it cost?
■​ Keyword: How much
9.​ Ethical Considerations: How will you do it responsibly?
■​ Keyword: Responsible
●​ Memorization Tip: Think of the acronym W-K-H-W-G-S-W-H-R ("Why Kids Hate
Watching Giant Snakes Who Roar")

11. Define research design and explain why it is important in conducting research. 8 CO2

●​ Define Research Design:

○​ A research design is the plan for your study. It's how you'll collect and analyze
data. (Key Point: The plan)
●​ Importance of Research Design:
○​ Provides Structure: Keeps your research organized.
■​ Keyword: Organized
○​ Minimizes Bias and Error: Helps get accurate results.
■​ Keyword: Accurate
○​ Ensures Efficiency: Saves time and money.
■​ Keyword: Time/Money
○​ Facilitates Data Analysis: Makes it easier to analyze data.
■​ Keyword: Easier
○​ Enhances Validity and Reliability: Makes your findings trustworthy.
■​ Keyword: Trustworthy
○​ Guides Interpretation: Helps you understand what the results mean.
■​ Keyword: Understand
●​ Memorization Tip:
○​ Importance: Think of the acronym O-A-T/M-E-T-U ("Old Aunts Take Money
Eating Tasty Umbrellas")

12. What are the essential features of a good research design? Discuss with examples. 4
CO2

●​ Essential Features:
1.​ Objectivity: Be unbiased. (Example: Using standardized surveys)
■​ Keyword: Unbiased
 2.​ Reliability: Get consistent results. (Example: Training interviewers)
■​ Keyword: Consistent
3.​ Validity: Measure what you intend to measure. (Example: Asking the right
questions)
■​ Keyword: Intend
4.​ Generalizability: Apply findings to a larger group. (Example: Using a
representative sample)
■​ Keyword: Larger group
5.​ Feasibility: Is it possible to do? (Example: Staying within budget)
■​ Keyword: Possible
●​ Memorization Tip: Think of the acronym U-C-I-L-P ("Uncle Charlie Is Like Peter")

13. Differentiate between Exploratory and Conclusive Research Designs. Provide

examples of each. 8 CO2

Feature Exploratory Research Design Conclusive Research Design

Objective To explore a problem. To test hypotheses.

Information Unclear, not well-defined. Clear, well-defined.

Process Flexible, informal. Structured, formal.

Sample Small, not representative. Large, representative.

Analysis Qualitative, interpretative. Quantitative, statistical.

Outcome Ideas, insights. Facts, conclusions.

Examples Focus groups to understand Surveys to measure customer

customer feelings. satisfaction.
 Pilot studies to test a method. Experiments to see if ads increase
sales.

Keywords Explore, Unclear, Flexible, Small, Test, Clear, Structured, Large, Facts
Ideas

Memorization "Explore with Unclear Flexible Small "Test with Clear Structured Large
Ideas" Facts"

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14. Explain the different types of research design and their significance in research
studies. 8 CO2

●​ Types of Research Design:

○​ Exploratory:
■​ Goal: Learn about a problem.
■​ Significance: Helps define problems.
■​ Keyword: Learn
○​ Descriptive:
■​ Goal: Describe characteristics.
■​ Significance: Gives a clear picture.
■​ Keyword: Describe
○​ Causal (Experimental):
■​ Goal: Find cause and effect.
■​ Significance: Explains why things happen.
■​ Keyword: Cause
○​ Correlational:
■​ Goal: Find relationships.
■​ Significance: Shows how things are linked.
■​ Keyword: Relationships
○​ Cross-sectional:
■​ Goal: Study a snapshot in time.
■​ Significance: Quick overview.
■​ Keyword: Snapshot
○​ Longitudinal:
■​ Goal: Study changes over time.
■​ Significance: Shows trends.
■​ Keyword: Over time
●​ Memorization Tip: Think of the acronym
 ○​ Types: L-D-C-R-S-O ("Little Ducks Can Run So Over")
○​ Significance: Focus on the Keyword

15. Discuss the basic principles of experimental research design and explain its
applications in research. 8 CO2

●​ Basic Principles of Experimental Research Design:

○​ Manipulation: The researcher changes the independent variable. (Keyword:
Change)
○​ Control: The researcher holds constant other variables that could affect the
outcome. (Keyword: Hold constant)
○​ Randomization: Participants are randomly assigned to groups to reduce bias.
(Keyword: Random)
●​ Explanation:
○​ Independent Variable: The cause (what the researcher changes).
○​ Dependent Variable: The effect (what the researcher measures).
○​ Control Group: Doesn't get the change.
○​ Experimental Group: Gets the change.
●​ Applications in Research:
○​ Testing new treatments in medicine.
○​ Evaluating the effectiveness of teaching methods.
○​ Determining the impact of advertising on sales.
○​ Studying the effects of changes in a workplace.
●​ Memorization Tip: Think of the acronym
○​ Principles: C-H-R ("Cute Happy Rabbits")
○​ Applications: Focus on the Keyword

Okay, here are the answers for Unit 3, designed for easy memorization with key points and
memory aids:

Unit No 3: Sample Design

16. Define sampling and explain the need for sampling in research. 4 CO3

●​ Define Sampling:
○​ Sampling is the process of selecting a part (sample) of a whole (population) to
study. (Key Point: Part of a whole)
●​ Need for Sampling:
○​ Saves Time: Studying everyone is often too slow. (Key Point: Slow)
○​ Saves Money: Studying everyone is often too expensive. (Key Point:
Expensive)
○​ More Practical: Studying everyone is often impossible. (Key Point: Impossible)
○​ Accuracy: A well-chosen sample can be accurate. (Key Point: Accurate)
●​ Memorization Tip: Think of the acronym S-E-I-A ("Some Elephants Ignore Ants")
17. Differentiate between a census and a sample survey. What are the advantages and
disadvantages of each? 8 CO3

Feature Census Sample Survey

Definition Studies the entire population. Studies a part of the population.

Time Time-consuming. Less time-consuming.

Cost Expensive. Less expensive.

Accuracy More accurate (ideally, but errors Less accurate (but can be accurate
can still occur). if well-designed).

Resources Requires extensive resources. Requires fewer resources.

Suitability Suitable for small populations or Suitable for large populations.

when high accuracy is crucial.

Advantages Detailed information about Faster, cheaper, and more practical

everyone. for large populations.

Disadvantage Costly, time-consuming, and may Potential for sampling error, findings
s be unfeasible for large populations. may not be fully representative.

Keywords Entire, Time-consuming, Expensive, Part, Less time, Less expensive,

Everyone Practical
 Memorization "Census covers Everyone and is "Sample is a Part and is Less in
Time-consuming and Expensive." Time and Expense."

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18. What are the different types of sampling designs? Explain their significance in
research. 8 CO3

●​ Types of Sampling Designs:

○​ Probability Sampling: Each member of the population has a known chance of
being selected. (Key Point: Known chance)
○​ Non-Probability Sampling: Selection is based on convenience or judgment.
(Key Point: Convenience or Judgment)
●​ Significance:
○​ Probability Sampling: Allows for generalization of findings to the population.
(Key Point: Generalize)
○​ Non-Probability Sampling: Useful for exploratory research or when
generalization is not the goal. (Key Point: Explore)
●​ Memorization Tip:
○​ Types: Think of the acronym P-N ("Please Note")
○​ Significance: "Probability allows you to Predict, Non-probability helps you
Probe."

19. Discuss the key differences between probability and non-probability sampling
methods. 4 CO3

Feature Probability Sampling Non-Probability Sampling

Selection Method Random selection. Non-random selection.

Chance of Known probability of selection. Unknown probability of selection.

Selection

Generalizability Findings can be generalized to the Findings cannot be reliably

population. generalized.
 Bias Less prone to bias. More prone to bias.

Use For conclusive research, when For exploratory research or when

generalization is important. generalization is not.

Keywords Random, Known, Generalize, Less Non-random, Unknown, Cannot

bias Generalize, More bias

Memorization "Probability is Predictable and "Non-probability is Not Precise

Precise." and Problematic."

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20. Explain Simple Random Sampling and Systematic Sampling with examples. 8 CO3

●​ Simple Random Sampling:

○​ Each member of the population has an equal chance of being selected. (Key
Point: Equal chance)
○​ Methods: Drawing names from a hat, using a random number table, or a random
number generator.
○​ Example: Selecting 50 students from a university by assigning each student a
number and then using a random number generator to choose the 50 numbers.
○​ Memorization: "Simple = Equal"
●​ Systematic Sampling:
○​ Select the first member randomly, then select every kth member after that. (k is
the sampling interval). (Key Point: Every kth)
○​ Example: If you want a sample of 100 from a population of 1000, you would
select every 10th person on a list. You'd randomly select a number between 1
and 10 to start (say, 3), and then select persons 3, 13, 23, 33, and so on.
○​ Memorization: "Systematic = Pattern"

21. What is Stratified Sampling? How does it differ from Cluster Sampling? Discuss with
examples. 8 CO3

●​ Stratified Sampling:
○​ The population is divided into strata (subgroups) based on shared
characteristics, and then a random sample is drawn from each stratum. (Key
Point: Subgroups, then random)
 ○​ Example: If you want to sample students from a university, you might stratify by
year (freshman, sophomore, junior, senior) and then randomly select students
from each year group.
○​ Memorization: "Stratified = Subgroups"
●​ Cluster Sampling:
○​ The population is divided into clusters, and then a random sample of clusters is
selected. All members within the selected clusters are included in the sample.
(Key Point: Clusters, then all within)
○​ Example: If you want to study high school students in a state, you might
randomly select a few school districts (clusters) and then include all students
from those selected districts.
○​ Memorization: "Cluster = Groups"
●​ Difference:
○​ Stratified sampling draws a sample from each subgroup, ensuring
representation from all groups.
○​ Cluster sampling selects a sample of groups, and then includes everyone within
those selected groups.

22. Describe Multistage sampling. When is it used in research? 8 CO3

●​ Multistage Sampling:
○​ Involves selecting the sample in stages. (Key Point: Stages)
○​ Combines different sampling methods.
○​ Example:
1.​ Randomly select states.
2.​ Randomly select counties within those states.
3.​ Randomly select schools within those counties.
4.​ Randomly select students within those schools.
●​ When is it used:
○​ When the population is large and geographically dispersed. (Key Point: Large,
Dispersed)
○​ When it is difficult or costly to create a complete list of the population. (Key
Point: Difficult, Costly)
●​ Memorization: "Multistage = Multiple Steps"

23. Explain Judgmental Sampling and Quota Sampling. 4 CO3

●​ Judgmental Sampling:
○​ The researcher selects the sample based on their judgment or expertise. (Key
Point: Researcher's judgment)
○​ Example: A researcher studying expert opinions on a topic might select
participants who are known experts in the field.
○​ Memorization: "Judgmental = Expert Choice"
●​ Quota Sampling:
 ○​ The researcher sets quotas for certain characteristics (e.g., age, gender) and
then selects participants to fill those quotas. (Key Point: Quotas)
○​ Example: A researcher wants a sample of 100 people, with 50 males and 50
females. They continue recruiting participants until they meet those quotas.
○​ Memorization: "Quota = Filling Categories"

Okay, I'll provide answers for Unit 4, structured for easy memorization with key points and
memory aids.

Unit 4: Data Collection and Processing, Analysis and Interpretation of Data and Research
Reporting

24. Define interpretation of data and explain the techniques involved in interpreting
research findings. 8 CO4

●​ Define Interpretation of Data:

1.​ Interpretation is the process of giving meaning to the data you've collected and
analyzed. It's about explaining what the findings mean. (Key Point: Giving
meaning)
●​ Techniques Involved:
1.​ Summarization: Briefly describing the main findings. (Keyword: Describe)
2.​ Comparison: Relating findings to previous research. (Keyword: Relate)
3.​ Explanation: Explaining why the findings occurred. (Keyword: Explain Why)
4.​ Identification of Patterns: Finding trends and relationships. (Keyword: Trends)
5.​ Drawing Conclusions: Making inferences based on evidence. (Keyword:
Inferences)
6.​ Limitations: Acknowledging weaknesses of the study. (Keyword: Weaknesses)
7.​ Recommendations: Suggesting actions based on findings. (Keyword: Actions)
●​ Memorization Tip: Think of the acronym D-R-E-T-I-W-A ("Dear Rabbits Eat Tasty Ice
Water And Apples")

25. What is the significance of report writing in research? Explain its role in presenting
research findings. 8 CO4

●​ Significance of Report Writing:

○​ Research is incomplete without a report. (Key Point: Incomplete)
○​ Reports communicate findings to others. (Key Point: Communicate)
○​ Reports allow findings to be used by others. (Key Point: Used)
●​ Role in Presenting Research Findings:
○​ Provides a structured and organized format. (Keyword: Structured, Organized)
○​ Ensures clarity and accuracy. (Keyword: Clarity, Accuracy)
○​ Allows for replication by other researchers. (Keyword: Replication)
○​ Adds to the body of knowledge. (Keyword: Knowledge)
●​ Memorization Tip:
○​ Significance: "Research is Useless without a Useful Report."
 ○​ Role: Think of the acronym S-O-C-A-R-K ("Some Old Cats Always Run Kindly")

26. Discuss the steps involved in writing a research report and the essential
elements/layout of a good report. 8 CO4

●​ Steps Involved in Writing a Research Report:

○​ Logical Analysis: Organizing the content logically. (Keyword: Content)
○​ Final Outline: Creating a detailed plan. (Keyword: Plan)
○​ Rough Draft: Writing the first version. (Keyword: First)
○​ Rewriting and Polishing: Improving the draft. (Keyword: Improve)
○​ Final Bibliography: Listing all sources. (Keyword: Sources)
○​ Final Draft: Writing the final version. (Keyword: Final)
●​ Essential Elements/Layout of a Good Report:
○​ (A) Preliminary Pages:
■​ Title page, acknowledgments, table of contents, etc. (Keyword: Front)
○​ (B) Main Text:
■​ Introduction: Background and objectives. (Keyword: Intro)
■​ Literature Review: What others have found. (Keyword: Review)
■​ Methodology: How the research was done. (Keyword: How)
■​ Results: What the research found. (Keyword: What)
■​ Discussion: Interpretation of results. (Keyword: Meaning)
■​ Conclusion: Summary and implications. (Keyword: Summary)
○​ (C) End Matter:
■​ Appendices, bibliography, index. (Keyword: Back)
●​ Memorization Tip:
○​ Steps: Think of the acronym C-P-F-I-S-F ("Can Penguins Fly In South France?")
○​ Layout: Think "Front, Middle, Back"

27. What are the different methods of collecting primary data? Explain their advantages
and disadvantages. 8 CO4

●​ Methods of Collecting Primary Data:

○​ Observation: Watching behavior.
■​ Advantages: Direct information, natural setting.
■​ Disadvantages: Observer bias, time-consuming.
○​ Interviews: Asking questions face-to-face.
■​ Advantages: Detailed information, flexible.
■​ Disadvantages: Interviewer bias, time-consuming.
○​ Surveys/Questionnaires: Asking questions in written form.
■​ Advantages: Efficient, cost-effective.
■​ Disadvantages: Low response rate, limited detail.
○​ Experiments: Manipulating variables to find cause and effect.
■​ Advantages: Establishes causality.
■​ Disadvantages: Artificial setting, ethical concerns.
●​ Memorization Tip: Think of the acronym O-I-S-E ("Old Is Smart Enough")
 ○​ For Advantages/Disadvantages, think about the trade-offs of each method (e.g.,
detail vs. efficiency).

28. Discuss the questionnaire method of data collection. What are the key aspects to
consider while constructing a good questionnaire? 8 CO4

●​ Questionnaire Method:
1.​ Collecting data by asking respondents to answer a set of written questions.
(Keyword: Written Questions)
●​ Key Aspects to Consider While Constructing a Good Questionnaire:
1.​ Question Content:
■​ Are the questions necessary?
■​ Are several questions needed instead of one?
■​ Do respondents have the necessary information?
2.​ Question Wording:
■​ Can the question be misunderstood?
■​ Is the wording biased?
■​ Are the questions applicable to all respondents?
3.​ Response Format:
■​ Open-ended or closed-ended?
■​ If closed-ended, are the response options exhaustive and mutually
exclusive?
4.​ Question Sequence:
■​ Are the questions in a logical order?
■​ Are sensitive questions placed later in the questionnaire?
5.​ Layout and Design:
■​ Is the questionnaire visually appealing?
■​ Is there enough space for answers?
■​ Are clear instructions provided?
●​ Memorization Tip: Think of the acronym C-W-F-S-L ("Clever Whales Find Superb
Locations")

29. Differentiate between questionnaires and schedules. When is each method more
appropriate? 4 CO4

Feature Questionnaires Schedules

Filler Respondents fill out themselves. Researchers/enumerators fill out.

 Literacy Requires respondents to be Can be used with illiterate
literate. respondents.

Contact No direct contact with Direct contact with respondents.

respondents.

Cost Cheaper. More expensive.

Speed Slower (due to mail return rates). Faster.

Appropriatenes Suitable for large, geographically Suitable when detailed information is

s dispersed samples and when needed and when respondents may
respondents are willing to need assistance.
cooperate.

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●​ Memorization Tip:
○​ "Questionnaires are Quick but require Qualified respondents."
○​ "Schedules are Slow but are Supportive."

30. Explain the importance of secondary data in research. What are its sources, and how
does it differ from primary data? 8 CO4

●​ Importance of Secondary Data:

○​ Saves time and money. (Keyword: Time, Money)
○​ Provides background information. (Keyword: Background)
○​ Can be used to compare with primary data. (Keyword: Compare)
●​ Sources of Secondary Data:
○​ Published: Government reports, books, journals. (Keyword: Published)
○​ Unpublished: Diaries, letters, company records. (Keyword: Unpublished)
●​ Difference from Primary Data:
○​ Primary Data: Collected first-hand by the researcher. (Keyword: First-hand)
○​ Secondary Data: Data already collected by someone else. (Keyword: Already)
●​ Memorization Tip:
○​ Importance: "Secondary Data is Thrifty and Thorough."
○​ Sources: "Published is Public, Unpublished is Personal."
 ○​ Difference: "Primary is Personal, Secondary is Shared."

31. Discuss qualitative data collection techniques such as interview, case study method,
and observation. Provide examples. 8 CO4

●​ Qualitative Data Collection Techniques:

1.​ Interview:
■​ In-depth conversations with individuals. (Keyword: Conversations)
■​ Example: Asking customers about their experiences with a product.
2.​ Case Study Method:
■​ Detailed examination of a single case or situation. (Keyword: In-depth)
■​ Example: Studying a successful company's marketing strategy.
3.​ Observation:
■​ Watching and recording behavior. (Keyword: Watching)
■​ Example: Observing how people interact in a public space.
●​ Memorization Tip: Think of the acronym C-I-W ("Cats In Water")

32. Explain the process and importance of tabulation of data in research. How does it
help in data analysis? 8 CO4

●​ Process of Tabulation:
○​ Arranging data in a table format (rows and columns). (Keyword: Table)
●​ Importance of Tabulation:
○​ Organizes data for easier analysis. (Keyword: Easier)
○​ Helps to identify patterns. (Keyword: Patterns)
○​ Summarizes data in a clear way. (Keyword: Clear)
●​ How it Helps in Data Analysis:
○​ Makes it easier to compare data. (Keyword: Compare)
○​ Simplifies statistical calculations. (Keyword: Calculations)
○​ Facilitates interpretation of results. (Keyword: Interpretation)
●​ Memorization Tip:
○​ Process: "Tabulation is Table-making."
○​ Importance: "Tabulation is Organizing and Obvious."

33. Differentiate between primary data and secondary data with examples. 4 CO4

●​ Primary Data:
○​ Data collected first-hand by the researcher. (Keyword: First-hand)
○​ Examples: Surveys, interviews, experiments.
●​ Secondary Data:
○​ Data already collected by someone else. (Keyword: Already)
○​ Examples: Government reports, books, articles.
●​ Memorization Tip:
○​ "Primary is Personal, Secondary is Shared."
34. Explain the layout of a research report with a suitable structure and format. 4 CO4

●​ Layout of a Research Report:

○​ (A) Preliminary Pages:
■​ Title page, acknowledgments, table of contents. (Keyword: Front)
○​ (B) Main Text:
■​ Introduction, Literature Review, Methodology, Results, Discussion,
Conclusion. (Keyword: Middle)
○​ (C) End Matter:
■​ Appendices, bibliography, index. (Keyword: Back)
●​ Memorization Tip: Think "Front, Middle, Back"

35. What are the different types of research reports? Explain their purposes with
examples. 8 CO4

●​ Types of Research Reports:

○​ Technical Report:
■​ Detailed report for experts. (Keyword: Experts)
■​ Focuses on methodology, data analysis, and technical details.
■​ Example: A scientific study published in a journal.
○​ Popular Report:
■​ Simplified report for the general public. (Keyword: General)
■​ Focuses on key findings and implications, with less technical detail.
■​ Example: A summary of a research study in a magazine.
●​ Memorization Tip:
○​ "Technical is Thorough, Popular is Plain."

36. Discuss the precautions to be taken while writing research reports to ensure clarity
and accuracy. 4 CO4

●​ Precautions to be Taken:
1.​ Clarity: Use simple language. (Keyword: Simple)
2.​ Accuracy: Ensure correctness of data and facts. (Keyword: Correct)
3.​ Objectivity: Avoid bias and personal opinions. (Keyword: Unbiased)
4.​ Conciseness: Be brief and to the point. (Keyword: Brief)
5.​ Organization: Structure the report logically. (Keyword: Logical)
6.​ Proper Citation: Give credit to sources. (Keyword: Credit)
●​ Memorization Tip: Think of the acronym S-C-U-B-L-C ("Students Can Understand
Basic Logic Clearly")

37. What is the role of documentation and bibliography in research?

●​ Role of Documentation:
○​ Provides evidence for claims. (Keyword: Evidence)
○​ Allows others to verify findings. (Keyword: Verify)
 ○​ Gives credit to original authors. (Keyword: Credit)
●​ Role of Bibliography:
○​ Lists all sources used in the research. (Keyword: Sources)
○​ Helps readers find more information. (Keyword: Find)
○​ Demonstrates the breadth of research. (Keyword: Breadth)
●​ Memorization Tip:
○​ "Documentation is for Defending your research, Bibliography is for Browsing
more."