ASSIGNMENTS: MB 0034

RESEARCH METHODOLOGY

(3 credits) : Set I . Marks 60

Each question carries 10 marks

Q. No.1 Explain the different types of research.

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:

1. 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 many 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.

2 .Applied Research

It is carried on to find solution to a 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

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solutions to a practical problem, it may incidentally contribute to the development of theoretical

knowledge by leading to the discovery of new facts or testing of theory or o conceptual clarity. It

can put theory to the test. It may aid in conceptual clarification. It may integrate previously

existing theories.

3 .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.”

4 . 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.

5 .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

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population, adequate methods for collecting accurate information, precise measurement of

variables, statistical analysis and test of significance.

6. 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.

7. 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

Q.No.2. Discuss the criteria of good research problem.

Horton and Hunt have given following characteristics of scientific research:

1. Verifiable evidence: That is factual observations which other observers can see and check.

2. Accuracy: That is describing what really exists. It means truth or correctness of a statement or

describing things exactly as they are and avoiding jumping to unwarranted conclusions either by

exaggeration or fantasizing.

3. Precision: That is making it as exact as necessary, or giving exact number or measurement.

This avoids colourful literature and vague meanings.

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4. Systematization: That is attempting to find all the relevant data, or collecting data in a

systematic and organized way so that the conclusions drawn are reliable. Data based on casual

recollections are generally incomplete and give unreliable judgments and conclusions.

5. Objectivity: That is free being from all biases and vested interests. It means observation is

unaffected by the observer’s values, beliefs and preferences to the extent possible and he is

able to see and accept facts as they are, not as he might wish them to be.

6. Recording: That is jotting down complete details as quickly as possible. Since human memory

is fallible, all data collected are recorded.

7. Controlling conditions: That is controlling all variables except one and then attempting to

examine what happens when that variable is varied. This is the basic technique in all scientific

experimentation – allowing one variable to vary while holding all other variables constant.

8. Training investigators: That is imparting necessary knowledge to investigators to make them

understand what to look for, how to interpret in and avoid inaccurate data collection.

Q.No.3. Describe the procedure used to test the hypothesis ?

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:

1 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

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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 we use a two-

tailed test.

2. 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:

1 .The magnitude of the difference between sample ;

2. The size of the sample;

3. 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.

3. Deciding the Distribution to Use

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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.

4. 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.

5. 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 infact true.

6 .Comparing the Probability

Yet another step consists in comparing the probability thus calculated with

the specified value for α, the significance level. If the calculated probability is equal to smaller

than α value in case of one tailed test (and α/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.

Selecting A Random Sample & Computing An Appropriate

In case we reject H0 we run a risk of (at most level of significance)

committing an error of type I, but if we accept H0, then we run some risk of committing error

type II.

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Flow Diagram for Testing Hypothesis

State H0 as well as Ha

Specify the level of significance

Decide the correct sampling distribution

Sample a random sample and workout an appropriate value

Calculate the probability that sample result would diverge

as widely as it has form expectations, if H0 were true

Is this probability equal to or smaller than α value in case of

one-tailed test and α/2 in case of two-tailed test

Accept H0 = Run

Reject H0 = Run the risk of

some risk of committing type II error

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Q.No.4. Write a note on experimental design

Hypothesis-testing research studies (generally known as experimental studies) are those where

the researcher tests the hypothesis of causal relationships between variables. Such studies

require procedures that will not only reduce bias and increase reliability, but will permit drawing

inferences about causality. Usually, experiments meet these requirements. Hence, when we talk

of research design in such studies, we often mean the design of experiments.

Experimental design refers to the framework or structure of an experiment and as such there

are several experimental designs. We can classify experimental designs into two broad

categories, viz., informal experimental designs and formal experimental designs. Informal

experimental designs are those designs that normally use a less sophisticated form of analysis

based on differences in magnitudes, where as formal experimental designs offer relatively more

control and use precise statistical procedures for analysis.

Informal experimental designs:

• Before and after without control design: In such a design, single test group or area is selected

and the dependent variable is measured before the introduction of the treatment. The

treatment is then introduced and the dependent variable is measured again after the treatment

has been introduced. The effect of the treatment would be equal to the level of the

phenomenon after the treatment minus the level of the phenomenon before the treatment.

• After only with control design: In this design, two groups or areas (test and control area) are

selected and the treatment is introduced into the test area only. The dependent variable is then

measured in both the areas at the same time. Treatment impact is assessed by subtracting the

value of the dependent variable in the control area from its value in the test area.

• Before and after with control design: In this design two areas are selected and the dependent

variable is measured in both the areas for an identical time-period before the treatment. The

treatment is then introduced into the test area only, and the dependent variable is measured in

both for an identical time-period after the introduction of the treatment. The treatment effect is

determined by subtracting the change in the dependent variable in the control area from the

change in the dependent variable in test area.

Formal Experimental Designs

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1. Completely randomized design (CR design): It involves only two principle viz., the principle of

replication and randomization. It is generally used when experimental areas happen to be

homogenous. Technically, when all the variations due to uncontrolled extraneous factors are

included under the heading of chance variation, we refer to the design of experiment as C R

Design.

2. Randomized block design (RB design): It is an improvement over the C Research design. In

the RB design the principle of local control can be applied along with the other two principles.

3. Latin square design (LS design): It is used in agricultural research. The treatments in a LS

design are so allocated among the plots that no treatment occurs more than once in any row or

column.

4. Factorial design: It is used in experiments where the effects of varying more than one factor

are to be determined. They are especially important in several economic and social phenomena

where usually a large number of factors affect a particular problem

Q.No. 5. Elaborate the ways of making a case study effective.

Case study is a method of exploring and analyzing the life of a social unit or entity, be it a

person, a family, an institution or a community. Case study would depend upon wit,

commonsense and imagination of the person doing the case study. The investigator makes up

his procedure as he goes along. Efforts should be made to ascertain the reliability of life history

data through examining the internal consistency of the material.. A judicious combination of

techniques of data collection is a prerequisite for securing data that are culturally meaningful

and scientifically significant. Case study of particular value when a complex set of variables may

be at work in generating observed results and intensive study is needed to unravel the

complexities. The case documents hardly fulfil the criteria of reliability, adequacy and

representativeness, but to exclude them form any scientific study of human life will be blunder

in as much as these documents are necessary and significant both for theory building and

practice. In-depth analysis of selected cases is of particular value to business research when a

complex set of variables may be at work in generating observed results and intensive study is

needed to unravel the complexities.

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Let us discuss the criteria for evaluating the adequacy of the case history or life history which

is of central importance for case study.

John Dollard has proposed seven criteria for evaluating such adequacy as follows:

i) The subject must be viewed as a specimen in a cultural series. That is, the case drawn out from

its total context for the purposes of study must be considered a member of the particular

cultural group or community. The scrutiny of the life histories of persons must be done with a

view to identify the community values, standards and their shared way of life.

ii) The organic motto of action must be socially relevant. That is, the action of the individual

cases must be viewed as a series of reactions to social stimuli or situation. In other words, the

social meaning of behaviour must be taken into consideration.

iii) The strategic role of the family group in transmitting the culture must be recognized. That is,

in case of an individual being the member of a family, the role of family in shaping his behaviour

must never be overlooked.

iv) The specific method of elaboration of organic material onto social behaviour must be clearly

shown. That is case histories that portray in detail how basically a biological organism, the man,

gradually blossoms forth into a social person, are especially fruitful.

v) The continuous related character of experience for childhood through adulthood must be

stressed. In other words, the life history must be a configuration depicting the inter-

relationships between thee person’s various experiences.

vi) Social situation must be carefully and continuously specified as a factor. One of the important

criteria for the life history is that a person’s life must be shown as unfolding itself in the context

of and partly owing to specific social situations.

vii) The life history material itself must be organised according to some conceptual framework,

this

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Q.No.6. What is non probability sampling? Explain its types with examples.

Non-probability or Non Random Sampling

Non-probability sampling or non-random sampling is not based on the theory of probability. This

sampling does not provide a chance of selection to each population element.

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.

It may be classified into:

1. Convenience or Accidental Sampling

It means selecting sample units in a just ‘hit and miss’ fashion E.g., interviewing people whom

we happen to meet. This sampling also means selecting whatever sampling units are

conveniently available, e.g., a teacher may select students in his class. This method is also

known as accidental sampling because the respondents whom the researcher meets

accidentally are included in the sample.

Suitability: Though this type of sampling has no status, it may be used for simple purposes such

as testing ideas or gaining ideas or rough impression about a subject of interest.

Advantage: It is the cheapest and simplest, it does not require a list of population and it does

not require any statistical expertise. Disadvantage: The disadvantage is that it is highly biased

because of researcher’s subjectivity, it is the least reliable sampling method and the findings

cannot be generalized.

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2. Purposive (or judgment) sampling

This method means deliberate selection of sample units that conform to some pre-determined

criteria. This is also known as judgment sampling. This involves selection of cases which we

judge as the most appropriate ones for the given study. It is based on the judgment of the

researcher or some expert. It does not aim at securing a cross section of a population. The

chance that a particular case be selected for the sample depends on the subjective judgment of

the researcher.

Suitability: This is used when what is important is the typicality and specific relevance of the

sampling units to the study and not their overall representativeness to the population.

Advantage: It is less costly and more convenient and guarantees inclusion of relevant elements

in the sample.

Disadvantage: It is less efficient for generalizing, does not ensure the representativeness,

requires more prior extensive information and does not lend itself for using inferential statistics.

3. Quota sampling

This is a form of convenient sampling involving selection of quota groups of accessible sampling

units by traits such as sex, age, social class, etc. it is a method of stratified sampling in which the

selection within strata is non- random. It is this Non-random element that constitutes its

greatest weakness.

Suitability: It is used in studies like marketing surveys, opinion polls, and readership surveys

which do not aim at precision, but to get quickly some crude results.

Advantage: It is less costly, takes less time, non need for a list of population, and field work can

easily be organized.

Disadvantage: It is impossible to estimate sampling error, strict control if field work is difficult,

and subject to a higher degree of classification.

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4. Snow-ball sampling

This is the colourful name for a technique of Building up a list or a sample of a special population

by using an initial set of its members as informants.

This sampling technique may also be used in socio-metric studies. Suitability: It is very useful in

studying social groups, informal groups in a formal organization, and diffusion of information

among professional of various kinds.

Advantage: It is useful for smaller populations for which no frames are readily available.

Disadvantage: The disadvantage is that it does not allow the use of probability statistical

methods. It is difficult to apply when the population is large. It does not ensure the inclusion of

all the elements in the list.

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RESEARCH METHODOLOGY

Subject code: MB0034

(3 credits) - Set II

Marks - 60

Note: Each Question carries 10 marks

Q1. What are the advantages and disadvantages of secondary data?

Ans: Meaning and Importance of Data

The search for answers to research questions is called collection of data. Data are facts, and other relevant materials, past and present, serving as bases for study and analyses. The data needed for a social science research may be broadly classified into (a) Data pertaining to human beings, (b) Data relating to organization and (c) Data pertaining to territorial areas.

Secondary Sources of Data These are sources containing data which have been collected and compiled for another purpose. The secondary sources consists of readily compendia and already compiled statistical statements and reports whose data may be used by researchers for their studies e.g., census reports , annual reports and financial statements of companies, Statistical statement, Reports of Government Departments, Annual reports of currency and finance published by the Reserve Bank of India, Statistical statements relating to Co-operatives and Regional Banks, published by the NABARD, Reports of the National sample survey Organization, Reports of trade associations, publications of international organizations such as UNO, IMF, World Bank, ILO, WHO, etc., Trade and Financial journals newspapers etc

Secondary sources consist of not only published records and reports, but also

unpublished records. The latter category includes various records and registers

maintained by the firms and organizations, e.g., accounting and financial records,

personnel records, register of members, minutes of meetings, inventory records etc.

Features of Secondary Sources

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Though secondary sources are diverse and consist of all sorts of materials, they have

certain common characteristics.

First, they are readymade and readily available, and do not require the trouble of

constructing tools and administering them.

Second, they consist of data which a researcher has no original control over collection and classification. Both the form and the content of secondary sources are shaped by others. Clearly, this is a feature which can limit the research value of secondary sources.

Finally, secondary sources are not limited in time and space. That is, the researcher using them need not have been present when and where they were gathered.

Advantages of Secondary Data :

Secondary data, if available can be secured quickly and cheaply. Once their source of documents and reports 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.

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.

The use of secondary data broadens the data base from which scientific generalizations can be made.

Environmental and cultural settings are required for the study.

The use of secondary data enables a researcher to verify the findings bases 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 most important limitation is the available data may not meet our specific needs. 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.

The available data may not be as accurate as desired. To assess their accuracy we need to know how the data were collected.

The secondary data are not up-to-date and become obsolete when they appear in print, because of time lag in producing them. For example, population census data are published tow or three years later after compilation, and no new figures will be available for another ten years.

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

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records and compilations are located in the capital city, and they are not within the easy reach of researchers based in far off places.

Q2. Explain the prerequisites and advantages of observation.

Ans: Meaning of Observation Observation means viewing or seeing. Observation may be defined as a systematic viewing of a specific phenomenon in its proper setting for the specific purpose of gathering data for a particular study. Observation is classical method of scientific study.

Prerequisites of Effective Observation

Observations must be done under conditions which will permit accurate results.

The observer must be in vantage point to see clearly the objects to be observed.

The distance and the light must be satisfactory. The mechanical devices used

must be in good working conditions and operated by skilled persons.

Observation must cover a sufficient number of representative samples of the

cases.

Recording should be accurate and complete.

The accuracy and completeness of recorded results must be checked. A certain

number of cases can be observed again by another observer/another set of

mechanical devices, as the case may be. If it is feasible, two separate observers

and sets of instruments may be used in all or some of the original observations.

The results could then be compared to determine their accuracy and

completeness.

Observation has certain advantages: 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.

Data collected by observation may describe the observed 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 no such artificiality in observational studies, especially when the observed persons are not aware of their being observed.

Observations is more suitable for studying subjects who are unable to articulate meaningfully, e.g. studies of children, tribal, animals, birds etc.

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

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say can be verified by observing what they actually do.

Observations make it possible to capture the whole event as it occurs. For example only observation can provide an insight into all the aspects of the process of negotiation between union and management representatives.

Observation is less demanding of the subjects and has less biasing effect on their conduct than questioning.

It is easier to conduct disguised observation studies than disguised questioning.

Mechanical devices may be used for recording data in order to secure more accurate data and also of making continuous observations over longer periods.

Q3. Discuss the stages involved in data collection.

Ans: The process of data collection may involve any number of the following stages according to the method used.

(1) Data creation , e.g, on clerically prepared source documents

(2) Transmission of data

(3) Data preparation i.e. transcription and verification

(4) Possible conversion from one medium(e.g. diskette) to another e.g., magnetic tape

(5) Input of data to the computer for validation

(6) Sorting

(7)Control- all stages must be controlled

Method of data collection has certain characteristics.

It is both a physical and a mental activity: The observing eye catches many things that are present. But attention is focused on data that are pertinent to the given study.

Observation is selective: A researcher does not observe anything and everything, but selects the range of things to be observed on the basis of the nature, scope and objectives of his study. For example, suppose a researcher desires to study the causes of city road accidents and also formulated a tentative hypothesis that accidents are caused by violation of traffic rules and over speeding. When he observed the movements of vehicles on the road, many things are before his eyes; the type, make, size and colour of 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 traffic violations are keenly observed by him.

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Observation is purposive and not casual: It is made for the specific purpose of noting things relevant to the study. It captures the natural social context in which persons behaviour occur. It grasps the significant events and occurrences that affect social relations of the participants.

Observation should be exact and be based on standardized tools of research and such as observation schedule, social metric scale etc., and precision instruments, if any.

Process of Observations

The use of observation method requires proper planning.

First, the researcher should carefully examine the relevance of observation

method to the data needs of the selected study.

Second, he must identify the specific investigative questions which call for use of

observation method. These determine the data to be collected.

Third, he must decide the observation content, viz., specific conditions, events

and activities that have to be observed for the required data. The observation

content should include the relevant variables.

Fourth, for each variable chosen, the operational definition should be specified.

Fifth, the observation setting, the subjects to be observed, the timing and mode

of observation, recording, procedure, recording instruments to be used, and other

details of the task should be determined.

Last, observers should be selected and trained. The persons to be selected must

have sufficient concentration powers, strong memory power and unobtrusive

nature. Selected persons should be imparted both theoretical and practical

training.

Types of Observations

Observations may be classified in different ways.

With reference to investigator’s role, it may be classified into

(a) participant observation and (b) non-participant observation.

In terms of mode of observation, it may be classified into (c) direct observation. With

reference to the rigor of the system adopted. Observation is classified into (e)

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controlled observation, and (f) uncontrolled

Q4. Briefly explain the types of interviews.

Ans: 1 Meaning of Interview: Interviewing is one of the prominent methods of data collection. It may be defined as a two way systematic conversation between an investigator and an informant, initiated for obtaining information relevant to a specific study. It involves not only conversation, but also learning from the respondent’s gesture, facial expressions and pauses, and his environment. Interviewing requires face to face contact or contact over telephone and calls for interviewing skills. It is done by using a structured schedule or an unstructured guide.

Interviewing may be used either as a main method or as a supplementary one in studies

of persons. Interviewing is the only suitable method for gathering information from

illiterate or less educated respondents. It is useful for collecting a wide range of data

from factual demographic data to highly personal and intimate information relating to a

person’s opinions, attitudes, values, beliefs past experience and future intentions. When

qualitative information is required or probing is necessary to draw out fully, and then

interviewing is required. Where the area covered for the survey is a compact, or when a

sufficient number of qualified interviewers are available, personal interview is feasible.

Types of Interviews

The interview may be classified into: (a) structured or directive interview, (b)

unstructured or non-directive interview, (c) focused interview, (d) clinical interview and

(e) depth interview.

1. Structured Directive Interview

This is an interview made with a detailed standardized schedule. The same questions

are put to all the respondents and in the same order. Each question is asked in the same

way in each interview, promoting measurement reliability. This type of interview is used

for large-scale formalized surveys.

2. Unstructured or Non-Directive Interview

This is the least structured one. The interviewer encourages the respondent to talk freely

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about a give topic with a minimum of prompting or guidance. In this type of interview, a

detailed pre-planned schedule is not used. Only a broad interview guide is used. The

interviewer avoids channelling the interview directions. Instead he develops a very

permissive atmosphere. Questions are not standardized and ordered in a particular way.

This interviewing is more useful in case studies rather than in surveys. It is particularly useful in exploratory research where the lines of investigations are not clearly defined. It is also useful for gathering information on sensitive topics such as divorce, social discrimination, class conflict, generation gap, drug-addiction etc. It provides opportunity to explore the various aspects of the problem in an unrestricted manner.

3. Focused Interview

This is a semi-structured interview where the investigator attempts to focus the

discussion on the actual effects of a given experience to which the respondents have

been exposed. It takes place with the respondents known to have involved in a particular

experience, e.g, seeing a particular film, viewing a particular program on TV., involved in

a train/bus accident, etc. The situation is analysed prior to the interview. An interview

guide specifying topics relating to the research hypothesis used. The interview is

focused on the subjective experiences of the respondent, i.e., his attitudes and

emotional responses regarding the situation under study. The focused interview permits

the interviewer to obtain details of personal reactions, specific emotions and the like.

4 .Clinical Interview

This is similar to the focused interview but with a subtle difference. While the focused

interview is concerned with the effects of specific experience, clinical interview is

concerned with broad underlying feelings or motivations or with the course of the

individual’s life experiences.

The ‘personal history’ interview used in social case work, prison administration,

psychiatric clinics and in individual life history research is the most common type of

clinical interview. The specific aspects of the individual’s life history to be covered by the

interview are determined with reference to the purpose of the study and the respondent

is encouraged to talk freely about them.

5. Depth Interview

This is an intensive and searching interview aiming at studying the respondent’s opinion,

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emotions or convictions on the basis of an interview guide. This requires much more

training on inter-personal skills than structured interview. This deliberately aims to elicit

unconscious as well as extremely personal feelings and emotions.

This is generally a lengthy procedure designed to encourage free expression of

affectively charged information. It requires probing. The interviewer should totally avoid

advising or showing disagreement. Of course, he should use encouraging expressions

like “uh-huh” or “I see” to motivate the respondent to continue narration. Some times the

interviewer has to face the problem of affections, i.e. the respondent may hide

expressing affective feelings. The interviewer should handle such situation with great

care.

Q5. Describe the principles involved in the table construction.

Ans: Principles of Table Construction

There are certain generally accepted principles of rules relating to construction of tables. They are:

1. Every table should have a title. The tile should represent a succinct description of the contents of the table. It should be clear and concise. It should be placed above the body of the table.

2. A number facilitating easy reference should identify every table. The number can be centred above the title. The table numbers should run in consecutive serial order. Alternatively tables in chapter 1 be numbered as 1.1, 1.2, 1….., in chapter 2 as 2.1, 2.2, 2.3…. and so on.

3. The captions (or column headings) should be clear and brief.

4. The units of measurement under each heading must always be indicated.

5. 5.Any explanatory footnotes concerning the table itself are placed directly beneath the table and in order to obviate any possible confusion with the textual footnotes such reference symbols as the asterisk (*) DAGGER (+) and the like may be used.

6. If the data in a series of tables have been obtained from different sources, it is ordinarily advisable to indicate the specific sources in a place just below the table.

7. Usually lines separate columns from one another. Lines are always drawn at the top and bottom of the table and below the captions.

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8. The columns may be numbered to facilitate reference.

9. All column figures should be properly aligned. Decimal points and “plus” or “minus” signs should be in perfect alignment.

10. Columns and rows that are to be compared with one another should be brought closed together.

11. Totals of rows should be placed at the extreme right column and totals of columns at the bottom.

12. In order to emphasize the relative significance of certain categories,

Q6. Write a note on contents of research report. ?

Meaning of Research Report

Research report is a means for communicating research experience to others. A

research report is a formal statement of the research process and it results. It narrates

the problem studied, methods used for studying it and the findings and conclusions of

the study.

Contents of the Research Report

The outline of a research report is given below:

I. Prefatory Items

1) Title page 2) Declaration 3) Certificates 4) Preface/ acknowledgements 5) Table of

contents 6) List of tables 7) List of graphs/ figures/ charts 8)Abstract or synopsis

II. Body of the Report

1) Introduction 2) Theoretical background of the topic 3) Statement of the problem 4)

Review of literature 5) The scope of the study 6) The objectives of the study 7)

Hypothesis to be tested 8) Definition of the concepts 9) Models if any 10) Design of

the study 11) Methodology 12) Method of data collection 13) Sources of data 14)

Sampling plan 15) data collection instruments 16) Field work

Data processing and analysis plan

Overview of the report

Limitation of the study

Results: findings and discussions

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Summary, conclusions and recommendations

III. Reference Material

1) Bibliography 2) Appendix 3) Copies of data collection instruments 4) Technical

details on sampling plan 5) Complex tables 6) Glossary of new terms used.

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