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Program

FALL 2015
BBA 2 SEMESTER

Subject code & name

BBA201 RESEARCH METHODS

1. Briefly describe the different steps involved in a research process. What are the
characteristics of good research?
ANS: Meaning of Research :Systematic investigative process employed to increase or revise
current knowledge by discovering new facts. It is divided into two general categories: (1) Basic
research is inquiry aimed at increasing scientific knowledge, and (2) Applied research is effort
aimed at using basic research for solving problems or developing new processes, products, or
techniques.
Listing the steps of a research process:
1. Determine the problem & define the question to answer
2. Find general background about your problem/question.
3. Use the library catalog, Mirlyn to find books.
4. Use article indexes to find and follow the research regarding your problem/question.
5. Consider using the Internet to find government information and open access articles related to
your topic.
6. Collect, read, evaluate and write what you have learned.
7. Cite the information you have found so that others will be able to follow your research trail.

Characteristics of good research: Research paper is the document that has a research background, current

issue and future recommendations regarding a certain relationship. It normally includes two basic variables,
dependant and independent variable. These variables are checked under certain circumstances to see if it works
well in that situation or not. It requires a great amount of critical and authentic data. Students get into a great
trouble when they are asked to produce a research report.
Research paper writing is one of the difficult tasks in a students life. Be it finance, marketing, history or any
other research document, all require a great amount of literature review or background research data. There
are certain characteristics that make a research paper well accepted; some of it is listed below,

1.

Specific not generalize

2.

Measurable

3.

Attainable

4.

Realistic

5.

Formatting

Specific not generalized: Research topic is generally based on some problem or a relationship between two
variables, this problem should be specifically stated. For example The impact of age on purchase decision,
in this statement the two variables are clearly defined. There could be further segregation of the variables but it
should be stated specifically.
Measurable: There is certain research instruments used in doing some analysis it could be some tool like
SPSS or it could be some other physical instrument like thermometer etc, based on the research requirement.
The tools could also include questionnaires, annual reports etc. The sources for collecting data could be paid
like in cases where the sensitive data is involved, here researchers need to buy assignments or reports in
relevant to their research report.
Attainable: The data required for the research should be attainable and available. There have been several
cases in some educational institutions where the research topic was proposed by the data wasnt attainable
when the practical implementation has been done on that. Here the students were found to buy essays and other
analysis reports to support their write-up.
Realistic: The analysis and result must be realistic; it shouldnt be manipulated or maneuvered. The proposed
hypothesis for the research would be either accepted or rejected, both are logical.
Formatting: There is a certain format that is to be followed in research writing, it could be APA style sheet or
MLA etc. There are different criteria defined in different formats like font size, indenting etc.

2. a. Explain the different types of research designs.8

b. Differentiate between Probability and Non-probability sampling methods.
ANS: Meaning of research design :
It is a systematic plan of what is to be done, how it will be done and how the data will
be analyzed. Research design basically shows what the major topics in the research are and their
details. It provides an outline of how the research will be carried out and the methods that will be
used. It includes an abstract of the research study, descriptors of the research design, dependent
and independent variables, the assumptions and limitations of the research, research question
hierarchy, sampling design and a format for the dummy data, showing how data will be
presented. Let's see whether you will be able to explain your research design clearly, after having
completed this unit.
Types of research designs:
It is a systematic plan of what is to be done, how it will be done and how the data will be
analyzed. Research design basically shows what the major topics in the research are and their
details. It provides an outline of how the research will be carried out and the methods that will be
used. It includes an abstract of the research study, descriptors of the research design, dependent
and independent variables, the assumptions and limitations of the research, research question
hierarchy, sampling design and a format for the dummy data, showing how data will be
presented. Let's see whether you will be able to explain your research design clearly, after having
completed this unit.
quantitative, and flexible design need not be qualitative. In fixed designs the design of the study is
fixed before the main stage of data collection takes place. Fixed designs are normally theorydriven; otherwise its impossible to know in advance which variables need to be controlled and
measured.
Often these variables are quantitative. Flexible designs allow for more freedom during the data
collection. One reason for using a flexible research design can be that the variable of interest is
not quantitatively measurable, such as culture. In other cases, theory might not be available
before one starts the research.
1. Philosophical/discursive :This may cover a variety of approaches, but will draw primarily on
existing literature, rather than new empirical data. A discursive study could examine a particular
issue, perhaps from an alternative perspective (e.g. feminist). Alternatively, it might put forward a
particular argument or examine a methodological issue.
2. Literature review This may be an attempt to summarise or comment on what is already known
about a particular topic. By collecting different sources together, synthesising and analysing
critically, it essentially creates new knowledge or perspectives. There are a number of different
forms a literature review might take.
A systematic review will generally go to great lengths to ensure that all relevant sources (whether
published or not) have been included. Details of the search strategies used and the criteria for

inclusion must be made clear. A systematic review will often make a quantitative synthesis of the
results of all the studies, for example by meta-analysis.
Where a literature field is not sufficiently well conceptualised to allow this kind of synthesis, or
where findings are largely qualitative (or inadequately quantified), it may not be appropriate to
attempt a systematic review. In this case a literature review may help to clarify the key concepts
without attempting to be systematic. It may also offer critical or alternative perspectives to those
previously put forward.
3. Case study This will involve collecting empirical data, generally from only one or a small
number of cases. It usually provides rich detail about those cases, of a predominantly qualitative
nature. There are a number of different approaches to case study work (e.g. ethnographic,
hermeneutic, estrogenic, etc.) and the principles and methods followed should be made clear.
A case study generally aims to provide insight into a particular situation and often stresses the
experiences and interpretations of those involved. It may generate new understandings,
explanations or hypotheses. However, it does not usually claim representativeness and should be
careful not to over- generalise.
4. Survey Where an empirical study involves collecting information from a larger number of
cases, perhaps using questionnaires, it is usually described as a survey. Alternatively, a survey
might make use of already available data, collected for another purpose. A survey may be crosssectional (data collected at one time) or longitudinal (collected over a period). Because of the
larger number of cases, a survey will generally involve some quantitative analysis.
Issues of generalizability are usually important in presenting survey results, so it is vital to report
how samples were chosen, what response rates were achieved, and to comment on the validity
and reliability of any instruments used.
5. Evaluation This might be an evaluation of a curriculum innovation or organisational change.
An evaluation can be formative (designed to inform the process of development) or summative (to
judge the effects). Often an evaluation will have elements of both. If an evaluation relates to a
situation in which the researcher is also a participant, it may be described as action research.
Evaluations will often make use of case study and survey methods and a summative evaluation
will ideally also be used as experiments
This involves the deliberate manipulation of an intervention in order to determine its effects. The
intervention might involve individual pupils, teachers, schools or some other unit. Again, if the
researcher is also aparticipant (e.g. a teacher) this could be described as action research. An
experiment may compare a number of interventions with each other, or may compare one (or
more) to a control group. If allocation to these different treatment groups is decided at random it
may be called a true experiment; if allocation is on any other basis (e.g. using naturally arising or
self-selected groups) it is usually called a quasi-experiment.
Issues of generalizability (often called external validity) are usually important in an experiment,
so the same attention must be given to sampling, response rates and instrumentation as in a
survey (see above). It is also important to establish causality (internal validity) by demonstrating
the initial equivalence of the groups (or attempting to make suitable allowances), presenting
evidence about how the different interventions were actually implemented and attempting to rule
out any other factors that might have influenced the result.

Meaning of Probability and Non-probability sampling methods:

PROBABILITY SAMPLING METHODS:
Probability sample Here, each member of the universe has a known prospect of being selected
and included in the sample. Any personal bias is avoided. The associate cannot use his concern
in selection of sample items.
`

Example: Random sample and cluster sampling.

Probability sampling techniques: 1. Random sampling. 2. Stratified random sampling. 3.
Systematic sampling. 4. Cluster sampling. 5. Multi-stage sampling and 6. Area Sampling.
A. Simple random sample A random sample is defined as follows: Selections are made from a
specified defined population (therefore the frame is known) Each unit is selected with known
and non-zero probability, so that every unit in the population has an equal (known) chance of
selection. The method of selection is specified, objective and replicable.
Random sampling results in the selection of a determinate set of units. Substituting other units for
those already selected is not allowed at the sampling or data collection stage. A rate of response
can then be calculated by the number of responding units divided by the number of eligible units
selected. When samples are drawn from small finite populations, an issue of statistical
importance arises-whether a unit, once selected, should remain in the population and be given
further chances of selection. Social surveys, however, usually select small samples from large
populations, so it makes very little difference whether we sample with replacement or without.
Example: we first number the stores. 1

The stores A, B, C and D have been numbered as 1, 2, 3 and 4.

We proceed as follows, in order to select two shops out of four randomly:
Suppose, we start the second row in the first column of the table and choose to read diagonally.
The starting digit is 8. There is no departmental store with the number 8 in the population. There
are only 4 stores. Move to the next digit on the transverse, which is 0. Ignore it, since it does not
correspond to any of the stores in the population. The next digit on the diagonal is 1 which
corresponds to store A. Pick and proceed until we get two samples. In this case, the two
departmental stores are 1 and 4. The sample derived from this consists of departmental store A
and D.
In random sampling, there are two possibilities (1) Equal probability (2) Varying probability.
B. Stratified random sampling Simple random sampling can be applied to homogeneous
populations in nature.
A probability sampling procedure is one in which simple random sub- samples are drawn from
within different strata that are, more or less equal on some characteristics.

C. Systematic (Quasi-random) sampling In most cases, we use systematic random sampling,

which guarantees that units cannot be sampled more than once. In systematic random sampling,
we range the population from which selections are to be made in a list or series, choose a
random statring point, and then count through the list selecting every nth unit.
D. Cluster (Multistage) sampling In cluster sampling we have to have a number of clusters which
are characterised by heterogeneity in between and homogeneity within. Cluster sampling is used
for a variety of purposes particularly for large sample surveys or a nation-wide survey. It is very
convenient with respect to the time and money allocated for a particular study. The sample is also
reliableas it allows random allocation at different stages. If we consider two stages to conduct the
survey, then it is called two-stage cluster sampling. If someone considers more than two stages to
collect the data, then it is called multistage sampling.
E. Sequential (Multiphase) sampling This is a sampling scheme where the researcher is allowed
to draw sample on more than one occasion. It may be economically more convenient to collect
information by a sample and then use this information as a basis for selecting a sub-sample for
further study. This procedure is called double sampling, multiphase sampling or sequential
sampling. This is a technique frequently used to draw samples in industries for ensuring the
qualities of their products.
F. Area sampling This is a probability sampling, a special form of cluster sampling.
Example: you may like to choose the shops which sell the brand Cadbury Dairy Milk. The
disadvantage of the area sampling is that it is expensive and time- consuming.
NON-PROBABILITY SAMPLING METHODS:
In non-probability sampling, the probability of selecting population elements is
unknown. But in a situation when a sampling frame is absent, one can easily go for nonprobability sampling methods to serve the objectives of the study.
However, a question may arise as to how closely these approximate for
representativeness. Additional reasons for choosing non-probability over probability sampling are
cost and time factors.
Example: quota sampling, judgement sampling.
Non-probability sampling techniques 1. Deliberate sampling 2. Shopping mall intercept sampling
3. Sequential sampling 4.Quota sampling 5.Panel sampling and 6. Snowball samplingA.
Convenience sampling Non-probability samples that are unlimited are called convenience
samples. They are the least dependable design but, normally, the cheapest and easiest to
conduct. Interviewers have the sole autonomy to choose whomever they find, thus the name
handiness.
Examples include the opinions of people about public transportation systems; and customer
satisfaction regarding goods and services.
B. Purposive sampling A non-probability sample that conforms to certain criteria is called
purposive sampling. There are two main types within this type of sampling: Judgement
sampling Quota sampling.

Example: Test market cities are being selected, based on judgement sampling, because these
cities are viewed as typical cities matching with certain demographical characteristics. Judgement
sample is also frequently used to select stores for the purpose of introducing a new display.
C. Judgement sampling A cross-section of the sample selected by the researcher conforms to
some criteria. For example, for election prediction purposes samples are made from those who
have previous experience of marketing election predictions. Judgement sampling is appropriate
at the initial stage of research. When one wishes to select a biased group for screening purposes,
this sampling method is also a good choice. For example, companies often try out new product
ideas on their employees. The rationale is that one would expect the firms employees to be more
favourably disposed towards a new product idea than the public. If the product does not pass this
group, it does not have prospect of success in the general market.
D. Quota sampling This is often used to improve representativeness of the study. The logic of
quota sampling is that certain relevant characteristics describe the dimension of the population. In
general, regarding the quota samples, researchers specify more than one control element. Each
must have two tests: (1) to have a distribution in the population that will be approximate; (2) to be
pertinent to the topic studied. In short, the researcher shouldcontrol characteristics such as
gender dimension (male, female), religious relationship and social status in order to draw a
representative part of population.
Quota sampling is also widely used in surveys, particularly in the commercial world. The main
motive for using quota sampling is to reduce the cost of surveys and the time required to
complete them, by using a convenient sample for the persons who are ready and willing to be
interviewed the first time the interviewer calls. However, quotas are imposed specifying that each
interviewer must obtain a particular number of interviews with the people in each of a small
number of subgroups.
Many quota schemes are relatively complex but they all encounter the problem that, within each
subgroup, the sample will be biased against those that are not ready and willing to take part in the
survey. Such persons are effectively replaced with more available and amenable persons.

3. The important task ahead of the researcher is to document the entire work done in the form of a
well-structured research report. Explain the report writing steps. What are the guidelines for
writing the research report?
ANS:Meaning of a Research Report:
Market research is a method businesses use to identify patterns in consumer buying
and predict future buying habits. It could potentially save a company millions if they know whether
consumers will be repulsed by, attracted to, or indifferent to a product concept in development.
These research reports can be developed in several ways and for varying purposes.

Report writing steps:

Writing a report, essay or research paper is a demanding, sometimes frustrating task, that can be
made more stressful by waiting until the night before the assignment is due to begin the actual
writing. When drafting a report, you need to start early. Thus in a nutshell, report writing consists
of Research and Brainstorm, Forming a Thesis, Making an Outline, Introduction, Body and then
conclusion.
Research and Brainstorm Whether the topic has been allocated or you have selected it yourself,
the primary step in writing a report is research. Even though there is a vast wealth of information
obtainable to you on the Internet, nothing can stop a trip to the library. Take notes on the most
important facts about your topic. Continuously think about how you want to use the information to
support it. Be creative and do not hesitate to add your own insights. It is not enough to simply
regurgitate information.
Forming a Thesis Forming a thesis is a significant step in writing any details or research paper. A
thesis is a specific statement about what you will talk about in the body of your report. The thesis
requires your thesis. Think about the various ways you can explain and explore it. The thesis
statement frequently appears as the last sentence in the first paragraph in the paper.
Making an Outline Reflect on your thesis. Think about how you want to order the points in your
paper. Write these ideas down on a piece of paper, which will serve as your outline. It should
consist of basic sentences that capture the essence of what each paragraph in the report will
discuss. This is more or less an action plan that will help keep your writing crisp and to the point.
Introduction, Body and Conclusion The first paragraph will serve as a preface. This paragraph
should introduce your reader to the topic in a creative, thought-provoking manner. It sets the
stage for the whole paper and culminates with the thesis statement. After the introduction, you will
delve into the body of your report. Each preface should begin with a main idea, or topic sentence,
which supports your thesis, with every sentence thereafter used to explain the main idea. Use
your research to support your claims. Finally, the last paragraph of the report will serve as a
conclusion. This is a summary of all the information provided in the report or essay. It should be a

logical extension of the points you made in your introduction and offer a creative restatement of
your thesis.
Proofread and Edit After you've finished writing the paper, wait a little while before going back to
proofread. When editing, fix all typographical and grammatical errors while sharpening the
language. Add any new ideas that have come to mind and let a friend or family member read it
over. Oftentimes, a new set of eyes can discover mistakes that you've missed.
Guidelines for writing the Research Report:
Researchers who are effective in report writing agree that there are a series of guidelines which
should be followed. Such guidelines can be listed as:
Consider the Audience: make the report clear; use only words familiar to the readers and define
all technical terms. To make the comparison of figures easier, use percentages, rounded off
figures, ranks of ratios; put the exact data within the text or in the appendix. Use graphic aids
(charts, graphs, pictures, etc) wherever they help clarify the presentation of data.
Address the Information Needs: remember the research report is designed to communicate
information to decision makers. Make sure that it clearly relates the research findings to the
objectives of the management.
Be concise, Yet complete: most managers will not want to read about the details of a research
report. Knowing what to include and what to leave out is a difficult task. It is up to you, the
researcher, to take into account the information needs of the decision maker when writing your
report.
Be objective: You will probably face at least one situation in which you know that the client will not
easily accept the results. The findings may conflict with the decision makers experience and
judgement or they may reflect unfavourably on the wisdom of previous decisions. In these
circumstances, there is a strong temptation to start the report by making the result more
acceptable to the management. A professional researcher, however, will the present the research
findings in an objective manner (therefore without bias) and will defend their validity if they are
challenged by the client.
Style: The style of writing a research report is important because it shows a way of presentation.
Here are a few a tips to help you write a report that is easy to read.

Write in brisk, business-like English.

Use short words and sentences.
Be concise.
Use the active voice.
Consider appearance- space makes a long report easier to read.
Avoid clichs.
Write in the present tense.

The most important aspect to be kept in mind while developing a research report is the
communication with the audience. The report should be able to draw the interest of the readers.
Therefore, the report should be reader centric. Other aspects to be considered while writing
report are accuracy and clarity.

The points to be remembered while doing oral presentation are the language used, time
management, use of graph, purpose of the report etc. Visual aids used must be understandable
to the audience. The presenter must make sure that the presentation is completed within the time
allotted. Sometime should be set apart for questions and answers.
Written reports may be classified based on whether the report is a short report or a long report. It
can also be classified as technical report or non- technical report. A written report should contain
title page, contents, executive summary, body, conclusion and appendix. The last part is the
bibliography.