Wollo University

Kombolcha Institute of Technology

Department of Electrical and Computer
Engineering

Course: Research Methods and

Presentations [𝐸𝐶𝐸𝑔 4342]

Chapter 1: Research Methods

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 Outline
❑ Necessity and types of researches

❑ Information Sources and Means for Research Works

❑ Problem Identification and formulation

❑ Data collection/ generation and processing

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 Course Objectives & Competences to be Acquired

To understand and apply:

❑ Methodologies/techniques and process of doing research
projects.

❑ Presentation skills both in written and oral form

with/without the aid of audiovisual equipment.

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 1. Necessity and types of researches:
Necessity
Humans have
vital instinct nature of
questioning

man employs for obtaining Attain full

the knowledge of whatever understanding of the
the unknown/ research unknown

This questioning is the Utilize the knowledge

mother of all knowledge acquired to improve their
and the method quality of life

Humans:

❑ Need much more knowledge and understanding to overcome

existing and emerging challenging problems in society, business,
technology, the environment, etc.

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 Necessity of research
Research:
❑ one effective way of solving scientific problems.

❑ systematic investigation into existing or new knowledge.

❑ process of arriving as dependable solution to a problem through

the planned and systematic collection, analysis and
interpretation of data.
Research is the most important process
❑ for advancing knowledge and promoting progress

❑ to enable humans effectively to his environment to accomplish

his purpose and to resolve his conflicts.

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 What is Research?
❑ The word research is composed of two words: re and search.

❑ The dictionary defines the former as a prefix meaning again,

anew or over again and the latter as a verb meaning to examine
closely and carefully, to test and try or to probe.

❑ Together they form a noun describing a careful, systematic,

patient study and investigation in some field of knowledge,
undertaken to establish facts or principles.

❑ The Advanced Learner’s Dictionary of current English defines

research as a careful investigation or inquiry especially through
search for new facts in any branch of knowledge.

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 What is Research?....
❑ Research is an organized inquiry carried out to provide
information for the solution of a problem.

❑ Research is an organized and systematic way of finding answers

to questions.

❑ An organized, systematic, data based on critical,

objective, scientific enquiry or investigation into a specific
problem, undertaken with the purpose of finding answers or
solutions to it.

❑ A systematic means of problem solving

▪ Searching for explanation of events, phenomena, relationships and causes.
o What, how and why things occur
o Are there interactions?
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 Characteristics of Research
❑ Places emphasis upon the discovery of general principles.

❑ Systematic and accurate investigation.

❑ Uses certain valid data gathering devices.

❑ Logical and objective.

❑ Patient and unhurried activity.

❑ Carefully recorded and reported.

❑ Conclusions and generalizations are arrived at carefully and

cautiously.

❑ Requires an inter-disciplinary approach

❑ Cannot be a mechanical process

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 Objectives of Research
❑ To gain familiarity with a phenomenon or to achieve new
insights into it

❑ To know about the existing phenomenon

▪ To portray accurately the characteristics of a particular individual,
situation or a group

❑ To know extent of a cause or effect variables

▪ To test a hypothesis of a causal relationship between variables

❑ To establish relationship between variables

❑ To determine the frequency with which something occurs or

with which it is associated with something else

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 1. Necessity and types of researches: Types of
research
❑ Research can be classified in terms of:

▪ Major objectives of the research

▪ Goal of research

▪ Approaches of research

▪ Element of the Research to be studied

▪ Type of data used in research

▪ Fields of study

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 Research based on the major objectives of the
research
1. Exploratory/ formulative research
❑ Purpose: To gain familiarity with a phenomenon or explore new areas
where limited or no prior information exists.
▪ Example: Space journey to the planet Mercury.

2. Descriptive research
❑ Purpose: to portray accurately the characteristics of a particular entity
(individual, situation or a group) systematically.
▪ Example: Studying the demographics of first-year students in a university.

3. Predictive Research
❑ Purpose: To forecast future outcomes based on current trends or data.
▪ Example: Predicting students' performance based on their attendance rate.

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 Research based on the major objectives of the
research…
4. Diagnostic Research
❑ Purpose: to determine the underlying causes of a problem, situation, or
phenomenon.

❑ It goes beyond merely describing the issue (as in descriptive research)

by identifying why the problem occurs and what factors contribute to it.

❑ It often leads to recommendations or interventions to address the

issue.
Example: Determining why students perform poorly in a particular subject or
class.

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 Research based on the Goal of the research
1. Pure/ basic research
❑ Goal: To expand fundamental knowledge without immediate practical
application.

❑ discovery, interpretation, documentation of theoretical and scientific laws of

nature for the advancement of human knowledge.

▪ Example: Investigating the properties of electromagnetic waves in

theoretical physics.

2. Applied research
❑ Goal: To solve real-world problems or create practical applications.

❑ aims at finding an immediate solution to identify problems and/or their sources

and the means to obtain solutions on such practical areas engineering, health,
education, socio economics, agriculture, etc.

▪ Example: Developing a more efficient antenna for 5G networks.

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 Research based on the approach of the research
1. Quantitative research
❑ Uses numerical data, statistical analysis, and structured methods.

❑ applicable to phenomena that can be expressed in terms of quantity.

▪ Example: Surveying 100 students to measure their basic computer skills.

2. Qualitative Research
❑ Uses non-numerical data such as interviews, observations, or open-ended
questionnaires.

❑ concerned with qualitative phenomenon, i.e., phenomena relating to or involving

quality or kind.

▪ Example: Interviewing students to understand their learning challenges.

3. Mixed Research
❑ Combines both quantitative and qualitative approaches for a comprehensive
analysis.

▪ Example: Surveying students (quantitative) and conducting interviews

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(qualitative) to evaluate the effectiveness of computer training.
 Research based on the element of the research to
be studied
1. Analytic research
❑ the system is given/ known but the problem may be to determine/
understand
▪ Either the outputs given a set of inputs or

▪ possible inputs for a specified set of given outputs.

❑ It involves examining relationships between variables and often

seeks to test hypotheses or theories to explain specific outcomes.
▪ Example: Analyzing the effect of teaching styles on students' academic
performance.

❑ Importance of Analytic Research:

▪ Identifies causal links between variables.

▪ Provides deeper insights into phenomena

▪ Supports theory development through hypothesis testing and model

validation. 15
 Research based on the element of the research to
be studied…
2. Synthetic research
❑ set of inputs and a specified set of outputs are known. The problem
is to determine/model the system itself.

❑ involves integrating information, concepts, or findings from various

sources to create a comprehensive understanding of a phenomenon
or to propose new frameworks and theories.

❑ It focuses on combining existing knowledge rather than generating

new empirical data.

Example:

o Literature Reviews: A systematic review combining multiple

studies to summarize trends on a specific topic.

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 Research based on type of data used in research
1. Primary Research
❑ Uses data collected directly by the researcher through experiments,
surveys, observation, fucus group discussion, or interviews.

Characteristics:

❑ Original and first-hand data.

❑ Collected using methods tailored to the research objective.

❑ Time-consuming and resource-intensive to collect.

Example:
▪ Evaluating the performance of a prototype for a new antenna design.
Primary Research Method:
▪ Conducting simulations and real-world testing using tools like Ansys HFSS to
measure performance metrics such as gain and isolation.
Outcome:
▪ Helps in optimizing the antenna for better performance in 5G applications.

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 Research based on type of data used in research…
2. Secondary Research
❑ Uses existing data from sources like books, journals, online
databases, government or organizational records.
❑ Data that has already been collected, analyzed, and published by
others.
Characteristics:
❑ Easier to access and use.
❑ Collected for purposes other than the current research problem.
❑ May require adjustments to fit the new research question.
Example:
▪ A university assesses how its graduates perform in the job market.
Secondary Research Method:
▪ Reviewing employment data from government labor offices and alumni
reports.
Outcome:
▪ Provides insights into program relevance and areas for curriculum
improvement.
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 Motivation of doing Research
What makes people to undertake research?
The possible motives for doing research may be either one or more of the
following:
❑ Desire to face the challenge in solving the unsolved problems, i.e., concern over
practical problems initiates research;

❑ Desire to get intellectual joy of doing some creative work;

❑ Desire to be of service to society, such as developing policies for education or

environmental protection. by getting awards, patents

❑ Desire to get recognition and prestige Desire to get a research degree, promotion,
publish articles along with consequential benefits;

❑ Desire to get financial incentives provided by research grants or partnerships

with industries.
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 What are the qualities of a good research?
A good research should have the following qualities:

❑ The purpose of the research is clearly defined.

❑ The research process is presented in detail.

❑ The research design thoroughly planned.

❑ High ethical standards should be applied

❑ Limitations should be frankly revealed.

❑ Adequate analysis should be made for decision makers needs.

❑ Findings should be presented unambiguously.

❑ The Conclusions should be justified.

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 What are the characteristics of a researcher?
A successful researcher possesses a unique blend of skills and qualities.
Here are some key characteristics:

❑ Intellectual Curiosity
o Inquisitive mind (explore the unknown), Questioning attitude, Thirst for
knowledge

❑ Analytical Skills
o Critical thinking, Problem-solving, Data analysis

❑ Persistence and Determination

o Resilience (overcome difficulties), Motivation, Tenacity (willing to invest time
and effort into their research).

❑ Effective Communication

❑ Organization and Time Management

❑ Ethical Conduct
o Integrity (adhere to ethical principles),Honesty (in research and
reporting),Respect for others
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 2. Information sources and means for research
works
❑ Primary Information Sources
▪ Experiments: Controlled tests to observe phenomena.
▪ Surveys and Questionnaires: Collect data through structured
questions.
▪ Interviews: Conversations with individuals or focus groups.
▪ Observations: Recording behaviors or events as they occur.
▪ Case Studies: In-depth analysis of a specific case or situation.
❑ Secondary Information Sources
▪ Books and Academic Journals: Scholarly resources.
▪ Reports and White Papers: Institutional and government
publications.
▪ Databases and Repositories: Collections of articles and datasets.
▪ Newspapers and Magazines: Current trends and insights.
▪ Conference Proceedings: Research presented at conferences.

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 2. Information sources and means for research
works…
❑ Digital Information Sources

▪ Websites and Blogs: Industry updates and expert opinions.

▪ Online Databases and E-libraries: Access to digital research.

▪ Social Media Platforms: Trends and discussions.

▪ Massive Open Online Courses (MOOCs) and Educational Videos:

Online courses and tutorials.

❑ Informal Sources of Information

▪ Discussion Forums: Community-based knowledge sharing.

▪ Industry Experts and Consultants: Specialized advice.

▪ Workshops and Seminars: Practical training and insights.

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 2. Information sources and means for research
works…
❑ Means of accessing research information

▪ Library Resources: Physical and digital collections.

▪ Institutional Repositories

▪ Research Networks and Collaboration Platforms like ResearchGate

▪ Government and NGO Reports

▪ Conferences, Workshops, Online Courses, Webinars

▪ Fieldwork and Site Visits:

▪ Email Correspondence: Communication with experts.

▪ Internet Search Engines: Quick online searches.

▪ Reference Management Tools like EndNote, Mendeley, and Zotero

▪ ….

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 Start

Identify Research Topic and Problem

• Define the area of interest.
• Conduct a preliminary literature review to
understand existing research.
• Formulate specific research questions or

Research workflow hypotheses

❑ A typical research workflow Conduct Literature Review

• Review relevant academic literature to establish a theoretical
framework.
• Identify gaps in current knowledge.

outlines the key stages and • Gather insights that may inform the research design.

Design Research Methodology

steps that researchers follow • Choose appropriate research design (qualitative,
quantitative, or mixed methods).
• Select data collection methods (surveys, interviews,
experiments, etc.).
from the initial idea to the •
•
Determine the sample size and selection criteria.
Develop data collection instruments (questionnaires,
interview guides, etc.).

final dissemination of their Data Collection

• Implement the data collection plan.
• Collect data using the selected methods (fieldwork,
findings. •
surveys, experiments, etc.).
Maintain accurate records of data collected.

Data Analysis
• Organize and clean the data for analysis.
• Use appropriate statistical or qualitative analysis methods.
• Interpret results in the context of the research questions
and hypotheses.

Draw Conclusions
• Summarize the findings and how they address the
research questions.
• Discuss the implications of the results for the field of
study.
• Acknowledge any limitations of the study.

Publication
• Prepare Research Report or Paper
• Peer Review and Revision
• Disseminate Findings
• Implement Recommendations
• Reflect on the Research Process

End

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 3. Problem Identification and formulation
❑ To make your research project a success, you’ll have to ensure that the
topic is strong, as well as enjoyable.
What does this mean? And How….
❑ Unfortunately, you might find a topic that you like a lot, and go on to develop a
strong thesis with no trouble at all. Then, you find yourself spending an
afternoon at the library and discovering one or two problems.
▪ You could find that very little research is available on your subject.
▪ You may find that the research doesn’t support your thesis.
Oops!

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 3. Problem Identification and formulation…
❑ To avoid those pitfalls/consequences,
▪ it is important to select more than one topic from the start. Find three or
four topics that interest you, then, conduct a preliminary search of each
topic.
▪ Preliminary searches can be done pretty quickly; there is no need to spend
hours in the library.
▪ Determine which project idea can be supported with plenty of published
material.
o This way, you will be able to select a final topic that is both interesting and feasible.
“Don’t select a topic that doesn’t appear in books and articles, as well as on web
sites!”
❑ Topics eligible for research
▪ When there is difference between what exists and what it should be for
unclear but more than one possible reason

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 3. Problem Identification and formulation…
❑ Criteria for prioritizing topics:
1. Relevance
2. Feasibility
3. Political acceptability
4. Applicability
5. Urgency of data needed
6. Ethical acceptability
7. Avoidance of duplication

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 3. Problem Identification and formulation…
1. Relevance: The topic you choose should be a priority problem:
Questions to be asked include:
▪ How large or widespread is the problem?
▪ Who is affected?
▪ How severe is the problem?

2. Feasibility: Consider the complexity of the problem and the resources

you will require to carry out the study.
▪ Thought should be given first to personnel, time, equipment and money that are
locally available.
o In situations where the local resources necessary to carry out the project are not
sufficient, you might consider sources available at the national level.

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 3. Problem Identification and formulation…
3. Political acceptability: It is advisable to research a topic that has the interest
and support of the authorities.
▪ This will facilitate
o the smooth conduct of the research and
o increases the chance that the results of the study will be implemented.

4. Applicability of possible results and recommendations

▪ Is it likely that the recommendations from the study will be applied?
▪ This will depend
o not only on the blessing of the authorities
o but also on the availability of resources for implementing the recommendations.

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 3. Problem Identification and formulation…
5. Urgency of data needed
▪ How urgently are the results needed for making a decision?
▪ Which research should be done first and which can be done late?

6. Ethical acceptability
▪ We should always consider the possibility that we may cause harm on others while
carrying out research.
▪ Therefore, it will be useful to review the proposed study.

7. Avoidance of duplication:
▪ Investigate whether the topic has been researched.

o If the topic has been researched, the results should be reviewed to explore
whether major questions that deserve further investigation remain unanswered.
o If not, another topic should be chosen.

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 Scales for rating research topics
Example
Relevance
1 = Not relevant
2 = Relevant
3 = Very relevant
Avoidance of duplication
1 = Sufficient information already available
2 = Some information available but major issues not covered
3 = No sound information available on which to base problem-solving
Feasibility
1 = Study not feasible considering available resources
2 = Study feasible considering available resources
3 = Study very feasible considering available resources
Political acceptability
1 = Topic not acceptable
2 = Topic somewhat acceptable
3 = Topic fully acceptable 32
 Scales for rating research topics…
Example
Applicability
1 = No chance of recommendations being implemented
2 = Some chance of recommendations being implemented
3 = Good chance of recommendations being implemented
Urgency
1 = Information not urgently needed
2 = Information could be used but a delay of some months would be acceptable
3 = Data very urgently needed for decision-making
Ethical acceptability
1 = Major ethical problems
2 = Minor ethical problems
3 = No ethical problems

N.B. The above rating should be based on the existing data and not on mere
assumptions.
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Scales for rating research topics…
o Rating scale: 1 = low, 2 = medium, 3 = high

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 What is Research Problem?

❑ A research problem, in general, refers to some difficulty which a

researcher experiences in the context of either a theoretical or practical
situation and wants to obtain a solution for the same.
❑ It occurs when there is a difference between the current conditions and a
more preferable set of conditions.
❑ Defining the problem is critical to setting the direction for all subsequent
phases of the research process.
❑ If the problem is not defined correctly, satisfactory performance at the
other stages in the research process will not remedy the situation.

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 What is Research Problem?...

Clarify the problem

Desired/Ideal
Situation

Gap = problem

Current
situation

❑ We need to understand the current situation (measured,

standard)
❑ A gap b/n a desired and actual condition 36
 NECESSITY OF DEFINING THE PROBLEM

❑ Quite often we all hear that a problem clearly stated is a problem half
solved. This statement signifies the need for defining a research problem.

❑ The problem to be investigated must be defined unambiguously for that

will help to discriminate relevant data from the irrelevant ones.

❑ A proper definition of research problem will enable the researcher to be

on the track whereas an ill-defined problem may create hurdles.

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 DEFINING THE PROBLEM WELL MAY ANSWER
THE Questions like:
❑ What data are to be collected?

❑ What characteristics of data are relevant and need to be studied?

❑ What relations are to be explored.

❑ What techniques are to be used for the purpose?

❑ And similar other questions crop up in the mind of the researcher who
can well plan his strategy and find answers to all such questions only
when the research problem has been well defined.

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 . Usually we say that a research problem does exist
if the following conditions are met with:
i. an individual or a group which has some difficulty or the problem.
ii. some objective(s) to be attained at.
▪ If one wants nothing, one cannot have a problem.
iii. Must be alternative means (or the courses of action) for obtaining the
objective(s) one wishes to attain
• There must be at least two means available to a researcher for
• if he has no choice of means, he cannot have a problem.
iv. There must remain some doubt in the mind of a researcher with regard to the
selection of alternatives.

✓ This means that research must answer the question concerning the relative
efficiency of the possible alternatives.

v. There must be some environment(s) to which the difficulty pertains.

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 SELECTING THE PROBLEM
❑ The following points may be observed by a researcher in selecting a research
problem or a subject for research:
▪ Subject which is overdone should not be normally chosen, for it will be a difficult
task to throw any new light in such a case.
▪ Controversial subject should not become the choice of an average researcher.
▪ Too narrow or too vague (fuzzy) problems should be avoided.
▪ The subject selected for research should be familiar and feasible so that the related
research material or sources of research are within one’s reach.
▪ The importance of the subject, the qualifications and the training of a researcher,
the costs involved, the time factor are few other criteria that must also be considered
in selecting a problem.
▪ The selection of a problem must be preceded by a preliminary study.
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 TECHNIQUE IN DEFINING A PROBLEM

▪ statement of the problem in a general way;

▪ understanding the nature of the problem;

▪ surveying the available literature

▪ developing the ideas through discussions; and

▪ rephrasing the research problem into a working proposition.

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 TECHNIQUE IN DEFINING A PROBLEM…

(i) Statement of the problem in a general way

▪ The problem should be stated in a broad general way, keeping in view
either some practical concern or some scientific or intellectual interest.

▪ In case of social research, it is considered advisable to do some field

observation, some sort of preliminary survey or what is often called pilot
survey.
o Then the researcher can himself state the problem or he can seek the guidance
of the guide or the subject expert in accomplishing this task.

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 TECHNIQUE IN DEFINING A PROBLEM…

❑ (ii) Understanding the nature of the problem

❑ Understand its origin and nature clearly.

❑ to discuss it with those who first raised it in order to find out how the problem
originally came about and with what objectives in view.

❑ A discussion with those who have a good knowledge of the problem

concerned or similar other problems.

❑ The researcher should also keep in view the environment within which the
problem is to be studied and understood.

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 TECHNIQUE IN DEFINING A PROBLEM…

(iii) Surveying the available literature

❑ All available literature concerning the problem must necessarily be surveyed

and examined.
▪ To find out what data and other materials -- “Knowing what data are available
often serves to narrow the problem itself as well as the technique that might be
used.”

▪ If there are certain gaps in the theories, or whether the existing theories
applicable to the problem under study are inconsistent with each other, or
whether the findings of the different studies do not follow a pattern consistent
with the theoretical expectations and so on.
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 TECHNIQUE IN DEFINING A PROBLEM…

▪ (iv) Developing the ideas through discussions

▪ Discuss problem with colleagues and others who have enough experience in
the same area or in working on similar problems --- known as an experience
survey.

▪ People with rich experience are in a position to enlighten the researcher on

different aspects of his proposed study and their advice and comments are usually
invaluable to the researcher --- sharpen his focus of attention on specific aspects
within the field.

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 TECHNIQUE IN DEFINING A PROBLEM…

(v) Rephrasing the research problem

▪ To rephrase the research problem into a working proposition

▪ Rephrasing the problem into analytical or operational terms is not a

difficult task.

▪ Through rephrasing, the researcher puts the research problem in a

specific terms as possible so that it may become operationally
viable and may help in the development of working hypotheses.

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 4. Data collection/ generation and processing
1. Primary Data
❑ These are the data that are collected for the first time by an investigator for a
specific purpose.
❑ The primary data are those which are collected a fresh and for the first time, and
thus happen to be original in character.
❑ Primary data: information that is developed or gathered by the researcher
specifically for the research project at hand.
❑ Primary data is data that is collected by a researcher from first-hand sources,
using methods like surveys, interviews, or experiments. It is collected with the
research project in mind, directly from primary sources.
❑ “Data which are gathered originally for a certain purpose are known as
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primary data.”
 Primary Data collection method
Methods - how you will collect /gather the information
.

❑ Common methods of collecting primary data, include

▪ Interviews

▪ Questionnaires

▪ Survey

▪ Experimentation

▪ Case Study

▪ Observation

 . 48
 Interview
❑ A purposeful discussion between two or more people.

❑ The interview method of collecting data involves presentation of oral-verbal

stimuli and reply interms of oral-verbal responses.

❑ It can help you to gather valid and reliable data that are relevant to your

research question and objectives.

❑ This method can be used through personal interviews and, if possible,

through telephone interviews.

❑ Personal interviews: It requires a person known as the interviewer asking

questions generally in a face-to-face contact to the other person or persons.

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 Type of Interview

1. Structured interview: using standardized questions.

▪ involve the use of a set of predetermined questions and of highly standardised
techniques of recording.
▪ it follows a rigid procedure laid down, asking questions in a form and order
prescribed.

2. Unstructured interview: informal, there is no prepared questions before interview.

▪ characterized by a flexibility of approach to questioning.
▪ do not follow a system of pre-determined questions and standardised
techniques of recording information.
▪ It is used to explore in depth a general area in which you are interested.

3. Semi-structured interview: mix between the two

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 Focus Groups Discussion
❑ Another unstructured group meeting conducted by a
manager or a consultant.

❑ A small group of 10-15 people is selected representing a

larger group of people.

❑ Group discussion is started by asking general questions

and group members are encouraged to discuss their
answers in some depth.

❑ The richness and validity of this information will depend on

the extent that trust exists.

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 Questionnaires

❑ A questionnaire is a set of questions for gathering

information from individuals.

❑ You can administer questionnaires by mail, telephone, using

face-to-face , as handouts, or electronically (i.e., by e- mail

or through Web-based questionnaires).

▪ Questionnaires can be paper-based, or electronic.

▪ List of a research or survey questions asked to respondents, and

designed to extract specific information from the respondents is called as

questionnaire.

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 Questionnaires

Questions can be:

1. Unstructured questionnaires (Open-ended)

2. Structured questionnaires (Closed Ended Questions)

3. Semi-structured questionnaires (Partially Structured

Question)

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 Unstructured questionnaires (Open-ended
questions)
❑ An open-ended question is one in which you do not provide any standard
answers to choose from.

❑ These questions ask respondents to construct answers using their own

words.

❑ Non-structured questions, or open-ended questions, are questions where

there is no list of answer choices from which to choose.

❑ Respondents are simply asked to write their response to a question.

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 Unstructured questionnaires (Open-ended
questions)
❑ It is best to use non-structured questions when you are exploring new
ideas and you don't really know what to expect from the respondents.
❑ Open questions can generate rich and candid data, but it can be data that
is difficult to code and analyze.

Example of a Non-structured Questions

1. How old are you? ______ years.

2. What do you like best about your job?

3. What are the facilities and services do you expect from your library?

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 Structured questionnaires (Closed Ended .
Questions)

❑ are based predominantly on closed questions which produce data that

can be analyzed quantitatively for patterns and trends.
❑ Closed ended: question that asks the respondent to make a selection
from a limited list of responses.
❑ The agenda is entirely predetermined by the evaluator and provides
little flexibility for respondents to qualify their answers.

Closed questions include:

▪ Dichotomous
▪ Multiple choice
▪ Scales (Likert, rank-order scale) etc
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 Dichotomous
❑ Dichotomous Question: a question that has two possible responses

⚫ Could be

 Yes/No

 True/False

 Agree/Disagree

 for/against

❑ Do you currently smoke? A. YES B. NO

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 Multiple Choice Questions
❑ What purpose do you visit the library?
( A) To read news papers
( B) To refer books
( C) To borrow and return books
( D) To brows Internet
Scaled questions

❑ Responses are graded on a continuum (example: rate the appearance of the

product on a scale from 1 to 10, with 10 being the most preferred
appearance).

❑ Examples of types of scales include the Likert scale, semantic differential

scale, and rank-order scale 58
 Likert scale

❑ A statement with which the respondent shows the amount of

agreement or disagreement.
❑ Likert scale measures the feelings/ degree of agreement of
respondents
Example: To what extent the information obtained from the web
based resources are useful to you?

1 Unsatisfied 2 Somewhat satisfied 3 Neutral 4 Satisfied 5

Extremely satisfied
Agreement SD D ND A SA
Satisfaction SD D ND S SS
Quality VP P Average G VG

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 Semi-structured questionnaires (Partially
Structured Question)
❑ Take a mixed approach.
❑ In some situations, you may have a partial list of answer choices, but
you may still have some doubt or uncertainty about other possible
responses.
❑ You can create a partially structured question such as the following:

Example of a Partially Structured Question

❑ What purpose do you use web based resources?
▪ For research work
▪ To write assignments
▪ To improve subject knowledge
▪ For the purpose of seminar presentation
▪ Any other (Please specify): 1._________ 2. __________
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 Cautions regarding Questions and
Questionnaires Construction
1. Question number

2. Order of Questions

3. Check the spellings of the question statements

4. Do not use offensive language

5. Avoid double-meaning Questions

6. If there are any difficult terms in the questionnaire than do explain them

7. Avoid unnecessary questions

8. Know the academic and mental capacities of the target population

9. If there are certain personal or emotional questions ask them in the middle or at the

end

10. Don't ask for elaborate answers

11. Use polite language

12. Don't write questions that already contain the answer to the question

13. Let the respondents know that their privacy will be ensured 61
 Observation Method

❑ The observation method is the most commonly used method specially in

studies relating to behavioural sciences.

❑ Under the observation method, the information is sought by way of

investigator’s own direct observation without asking from the respondent.

❑ The main advantage of this method is that subjective bias is eliminated, if

observation is done accurately.

❑ Secondly, the information obtained under this method relates to what is

currently happening; it is not complicated by either the past behaviour or
future intentions or attitudes.

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 Types of observations
1. Non-participant:
▪ In this role, the researcher does not become, nor aims to become an integral
part of the system or community they are observing.

▪ when the observer observes as a detached representative without any

attempt on his part to experience through participation what others feel.

2. Participant:
▪ In this role, the researcher is, or becomes, a part of the team, community,
or cultural group they are observing.

▪ If the observer observes by making himself, more or less, a member of the

group he is observing so that he can experience what the members of the
group experience
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 2. Secondary Data

❑ Secondary data: information that has previously been gathered by someone

other than the researcher and/or for some other purpose than the research
project at hand.
❑ The secondary data are those which have already been collected by
someone else and which have already been passed through the statistical
process.
❑ Secondary data means data that are already available i.e., they refer to the
data which have already been collected and analysed by someone else.
❑ This means that this kind of data has already been collected by some
researchers or investigators in the past and is available either in published
or unpublished form.
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 Secondary Data Source

❑ Internal Corporate Information

❑ Government Agencies

❑ Trade and Industry Associations

❑ Marketing Research Firms

❑ Commercial Publications

❑ News Media

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Chapter end!!!

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