NAME SUKHDEV SINGH

ROLL NO 2314515813

PROGRAM MASTER OF BUSINESS

ADMINISTRATION (MBA)

SEMESTER III

COURSE NAME RESEARCH METHODOLOGY

COURSE CODE DMBA301

SET 1:
1. MEANING OF RESEARCH:
Research is the methodical use of scientific methods to examine a specific issue
or research subject.
Research is carried out to:
 Determine new and prospective clients
 Recognize current clients
 Establish realistic objectives
 Create effective marketing plans.
 Deal with business obstacles
 Create a plan for business growth.
 Find fresh business prospects

TYPES OF RESEARCH:
 RESEARCH IN PRACTICE:
 This scientific study aims to address several real-world issues that arise in
daily living. It develops cutting-edge technologies, cures illnesses, and finds
answers to common issues.
 Example: Boost the production of agricultural crops.
 Treat or cure a particular illness.

 FUNDAMENTAL RESEARCH:
 It is referred to as pure or fundamental research. It broadens one's
understanding. Nothing new will be created or invented by this kind of
inquiry. Rather, it is grounded in basic science research.
 Example: How did the universe start?

 RESEARCH USING CORRELATION:

 Correlational research examines the relationship between multiple factors
without necessarily establishing cause and effect.
 Gathering a lot of data from numerous subjects at once is simple.
 Many different factors and how they interact.
 It is difficult to create study variables in the lab.

 DESCRIPTIVE RESEARCH:
 This kind of study accurately depicts the traits of a specific person,
circumstance, or group. Another name for this is statistical research. It covers
anything that can be measured and examined that affects people's lives.

 INVESTIGATIVE STUDIES:
 
The goal of this study is to forecast and control the occurrences by an
objective, methodical, and controlled examination.
 Examining the likelihood and causation of various factors is another aspect of
it.
 RESEARCH ON GROUND THEORY:
 It investigates the issues that arise in a particular social setting and the ways
in which those involved respond to them.
 It involves four stages: codes, concepts, categories, and theory, and it
functions essentially in the opposite way as traditional research.

 QUANTITATIVE AND QUALITATIVE RESEARCH:

 Quantitative research uses numerical data to mathematically quantify the
findings.
 Things that are hard or impossible to measure mathematically, like beliefs,
meanings, characteristics, and symbols. It seeks to compile a thorough
knowledge of human behavior.

2. TYPES OF DATA:

 QUALITATIVE DATA:
 Qualitative data is informative in nature and cannot be quantified or counted.
The fact that the data can be arranged by category rather than by number is
another reason it is known as categorical data.
 Qualitative data in statistics and data science refers to attributes and
descriptors that are subject to subjective observation. Language, nationality,
and country names are a few examples of qualitative data.

 NOMINAL DATA:
 Variables which identify or label an item are referred to as nominal data. This
kind of data is witnessed but not quantified. Nominal data names a number
without imposing any specific order; it has no numerical value.
 Weather, music genres, food varieties, and color are a few examples of
nominal data.

 ORDINAL DATA:
 One type of statistical data that has a predetermined order or scale is called
ordinal data. This implies that ordinal information can be arranged in a natural
ranking order into several groups.
 Ordinal data, such as garment sizes, can be easily sorted in the following
order: small, intermediate, large.
  To determine which encoding approach to apply with ordinal data, data
scientists utilize the categories where the data is sorted and arranged.

 QUANTITATIVE DATA:
 Variables with numerical and quantifiable values are referred to as
quantitative data.
 Quantitative data, also referred to as numerical data, deals with facts and
statistics that may be measured objectively.
 This data is used by analysts for statistical analysis and mathematical
computations. Numerical variables can either be discrete or continuous.
METHODS OF PRIMARY DATA COLLECTION:
Information gathered directly from the original source through surveys, tests, or
observations is referred to as primary data or unprocessed data. There are two more
categories for the main data collection method. They're
o Quantitative data collection
o Qualitative data collection

QUANTITATIVE DATA COLLECTION:

 It is predicated on mathematical computations in a variety of formats, including as
closed-ended questions, regression and correlation analysis, and measures of mean,
median, or mode.
 This approach can be used quickly and is less expensive than methods for collecting
qualitative data.
QUANLITATIVE DATA COLLECTION:
 There are no mathematical computations involved. This approach is strongly related
to non-quantifiable elements. Case studies, observations, questionnaires, interviews,
and other methods are all part of this subjective data collection process. This kind of
data can be gathered in several ways. They're
 Method of Interview:
 the process of gathering information through spoken answers. It is accomplished in
two methods, including
 Personal Interview: In this approach, an individual known as the interviewer must ask
the subject questions in person. Direct inquiry, concentrated discussion, and scheduled
or unstructured personal interviews are all possible.
 Telephonic Interview: In this technique, an interviewer calls people to elicit their
opinions or queries to gather information.
 Schedules:
 With one minor exception, this approach is comparable to the questionnaire approach.
The enumerations are specifically designated to fill out the schedules. It clarifies the
investigation's goals and objectives and could clear up any misunderstandings that
may have arisen. It is important to train enumerators to work diligently and patiently.
 3. TYPES OF QUESTIONS IN QUESTIONNAIRE:
 CLOSE ENDED QUESTIONS:
 These questions can have a single response, such as "yes" or "no," or they can
have a list of possible answers that survey respondents can select from.
 Because responders may be divided into the various replies they have
provided, it is simple to analyze the responses to this kind of inquiry.

 OPEN ENDED QUESTIONS:

 Respondents can use their own language to answer open-ended inquiries.
 Because of this, this kind of question is excellent if you wish to elicit more
insightful responses from your responders. However, analyzing the outcomes
of such questions can be challenging because it takes time to categorize users
into groups, even if users are providing similar replies.

 MULTIPLE CHOICE QUESTIONS:

 The most common kind of inquiry is this one. Multiple-choice questions
allow responders to select from a variety of answers. This kind of inquiry is
simple to comprehend, demands minimal work from participants, and yields
easily analyzed responses.
 Adding "Other" as an answer choice is an excellent idea. This manner, instead
of selecting an answer at random and compromising the precision of your
results, respondents can always select "other" if they are unable to locate an
appropriate answer option.

 DROP DOWN SURVEY QUESTIONS:

 This kind of question is common because it provides a straightforward
method of displaying a lengthy number of possible answers without deterring
responses. Additionally, these questions are helpful since they help people
comprehend the subject you are posing.

 SURVEY QUESTIONS:
 When answering rating questions, participants can choose the number or word
that best expresses their viewpoint from a scale of possible answers. Giving
survey respondents some background information and an explanation of the
significance of the various grades on the scale is advised when using rating
questions.
 If you were to question respondents, for instance, "How much do you really
like travelling?" you could specify that a score of 0 would indicate that they
"don't like travelling at all," while a score of 10 would indicate that they
"absolutely love travelling." The participants might discover that the values
on the scale don't make much sense if you don't explain this.
SET 2:
4. EDITING:

Editing entails making changes and recommendations regarding a document's

content. It involves enhancing the text's general readability, organization and
structure, flow, and linguistic accuracy. Additionally, it entails proofreading for
spelling and grammar mistakes.
Stated differently, editing entails a thorough examination of an item while adding,
removing, or altering it to meet an established requirement to get it ready for a certain
audience. Before a document is proofread, it should be changed at least once.

TYPES OF EDITING:
 COPY EDITING:
 Copyediting, often known as line modifying, is a minimal editing technique
that gives a book a polished appearance. After reading your work, the editor
corrects any mechanical spelling, grammatical, and punctuation mistakes. The
least expensive type of editing is copyediting.
 Some experts distinguish between line editing and copyediting, with line
editing focusing more intently on the meaning of each sentence and
copyediting being the more superficial, grammar-only edit. To be sure, always
ask the editor what is covered in their copyedit.

 LINE EDITING:
 The terms line editing and copyediting are frequently used interchangeably.
When separated from copyediting, however, it refers to a special edit that is in
between developmental editing and copyediting in terms of intensity. The
editor examines the book lines by line and considers each sentence during line
editing.
 The editor considers a sentence's power and meaning in addition to word
choice. Syntax and if a phrase need to be tightened or cut are factors the
editor takes into account. Your prose will sound better with line editing.

 MECHANICAL EDITING:
 The use of a specific style, such an Associated Press (AP) Form or the
Chicago Handbook of Style, is referred to as mechanical editing. The editor
checks for spelling, grammar, capitalization, abbreviations, and other style
guidelines. Copyediting occasionally includes mechanical editing.

 SUBSTANTIVE EDITING:
 The structure and presentation of a work are considered during substantive
editing. Chapter, scene, section, and phrase level tightening and clarification
are all part of it.
 Substantive editing addresses the actual writing, as opposed to developmental
editing, which addresses the broad concerns and deep-level reorganization.
 Line editing is another name for substantive editing, which is commonly
mistaken for developmental editing.
 Regardless of the phrase chosen, always ask your editor what their services
include and note it in writing.

5. RESEARCH PROPOSALS AND REPORT:

o Research Reports and Proposals Works fall under the same heading: research.
Proposals are frequently referred to as plans or blueprints for upcoming
studies. The connection between the proposal and the report is comparable to
that between the action and the plan. The proposal poses the issue or queries
and provides the structure.
o A research proposal, sometimes referred to as a plan or blueprint for the
report, is only a concise and coherent written summary of the proposed
research. It contains the topic's overall background. The study's identification
and importance, as well as its goals, research questions, review of literature,
conceptual framework, references, bibliography, and techniques.
o Simply and generically, a research report is a written narrative that conveys
information on one or more aspects of a business or firm in an objective
manner.
o Reports are crucial for both professional and organizational life. They start
before any organization is even formed. It indicates that they created the
organization. They work to accomplish the objectives of the organization.

COMPONENTS OF RESEARCH REPORT:

 TITLE:
 The first page of a research report is called the title page, and it includes the
topic of the study as well as the names of every researcher who contributed to
its completion.

 TABLE OF CONTENTS:
 Like a book's index page, a table of contents provides the heading of each
subtopic in the study's report in addition to the page numbers where readers
may locate that specific subtopic.

 SUMMARY:
 A summary's primary goal is to give a broad overview of the study's findings.
We may claim that study report has truly begun because of this element. After
reading the summary, a reader will be aware of the purpose of the research
and can determine whether to read the rest of the report.
 INTRODUCTION:
  The introduction, which comes next in a research report, is where the
researcher talks about the topic or subject of the study. The researcher can
outline the current state of the problem under investigation and develop a
thesis for it.
 At the conclusion of the study, the thesis can be used to determine whether all
the evidence supporting the thesis supports it or contradicts it, leading to a
different conclusion.

 RESEARCH METHODOLOGY:
 Since it provides information on the techniques or methods utilized to conduct
research, research methodology is an extremely important part of a research
report.
 For example, it informs us of the target audience employed to gather data,
whether the study is qualitative or quantitative, and many other small facts.

 ANALYSIS:
 All the data gathered for the study is included in this portion of the research
report. This part also displays all the many statistical and mathematical
computations that were performed to arrive at the research's result, if the
study is quantitative in nature.
 To put it succinctly, this section serves as evidence for any conclusions that
have been reached regarding the research.

 CONCLUSION:
 This section serves as the actual conclusion of the research project. This part
provides the ultimate response to the study objectives following the
completion of all data gathering and processing. If a hypothesis was
developed at the start of the study, this part provides the findings and
indicates whether the hypothesis was correct.

6.
HIGH BACHELORS MASTERS PHD TOTAL
SCHOOL

FEMALE 60 54 46 41 201
MALE 40 44 53 57 194
TOTAL 100 98 99 98 395

Expected frequency = Total row * Total column/grand total

 = 100 * 201/395
= 50.89

Frequency Table:
Education Leve Female Male
High School 50.89 48.11
Bachelors 49.87 48.13
Maters 50.42 48.58
Phd 48.18

Degree of freedom = No of rows -1 * No of columns – 1

= (4-1) * (2-1)
=3
At a 5% level of significance, there is sufficient evidence to conclude that gender and
education level are dependent.