Term Paper of Goup-F (Applied Research Methodology)

Department of Accounting & Information Systems
Term Paper on
“Research & its primary elements and An overview of statistical tools
used in research (Chapter- 1&8)”
Course Title: Applied Research Methodology
Course Code:506
Submitted to
Tarik Hossain
Assistant Professor
Comilla University, Cumilla.
Submitted by
Ashirbad Chandra Deb
Exam ID: 11606013
On behalf of Group-F
Comilla University, Cumilla.
Date of Submission:7th May ,2021

Group-B
Class ID Name Remarks

11606006 Md. Sakinur Rahman
11606013 Ashirbad Chandra Deb (GL)
11606020 Shariful Islam Dipu
11606023 Ismail Sarker
11606027 Ahsan Habib
11606036 Md Salim
11606045 Abdullah Al Masud
11606054 Khadiga Rumi Mahbub

11506055(Re-ad) Khairunnar
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Letter of Transmittal
7th May,2021
To
Tarik Hossain
Assistant Professor ,
Department of AIS,
Comilla University.
Subject: Term Paper on “Research & its primary elements and An overview of statistical
tools used in research (Chapter 1& 8).”
Sir
It is our great pleasure that the opportunity to submit an elaborate Term Paper on “Research
& its primary elements and An overview of statistical tools used in research”, as you
have authorized us in this semester. We have observed closely & studies different aspect of
these topics. We tried our best to put meticulous effort for the preparation of this Term paper.
Any short coming or flaw may arise as we are very much novice in this aspect. We will
whole heartedly welcome any clarification & suggestion about any view & conception
disseminated in our Term Paper.
Sincerely yours
...................................................
Ashirbad Chandra Deb
Class ID:11606013
Group Leader,
On behalf of all group members of group-F
Department of AIS
Comilla University’
Cumilla.
ii
Acknowledgement
One of the most pleasant parts of submitting a Term Paper is the opportunity to thank them
who have contributed for it. This acknowledgement is no exception.
In the process of preparing this report we heartily tried our best to include such information
which are useful for understanding to auditing practice. We most sincerely express our thanks
and gratitude to our honorable course teacher Tarik Hossain for providing us a chance to
prepare this Term Paper.
And finally, we would like to say that we have tried heart and soul to prepare this report
accurately. However there might be some errors and mistake, so we seek your kind
consideration as we are in the process of learning.
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Table of Contents
SL.No Topics Page

1 Research Methodology 01
2 Research methods 01
3. Basic elements of research methods and methodology
3.1 Research design 03

3.2 Research Question 06
3.3 Problem Statement and Identification 08
3.4 Sample design 10
3.5 Sampling Procedures 13
3.6 Research Report 15
4. Different Statistical tools used in Research
4.1 Sample size 18
4.2 Chi-squared tests 20
4.3 T-Test 20
4.4 Z- Test 21
4.5 Descriptive Statistics 22
4.6 Mean 22
4.7 Median 23
4.8 .Standard Deviation 24
4.9 Skewness 24
4.10 Kurtosis 25
4.11 Jarque - Bera test 26
4.12 Probability 26
4.13 ANOVA 27
4.14 Two Way ANOVA 29
5 Conclution 33
6 References 34
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Applied Research Methodology
1. Research Methodology
The Research Methodology refers to the systematic and theoretical analysis of the research
methods applied to a field of study that combine the techniques and approaches of the used
tools for conducting a scientific research study.
Therefore, the Basic Concept of Research Methodology is defined as a highly intellectual

human activity used in the investigation of social phenomena, nature, and matter that deals
especially with the manner in which data is collected, analyzed, and interpreted for a
scientific research project.
2.Research Methods
Research methods mean techniques, strategies, processes utilized in data collection, or
finding evidence for analysis in order to explore new information or create a better
understanding of a particular research topic. Actually, there are two basic research methods.
For example Qualitative Research Methods & Quantitative Research Methods. Quantitative
methods intend to measure facts in mathematical and statistical models.
Qualitative Methods, on the other hand, try to gather detailed, rich data allowing for an in-
depth understanding of research phenomena. For example, this method includes
Ethnography, Focus Group Discussion, Case Study, and so on.
Department of AIS, Comilla Univercity.

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3. Basic elements of research methods and methodology

Research methodology may vary in form from one project to another, but should always
incorporate the following four elements.
 Measurement Objectives
 Data Collection Processes
 Recommended Survey
 Reporting Plan
 Research Methodology: Measurement Objectives
Measurement Objectives are the reasons for the research and the expected outcomes. The
objectives are the ―why‖ of the research. They should be clear and concise. Explain each
measurement objective in detail. Be precise, so as not to leave any room for erroneous
interpretation of the results.
 Research Methodology: Data Collection
Data Collection methodology covers the logistics of the research. Determine how data
should be collected. If there will be multiple data collection sources, the methodology
should describe each source and how they fit together to make the big picture. Explain the
pros and cons of each data collection source, especially if you are using any sources that
are new to team members or if you expect to encounter problems with ―buy in.‖
 Research Methodology: Survey
Base each question on at least one of the research objectives. Make a distinct connection
between every survey question and the research objective. Don‘t ask questions that
don‘t link directly to a research objective.
 Research Methodology: Reporting Plan
Finally, always have a Reporting Plan. Explain how a plan to share the information
gathered. Discuss the format in which you will deliver the reports. Indicate how long the
reports will be and what information each report will contain.
Designing the research methodology may be the most important phase of any research
project because it is the blueprint for all to follow. Don‘t attempt to conduct viable
research on a whim. The results could be extremely misleading and outright erroneous.
The research methodology has everything that everyone needs to know about conducting
the project, presented in a format that is reference able throughout a project.

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3.1. Research design

Research design is the framework of
research methods and techniques chosen
by a researcher.The design allows
researchers to hone in on researchmethods
that are suitable for the subject matterand
set up their studies up for success.
The design of a research topic explains the

type of research
(experimental, survey, correlational, semi-
experimental, review) and also its sub-type
(experimental design, research problem,
descriptive case-study).
There are three main types of research design: Data collection, measurement, and
analysis.The type of research problem an organization is facing will determine the research
design and not vice-versa. The design phase of a study determines which tools to use and
how they are used.
An impactful research design usually creates a minimum bias in data and increases trust in
the accuracy of collected data. A design that produces the least margin of error in
experimental research is generally considered the desired outcome.
The essential elements of the research design are:
1. Accurate purpose statement

2. Techniques to be implemented for collecting and analyzing research
3. The method applied for analyzing collected details
4. Type of research methodology
5. Probable objections for research
6. Settings for the research study
7. Timeline
8. Measurement of analysis
Proper research design sets your study up for success. Successful research studies provide
insights that are accurate and unbiased. You‘ll need to create a survey that meets all of the
main characteristics of a design.

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1.3.1 Characteristics of research design:
Neutrality: The results projected in the research design should be free from bias and neutral.
Understand opinions about the final evaluated scores and conclusions from multiple individuals
and consider those who agree with the derived results.
Reliability: With regularly conducted research, the researcher involved expects similar results
every time. Design should indicate how to form research questions to ensure the standard of
results. You‘ll only be able to reach the expected results if your design is reliable.
Validity: There are multiple measuring tools available. However, the only correct measuring
tools are those which help a researcher in gauging results according to the objective of the
research. The questionnaire developed from this design will then be valid.
Generalization: The outcome of your design should apply to a population and not just a
restricted sample. A generalized design implies that your survey can be conducted on any part of
a population with similar accuracy.
The above factors affect the way respondents answer the research questions and so all the above
characteristics should be balanced in a good design.A researcher must have a clear understanding
of the various types of research design to select which model to implement for a study.
Qualitative research design: Qualitative research determines relationships between collected

data and observations based on mathematical calculations. Theories related to a naturally
existing phenomenon can be proved or disproved using statistical methods. Researchers rely on
qualitative research design methods that conclude ―why‖ a particular theory exists along with
―what‖ respondents have to say about it.
Quantitative research design: Quantitative research is for cases where statistical conclusions to
collect actionable insights are essential. Numbers provide a better perspective to make critical
business decisions. Quantitative research design methods are necessary for the growth of any
organization. Insights drawn from hard numerical data and analysis prove to be highly effective
when making decisions related to the future of the business.
1.3.2 Categoris of research design :
1. Descriptive research design: In a descriptive design, a researcher is solely interested in

describing the situation or case under their research study. It is a theory-based design method
which is created by gathering, analyzing, and presenting collected data. This allows a researcher
to provide insights into the why and how of research. Descriptive design helps others better

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understand the need for the research. If the problem statement is not clear, you can conduct
exploratory research.
2. Experimental research design: Experimental research design establishes a relationship

between the cause and effect of a situation. It is a causal design where one observes the impact
caused by the independent variable on the dependent variable. For example, one monitors the
influence of an independent variable such as a price on a dependent variable such as customer
satisfaction or brand loyalty. It is a highly practical research design method as it contributes to
solving a problem at hand. The independent variables are manipulated to monitor the change it
has on the dependent variable. It is often used in social sciences to observe human behavior by
analyzing two groups. Researchers can have participants change their actions and study how the
people around them react to gain a better understanding of social psychology.
3. Correlational research design: Correlational research is a non-experimental research design

technique that helps researchers establish a relationship between two closely connected variables.
This type of research requires two different groups. There is no assumption while evaluating a
relationship between two different variables, and statistical analysis techniques calculate the
relationship between them.
A correlation coefficient determines the correlation between two variables, whose value ranges
between -1 and +1. If the correlation coefficient is towards +1, it indicates a positive relationship
between the variables and -1 means a negative relationship between the two variables.
4. Diagnostic research design: In diagnostic design, the researcher is looking to evaluate the
underlying cause of a specific topic or phenomenon. This method helps one learn more about the
factors that create troublesome situations.
This design has three parts of the research:
 Inception of the issue

 Diagnosis of the issue
 Solution for the issue
5. Explanatory research design: Explanatory design uses a researcher‘s ideas and thoughts on a
subject to further explore their theories. The research explains unexplored aspects of a subject
and details about what, how, and why of research questions.

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3.2 Research Question

A research question is a question that a study or research project aims to answer. This question
often addresses an issue or a problem, which, through analysis and interpretation of data, is
answered in the study‘s conclusion. In most studies, the research question is written so that it
outlines various aspects of the study, including the population and variables to be studied and the
problem the study addresses.
As their name implies, research questions are often grounded on research. As a result, these
questions are dynamic; this means researchers can change or refine the research question as they
review related literature and develop a framework for the study. While many research projects
will focus on a single research question, larger studies often use more than one research question.
3.2.1. Types of Research Questions:
Research questions can be classified into different categories, depending on the type of research
to be done. Knowing what type of research one wants to do—quantitative, qualitative, or mixed-
methods studies—can help in determining the best type of research question to use.
Doody and Bailey suggest a number of common types of research questions, as outlined below.
a)Quantitative research questions:
Quantitative research questions are precise. These questions typically include the population to
be studied, dependent and independent variables, and the research design to be used. They are
usually framed and finalized at the start of the study (Berger, 2015).
Quantitative research questions also establish a link between the research question and the
research design. Moreover, these questions are not answerable with ―yes‖ or ―no‖ responses. As
a result, quantitative research questions don‘t use words such as ―is,‖ ―are,‖ ―do,‖ or ―does.‖
Quantitative research questions usually seek to understand particular social, familial, or

educational experiences or processes that occur in a particular context and/or location . They can
be further categorized into three types: descriptive, comparative, and relationship.
 Descriptive research questions aim to measure the responses of a study‘s population to

one or more variables or describe variables that the research will measure. These
questions typically begin with ―what.‖
 Comparative research questions aim to discover the differences between two or more
groups for an outcome variable. These questions can be causal, as well. For instance, the

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researcher may compare a group where a certain variable is involved and another group
where that variable is not present.
 Relationship research questions seek to explore and define trends and interactions
between two or more variables. These questions often include both dependent and
independent variables and use words such as ―association‖ or ―trends.‖
b)Qualitative research questions:
Qualitative research questions may concern broad areas of research or more specific areas of
study. Similar to quantitative research questions, qualitative research questions are linked to
research design. Unlike their quantitative counterparts, though, qualitative research questions are
usually adaptable, non-directional, and more flexible .As a result, studies using these questions
generally aim to ―discover,‖ ―explain,‖ or ―explore.‖
Ritchie et al. (2014) and Marshall and Rossman (2011) have also further categorized qualitative
research questions into a number of types, as listed below:
 Contextual research questions seek to describe the nature of what already exists.
 Descriptive research questions attempt to describe a phenomenon.
 Emancipatory research questions aim to produce knowledge that allows for engagement
in social action, especially for the benefit of disadvantaged people.
 Evaluative research questions assess the effectiveness of existing methods or paradigms.
 Explanatory research questions seek to expound on a phenomenon or examine reasons for
and associations between what exists.
 Exploratory research questions investigate little-known areas of a particular topic.
 Generative research questions aim to provide new ideas for the development of theories
and actions.
 Ideological research questions are used in research that aims to advance specific
ideologies of a position.

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The following table illustrates the differences between quantitative and qualitative research
questions.
Topic Quantitative Research Questions Qualitative Research

Questions
Mental How does race affect rates of mental health What is the experience of
health diagnosis among teens in foster care? African-American teens
diagnoses seeking help for mental
health concerns?
Career What is the relationship between household How do American
choice income and career choice among American university students from
university students? low-income households
experience making a
career choice?
Social What proportion of Australians aged 55 to 75 How do Australians aged
media use popular social media sites? 55 to 75 use social media?
use
Early- What are the differences in the perceptions How do people with early-
stage towards people with early-dementia before stage dementia experience
dementia and after diagnosis? other people's reactions to
their changed condition?
3.3. Problem Statement and Identification

3.3.1 Problem Statement:
A problem statement is a concise description of an issue to be addressed or a condition to be
improved upon. It identifies the gap between the currentstate and desiredstate of a process or
product. Focusing on the facts, the problem statement should be designed to address the Five Ws.
The first condition of solving a problem is understanding the problem, which can be done by
way of a problem statement.
Problem statements are widely used by most businesses and organizations to execute process
improvement projects. A simple and well-defined problem statement will be used by the project
team to understand the problem and work toward developing a solution. It will also provide
management with specific insights into the problem so that they can make appropriate project-

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approving decisions. As such, it is crucial for the problem statement to be clear and
unambiguous.
3.3.2. Identification of Research Problem:

The identification of research problem is the first and foremost step that every researcher has to
undertake. At times, it becomes rather difficult for an inexperienced researcher or a
novice/beginner in research to conceptualize a research problem. In general, a research problem
should be understood as some difficulty, unclear situation which a researcher experiences in
practical or theoretical context and wants to obtain a tangible explanation, clarification or offer
solution to it. For students, this problem may be as a result of theoretical encounter in the area of
specialization. As such, before embarking on any research, you should identify the major
research area of your interest, mostly the area of your specialization. For instance from:
Education, Social sciences, Humanities, Business administration among others.
Once you have the broad area, you narrow down the area by selecting a particular topic. This
should be done after going through most of the literature related to the area. The topic should
further be narrowed down to a specific researchable problem.
3.3.3. Components of a Research Problem:

For a research problem to exist, there are a number of core elements that have to be inherent.
There must be:
1.An individual or community or an organization/institution to whom the problem could be

attributed :
These occupy a certain geographical area. For instance, teacher/parental factors affecting
students performance in private secondary schools in Embu Municipality. In this study, there are
individuals there are institutions, and there is the area of stud.
2. Some Objectives for pursuing the problem
There must be some objectives pursuing the problem, otherwise it would be repugnant to reason
and common understanding to undertake the research. For example: To find out teacher/parental
factors affecting the students academic performance in private secondary schools in Embu
Municipality.

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3. Some lines of action to be taken
There must be at least two lines of action to be taken to attain the objective. For example, poor
academic performance may be attributed to negative teacher and parental factors. Thus altering
negative teacher factors and parental factors become the lines of action to be pursued. Here, the
underlying question is ―what is the cause of this problem – poor academic performance?‖ It is in
answering this question that you must pursue some lines of action through stating some
variables.
3.4. Sample Design

Sample design methods generally refer to the technique used to select sample units for
measurement. Before sample design methods can be considered, it is necessary to have
thoroughly defined the population, study area, sampling unit, and sampling objective. All of
these will have an impact on which sample design methods are suitable. Selection of a suitable
sample design method ensures that the samples you invest your time and money into collecting
can support the inferences you want to make. Use of a sample design method that is not
appropriate can lead to samples that are biased with respect to your assessment or monitoring
objectives. In this case, inference is valid only for samples/sites that were measured, and not the
larger area/population.
Sample design methods are typically divided into two types: Non-random and random methods.
These two types and commonly-applied methods within each are discussed below. It is not
uncommon for sample design for a single project to include aspects of random and non-random
selection. For example, sample site locations may be selected randomly within a study area, but
the transects or plots to be sampled within the site may be located systematically. In this case, the
randomization of the site locations can preserve the statistically-unbiased nature of the overall
sample design. However, just because randomization is included at some point in the sample
design doesn‘t guarantee good sample design. Selecting site locations non-randomly based on
local knowledge and then randomizing the locations of plots within each site will not result in a
statistically unbiased sample. Attention must be paid to where the randomization occurs relative
to the distribution of the population being sampled to ensure that the overall sample design
maintains the desired statistical properties
3.4.1 Common sample design methods:

Non-Random Sampling Methods:
Non-random sampling methods select locations for sampling by either: according to regular
patterns, targeting specific features or events, using personal or anecdotal information, or without

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any specific plan. Care must be exercised when using non-random sample selection methods
because the samples may not be representative of the entire population. If this is the case, then
inference cannot extend beyond the set of sampling units. Some common non-random sample
design techniques are discussed below. Unless otherwise stated, the primary reference for these
discussions was Elzinga et al.
i Systematic Sampling
Systematic sampling is the selection of units for sampling or the placement of sampling locations
within an area according to a regularly-repeating pattern. Examples of systematic sampling are:
locating sample sites on a 1km grid within a pasture, taking measurements every meter along a
transect, or orienting transects along cardinal directions. Systematic techniques are commonly
used to locate sub-plot sampling sites within a sampling site where the location of the sampling
site has been selected randomly. Alternatively, larger sampling units can be selected
systematically and then the location of the specific sampling unit randomly selected within the
larger unit. This technique is often used with regional- or national-scale assessment and
monitoring programs like the NRCS Natural Resource Inventory or the USFS Forest Inventory
and Analysis programs.
ii Selected/Targeted Sampling
Targeted or selected sampling is common in rangeland assessment and monitoring. With this
method, areas are subjectively selected for sampling according to a particular objective. The
subjective nature of selecting the sampling locations, however, can easily introduce bias into the
results and preclude being able to assess sampling errors. For these reasons, it is not appropriate
to extent inference of sampling results beyond the elements sampled to the whole population. For
a random sampling method that can, in some cases, achieve the same end as targeted sampling,
see Unequal Probability Sampling below.
iii Haphazard Sampling
Haphazard sampling occurs when samples are collected in the field without any pre-determined
method for deciding where to sample. In essence, this approach is the de facto method when no
other method was used. It probably could go without saying that haphazard sampling leads to
data that cannot be used to make inferences to other areas or a larger population, and this method
should be avoided for assessment and monitoring. Data collected with this technique is
considered anecdotal information.
Random Sampling Methods
Random sampling methods rely on randomization at some point in the sample design process in
an attempt to achieve statistically unbiased samples. Random sampling methods are a form of

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design-based inferencewhere
1) the population being measured is assumed to have fixed parameters at the time they are
sampled, and
2) that a randomly-selected set of samples for the population represents one realization of all
possible sample sets. There are many different random sampling techniques. Some of the most
common techniques are described below. Unless otherwise stated, the primary source for
information on these methods is Elzinga et al.
1) Simple Random Sampling:
Simple random sampling is the foundation for all of the other random sampling techniques. With
this approach, all of the sampling units are enumerated and a specified number of sampling units
are selected at random from all the sampling units. Selection of samples for simple random
sampling follow two criteria:
a. each sampling unit has the same likelihood of being selected, and
b. the selection of one sampling unit does not influence the selection of any other sampling
unit.
2) Stratified Random Sampling:
Stratification is the process of dividing a set of sampling units into one or more subgroups (i.e.,
strata) prior to selection of units for sampling. Sampling units are then selected randomly within
each stratum. The purpose of using stratification is to account for variability in a population that
can be explained by another variable. Therefore, strata should be defined so that the population
conditions are similar within the strata.
Sampling effort does not need to be equally allocated between strata. It is common for sampling
intensity to be varied between strata based on either the variability of the population parameter
within the strata or the size of the strata.
3) Restricted Random Sampling:
In restricted random sampling, the area to be sampled is divided up into large segments based on
the number of sampling units needed to meet monitoring objectives. Within each segment, a
single sampling unit is then selected (i.e., a single sampling location is selected) at random. The
samples are analyzed as if they were collected using the simple random sampling technique. This
technique helps ensure good coverage of points within a study area. Many GIS random-point-
generation tools include a derivation of this technique – enforcing a minimum distance between
sample points.

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3.5. Sampling Procedures

Sampling is a process or technique of choosing a sub-group from a population to
participate in the study; it is the process of selecting a number of individuals for a study in such a
way that the individuals selected represent the large group from which they were selected. There
are two major sampling procedures in research. These include probability and non probability
sampling.
 Probability Sampling Procedures:
In probability sampling, everyone has an equal chance of being selected. This scheme is one in
which every unit in the population has a chance (greater than zero) of being selected in the
sample. There are four basic types of sampling procedures associated with probability samples.
These include simple random, systematic sampling, stratified and cluster.
 Simple Random Sampling Procedure:
Simple random sampling provides the base from which the other more complex sampling
methodologies are derived. To conduct a simple random sample, the researcher must first
prepare an exhaustive list (sampling frame) of all members of the population of interest. From
this list, the sample is drawn so that each person or item has an equal chance of being drawn
during each selection round .
To draw a simple random sample without introducing researcher bias, computerized sampling
programs and random number tables are used to impartially select the members of the population
to be sampled. Subjects in the population are sampled by a random process, using either a
random number generator or a random number table, so that each person remaining in the
population has the same probability of being selected for the sample .
 Systematic Sampling Procedure:
Systematic sampling procedure often used in place of simple random sampling. In systematic
sampling, the researcher selects every nth member after randomly selecting the first through nth
element as the starting point. For example, if the researcher decides to sample 20 repondents
from a sample of 100, every 5th member of the population will systematically be selected.
A researcher may choose to conduct a systematic sample instead of a simple random sample for
several reasons. Firstly, systematic samples tend to be easier to draw and execute, secondly, the
researcher does not have to go back and forth through the sampling frame to draw the members
to be sampled, thirdly, a systematic sample may spread the members selected for measurement

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more evenly across the entire population than simple random sampling. Therefore, in some
cases, systematic sampling may be more representative of the population and more precise .
 Stratified sampling procedure:
Stratified sampling procedure is the most effective method of sampling when a researcher wants
to get a representative sample of a population. It involves categorizing the members of the
population into mutually exclusive and collectively exhaustive groups. An independent simple
random sample is then drawn from each group. Stratified sampling techniques can provide more
precise estimates if the population being surveyed is more heterogeneous than the categorized
groups. This technique can enable the researcher to determine desired levels of sampling
precision for each group, and can provide administrative efficiency. The main advantage of the
approach is that it‘s able to give the most representative sample of a population .
 Cluster Sampling Procedure:
In cluster sampling, a cluster (a group of population elements), constitutes the sampling unit,
instead of a single element of the population. The sampling in this technique is mainly
geographically driven. The main reason for cluster sampling is cost efficiency (economy and
feasibility). The sampling frame is also often readily available at cluster level and takes short
time for listing and implementation. The technique is also suitable for survey of institutions or
households within a given geographical area.
But the design is not without disadvantages, some of the challenges that stand out are: it may not
reflect the diversity of the community; other elements in the same cluster may share similar
characteristics; provides less information per observation than an SRS of the same size
(redundant information: similar information from the others in the cluster); standard errors of the
estimates are high, compared to other sampling designs with the same sample size.
 Non Probability Sampling Procedures:
Non probability sampling is used in some situations, where the population may not be well
defined. In other situations, there may not be great interest in drawing inferences from the
sample to the population. The most common reason for using non probability sampling
procedure is that it is less expensive than probability sampling procedure and can often be
implemented more quickly . It includes purposive, convenience and quota sampling procedures.
 Purposive/Judgmental Sampling Procedure:
In purposive sampling procedure, the researcher chooses the sample based on who he/she thinks
would be appropriate for the study. The main objective of purposive sampling is to arrive as at a
sample that can adequately answer the research objectives. The selection of a purposive sample

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is often accomplished by applying expert knowledge of the target population to select in a non
random manner a sample that represent a cross-section of the population (Henry, 1990).
A major disadvantage of this method is subjectivity since another researcher is likely to come up
with a different sample when identifying important characteristics and picking typical elements
to be in the sample. Given the subjectivity of the selection mechanism, purposive sampling is
generally considered most appropriate for the selection of small samples often from a limited
geographic area or from a restricted population definition. The knowledge and experience of the
researcher making the selections is a key aspect of the ‗‗success‘‘ of the resulting sample. A case
study research design for instance, employs purposive sampling procedure to arrive at a
particular ‗case‘ of study and a given group of respondents. Key informants are also selected
using this procedure.
 Convenience Sampling Procedure:
Convenience sampling is sometimes known as opportunity, accidental or haphazard sampling

sampling. It is a type of nonprobability sampling which involves the sample being drawn from
that part of the population which is close to hand, that is, a population which is readily available
and convenient. The researcher using such a sample cannot scientifically make generalizations
about the total population from this sample because it would not be representative enough. This
type of sampling is most useful for pilot testing.
3.6. Research Report

A research report is a well-crafted document that outlines the processes, data, and findings of a
systematic investigation. It is an important document that serves as a first-hand account of the
research process, and it is typically considered as an objective and accurate source of
information.
In many ways, a research report can be considered as a summary of the research process that
clearly highlights findings, recommendations, and other important details. Reading a well-
written research report should provide you with all the information you need about the core areas
of the research process.
3.6.1. Features of a Research Report :

Here are some of the basic features that define a research report.
 It is a detailed presentation of research processes and findings, and it usually

includes tables and graphs.
 It is written in a formal language.
 A research report is usually written in the third person.

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 It is informative and based on first-hand verifiable information.

 It is formally structured with headings, sections, and bullet points.
 It always includes recommendations for future actions.
3.6.2. Types of Research Report :

The research report is classified based on 2 things; nature of research and target audience.
A) Nature of Research:
1. Qualitative Research Report:
This is the type of report written for qualitative research. It outlines the methods, processes, and
findings of a qualitative method of systematic investigation. In educational research, a qualitative
research report provides an opportunity for one to apply his or her knowledge and develop skills
in planning and executing qualitative research projects.
2. Quantitative Research Report:
A quantitative research report is a type of research report that is written for quantitative research.
Quantitative research is a type of systematic investigation that pays attention to numerical or
statistical values in a bid to find answers to research questions.
B)Target Audience:
1. Technical research report:
A technical research report is a detailed document that you present after carrying out industry-
based research. This report is highly specialized because it provides information for a technical
audience; that is, individuals with above-average knowledge in the field of study.
Examples of a technical research report include legal and medical research reports.
2. Popular Research Report:
A popular research report is one for a general audience; that is, for individuals who do not
necessarily have any knowledge in the field of study. A popular research report aims to make
information accessible to everyone.

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3.6.3. Structure of a Research Report:

Title:
This is the title of systematic investigation. Title should be concise and point to the aims,
objectives, and findings of a research report.
Table of contents:
This is like a compass that makes it easier for readers to navigate the research report.
Abstract:
An abstract is an overview that highlights all important aspects of the research including the
research method, data collection process, and research findings. Think of an abstract as a
summary of your research report that presents pertinent information in a concise manner.
An abstract is always brief; typically 100-150 words and goes straight to the point. The focus of
your research abstract should be the 5Ws and 1H format – What, Where, Why, When, Who and
How.
Introduction:
Here, the researcher highlights the aims and objectives of the systematic investigation as well as
the problem which the systematic investigation sets out to solve. When writing the report
introduction, it is also essential to indicate whether the purposes of the research were achieved or
would require more work.
Literature Review:
A literature review is a written survey of existing knowledge in the field of study. In other words,
it is the section where you provide an overview and analysis of different research works that are
relevant to your systematic investigation.
It highlights existing research knowledge and areas needing further investigation, which your
research has sought to fill. At this stage, you can also hint at your research hypothesis and its
possible implications for the existing body of knowledge in your field of study.
An Account of Investigation:
This is a detailed account of the research process, including the methodology, sample, and
research subjects. Here, you are expected to provide in-depth information on the research process
including the data collection and analysis procedures.

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Findings:
In this section, you are expected to present the results of the systematic investigation.
Discussion:
This section further explains the findings of the research, earlier outlined. Here, you are expected
to present a justification for each outcome and show whether the results are in line with your
hypotheses or if other research studies have come up with similar results.
Conclusions:
This is a summary of all the information in the report. It also outlines the significance of the
entire study.
References and Appendices:
This section contains a list of all the primary and secondary research sources.
4.Different Statistical tools used in Research

4.1.Sample size:
‗Sample size‘ is a market research term used for defining the number of individuals
included to conduct research. Researchers choose their sample based on demographics, such as
age, gender, or physical location. Samples can be vague or specific. For example, you may want
to know what people within the 18-25 age range think of your product. Or, you may only require
your sample to live in the United States, which gives you a wide range of the population. The
total number of individuals in a particular sample is the sample size.
4.1.1. Need to determine sample size:
Let‘s say you are a market researcher in the US and want to send out a survey or
questionnaire. The purpose of the survey is to understand your audience‘s feelings toward a new
cell phone you are about to launch. You want to know what people in the US think about the new
product to predict the phone‘s success or failure before launch.
4.1.2. How is a sample size determined?
Determining the right sample size for your survey is one of the most common questions

18
researchers ask when they begin a market research study. Luckily, sample size determination
isn‘t as hard to calculate as you might remember from an old high school statistics class. Before
you can calculate your sample size, make sure you have these things in place:
Goals and objectives:
What do you hope to do with the survey? Are you planning on projecting the
results onto a whole demographic or population? Do you want to see how a specific group
thinks? Are you trying to make a big decision or just set a direction? If you‘re going to be
projecting your survey results on a larger population, the sample size is critical. You‘ll want to
make sure that it‘s balanced and reflects the community as a whole. If you‘re trying to get a feel
for preferences, then the sample size isn‘t as critical. If you only collect responses from one
extreme, such as the warm South, your results will be skewed.
Precision level:
How close do you want the survey results to mimic the true value if everyone responded? Again,
if this survey will determine how you‘re going to spend millions of dollars, then your sample
size determination should be exact.
Confidence level :
Think of confidence from the perspective of risk. How much risk are you willing to take on?
This is where your Confidence Interval numbers become important. How confident do you want
to be — 98% confident, 95% confident? Understand that the confidence percentage you choose
has a big impact on the number of completions you‘ll need for accurcy.
Population variability:
What variability exists in your population? In other words, how similar or different is the
population? If you are surveying consumers on a broad topic, you may have lots of variations.
Select respondents :
Once you know what you hope to gain from your survey and what variables exist within your
population, you can decide how to calculate the sample size. Using the formula for determining
sample size is a great starting point to get accurate results. After calculating your sample size,
you‘ll want to find a reliable customer survey software to help you accurately collect survey
responses and turn them into analyzed reports.

19
4.2. Chi-squared tests
often refers to tests for which the distribution of the test statistic approaches the χ2 distribution
asymptotically, meaning that the sampling distribution (if the null hypothesis is true) of the test
statistic approximates a chi-squared distribution more and more closely as sample sizes increase.
examples of chi-squared tests One test statistic that follows a chi-squared distribution exactly is
the test that the variance of a normally distributed population has a given value based on a
sample variance. Such tests are uncommon in practice because the true variance of the
population is usually unknown. However, there are several statistical tests where the chi-squared
distribution is approximately valid:
 Fisher's exact test :
For an exact test used in place of the 2 x 2 chi-squared test for independence, see Fisher's exact
test.
 Binomial test :
For an exact test used in place of the 2 x 1 chi-squared test for goodness of fit, see Binomial test.
4.3. T-Test
The t-test is any statistical hypothesis test in which the test statistic follows a
Student's t-distribution under the null hypothesis. A t-test is the most commonly applied when the
test statistic would follow a normal distribution if the value of a scaling term in the test statistic
were known.
A very simple example: Let‘s say you have a cold and you try a naturopathic remedy. Your cold
lasts a couple of days. The next time you have a cold, you buy an over-the-counter
pharmaceutical and the cold lasts a week. You survey your friends and they all tell you that their
colds were of a shorter duration (an average of 3 days) when they took the homeopathic remedy.
What you really want to know is, are these results repeatable? A t test can tell you by comparing
the means of the two groups and letting you know the probability of those results happening by
chance.
4.3.1 Test Assumptions:
 The first assumption made regarding t-tests concerns the scale of measurement. The
assumption for a t-test is that the scale of measurement applied to the data collected follows a
continuous or ordinal scale, such as the scores for an IQ test.
 The second assumption made is that of a simple random sample, that the data is collected
from a representative, randomly selected portion of the total population.
 The third assumption is the data, when plotted, results in a normal distribution, bell-shaped
distribution curve.

20
 The final assumption the homogeneity of variance. Homogeneous, or equal, variance exists
when the standard deviations of samples are approximately equal.
4.3.2. When to use a t-test:
A t-test can only be used when comparing the means of two groups. If you want to compare
more than two groups, or if you want to do multiple pairwise comparisons, use an ANOVA test
or a post-hoc test. The t-test is a parametric test of difference, meaning that it makes the same
assumptions about your data as other parametric tests. The t-test assumes your data: are
independent are (approximately) normally distributed. have a similar amount of variance within
each group being compared
If your data do not fit these assumptions, you can try a nonparametric alternative to the t-test,
such as the Wilcoxon Signed-Rank test for data with unequal variances.
4.3.3. Performing a t-test:
The t-test estimates the true difference between two group means using the ratio of the difference
in group means over the pooled standard error of both groups. You can calculate it manually
using a formula, or use statistical.
 T-test formula
The formula for the two-sample t-test is shown below: In this formula, t is the t-value, x1 and x2
are the means of the two groups being compared, s2 is the pooled standard error of the two
groups, and n1 and n2 are the number of observations in each of the groups.
A larger t-value shows that the difference between group means is greater than the pooled
standard error, indicating a more significant difference between the groups. You can compare
your calculated t-value against the values in a critical value chart to determine whether your t-
value is greater than what would be expected by chance. If so, you can reject the null hypothesis
and conclude that the two groups are in fact different.
4.4. Z- Test
Z- test is a statistical tool used for the comparison or determination of the significance of
several statistical measures, particularly the mean in a sample from a normally distributed
population or between two independent samples.
1) Like t-tests, z tests are also based on normal probability distribution.
2) Z-test is the most commonly used statistical tool in research methodology, with it being used

21
for studies where the sample size is large (n>30).
3) In the case of the z-test, the variance is usually known.
4) Z-test is more convenient than t-test as the critical value at each significance level in the
confidence interval is the sample for all sample sizes.
5) A z-score is a number indicating how many standard deviations above or below the mean of
the population is.
Application of Z test:
 Z-test is performed in studies where the sample size is larger, and the variance is known.
 It is also used to determine if there is a significant difference between the mean of two
independent samples.
 The z-test can also be used to compare the population proportion to an assumed
proportion or to determine the difference between the population proportion of two
samples.
4.5. Descriptive Statistics:
Descriptive statistics is the term given to the analysis of data that helps
describe, show or summarize data in a meaningful way such that, for example, patterns might
emerge from the data. Descriptive statistics do not, however, allow us to make conclusions
beyond the data we have analysed or reach conclusions regarding any hypotheses we might have
made. They are simply a way to describe our data. Descriptive statistics are very important
because if we simply presented our raw data it would be hard to visualize what the data was
showing, especially if there was a lot of it. Descriptive statistics therefore enables us to present
the data in a more meaningful way, which allows simpler interpretation of the data. For example,
if we had the results of 100 pieces of students' coursework, we may be interested in the overall
performance of those students. We would also be interested in the distribution or spread of the
marks. Descriptive statistics allow us to do this.
4.6. Mean:
A mean is the simple mathematical average of a set of two or more numbers.

The mean for a given set of numbers can be computed in more than one way, including the
arithmetic mean method, which uses the sum of the numbers in the series, and the geometric
mean method, which is the average of a set of products. However, all of the primary methods of
computing a simple average produce the same approximate result most of the time.

22
4.6.1. Characteristics of Mean:

o Mean is generally used when the distribution of the data set is symmetric.
o It is the ratio of the sum of all values to the total number of observations.
o It is highly affected by the extreme values in the data set or the outliers.
4.6.2. Application of the mean:

The mean for any given set of data is obtained by taking the average of the given
set. The mean is calculated by based on by the type of data provided and required outcome. The
mean is rigidly confined. The mean can be used in solving the Fibonnacci sequence by market
techniques. It is also used to determine the rate of cell growth and cell division in certain
biological experiments. Being use to calculate, it is used to solve complex algebra and linear
transformation. It is used to calculate the annual return on a portfolio certain growth rates in
finance, and risk in insurance.
4.7. Median:
Median is the middle number in a sorted list of numbers. To determine the median value in a
sequence of numbers, the numbers must first be sorted, or arranged, in value order from lowest
to highest or highest to lowest. The median can be used to determine an approximate average.
4.7.1. Nature Of Median:
In statistics and probability theory, the median is the value separating the higher half from the
lower half of a data sample, a population, or a probability distribution. ... Median income, for
example, may be a better way to suggest what a "typical" income is, because income distribution
can be very skewed.
4.7.2 Characteristics of Median:
1. Median is not dependent on all the data values in a dataset.

2. The median value is fixed by its position and is not reflected by the individual value.
3. The distance between the median and the rest of the values is less than the distance from
any other point.
4. Every array has a single median.

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4.8.Standard Deviation:
A standard deviation is a statistic that measures the dispersion of a dataset relative

to its mean. The standard deviation is calculated as the square root of variance by determining
each data point's deviation relative to the mean.
4.8.1.Nature of Standard Deviation:
In statistics, the standard deviation is a measure of the amount of variation or dispersion of

a set of values. A low standard deviation indicates that the values tend to be close to
the mean (also called the expected value) of the set, while a high standard deviation indicates
that the values are spread out over a wider range.
4.8.2.Characteristics Of Standard Deviation:
1. Standard deviation is one measure of how spread out your data are. The higher the standard
deviation is, the more spread out your data are.
2. Standard deviation is hard to estimate with precision.
3. Changes in standard deviation are devilishly difficult to reliably detect.
4. Standard deviations don’t simply add. This causes some processes to behave in ways that
can be puzzling to the uninitiated.
4.9.1. Skewness:
Skewness refers to a distortion or asymmetry that deviates from the symmetrical
bell curve, or normal distribution, in a set of data. If the curve is shifted to the left or to the right,
it is said to be skewed. Skewness can be quantified as a representation of the extent to which a
given distribution varies from a normal distribution. A normal distribution has a skew of zero,
while a lognormal distribution, for example, would exhibit some degree of right-skew.
4.9.1.Nature Of skewness:
Besides positive and negative skew, distributions can also be said to have zero or
undefined skew. In the curve of a distribution, the data on the right side of the curve may taper
differently from the data on the left side. These taperings are known as "tails." Negative skew
refers to a longer or fatter tail on the left side of the distribution, while positive skew refers to a

24
longer or fatter tail on the right.
The mean of positively skewed data will be greater than the median. In a distribution that is
negatively skewed, the exact opposite is the case: the mean of negatively skewed data will be
less than the median. If the data graphs symmetrically, the distribution has zero skewness,
regardless of how long or fat the tails are.
4.9.2. Characteristics Of Skewness:
 It refers to the asymmetry of a statistical series.

 It refers to the difference in values of the averages viz. Mean, Median and Mode.
 It refers to the difference in distance between the Quartiles, and the Median.
It may be positive, or negative. If there is more concentration in lower values it is positive, and if
there is more concentration in higher values it is negative.
4.10. Kurtosis
Kurtosis is a statistical measure that defines how heavily the tails of a distribution differ from
the tails of a normal distribution, In other words, kurtosis identifies whether the tails of a given
distribution contain extreme values.
In finance, kurtosis is used as a measure of financial risk.
Types of kurtosis:The types of kurtosis are determined by the excess of a particular distribution.
The excess kurtosis can take positive or negative values as well as values close to zero.
1)Mesokurtic:Data that follows a mesokurtic distribution shows an excess kurtosis of zero or

close to zero. This means that if the data follows a normal distribution, it follows a mesokurtic
distribution.
2) Leptokurtic: Mesokurtic Indicates a positive excess kurtosis. In finance, A mesokurtic

distribution shows that the investment returns may be prone to extreme values or either side.
3) platykurtic: A platykurtic distribution shows a negative excess kurtosis. In finance context,

The platykurtic distribution of the investment returns is desirable for investors.

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4.11. Jarque - Bera test:

Jarque - Bera test is a goodness of fit test of whether sample data have the
shewness and kurtosis matching a normal distribution. The test is normal after Charles jarque
and aril k Bera.
The test statistics Jarque-Beta is defined as:
JB=n/6(s2+1/4(k-3)2
Here, n =The number of observation.
S=Sample shewness.
K=The sample kurtosis.
Jarque-Bera test in regression analysis:
According to Rebert Hall, David Lilicn, et Al. (1995) when using this test along with multiple
regression analysis the right estimate is
JB=n-k/6(s2+1/4(k-3)2)
n=The number of observations
K=The number of regression when exaning residuals to an equation.
4.12. Probability:
Probability is the branch of mathematics concerning numerical description of how likely an
event is to occur, or how likely it is that a preposition is true. The probability of an event is a
number between 0 and 1,When regularly speaking 0 indicates impossibity of the eventAnd 1
indicates certainty.
4.12.1.Types of probability:
Theorotical probabilitt
Experimental probability
Axiomatic probability.

26
1)Theoritical probability:
Theoritical probability is based on the possible chances of something to happen. The Theoritical
probability is mainly based on the reasoning behind probability,. For example: If a coin is tossed
the Theoritical probability of getting a head will be 1/2
2)Experimental probability:
Experimental probability is based on the basis of the observations of an experiment. The

experimental probability can be calculated based on the number of possible outcomes by the total
number of trials.
For example:If the coin is tossed 10 times, and heads is recorded 6 times then the experimental
probability for heads is 6/10 or 3/5
3)Axiomatic probability:
A set of rules or axioms are set which applies to all types. With the axiomatic approach to
probability, the chances of occurrence or non occurrence of the events can be quantified.
4.13. ANOVA
A common approach to figure out a reliable treatment method would be to analyse
the days it took the patients to be cured. We can use a statistical technique which can compare
these three treatment samples and depict how different these samples are from one another. Such
a technique, which compares the samples on the basis of their means, is called ANOVA.
Analysis of variance (ANOVA) is a statistical technique that is used to check if the means of two
or more groups are significantly different from each other. ANOVA checks the impact of one or
more factors by comparing the means of different samples. We can use ANOVA to
prove/disprove if all the medication treatments were equally effective or not.

27
Source: Questionpro
Another measure to compare the samples is called a t-test. When we have only two samples, t-
test and ANOVA give the same results. However, using a t-test would not be reliable in cases
where there are more than 2 samples. If we conduct multiple t-tests for comparing more than two
samples, it will have a compounded effect on the error rate of the result.
4.13.1. The ANOVA Test:
An ANOVA test is a way to find out if survey or experiment results are significant. In other
words, they help you to figure out if you need to reject the null hypothesis or accept the alternate
hypothesis.
Basically, you‘re testing groups to see if there‘s a difference between them. Examples of when
you might want to test different groups:
 A group of psychiatric patients are trying three different therapies: counseling,

medication and biofeedback. You want to see if one therapy is better than the others.
 A manufacturer has two different processes to make light bulbs. They want to know if

28
one process is better than the other.

 Students from different colleges take the same exam. You want to see if one college
outperforms the other.
4.13.2. “One-Way” or “Two-Way:
One-way or two-way refers to the number of independent variables (IVs) in your Analysis of
Variance test.
 One-way has one independent variable (with 2 levels). For example: brand of cereal,
 Two-way has two independent variables (it can have multiple levels). For
example: brand of cereal, calories.
4.13.3.Types of Tests:
There are two main types: one-way and two-way. Two-way tests can be with or without
replication.
 One-way ANOVA between groups: used when you want to test two groups to see if
there‘s a difference between them.
 Two way ANOVA without replication: used when you have one group and
you‘re double-testing that same group. For example, you‘re testing one set of individuals
before and after they take a medication to see if it works or not.
 Two way ANOVA with replication: Two groups, and the members of those groups
are doing more than one thing. For example, two groups of patients from different
hospitals trying two different therapies.
4.14. Two Way ANOVA

A Two Way ANOVA is an extension of the One Way ANOVA. With a One Way,
you have one independent variable affecting a dependent variable. With a Two Way ANOVA,
there are two independents. Use a two way ANOVA when you have one measurement
variable (i.e. a quantitative variable) and two nominal variables. In other words, if your
experiment has a quantitative outcome and you have two categorical explanatory variables, a two
way ANOVA is appropriate.

29
For example, you might want to find out if there is an interaction between income and gender for
anxiety level at job interviews. The anxiety level is the outcome, or the variable that can be
measured. Gender and Income are the two categorical variables. These categorical variables are
also the independent variables, which are called factors in a Two Way ANOVA.
The factors can be split into levels. In the above example, income level could be split into three
levels: low, middle and high income. Gender could be split into three levels: male, female, and
transgender. Treatment groups are all possible combinations of the factors. In this example there
would be 3 x 3 = 9 treatment groups.
4.14.1. Assumptions for Two Way ANOVA:
 The population must be close to a normal distribution.
 Samples must be independent.

 Population variances must be equal.
 Groups must have equal sample sizes.
4.14.2. Running the test in Excel:
ANOVA tests in statistics packages are run on parametric data. If you have rank or ordered data,
you‘ll want to run a non-parametric ANOVA (usually found under a different heading in the
software, like ―nonparametric tests―).
It is unlikely you‘ll want to do this test by hand, but if you must, these are the steps you‘ll want
to take:
1. Find the mean for each of the groups.

2. Find the overall mean (the mean of the groups combined).
3. Find the Within Group Variation; the total deviation of each member‘s score from the
Group Mean.
4. Find the Between Group Variation: the deviation of each Group Mean from the Overall
Mean.
5. Find the F statistic: the ratio of Between Group Variation to Within Group Variation.

30
4.14.3. MANOVA is just an ANOVA with several dependent variables:
It‘s similar to many other tests and experiments in that it‘s purpose is to find out if the response
variable (i.e. your dependent variable) is changed by manipulating the independent variable. The
test helps to answer many research questions, including:
 Do changes to the independent variables have statistically significant effects on

dependent variables?
 What are the interactions among dependent variables?
 What are the interactions among independent variables?
4.14.4. MANOVA Example:
Suppose you wanted to find out if a difference in textbooks affected students‘ scores in
math and science. Improvements in math and science means that there are two dependent
variables, so a MANOVA is appropriate.
An ANOVA will give you a single (univariate) f-value while a MANOVA will give you a
multivariate F value. MANOVA tests the multiple dependent variables by creating new,
artificial, dependent variables that maximize group differences. These new dependent variables
are linear combinations of the measured dependent variables.
4.14.5. Interpreting the MANOVA results:
If the multivariate F value indicates the test is statistically significant, this means
that something is significant. In the above example, you would not know if math scores have
improved, science scores have improved (or both). Once you have a significant result, you would
then have to look at each individual component (the univariate F tests) to see which dependent
variable(s) contributed to the statistically significant result.
4.14.6. Steps to perform MANOVA in Excel 2013:
Step 1: Download the ‗RealStats‘ add-in from the link mentioned above
Step 2: Press ―control+m‖ to open RealStats window
Step 3: Select ―Analysis of variance‖
Step 4: Select ―MANOVA: single factor‖

31
Step 5: Type an Input Range into the Input Range box. For example, if your data is in cells A1 to
A25, type ―A1:A25‖ into the Input Range box. Make sure you include all of your data, including
headers and group names.
Step 6: Select ―Significance analysis‖, ―Group Means‖ and ―Multiple Anova‖.
Step 7: Select an Output Range.
Step 8: Select an alpha level. In most cases, an alpha level of 0.05 (5 percent) works for most
tests.
Step 9: Click ―OK‖ to run. The data will be returned in your specified output range.
Step 10: Read the results. To figure out if you are going to reject the null hypothesis or not,
you‘ll basically be looking at two factors:
If the F-value (F)is larger than the f critical value (F crit)

If the p-value is smaller than your chosen alpha level
4.14.7. Advantages and Disadvantages of MANOVA vs. ANOVA
Advantages
1. MANOVA enables you to test multiple dependent variables.

2. MANOVA can protect against Type I errors.
Disadvantages
1. MANOVA is many times more complicated than ANOVA, making it a challenge to see
which independent variables are affecting dependent variables.
2. One degree of freedom is lost with the addition of each new variable.
3. The dependent variables should be uncorrelated as much as possible. If they are

correlated, the loss in degrees of freedom means that there isn‘t much advantages in
including more than one dependent variable on the test.

32
5.Conclution:
Research is the key drive to change the society.To make it happened ,research could assist to
differentiate the Problem and Symtoms .Identification of the problem of any events could help
to solute it soon.Drawing on case studies ,‖how to‖ materials and writings from a variety of
desciplines ,this term paper is designed to help guide in how to think about ,negotiate and do
advanced method in research.
Research focuses on the theory ,logic ,and practice of fieldwork ,specific methodological and
ethical issues associated with studying people at first-hand and current debates about what
constitutes the bounds and limit of the ethnographic enterprise more generally.

33
6.References
Book-
1. Marketing Research, Naresh K. Malhotra
Internet:
1. www.wikipedia.com
2. www.businessdictionary.com
3. www.businessorg.com

34

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Date of Submission:7th May ,2021

Class ID Name Remarks

11606013 Ashirbad Chandra Deb (GL)

11606020 Shariful Islam Dipu

11606023 Ismail Sarker

11606027 Ahsan Habib

11606045 Abdullah Al Masud

11606054 Khadiga Rumi Mahbub

SL.No Topics Page

3. Basic elements of research methods and methodology

3.1 Research design 03

Therefore, the Basic Concept of Research Methodology is defined as a highly intellectual

Department of AIS, Comilla Univercity.

3. Basic elements of research methods and methodology

 Data Collection Processes

 Research Methodology: Measurement Objectives

 Research Methodology: Data Collection

 Research Methodology: Survey

 Research Methodology: Reporting Plan

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3.1. Research design

The design of a research topic explains the

The essential elements of the research design are:

1. Accurate purpose statement

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1.3.1 Characteristics of research design:

Qualitative research design: Qualitative research determines relationships between collected

1.3.2 Categoris of research design :

1. Descriptive research design: In a descriptive design, a researcher is solely interested in

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2. Experimental research design: Experimental research design establishes a relationship

3. Correlational research design: Correlational research is a non-experimental research design

This design has three parts of the research:

 Inception of the issue

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3.2 Research Question

3.2.1. Types of Research Questions:

a)Quantitative research questions:

Quantitative research questions usually seek to understand particular social, familial, or

 Descriptive research questions aim to measure the responses of a study‘s population to

Department of AIS, Comilla Univercity.

b)Qualitative research questions:

Department of AIS, Comilla Univercity.

Topic Quantitative Research Questions Qualitative Research

3.3. Problem Statement and Identification

Department of AIS, Comilla Univercity.

3.3.2. Identification of Research Problem:

3.3.3. Components of a Research Problem:

1.An individual or community or an organization/institution to whom the problem could be

2. Some Objectives for pursuing the problem

Department of AIS, Comilla Univercity.

3. Some lines of action to be taken

3.4. Sample Design

3.4.1 Common sample design methods:

Department of AIS, Comilla Univercity.

iii Haphazard Sampling

Random Sampling Methods

Department of AIS, Comilla Univercity.

1) Simple Random Sampling:

2) Stratified Random Sampling:

3) Restricted Random Sampling:

Department of AIS, Comilla Univercity.

3.5. Sampling Procedures