This document describes descriptive research and survey research methods. Descriptive research aims to describe characteristics of a population without determining causes. Survey research involves asking questions of respondents using methods like questionnaires and interviews. The document outlines approaches like case studies and surveys, and survey designs including cross-sectional, before-after, and longitudinal studies. It also discusses steps to conduct surveys, question formats, data collection modes, and advantages and limitations of interviews and questionnaires.
This document discusses interview as a method for research. It defines interviews and describes three main types: structured, unstructured, and semi-structured. It outlines advantages like feedback and probing answers, and disadvantages like costs and lack of anonymity. Characteristics of interviewing covered include preparation, sampling techniques, structuring questions, and controlling the interview process. Qualities of a good interviewer and ensuring reliability and validity are also discussed. The document concludes with considerations for recording interviews like equipment and transcription, as well as record keeping.
This document defines and describes different types of research. It discusses research purposes including exploratory, descriptive, and explanatory research. It also covers research uses in basic and applied contexts. The time dimension of cross-sectional and longitudinal research is outlined. Finally, it details quantitative and qualitative data collection techniques.
This document provides an outline for a presentation on developing questionnaires. It discusses key topics such as the definition of a questionnaire, its purpose, elements, characteristics, types (open-ended, closed-ended, mixed), steps to develop one, when to use questionnaires, issues to consider regarding content and guidelines for development. Advantages and disadvantages of questionnaires are also presented. The document aims to inform participants on best practices for constructing effective questionnaires.
The document discusses the characteristics, functions, types, and construction of questionnaires. It provides details on:
- Questionnaires should be short, simple, objective and avoid embarrassing questions.
- Functions include description and measurement of variables like attitudes and opinions.
- Types include fixed-response and open-ended questionnaires, and mail-administered vs face-to-face.
- Constructing a questionnaire involves deciding what to measure, the type, writing drafts, pretesting, and specifying procedures.
This document discusses the different types of research. It identifies six main types: applied vs basic research, descriptive vs analytical research, quantitative vs qualitative research, cross-sectional vs longitudinal research, primary vs secondary research, and conceptual vs empirical research. Additional types discussed include historical research, simulation research, exploratory research, conclusion-oriented research, and decision-oriented research. The purpose of research is to systematically search for and acquire new knowledge, whether it be discovering new facts or verifying existing theories. The type of research used depends on the goal and whether the focus is on gathering new knowledge or solving practical problems.
This document provides an overview of case study research. It defines case study as a qualitative approach that focuses on a bounded system. Case study is not a methodological choice but a choice of what to study. It can be used to answer descriptive and explanatory questions. There are three main types of case studies: intrinsic, instrumental, and collective. Case studies are particularistic, descriptive, and heuristic. They involve collecting data through various techniques. Cross-site analysis strategies help compare multiple cases. Case studies have strengths like providing an in-depth understanding but also limitations such as subjectivity. Examples of famous case studies include studies of Genie the feral child and Jill Price.
This document discusses techniques for designing and validating questionnaires. It covers factors that affect questionnaires, types of questions, guidelines for preparation, administration methods, validity, reliability, and translation methods. Specifically, it discusses open-ended versus closed-form questions, test-retest and split-half methods for assessing reliability, and a multi-stage translation process involving translation, review, adjudication, and pretesting.
This document discusses correlational research designs. Correlational studies can show relationships between two variables to indicate cause and effect or predict future outcomes. There are three main types of correlational studies: observational research, survey research, and archival research. Correlational research allows analysis of relationships among many variables and provides correlation coefficients to measure direction and degree of relationships. Interpreting correlations involves scattergrams, correlation coefficients from -1 to 1, and determining explained variance through r-squared values. However, correlation does not necessarily prove causation as third variables could be the true cause.
Research tools & data collection method_vipinVIPIN PATIDAR
data collection method-
it include following sub points-
1) definition of research tool
2) data
3) primary and secondary data
4) observation method
5) interview
6) questionnaire
7) physiological measure
This was a presentation that was carried out in our research method class by our group. It will be useful for PHD and master students quantitative and qualitative method. It consist sample definition, purpose of sampling, stages in the selection of a sample, types of sampling in quantitative researches, types of sampling in qualitative researches, and ethical Considerations in Data Collection.
Methods of data collection (research methodology)Muhammed Konari
Included all types of data collection.Includes primary data collection and secondary data collection. Described each and every classification of Data collections which are included in KTU Kerala.
Survey research is a commonly used method in the social sciences to gather information from a population sample. It involves asking questions of respondents through methods like interviews, questionnaires, or feedback forms. The goal of survey research is to collect data on attitudes and behaviors to understand a population as a whole. Key aspects of survey research include developing representative samples, considering sources of bias, and designing surveys that minimize influencing respondents. The process involves planning, sampling, questionnaire construction, data collection, analysis, and reporting conclusions.
This document discusses different types of research designs, including quantitative, qualitative, and mixed methods designs. It provides details on the following key points:
- Quantitative designs use numeric data and statistical analysis to objectively study variables and answer narrow questions. Experimental and survey designs are discussed.
- Qualitative designs rely on text data from open-ended questions and themes to subjectively understand participant perspectives. Narrative research, phenomenology, grounded theory, ethnography, and case study designs are outlined.
- Mixed methods designs combine quantitative and qualitative data and are used when one approach cannot fully answer the research questions. Sequential explanatory, sequential exploratory, concurrent triangulation, and concurrent nested designs are described.
The document discusses research design and provides details on different types of research designs. It begins by defining research design and outlines the key decisions that must be made, including what, where, when, how much, and how data will be collected and analyzed. It then discusses different types of research designs for exploratory, descriptive, diagnostic, and hypothesis-testing studies. Specific methods for qualitative and quantitative research designs are also outlined.
Observation Method is one of the methods for data collection. This method is very much applicable for ethnic research. Expert data collectors are essential to collect data through observation method..
This document provides an overview of survey research. It defines a survey as collecting information from a sample of a population by asking questions in order to describe aspects of the population. Surveys are conducted for descriptive purposes to determine how a population distributes across variables. There are two main types of surveys: cross-sectional, which collects information at one time point, and longitudinal, which collects information over multiple time points. Proper survey methodology includes defining the problem, identifying the target population, choosing a data collection method, selecting and sampling participants, designing the questionnaire, training interviewers, addressing non-response rates, and analyzing the data.
This document discusses research surveys. It defines what a survey is, provides examples of group members conducting a survey, and describes the main purposes and types of surveys. The types of surveys discussed include personal interviews, telephone interviews, mail surveys, and internet surveys. The document also outlines the key steps in conducting survey research and lists the main advantages and disadvantages of using surveys.
This document discusses research questions and the process of formulating research problems. It begins by defining research and different types of research. It then covers developing research questions, including originating questions from prior literature and formulating questions that are feasible, interesting, novel, ethical and relevant. The document outlines steps for formulating a research problem, including selecting a broad subject area and narrowing it to specific questions. It stresses reviewing literature throughout the process and considering available data, resources, and ethics. Finally, it discusses writing research protocols that specify predictors, outcomes, populations and study plans to address potential problems.
The document provides an overview of research methodology. It discusses key aspects of the research process including developing research questions and hypotheses, research design, data collection methods, and data analysis. Some common data collection methods described are surveys, experiments, case studies, observations, interviews, and focus groups. The document also covers qualitative and quantitative research approaches, as well as descriptive, explanatory, and exploratory research.
Qualitative research methods focus on obtaining in-depth data through open-ended communication rather than numerical data. This allows researchers to understand not just what people think but also why. Common qualitative methods include in-depth interviews, focus groups, ethnographic research, case studies, observation, and visual techniques. While time-consuming, these methods provide meaningful insights into motivations, behaviors, and perspectives.
This document outlines the key aspects of survey research. It defines a survey, explains why surveys are used, and describes the characteristics and steps involved in survey research. It discusses tools for surveys such as interviews and questionnaires. It also covers survey research designs like cross-sectional and longitudinal studies. Finally, it summarizes the strengths and limitations of survey research.
Insocio lecture 2 sociological research process lectureCarlos Molina
The document summarizes the key steps in the sociological research process:
1. Choosing and defining a research problem. Researchers often study topics related to their personal interests or experiences. The problem must be clearly defined.
2. Reviewing previous literature to learn from others' findings and refine the research problem. This helps avoid past pitfalls and suggests study designs.
3. Designing the study by developing a plan to answer the research question through sound measurement and consideration of time. Researchers must also select a data collection method like surveys, experiments, or field observation.
4. Collecting data using methods like questionnaires, interviews, field observations, experiments, or content analysis. Researchers take a sample from
Qualitative research seeks to understand a research problem from the perspectives of the local population involved. It provides information about the human side of issues by identifying factors like social norms, beliefs, and relationships. When used with quantitative methods, qualitative research can help interpret complex realities and data. Valid qualitative research comprehensively collects data through methods like interviews and observation from participants selected through strategies such as purposive and snowball sampling. It analyzes data appropriately and corroborates findings through techniques including member checking and triangulation.
This document discusses qualitative research methods. Qualitative research seeks to understand a research problem from the perspectives of the local population. It provides information about human behaviors, beliefs, opinions and relationships. When used with quantitative methods, qualitative research can help interpret complex realities and data. Some key aspects of qualitative research include unstructured response options, no statistical tests, and less generalizable but more valid and reliable results depending on the researcher's skill.
This document discusses various methods for collecting data in research studies. It outlines the differences between quantitative and qualitative research methods. Some key methods discussed include interviews, focus groups, observation, questionnaires, and secondary data collection. Interviews can be structured, unstructured, or semi-structured. Focus groups involve a moderator guiding discussion among similar participants. Observation methods include controlled observation, naturalistic observation, and participant observation. Questionnaires can be self-administered or involve personal interviews. Secondary data is existing unpublished or published information from various sources. The document provides guidance on using these different techniques for collecting both primary and secondary data.
The document discusses the use of questionnaires as a method for collecting data. It defines questionnaires as a means for respondents to provide answers to printed questions. There are two main types of questionnaires - structured questionnaires which use standardized questions and formats, and unstructured questionnaires which allow for more flexibility. The document outlines best practices for constructing questionnaires, including using clear wording, logical question ordering, and avoiding overly personal questions. It notes that while questionnaires can efficiently obtain data from large groups, their main limitations include lower response rates compared to interviews.
This document provides information about a survey research presentation by Sana Khan, a PhD student at Cyprus International University. It defines survey research and discusses reasons for conducting surveys, the design and types of survey research, and common survey scales used in research. Survey research involves collecting quantitative data through surveys and statistically analyzing the results to draw conclusions. It is useful for understanding populations and tracking changes over time. Key steps in survey design are deciding the goal, sampling the target group, choosing a method, designing questions, distributing surveys, and analyzing responses. Common survey types are paper, interviews, online, and telephone. Scales help quantify responses and include dichotomous, rating, ranking, and Likert scales.
This document discusses various methods and considerations for collecting and analyzing data. It describes primary and secondary data sources and qualitative and quantitative methods. It also discusses different research tools like questionnaires, interviews, and mechanical devices. Guidelines are provided for developing questionnaires and conducting interviews. Different types of questions, interview formats, and potential issues are outlined. Overall, the document provides an overview of data collection methods and best practices for tools like questionnaires and interviews.
This document discusses various research methods used in scientific studies, including qualitative methods, quantitative methods, field studies, surveys, interviews, case studies, experiments, and opinion polls. It provides details on how each method is conducted and what types of research questions it can help answer. For example, it explains that quantitative research uses large standardized samples and objective measurements to test theories, while qualitative research uses small flexible samples, in-depth interviews, and interpretation to understand meanings and discover new ideas.
Inquiry forms questionnaire, opinionnaire, attitude scale, checklist, rating...DrGavisiddappa Angadi
The tools of research in education can be classified broadly into the following categories:
A. Psychological Tests
Achievement Test
Aptitude Test
Intelligence Test
Creativity Tests
Interest inventory
Behavioral Procedures
Neuropsychological Tests
Personality measures etc.
B. Inquiry forms
Questionnaire
Checklist
Score-card
Schedule
Rating Scale
Opinionnaire
Attitude Scale
C. Observation
D. Interview
E. Sociometric Techniques.
Qualitative research is a scientific method of investigation that seeks to understand and explain social phenomena through analysis of people's experiences. It involves collecting data in natural settings through methods like interviews, observations and focus groups. The data collected consists of words and images rather than numbers. Three common qualitative methods are participant observation, in-depth interviews, and focus groups. Qualitative research is characterized by its inductive approach, focus on meanings and experiences, flexible design, and interpretation of findings. It aims to gain an in-depth understanding of issues rather than generalizing to a population.
The document discusses survey research methods, including defining the problem, identifying the target population, choosing a data collection mode, selecting a sample, preparing the survey instrument, and testing the instrument. It describes key steps like determining survey objectives, selecting a sampling technique, crafting question types like closed-ended questions, and pretesting the questionnaire to ensure clarity and understandability. Survey research aims to collect information from populations through standardized questionnaires or interviews administered to samples.
This document provides guidance on developing a research proposal. It outlines key components such as the title, abstract, aims and objectives, background, and methodology and method sections. The title should summarize the research topic in 25 words or less. The abstract provides a 200-word overview. The aims and objectives section details the research question, purpose, and approach. The background section reviews relevant literature to establish the significance and contribution of the study. The methodology and method section describes the theoretical framework and specific methods, such as interviews or surveys, that will be used to investigate the research question. Developing a strong proposal involves clearly articulating these essential elements of the planned research.
The document describes different types of questionnaires and research methods. It discusses structured and unstructured questionnaires, as well as open-ended, close-ended, and mixed questionnaires. It also outlines common research methods like experiments, surveys, questionnaires, interviews, and case studies; providing examples of how each method is used to collect data.
Research tool that becomes a means of collecting information for the study is called a research tool or a research instrument. For example, Inquiry form: questionnaires, opinionnaire, attitude scales, checklists, rating scales, scorecards and schedules.
This chapter discusses tools and techniques for data gathering in qualitative and quantitative research methods. It covers primary data collection methods like observation, interviews, and questionnaires. It defines participant and non-participant observation. It also distinguishes between unstructured and structured interviews. Guidelines are provided for constructing questionnaires and validating research instruments. Secondary data sources mentioned include government publications, previous research, and published reports.
The Mudaliar Commission was appointed in 1952 to examine secondary education in India and provide recommendations. It was chaired by Dr. A. Lakshmanswami Mudaliar and included seven other members. The Commission studied the present state of secondary education and suggested measures to reorganize and improve it. Key recommendations included restructuring secondary education to span 7 years, introducing vocational education, making the curriculum more flexible and practical, improving teaching methods, emphasizing character education and co-curricular activities, reducing examinations, and improving teacher training and status.
The document discusses different types of evaluation in education including formative, summative, diagnostic, criterion-referenced, and norm-referenced evaluation. Formative evaluation occurs during instruction to provide feedback and improve teaching and learning. Summative evaluation happens at the end of a course to assess learning and assign grades. Diagnostic evaluation identifies specific learning difficulties. Criterion-referenced evaluation measures students' mastery of learning objectives, while norm-referenced evaluation compares students to their peers. The document provides details on the characteristics, purposes, and examples of each type of evaluation.
The National Policy of Education 1986 aimed to reform the Indian education system. Its key goals included universalizing elementary education, emphasizing gender equality, and promoting scientific thinking. It proposed reorganizing education into early childhood, secondary, higher, technical and adult stages. It emphasized removing disparities, empowering women and marginalized groups, and improving teacher training and facilities. The policy focused on increasing literacy, improving curriculum and examinations, and making the education system more equitable, accessible and effective.
Hilda Taba developed the inductive thinking model in 1967 to promote inductive reasoning skills in students. The model has 9 phases focused on concept formation, data interpretation, and applying principles. It uses a series of questions to guide students through categorizing information, identifying relationships, making inferences, and verifying hypotheses. The goal is to help students develop logical thinking and information processing abilities by moving from specific examples and data to broader generalizations and principles.
The document discusses Bloom's Taxonomy, which is a system for classifying educational objectives. Bloom's Taxonomy divides educational objectives into three domains: the cognitive domain (knowledge), affective domain (feelings), and psychomotor domain (skills). Within the cognitive domain, the taxonomy further categorizes objectives into six levels - knowledge, comprehension, application, analysis, synthesis, and evaluation - moving from basic recall to more complex thinking skills. The document provides details on the objectives and verbs associated with each level of Bloom's Taxonomy, particularly within the cognitive domain.
During the Muslim period from 1200-1757 CE:
- Education aimed to spread Islam and Muslim culture as well as impart morality and life skills. Knowledge was seen as a path to salvation.
- Primary education took place in maktabs, usually attached to mosques, teaching reading, writing, arithmetic, and memorizing the Quran.
- Higher education occurred in madrasas teaching both religious and secular subjects like literature, science, and philosophy. Education was patronized by rulers who built schools.
- Teaching methods emphasized memorization and oral transmission of knowledge. Educational opportunities increased during this period but were still limited for women and lower castes.
This short document promotes creating presentations using Haiku Deck, a tool for making slideshows. It encourages the reader to get started making their own Haiku Deck presentation and sharing it on SlideShare. In a single sentence, it pitches the idea of using Haiku Deck to easily design presentations.
Buddhism had a significant impact on education in ancient India from 600 BC to 600 AD. Key aspects included:
- Education was centered in monasteries and focused on religious and spiritual development based on Buddha's teachings.
- Students lived in monasteries from a young age and progressed from primary to higher education over 12 years.
- Teaching methods emphasized oral discussions, memorization, and questioning.
- Education included religious texts, languages, mathematics, medicine, arts, and vocational skills.
- Monasteries were organized democratically and served as international centers of learning.
Evaluation is a systematic and continuous process of collecting, analyzing, and interpreting information to determine how well students are achieving educational objectives. It emphasizes broad personality changes and major objectives of educational programs, including subject matter achievements as well as attitudes, interests, thinking habits, and social adaptability. Evaluation helps design better education programs by allowing teachers to understand students' abilities and interests in order to arrange instruction accordingly. It also helps teachers refine objectives and helps administrators, parents, and guidance services.
The document discusses diagnostic evaluation techniques used by teachers to assess students' learning difficulties and needs, similar to how doctors diagnose patients. It explains that diagnostic evaluations pinpoint specific errors, analyze performance and achievement tests, and search for underlying causes. Features include constant observation, analyzing records, and using tests to examine individual profiles compared to norms. Diagnostic evaluations are more intensive and help analyze learning challenges, especially for lower-ability students. The document also discusses criterion-referenced evaluation, which measures mastery of learning outcomes without grading, and norm-referenced evaluation, which compares students to peer performance.
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The plenary focuses on understanding and intepreting relevant TPACK competence for teachers to be adept in teaching multimodality in the digital age. It juxtaposes the results of research on multimodality with its contextual implementation in the teaching of English subject in the Indonesian Emancipated Curriculum.
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2. Descriptive Research
Descriptive Research is used to describe
characteristics of a population or phenomenon
being studied.
It does not answer the questions about
how/when/why the characteristics occurred.
For example: what are the characteristics of the
population being studied.
3. Approaches of descriptive
research
1) Case study
2) Survey research
Case study-
It involves making detailed observations about
one specific case.
This could consists of observation or interviews
but there is no influence from the
researcher.
The intent is simply to examine closely the
qualities and characteristics of the case.
4. What is Survey Research?
Survey Research is one of the most important
areas of measurement in applied social
research.
The broad area of survey research
encompasses any measurement procedure
that involves asking questions of respondents.
A survey can be anything from a short paper
and pencil feedback to an intensive one- to-
one in-depth interview.
5. It is often used to assess thoughts, opinions
and feelings.
A survey consists of a predetermined set of
questions that is given to a sample.
The sample is chosen from the sampling,
frame which consists of list of all members of
the population of interest.
6. The survey is a non- experimental descriptive
research method.
It is a technique of gathering data by asking
questions to people who are thought to have
desired information.
7. Steps to follow in survey
research
In conducting survey research , it is helpful to
follow a sequence of steps-
1) Define objectives.
2)It is necessary to make decisions about the
total amount of the time , money and
personnel available before conducting survey.
3)Choose and develop techniques for
gathering data- In survey questionnaire and
interview are the most frequently used
techniques for collecting data.
8. 4) Sampling-Most surveys use probability
sampling in order to ensure adequate
representation of the population. The random
sampling is often stratified on some variables.
5) Letter of transmittal- Mailed questionnaire
should be attached with a brief cover letter which
should establish credibility of the researcher and
his study .
6) Follow-up- It is seen that only 40% -60%
respondents return questionnaire .So after 2-4
weeks follow up letters should be sent to those
who have not responded stressing the importance
of the study in other cover letter.
9. 7)Non- respondents-In most surveys there
will be a percentage of people who fail to
return the questionnaire. These people are
called non- respondents. If possible then they
should be interviewed.
10. Different designs of survey
research
The different designs used in survey research
are-
Cross-sectional studies
Before- and- after studies
Longitudinal studies
11. The cross -sectional study
design
It is extremely simple in design.
It is best suited to studies aimed at finding
out the prevalence of phenomenon ,situation,
problem, attitude or issue by taking a cross-
section of the population.
In it a sample or samples are drawn from the
relevant population and studied once.
It describes the characteristics of that
population at one time but can not give
insight as to the causes of population
characteristics.
12. As these studies involve only one contact
with the study population, they are
comparatively cheap to undertake and easy to
analyse.
Examples –
Consumer satisfaction with a product.
The relationship between the home
environment and the academic performance
of a child at a school.
13. The before- and – after
study design
It is the most appropriate design for
measuring the effectiveness of a programme.
It can measure change in a situation,
phenomenon, issue, problem.
It is carried out by adopting the same process
of cross- sectional study except that it
comprises two cross- sectional observations,
the second being undertaken after a certain
period.
14. Examples-
The effectiveness of marriage counseling
services.
The impact of incentives on the productivity of
employees in an organisation.
15. Longitudinal study design
It is used to determine the pattern of change in
relation to time.
It measures same random sample at multiple
time points.
It is the easiest way of assessing the effect of
naturally occurring events.
But it is expensive and difficult because it
hardens to find sample that will commit to a
month or yearlong study.
Example-
To ascertain the trends of the demand for labour.
16. Modes of data collection
In survey first hand information is gathered
from primary source. Methods of data
collection from primary source are
Interview
Questionnaire
17. Interview
Any person- to- person interaction between
two or more individuals with a specific
purpose in mind is called interview. Interviews
are of two types-
Structured interviews.
Unstructured interviews.
18. Structured Interview
In structured interview the researcher asks a
predetermined set of questions using the
same order of questions as specified in
interview schedule.
An interview schedule is a written list of
questions prepared for use by an interviewer
in a person- to -person interaction which may
be face- to- face , on telephone or by other
electronic media.
19. Unstructured Interview
In unstructured interview complete freedom is
provided to the researcher in terms of content
and structure.
There is flexibility in interview questions.
Types of unstructured interview are-
In-depth interview
Focus group interviews
Oral histories
20. In-depth interviews
It involves face-to-face, repeated interaction
between researcher and his/ her informants.
It seeks to understand the latter’s
perspectives. Because of repeated contacts it
is assumed that the rapport between
researcher and informant will be enhanced
and that the corresponding understanding and
confidence between the two will lead to in-
depth and accurate information.
21. Focus group interviews
In a focus group interview, researcher explore
the perceptions, experiences and
understandings of a group of people who have
some experience in common with regard to a
situation .For example-The researcher may
explore with relevant groups on issue of
domestic violence. Members of focus group
express their opinions while discussing the
issue which may be recorded or noted down
by the researcher.
22. Oral histories
It involves both passive and active listening.
It is most commonly used for learning about
historical event or episode that took place in
the past or for gaining an information about a
cultural, custom or story that has been passed
from generation to generation.
23. Limitations of interview
In an interview the quality of the data
generated is affected by the experience , skills
and commitment of the interviewer.
The interviewer may be biased.
Quality of data may vary when many
interviewers are used.
It is more expensive.
24. Questonnaire
Questionnaire is the most commonly used tool
in survey research.
It is a written list of questions printed or
typed in a definite order, the answers to which
are recorded by respondents.
In this method questionnaire is sent usually
by post to the persons concerned with a
request to answer the questions and to return
the questionnaire.
25. Different ways of
administering a
questionnaire
1. Mailed questionnaire
It is a most common approach to collect
information. The questionnaire is sent to the
to the respondents by mail.
It should be sent with self -addressed prepaid
envelope.
It must be accompanied with a cover letter in
which the name of researcher, contact
number, objectives of study and general
instructions regarding questionnaire is
mentioned.
26. Collective administration
One of the best ways of administering
questionnaire is to obtain captive audience
such as students in a classroom or people
assembled in one place.
Here researcher has personal contact with the
study population ,he/she can explain the
purpose ,relevance and importance of the
study.
It is the quickest way of collecting data,
ensures a very high response rate and saves
money and time.
27. Administration in public
place
Sometimes questionnaire is administered in a
public place like shopping complex ,health
centre etc.
The purpose of study is explained to potential
respondents as they approach and their
participation in the study is requested.
It slightly more time- consuming.
28. Forms Of Questions
There are two forms of questions:-
1.Open-ended
2.Closed -ended
1.In open-ended questions, the possible
responses are not given. Respondent writes
down the answers in his/her words.
29. In closed-ended questions, the possible
answers are set out in the questionnaire .
Answers are yes/no, true/false type in which
respondents have to tick.
In it, possible responses are already
categorised. They are easy to analyse.
30. Advantages of questionnaire
It is less expensive and convenient method of
data collection.
As there is no face-to-face interaction
between respondents and researcher, this
method provides greater anonymity.
31. Disadvantage of
questionnaire
Its application is limited to a study population
that can read and write.
Response rate is low as people fail to return
the questionnaire.
If the respondents interpret questions wrongly
it will affect the quality of information
provided.
32. Survey is not a research but a tool of
research which helps in data collection.