RESEARCH METHODOLOGY

Module 1

Subject code:BMRK557
MEANING OF RESEARCH
* Research in common parlance refers to a search for knowledge.
* The Advanced Learner’s Dictionary of Current English lays down the meaning of
research as “a careful investigation or inquiry specially through search for new facts in
any branch of knowledge.”
* According to Clifford Woody research comprises defining and redefining problems,
formulating hypothesis or suggested solutions; collecting, organising and evaluating data;
making deductions and reaching conclusions; and at last carefully testing the conclusions
to determine whether they fit the formulating hypothesis.

OBJECTIVES OF RESEARCH

* To gain familiarity with a phenomenon or to achieve new insights into it (studies with
this object in view are termed as exploratory or formulative research studies).
* To portray accurately the characteristics of a particular individual, situation or a group
(studies with this object in view are known as descriptive research studies).
* To determine the frequency with which something occurs or with which it is associated
with something else (studies with this object in view are known as diagnostic research
studies).
* To test a hypothesis of a causal relationship between variables (such studies are known
as hypothesis-testing research studies).
MOTIVATION IN RESEARCH

* Desire to get a research degree along with its consequential benefits.

* Desire to face the challenge in solving the unsolved problems, i.e., concern over practical
problems initiates research.
* Desire to get intellectual joy of doing some creative work.
* Desire to be of service to society.
* Desire to get respectability.

TYPES OF RESEARCH

* Descriptive vs. Analytical: Descriptive research includes surveys and fact-finding

enquiries of different kinds. The major purpose of descriptive research is description of
the state of affairs as it exists at present. The main characteristic of this method is that the
researcher has no control over the variables, he can only report what has happened or
what is happening.

In analytical research, on the other hand, the researcher has to use facts or information
already available, and analyze these to make a critical evaluation of the material.

* Applied vs. Fundamental: Research can either be applied (or action) research or
fundamental (to basic or pure) research. Applied research aims at finding a solution for
an immediate problem facing a society or an industrial/business organisation, whereas
fundamental research is mainly concerned with generalisations and with the formulation
of a theory.
* Quantitative vs. Qualitative: Quantitative research is based on the measurement of
quantity or amount. It is applicable to phenomena that can be expressed in terms of
quantity. Qualitative research, on the other hand, is concerned with qualitative
phenomenon, i.e., phenomena relating to or involving quality or kind.
 * Conceptual vs. Empirical: Conceptual research is that related to some abstract idea(s) or
theory. It is generally used by philosophers and thinkers to develop new concepts or to
reinterpret existing ones. On the other hand, empirical research relies on experience or
observation alone, often without due regard for system and theory. It is data-based
research, coming up with conclusions which are capable of being verified by observation
or experiment.
* Some Other Types of Research: All other types of research are variations of one or more
of the above stated approaches, based on either the purpose of research, or the time
required to accomplish research, on the environment in which research is done, or on the
basis of some other similar factor.
* one-time research or longitudinal research.

RESEARCH APPROACHES

there are two basic approaches to research, viz., quantitative approach and the qualitative
approach. The former involves the generation of data in quantitative form which can be
subjected to rigorous quantitative analysis in a formal and rigid fashion. This approach can be
further sub-classified into inferential, experimental and simulation approaches to research. The
purpose of inferential approach to research is to form a data base from which to infer
characteristics or relationships of population. This usually means survey research where a sample
of population is studied (questioned or observed) to determine its characteristics, and it is then
inferred that the population has the same characteristics. Experimental approach is characterised
by much greater control over the research environment and in this case some variables are
manipulated to observe their effect on other variables. Simulation approach involves the
construction of an artificial environment within which relevant information and data can be
generated.
RESEARCH PROCESS

1. Formulating the research problem: There are two types of research problems, viz., those
which relate to states of nature and those which relate to relationships between variables. At the
very outset the researcher must single out the problem he wants to study, i.e., he must decide the
general area of interest or aspect of a subject-matter that he would like to inquire into. Initially
the problem may be stated in a broad general way and then the ambiguities, if any, relating to the
problem be resolved. Then, the feasibility of a particular solution has to be considered before a
working formulation of the problem can be set up.

2. Extensive literature survey: Once the problem is formulated, a brief summary of it should be
written down. It is compulsory for a research worker writing a thesis for a Ph.D. degree to write
a synopsis of the topic and submit it to the necessary Committee or the Research Board for
approval. At this juncture the researcher should undertake extensive literature survey connected
with the problem. For this purpose, the abstracting and indexing journals and published or
unpublished bibliographies are the first place to go to.earlier studies, if any, which are similar to
the study in hand should be carefully studied. A good library will be a great help to the
researcher at this stage.

3. Development of working hypotheses: After extensive literature survey, researcher should

state in clear terms the working hypothesis or hypotheses. Working hypothesis is tentative
assumption made in order to draw out and test its logical or empirical consequences. As such the
manner in which research hypotheses are developed is particularly important since they provide
the focal point for research.

4. Preparing the research design: The research problem having been formulated in clear cut
terms, the researcher will be required to prepare a research design, i.e., he will have to state the
conceptual structure within which research would be conducted. The preparation of such a
design facilitates research to be as efficient as possible yielding maximal information. In other
words, the function of research design is to provide for the collection of relevant evidence with
minimal expenditure of effort, time and money.

6. Collecting the data: In dealing with any real life problem it is often found that data at hand
are inadequate, and hence, it becomes necessary to collect data that are appropriate. There are
several ways of collecting the appropriate data which differ considerably in context of money
costs, time and other resources at the disposal of the researcher.

7. Execution of the project: Execution of the project is a very important step in the research
process. If the execution of the project proceeds on correct lines, the data to be collected would
be adequate and dependable. The researcher should see that the project is executed in a
systematic manner and in time.

8. Analysis of data: After the data have been collected, the researcher turns to the task of
analysing them. The analysis of data requires a number of closely related operations such as
establishment of categories, the application of these categories to raw data through coding,
tabulation and then drawing statistical inferences. The unwieldy data should necessarily be
condensed into a few manageable groups and tables for further analysis.

9. Hypothesis-testing: After analysing the data as stated above, the researcher is in a position to
test the hypotheses.

10. Generalisations and interpretation: If a hypothesis is tested and upheld several times, it
may be possible for the researcher to arrive at generalisation, i.e., to build a theory. As a matter
of fact, the real value of research lies in its ability to arrive at certain generalisations.

11. Preparation of the report or the thesis: Finally, the researcher has to prepare the report of
what has been done by him. Writing of report must be done with great care keeping in view the
following: 1. The layout of the report should be as follows:

(i) the preliminary pages;

(ii) the main text, and

(iii) the end matter.

In its preliminary pages the report should carry title and date followed by acknowledgements and
foreword. Then there should be a table of contents followed by a list of tables and list of graphs
and charts, if any, given in the report. The main text of the report should have the following
parts:

(a) Introduction: It should contain a clear statement of the objective of the research and an
explanation of the methodology adopted in accomplishing the research. The scope of the study
along with various limitations should as well be stated in this part.

(b) Summary of findings: After introduction there would appear a statement of findings and
recommendations in non-technical language. If the findings are extensive, they should be
summarised.

(c) Main report: The main body of the report should be presented in logical sequence and
broken-down into readily identifiable sections. (d) Conclusion: Towards the end of the main text,
researcher should again put down the results of his research clearly and precisely. In fact, it is the
final summing up.
Criteria of Good Research

1. The purpose of the research should be clearly defined and common concepts be used.

2. The research procedure used should be described in sufficient detail to permit another
researcher to repeat the research for further advancement, keeping the continuity of what has
already been attained.

3. The procedural design of the research should be carefully planned to yield results that are as
objective as possible.

4. The researcher should report with complete frankness, flaws in procedural design and estimate
their effects upon the findings.

5. The analysis of data should be sufficiently adequate to reveal its significance and the methods
of analysis used should be appropriate. The validity and reliability of the data should be checked
carefully.

6. Conclusions should be confined to those justified by the data of the research and limited to
those for which the data provide an adequate basis. 7. Greater confidence in research is
warranted if the researcher is experienced, has a good reputation in research and is a person of
integrity.

1. Good research is systematic: It means that research is structured with specified steps to be
taken in a specified sequence in accordance with the well defined set of rules.

2. Good research is logical: This implies that research is guided by the rules of logical
reasoning and the logical process of induction and deduction are of great value in carrying out
research. Induction is the process of reasoning from a part to the whole whereas deduction is the
process of reasoning from some premise to a conclusion which follows from that very premise.

3. Good research is empirical: It implies that research is related basically to one or more
aspects of a real situation and deals with concrete data that provides a basis for external validity
to research results.
4. Good research is replicable: This characteristic allows research results to be verified by
replicating the study and thereby building a sound basis for decisions.

WHAT IS A RESEARCH PROBLEM

Usually we say that a research problem does exist if the following conditions are met with:

(i) There must be an individual (or a group or an organisation), let us call it ‘I,’ to whom the
problem can be attributed. The individual or the organisation, as the case may be, occupies an
environment, say ‘N’, which is defined by values of the uncontrolled variables, Yj .

(ii) There must be at least two courses of action, say C1 and C2 , to be pursued. A course of
action is defined by one or more values of the controlled variables. For example, the number of
items purchased at a specified time is said to be one course of action.

(iii) There must be at least two possible outcomes, say O1 and O2 , of the course of action, of
which one should be preferable to the other. In other words, this means that there must be at least
one outcome that the researcher wants, i.e., an objective.

(iv) The courses of action available must provides some chance of obtaining the objective, but
they cannot provide the same chance, otherwise the choice would not matter. Thus, if P(Oj | I, Cj
, N) represents the probability that an outcome Oj will occur, if I select Cj in N, then PO I C N
PO I C N , , , , b g b g | | 1 1 1 2 ≠ . In simple words, we can say that the choices must have
unequal efficiencies for the desired outcomes.

Components of a research problem are:

(i) There must be an individual or a group which has some difficulty or the problem.

(ii) There must be some objective(s) to be attained at. If one wants nothing, one cannot have a
problem.

(iii) There must be alternative means (or the courses of action) for obtaining the objective(s) one
wishes to attain. This means that there must be at least two means available to a researcher for if
he has no choice of means, he cannot have a problem.

(iv) There must remain some doubt in the mind of a researcher with regard to the selection of
alternatives. This means that research must answer the question concerning the relative
efficiency of the possible alternatives.

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

SELECTING THE PROBLEM

i) Subject which is overdone should not be normally chosen, for it will be a difficult task to
throw any new light in such a case.

(ii) Controversial subject should not become the choice of an average researcher.

(iii) Too narrow or too vague problems should be avoided.

(iv) The subject selected for research should be familiar and feasible so that the related research
material or sources of research are within one’s reach.

(v) The importance of the subject, the qualifications and the training of a researcher, the costs
involved, the time factor are few other criteria that must also be considered in selecting a
problem.

(vi) The selection of a problem must be preceded by a preliminary study. This may not be
necessary when the problem requires the conduct of a research closely similar to one that has
already been done.
NECESSITY OF DEFINING THE PROBLEM

i) A proper definition of research problem will enable the researcher to be on the track whereas
an ill-defined problem may create hurdles.

ii) Defining a research problem properly is a prerequisite for any study and is a step of the
highest importance. In fact, formulation of a problem is often more essential than its solution.

ii) It is only on careful detailing the research problem that we can work out the research design
and can smoothly carry on all the consequential steps involved while doing research.

TECHNIQUE INVOLVED IN DEFINING A PROBLEM

i) Statement of the problem in a general way: First of all the problem should be stated in a
broad general way, keeping in view either some practical concern or some scientific or
intellectual interest. For this purpose, the researcher must immerse himself thoroughly in the
subject matter concerning which he wishes to pose a problem.

(ii) Understanding the nature of the problem: The next step in defining the problem is to
understand its origin and nature clearly. The best way of understanding the problem is to discuss
it with those who first raised it in order to find out how the problem originally came about and
with what objectives in view.

(iii) Surveying the available literature: All available literature concerning the problem at hand
must necessarily be surveyed and examined before a definition of the research problem is given.
This means that the researcher must be well-conversant with relevant theories in the field, reports
and records as also all other relevant literature. He must devote sufficient time in reviewing of
research already undertaken on related problems.

(iv) Developing the ideas through discussions: Discussion concerning a problem often
produces useful information. Various new ideas can be developed through such an exercise.
Hence, a researcher must discuss his problem with his colleagues and others who have enough
experience in the same area or in working on similar problems.

(v) Rephrasing the research problem: Finally, the researcher must sit to rephrase the research
problem into a working proposition. Once the nature of the problem has been clearly understood,
the environment (within which the problem has got to be studied) has been defined, discussions
over the problem have taken place and the available literature has been surveyed and examined,
rephrasing the problem into analytical or operational terms is not a difficult task.