Methods of Psychology

Research Methods in Psychology
DPSY512
Edited by
Dr. Mohammad Amin Wani
Dr. Jotika Judge
Research Methods in
Psychology
Edited By:
Dr. Mohammad Amin Wani
Dr. Jotika Judge
CONTENT
Unit 1: Philosophical Roots of Psychological Research 1

Sanjay Ghosh, Lovely Professional University
Unit 2: Introduction to Psychological Research 14
Samriti Kumari, Lovely Professional University
Unit 3: Major Research Divisions 30

Unit 4: Types of Psychological Research 42
Unit 5: Research designs 53
Unit 6: Reliability 63
Unit 7: Validity 73
Unit 8: Variables 81
Unit 9: Data and its types 91

Unit 10: Sampling Techniques 98
Unit 11: Methods of Data Collection 108
Unit 12: Quantitative Data Analysis 125
Unit 13: Qualitative Data Analysis 136
Unit 14: Ethics in Psychological Research 141

Unit 01: Philosophical Roots of Psychological Research

Contents
Objectives......................................................................................................................................................... 1
Introduction..................................................................................................................................................... 1
1.1Objectives of Psychological Research...................................................................................................... 2
1.2 Need for Psychological Research ................................................................................................... 2
1.3 Purpose of Research......................................................................................................................... 5
1.4 Characteristics of Psychological Research .................................................................................... 6
1.5 What is the Research Process? ........................................................................................................ 6
1.6 Ethical Issues in Psychological Research....................................................................................... 7
1.7 Positivism .......................................................................................................................................... 9
1.8 Empiricism ........................................................................................................................................ 9
1.9 Ontology............................................................................................................................................ 9
1.10 Logic................................................................................................................................................. 10
1.11 Rationalism ..................................................................................................................................... 10
Summary........................................................................................................................................................ 10
Keywords....................................................................................................................................................... 10
Self Assessment............................................................................................................................................. 11
Answers for Self Assessment ...................................................................................................................... 13
Review Questions ......................................................................................................................................... 13
Further Readings .......................................................................................................................................... 13
Objectives
After completion of this unit, the students will be able to:
 understand the meaning of Psychological Research

 know different components of Psychological Research
 familiarize with the applications of Psychological Research
Introduction
Research is a careful investigation or inquiry especially through search for new facts in any branch
of knowledge. (The advance learner’s dictionary of current English) Research is a systematic,
formal,
rigorous and precise process employed to gain solutions to problems or to discover and interpret
new facts and relationships (Waltz & Bussell, 1981).
Research is the systematic, controlled, empirical and critical investigation of hypothetical
propositions about the presumed relations among natural phenomena (Kerlinger, 1973).
Research is the pursuit of truth through objective and systematic method of finding solutions to a
problem (Kothari, 2004). (Niangua, 2013)
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Scientific researches are studies that should be systematically planned before performing them. In
this review, classification and description of scientific studies, planning stage randomization and
bias are explained.
Social science research is focused on finding reasons for human behavior. Social science research is
conducted using the scientific method: ask a question, form a hypothesis, conduct empirical
research, draw a conclusion, and evaluate the conclusion.
Social Research is a method used by social scientists and researchers to learn about people and
societies so that they can design products/services that cater to various needs of the people.
Different socio-economic groups belonging to different parts of a county think differently. Various
aspects of human behavior need to be addressed to understand their thoughts and feedback about
the social world, which can be done using Social Research. Any topic can trigger social research –
new feature, new market trend or an upgrade in old technology.
Social Research is conducted by following a systematic plan of action which includes qualitative
and quantitative observation methods.
Qualitative methods rely on direct communication with members of a market, observation, text
analysis. The results of this method are focused more on being accurate rather than generalizing to
the entire population.
Quantitative methods use statistical analysis techniques to evaluate data collected via surveys, polls
or questionnaires.
Social Research contains elements of both these methods to analyze a range of social occurrences
such as an investigation of historical sites, census of the country, detailed analysis of research
conducted to understand reasons for increased reports of molestation in the country etc.
A survey to monitor happiness in a respondent population is one of the most widely used
applications of social research. The happiness survey template can be used by researchers an
organization to gauge how happy a respondent is and the things that can be done to increase
happiness in that respondent.
1.1Objectives of Psychological Research

Objectives of Psychological Research The aim of psychological research, like research in natural
sciences, is to discover new facts or verify and test old social facts. It tries to understand human
behavior and its interactionwith the environment and social institutions. It tries to find out the
causal connection
between human activities and natural laws governing them. It also aims to develop newscientific
tools, concepts and theories, which would facilitate the reliable and valid studyof human behavior
and social life.Social research follows the norms and tools of natural science, which emphasizes
validity, reliability and verifiability of the phenomenon studied. The scientific rigor insocial science
research implies objectivity, neutrality and empirically producedevidence. Empiricism comprises of
the observation, collection, analysis andinterpretation of data.
1.2 Need for Psychological Research

1. Social scientists help us imagine alternative futures.
Social science can open up debate and give us a say in shaping our collective future. The social
sciences developed as a field of study during the nineteenth century. Social science helped people
understand the consequences and application of the new technologies of the age, such as steam
power.
The growth of railways and factories not only transformed the economy and the world of work, but
also changed forever the way people organized their family lives and leisure. Today
nanotechnology and advances in medical research will have a significant impact on the way we
live.
They present us with a bewildering range of ethical, legal and social issues. But it isn’t enough to
rely on the scientists. We also need social scientists to analyses and critique what’s going on. That
way we will make informed choices that shape the future.
2 Lovely Professional University

The Probationary Imperative: For more ideas on this topic Steve Fuller's books are a good place to
start.
2. Social science can help us make sense of our finances.
Social science is not just important for the future but for what’s happening now. We all resent
paying to withdraw our money from cash machines. Charges can amount to £120 per year. Social
scientists working on behalf of the Runnymede Trust found that this doesn’t just this depend on
where we live, but that black and minority ethnic people are more likely to live in areas where
they’re forced to pay.
This put pressure on banks to ensure we all have access to machines that don’t charge. A range of
social scientists – not just economists but also psychologists, sociologists and political scientists, for
example ‐ can help us understand the economic crisis and weigh up decisions we make for
ourselves and those which governments make on our behalf. Without this kind of analysis, we may
feel like pawns in a global game of chess.
With the knowledge and understanding that social science offers us, we will feel empowered to act
for ourselves, and to influence decisions being made on our behalf.
Unequal Ageing in Europe: explores the gender pension gap across the 28 member states of the
European Union, plus Iceland and Norway
3. Social scientists contribute to our health and well‐being.
From sports sociologists to public health experts, from those interpreting medical statistics to those
evaluating policies for our care in old age, social scientists are working hard to make sure that our
health, leisure and social care services work to best effect.
Social geographers at the University of Sheffield, for example, have shown that those of us who
don’t follow eating advice are not simply weak‐willed or ignorant. Our eating habits are
influenced by a whole range of circumstances. Some apparently unhealthy choices may seem
rational: if the person doing the shopping knows that others will simply not eat the healthy option
and it will just go to waste, they may simply not buy it.
So, it’s no good just giving people a booklet on healthy eating. Effective nutritional advice needs to
be tailored to people’s everyday lives and contexts.
Long-Term Care in Europe: analyzes the key issues at stake in developing long-term care systems
for older people in Europe.
4. Social science might save your life.
Psychologists at the University of Liverpool spent time in a steel factory to work out what needs
doing to create a safer environment. Accidents at work happen even in the best regulated
companies that provide staff training and take all necessary precautions.
A top‐down imposed safety regime simply doesn’t work. It’s when people see unsafe work
practices as unacceptable and take decisions as teams that workplaces become safer. Employers
need to see people as individuals who take their lead from those with whom they identify. These
principles have also been shown to work in crowd control.
When those responsible for crowd management at football matches are trained in techniques which
take this into account, there’s virtually no trouble.
Adjudicating Employment: Rights compares and analyses institutions for resolving employment
rights disputes in ten countries.
5. Social science can make your neighborhood safer.
One common myth is that if you take measures to reduce crime in one neighborhood the criminals
simply move on, leading to increased crime in another area. Sociologists at Nottingham Trent
University worked closely with police to reduce crime through a method involving scanning for
crime patterns.
They were able to identify patterns that regular police work had not picked up, so avoiding guess
work and lost time. A technique called situational crime prevention developed by the same team is
now regularly used by the police, working with the public and private sectors to prevent crime.
Together they make things more difficult for would‐be criminals.

For example, in one area there was a serious problem of lead being stolen from community
building roofs. By working with dealers in the scrap metal market, and persuading them to keep
records, it then became too risky to buy what might be stolen lead.
The Handbook of Security, 2nd edition: is the most comprehensive analysis of scholarly security
debates and issues to date.
6. We need social scientists as public intellectuals.
British society is sometimes said to be anti‐intellectual. Yet in our fast-changing world, there is a
place for the social scientist as public intellectual. This doesn’t have to be a succession of boring
grey talking heads, such as you can find on French TV any night. That’s enough to cause anyone to
start channel surfing. Social scientists have a duty to make their work interesting and engaging to
the rest of us.
They need to explain not only why social science is relevant but do it in a compelling way. Then we
will want to listen, read and find out more. Perhaps more social scientists will have to become
active listeners, talking more often to the public, each other and to scientists.
Then we can get all the disciplines around the table together. In a knowledge‐based world, we
need people who can integrate a variety of different types of knowledge, and that come from
different intellectual roots and from a range of institutions to work together.
The Price of Public Intellectuals: is an historically-informed survey critically outlining sociological,
psychological, political, and economic approaches to the role of public intellectuals.
7. Social science can improve our children’s lives and education.
All societies and all governments want to show they are dong the best for children. Yet too often
education reform seems to take place without regard for the best interests of the learners. Education
research shows that many parents, particularly parents of younger children, are more concerned
that their children enjoy school, than that they are academic stars.
By working with students of all ages to understand their perspectives on schooling, researchers at
the universities of Cambridge and Leeds have discovered new insights into what makes effective
schools, and what makes for effective school leadership.
We just need to listen to children, provide structured opportunities for them to give their views,
and prepare adults to really listen. Today even OFSTED, the school inspection service, has to listen
to children’s viewpoints.
Informal Education, Childhood and Youth: emphasizes how geography – space and place – matter
to informal education practices, through a range of examples.
8. Social science can change the world for the better.
We can generally agree that world needs to be a safer place where all people can enjoy basic dignity
and human rights. This is the case even when we can’t always agree on what we should do to make
this happen. Social scientists working in interdisciplinary teams have made their mark in the area
of human welfare and development.
They are concerned with the social and economic advancement of humanity at large. They work
with government institutions, UN organizations, social services, funding agencies, and with the
media.
They are influencing the work of strategists, planners, teachers and program me officers in
developing and growing economies, like India, to influence development so that it impacts on the
lives of the poorest members of society. For example, social scientists from the Delhi School of
Economics are cooperating with colleagues at SOAS, University of London to explore the impact of
legislation in India to guarantee minimum wages for rural unskilled manual labourers on the loves
of women.
They found the new law provided opportunities for some women to become wage earners where
none had existed before, reducing the risk of hunger and the chances of avoiding hazardous work.
But they also identified barriers to women benefitting from the changes, including harassment at
the worksite.

Those working in development studies are then able to support women’s ability to benefit by
looking for creative solutions to such problems.
Why the Social Sciences Matter: provides an illuminating look at topics of concern to everyone at
the beginning of the twenty-first century.
9. Social science can broaden your horizons.
For debates about feminism, peace, ecology, social movements, and much more, social science
offers each of us new perspectives and new ways of understanding. Whether your idea of
relaxation is visiting a museum, watching soaps, or chatting online, social science encourages a
fresh look at our everyday activities and culture.
Social scientists at the University of Leicester are making an impact on museums across the world,
with the goal of making them more inclusive, abler to challenge prejudices, inspire learning and be
more relevant in contemporary society.
One example is their work with the Gallery of Modern Art in Glasgow to involve local communities
and international visitors alike in engaging with exhibitions on a range of social justice issues from
sectarianism to gay rights, through programs including arts workshops and residencies.
Radical Feminism: is a radical and pioneering feminist manifesto for today's modern audience
written by one of the cornerstones of today's feminist scene.
10. We need social science to guarantee our democracy.
Social science offers multiple perspectives on society, informs social policy and supports us in
holding our politicians and our media to account.
The Centre for the Study of Global Media and Democracy at Goldsmith’s College, London is
monitoring how transformation from traditional to digital media is examining the move away from
traditional journalism and politics to where we as citizens try to be community journalists,
presenting our own accounts on‐line. The work brings together specialists in media and
communications, sociology and politics.
Individual citizens may feel empowered by this but there are risks in turning away from traditional
journalism, including fewer opportunities for in‐depth analysis and critique of powerful interests.
This work by social scientists is critical in protecting a modern and transparent democracy. Just
think what might happen without it!
1.3 Purpose of Research

From weather forecasts to the discovery of antibiotics, researchers are constantly trying to find new
ways to understand the world and how things work – with the ultimate goal of improving our
lives.
The purpose of research is therefore to find out what is known, what is not and what we can
develop further. In this way, scientists can develop new theories, ideas and products that shape our
society and our everyday lives.
The purpose of research is to further understand the world and to learn how this knowledge can be
applied to better everyday life. It is an integral part of problem solving.
Although research can take many forms, there are three main purposes of research:
Exploratory: Exploratory research is the first research to be conducted around a problem that has
not yet been clearly defined. Exploration research therefore aims to gain a better understanding of
the exact nature of the problem and not to provide a conclusive answer to the problem itself. This
enables us to conduct more in-depth research later on.
Descriptive: Descriptive research expands knowledge of a research problem or phenomenon by
describing it according to its characteristics and population. Descriptive research focuses on the
‘how’ and ‘what’, but not on the ‘why’.
Explanatory: Explanatory research, also referred to as casual research, is conducted to determine
how variables interact, i.e., to identify cause-and-effect relationships. Explanatory research deals
with the ‘why’ of research questions and is therefore often based on experiments.

1.4 Characteristics of Psychological Research

• Good research follows a systematic approach to capture accurate data. Researchers need to
practice ethics and a code of conduct while making observations or drawing conclusions.
• The analysis is based on logical reasoning and involves both inductive and deductive
methods.
• Real-time data and knowledge are derived from actual observations in natural settings.
• There is an in-depth analysis of all data collected so that there are no anomalies associated
with it.
• Good research follows a systematic approach to capture accurate data. Researchers need to
• The analysis is based on logical reasoning and involves both inductive and deductive
methods.
• Real-time data and knowledge is derived from actual observations in natural settings.
• There is an in-depth analysis of all data collected so that there are no anomalies associated
with it.
• It creates a path for generating new questions. Existing data helps create more research
opportunities.
There are 8 core characteristics that all research projects should have. These are:
Empirical – based on proven scientific methods derived from real-life observations and
experiments.
Logical – follows sequential procedures based on valid principles.
Cyclic – research begins with a question and ends with a question, i.e. research should lead to a
new line of questioning.
Controlled – vigorous measures put into place to keep all variables constant, except those under
investigation.
Hypothesis-based – the research design generates data that sufficiently meets the research
objectives and can prove or disprove the hypothesis. It makes the research study repeatable and
gives credibility to the results.
Analytical – data is generated, recorded and analyzed using proven techniques to ensure high
accuracy and repeatability while minimizing potential errors and anomalies.
Objective – sound judgement is used by the researcher to ensure that the research findings are
valid.
Statistical treatment – statistical treatment is used to transform the available data into something
more meaningful from which knowledge can be gained.
1.5 What is the Research Process?

The Research Process is a process of multiple scientific steps in conducting the research work. Each
step is interlinked with other steps. The process starts with the research problem at first. Then it
advances in the next steps sequentially.
Generally, a researcher conducts research work within seven steps. In research work, primarily,
you require a Research Proposal. It is because the proposal approves the research project whether
you achieve the ability to conduct research or not. So when you write a research proposal, present
the detailed plans and specific objectives of your research correctly.

Stages in the Research Process

These 8 stages in the Research Process are;
1. Identifying the problem.
2. Reviewing literature.
3. Setting research questions, objectives, and hypotheses.
4. Choosing the study design.
5. Deciding on the sample design.
6. Collecting data.
7. Processing and analyzing data.
8. Writing the report.
Dissertation markers expect the explanation of research process to be included in Methodology
chapter. A typical research process comprises the following stages:
1. Selecting the research area. You are expected to state that you have selected the research area
due to professional and personal interests in the area and this statement must be true. The
importance of this first stage in the research process is often underestimated by many students. If
you find research area and research problem that is genuinely interesting to you it is for sure that
the whole process of writing your dissertation will be much easier. Therefore, it is never too early to
start thinking about the research area for your dissertation.
2. Formulating research aim, objectives and research questions or developing hypotheses.
The choice between the formulation of research questions and the development of hypotheses
depends on your research approach as it is discussed further below in more details. Appropriate
research aims and objectives or hypotheses usually result from several attempts and revisions and
these need to be mentioned in Methodology chapter. It is critically important to get your research
questions or hypotheses confirmed by your supervisor before moving forward with the work.
3. Conducting the literature review. Literature review is usually the longest stage in the research
process. Actually, the literature review starts even before the formulation of research aims and
objective; because you have to check if exactly the same research problem has been addressed
before. Nevertheless, the main part of the literature review is conducted after the formulation of
research aim and objectives. You have to use a wide range of secondary data sources such as books,
newspapers, magazines, journals, online articles etc.
4. Selecting methods of data collection. Data collection method(s) need to be selected on the
basis of critically analyzing advantages and disadvantages associated with several alternative data
collection methods. In studies involving primary data collection, in-depth discussions of
advantages and disadvantages of selected primary data collection method(s) need to be included in
methodology.
5. Collecting the primary data. Primary data collection needs to be preceded by a great level of
preparation and pilot data collection may be required in case of questionnaires. Primary data
collection is not a compulsory stage for all dissertations and you will skip this stage if you are
conducting desk-based research.
6. Data analysis. Analysis of data plays an important role in the achievement of research aim and
objectives. Data analysis methods vary between secondary and primary studies, as well as, between
qualitative and quantitative studies.
7. Reaching conclusions. Conclusions relate to the level of achievement of research aims and
objectives. In this final part of your dissertation, you will have to justify why you think that
research aims and objectives have been achieved. Conclusions also need to cover research
limitations and suggestions for future research.
1.6 Ethical Issues in Psychological Research

Research involving human subjects must follow certain ethical standards to make sure the subjects
are not harmed. Such harm can be quite severe in medical research unless certain precautions are
taken. For example, in 1932 the U.S. Public Health Service began studying several hundred poor,

illiterate African American men in Tuskegee, Alabama. The men had syphilis, for which no cure
then existed, and were studied to determine its effects. After scientists found a decade later that
penicillin could cure this disease, the government scientists decided not to give penicillin to the
Tuskegee men because doing so would end their research. As a result, several of the men died from
their disease, and some of their wives and children came down with it. The study did not end until
the early 1970s, when the press finally disclosed the experiment. Several observers likened it to
experiments conducted by Nazi scientists. If the subjects had been white and middle class, they
said, the government would have ended the study once it learned that penicillin could cure syphilis
(Jones, 1Fortunately, sociological research does not have this potential for causing death or serious
illness, but it still can cause other kinds of harm and thus must follow ethical standards. The federal
government has an extensive set of standards for research on human subjects, and the major
sociology professional society, the American Sociological Association, has a code of ethics for
psychological research.
One of the most important ethical guidelines in sociological and other human-subject research
concerns privacy and confidentiality. When they do research, sociologists should protect the
privacy and confidentiality of their subjects. When a survey is used, the data must be coded
(prepared for computer analysis) anonymously, and in no way should it be possible for any
answers to be connected with the respondent who gave them. In field research, anonymity must
also be maintained, and aliases (fake names) should normally be used when the researcher reports
what she or he has been observing.
Some psychologists consider the privacy and confidentiality of subjects so important that they have
risked imprisonment when they have refused to violate confidentiality. In one example, a graduate
student named Mario Brajuha had been doing participant observation as a restaurant waiter on
Long Island, New York, when the restaurant burned down. When the police suspected arson, they
asked Brajuha to turn over his field notes. When Brajuha refused, he was threatened with
imprisonment. Meanwhile, two suspects in the case also demanded his field notes for their legal
defense, but again Brajuha refused. The controversy ended 2 years later when the suspects died and
the prosecutor’s office abandoned its effort to obtain the notes (Brajuha & Hallowell, 1986).
In another case, a graduate student named Rik Scarce refused to turn over his field notes on radical
environmentalists after one of the groups he was studying vandalized a university laboratory.
Scarce was jailed for contempt of court when he refused to tell a grand jury what he had learned
about the group and spent several months behind bars (Monaghan, 1993).
A third example aroused much discussion among sociologists when it came to light. Laud
Humphreys studied male homosexual sex that took place in public bathrooms. He did so by acting
as the lookout in several encounters where two men had sex; the men did not know Humphreys
was a researcher. He also wrote down their license plates and obtained their addresses and a year
later disguised himself and interviewed the men at their homes. Many sociologists and other
observers later criticized Humphreys for acting so secretly and for violating his subjects’ privacy.
Humphreys responded that he protected the men’s names and that their behavior was not private,
as it was conducted in a public setting (Humphreys, 1975).981).
Another ethical issue concerns consent. Before a researcher can begin obtaining data, the subjects of
the research must normally sign an informed consent form. This form summarizes the aims of the
study and the possible risks of being a subject. If researchers want to study minors (under age 18),
they normally must obtain a signature from a parent or legal guardian. Informed consent is a
requirement for most “real” research these days, but ethical issues arise over the meaning of
“consent.” For consent to have any real meaning, potential research subjects must have the right to
refuse to take part in a research project without any penalties whatsoever. Otherwise, they may feel
pressured to participate in the project without really wanting to do so. This result would violate
what “consent” is supposed to mean in the research process. Sometimes subjects are promised a
small reward (often between $5 and $20) for taking part in a research project, but they are still
utterly free to refuse to do so, and this small inducement is not considered to be undue pressure to
participate.
Informed consent becomes a particular problem when a researcher wants to include certain
populations in a study. Perhaps the clearest example of such a problem is when a study involves
prisoners. When prisoners are asked to be interviewed or to fill out a questionnaire, they certainly
can refuse to do so, but they may feel pressured to participate. They realize that if they do
participate, they may be more likely to be seen as a “model” prisoner, which helps them win “good
time” that reduces their sentence or helps them win a release decision from a parole board.
Conversely, if they refuse to participate, they not only lose these advantages but also may be seen

as a bit of a troublemaker and earn extra scrutiny from prison guards. Scholarly societies continue
to debate the ethical issues involved in studies of prisoners and other vulnerable populations (e.g.,
offenders in juvenile institutions, patients in mental institutions), and there are no easy answers to
the ethical questions arising in such studies.
As all these examples of ethical issues demonstrate, it is not always easy to decide whether a
particular research project is ethically justifiable. Partly for this reason, colleges and universities
have committees that review proposed human-subject research to ensure that federal guidelines are
followed.
1.7 Positivism
Positivism is a philosophy in which people believe the goal of knowledge is only to describe what
people experience, and that science should only study that which is measurable. Anything that is
not measurable or experienced is irrelevant. They also believe that knowledge should be obtained
through using the scientific method. For example, emotions are not measurable so they are
irrelevant. Likewise, introspection is rejected.
Positivism adopted David Hume’s theory of the nature of reality (i.e., philosophical ontology).
Hume believed that reality consists of atomistic (micro-level) and independent events. He believed
in the use of the senses to generate knowledge about reality (i.e., scientific method). He thought that
philosophical and logical reasoning could lead us to “see” nonexisting links between events
occurring simultaneously. However, positivism also adopted Rene Descartes’s epistemology (i.e.,
theory of knowledge). Descartes believed that reason is the best way to generate knowledge about
reality. His deductive method implies that events are ordered and interconnected, and therefore
reality is ordered and deducible. This internal inconsistency eventually undermined the validity of
positivism.
1.8 Empiricism
In the philosophy of science, empiricism is a theory of knowledge which emphasizes those aspects
of scientific knowledge that are closely related to experience, especially as formed through
deliberate experimental arrangements. It is a fundamental requirement of scientific method that all
hypotheses and theories must be tested against observations of the natural world, rather than
resting solely on a priori reasoning, intuition, or revelation. Hence, science is considered to be
methodologically empirical in nature.
The term "empiricism" has a dual etymology. It comes from the Greek word εμπειρισμός, the Latin
translation of which is experiential, from which we derive the word experience. It also derives from
a more specific classical Greek and Roman usage of empiric, referring to a physician whose skill
derives from practical experience as opposed to instruction in theory.
1.9 Ontology
Ontology is described as the study of being, the nature of reality or existence, as well as the
structure of reality (Michael Crotty, 2005). Researcher's position regarding ontology will determine
how answers questions about the nature both social and political reality to be investigated
(Jonathan Grix, 2002), this means that a researcher's ontological view of the task ahead of him goes
a long way to determine the focus of his study, the chosen methods and how data is gathered,
interpreted or analyzed.
According to Blaikie, 2007, ontological claims are 'claims and assumptions that are made about the
nature of social reality, claims about what exists, what it looks like, what units make it up and how
these units interact with each other. In short, ontological assumptions are concerned with what we
believe constitutes social reality' (Blaikie, 2007,). Ontological positions can be expressed in terms of
objectivism and constructivism also known as subjectivism; the objectivism is of the opinion that
social phenomena and their meanings exist in a way that is independent of social actors while
subjectivism is the other ontological argument affirming that social phenomena and their meanings
are determined by social actors. (Jonathan Grix, 2002).
Blaike (2007) suggests that while carrying out research, a researcher has to choose from being a
shallow realist, conceptual realist, cautious realist, depth realist, idealist realist or subtle realist
which are the six categories of ontological assumptions that are available for him. A researcher who
is subjective in his ontological assumption believes that awareness of our social condition can be
achieved through experience and interaction with the environment and as such tends to gather
qualitative information for his research, meanwhile, a researcher with objective assumption

believes that there are certain principles that guide the occurrence of events and as such, they can
only be tested through quantitative approach; by using data, measurement, statistics and
calculation to test the theory and hypothesis governing the principle.
1.10 Logic
Logic has often been described as the study of laws of thought, and logicians say things like “If the
argument is valid then, if the premises are true, you are bound to think that the conclusion is true
as well” or “If you deny the law of non-contradiction, then you are trying to think the unthinkable.”
This way of talking suggests that the laws of logic are grounded in laws about how we think, and
therefore that there is a psychological basis to logic. The theory that logic is based on psychology
was called psychologism.
Gottlob Frege, often regarded as the founder of modern logic, argued against psychologism, and
his arguments are usually accepted as definitive. Frege pointed out that people make mistakes in
logic all the time, and when you make such mistakes, you’re thinking breaks those laws that
logicians call the laws of thought. This does not show that logicians have got the Laws of Thought
wrong: logicians are concerned not with laws that describe the way we do think, but with laws that
describe the way we ought to think, if we want to get at the truth. Psychology looks at the way we
think, including fallacies that everyone is prone to, and tries to figure out why we think that way.
Logic tries to improve our thinking. When you fail to follow a law of logic, you haven’t thought the
unthinkable, you were thinking something that could be thought, but it was an irrational thought.
1.11 Rationalism
Rationalism, in Western philosophy, the view that regards reason as the chief source and test of
knowledge. Holding that reality itself has an inherently logical structure, the rationalist asserts that
a class of truths exists that the intellect can grasp directly. There are, according to the rationalists,
certain rational principles—especially in logic and mathematics, and even in ethics and
metaphysics—that are so fundamental that to deny them is to fall into contradiction. The
rationalists’ confidence in reason and proof tends, therefore, to detract from their respect for other
ways of knowing.
Rationalism has long been the rival of empiricism, the doctrine that all knowledge comes from, and
must be tested by, sense experience. As against this doctrine, rationalism holds reason to be a
faculty that can lay hold of truths beyond the reach of sense perception, both in certainty and
generality. In stressing the existence of a “natural light,” rationalism has also been the rival of
systems claiming esoteric knowledge, whether from mystical experience, revelation, or intuition,
and has been opposed to various irrationalism that tend to stress the biological, the emotional or
volitional, the unconscious, or the existential at the expense of the rational.
Summary
The goal of scientific research is to discover laws and postulate theories that can explain natural or
social phenomena, or in other words, build scientific knowledge. It is important to understand that
this knowledge may be imperfect or even quite far from the truth.
Social science research is the systematic understanding of social facts or phenomena. It gathers
information about the social world, interpreting it in order to make decisions on a course of actions
and/or to develop new knowledge. It attempts to discover cause-and-effect relationships between
social problems and answer or solve social problems.
“Social Research may be defined as a scientific undertaking which by means of logical and
systematized techniques, aims to discover new factor verify a test old facts, analyze their sequence,
interrelationship and causal explanation which were derived within an appropriate theoretical
frame of reference, develop new scientific tolls, concepts and theories which would facilities reliable
and valid study of human behavior. A researcher’s primary goal distant and immediate is to
explore and gain an understanding of human behavior and social life and thereby gain a greater
control over time”.
Keywords
 Social research,
 Empirical,

 Cyclic, research area,

 Literature review,
 Ethical issues,
 Informed consent.
Self Assessment
1. Research is a systematic process
A. True
B. False

A. True
B. False
3. Review of Literature is the first stage of research process

A. True
B. False
4. Literature Review is the shortest stage of Research.

A. True
B. False
5. Researcher has to get the informed consent from the respondent to utilize their data in
Research.
A. True
B. False
6. There are -------- characteristics of Social Research.

A. 5
B. 10
C. 12
D. 15
7. There are ----- stages in Research process.
A. 4
B. 6
C. 8
D. 10
8. In research process, every step is ---------- with other steps.

A. Interlinked
B. Different
C. Dichotomous
D. None of them

9. Social science research is focused on finding reasons of ------ behavior.

A. Social
B. Animal
C. Human
D. None of them
10. Processing and analyzing data come ------- collection of data.

A. Before
B. After
C. Along with
D. None of them
11. ------ research is the first research to be conducted around a problem that has not been
clearly defined.
A. Exploratory
B. Descriptive
C. Explanatory
D. None of them
12. ------ research is also referred to as causal research.

A. Exploratory
B. Descriptive
C. Explanatory
D. None of them
13. -------- is the last stage of research process.

A. Review of Literature
B. Writing the Report
C. Collection of Data.
D. None of them
14. ------- is based on the proven scientific methods derived from real life observations and
experimentation.
A. Empirical
B. Cyclic
C. Logical
D. None of them
15. -------- research begins with a question & ends with a question.
A. Empirical
B. Cyclic
C. Logical
D. None of them

Answers for Self Assessment

1. A 2. A 3. B 4. B 5. A
6. A 7. C 8. A 9. C 10. B
11. A 12. C 13. B 14. A 15. C
Review Questions
1. What is Social Research? State its objectives.
2. What are the needs of Social Research?
3. What are the purposes of Research?
4. What are the characteristics of research?
5. What do you mean by research process?
6. Briefly discuss the ethical issues of Social Research.
7. What are the different types of Research?
8. What are the methods of Research?
9. State different stages of Research Process.
10. What are the examples of steps of Research?
Further Readings
 The Practice of Psychological Research by Earl, R. Babbie-13th ed. Wadsworth
Publishing Co.inc.2011
• Methods of Psychological Research by Paul, K. Hatt & William, J. Goode. Surjeet
Publication. 2018.

Unit 02: Introduction to Psychological Research

Contents
Objectives......................................................................................................................................................... 1
Introduction..................................................................................................................................................... 1
2.1 Objectives of Psychological Research ............................................................................................ 2
2.2 Need for Psychological Research ................................................................................................... 2
2.3 What is the Research Process? ........................................................................................................ 5
2.4 Research Question............................................................................................................................ 6
2.5 Importance of the Research Question............................................................................................ 6
2.6 Comparing Research Strategies...................................................................................................... 7
2.7 Formulating Research Question ..................................................................................................... 8
Steps to Developing a Good Research Question ........................................................................................ 8
Conclusion ..................................................................................................................................................... 13
Summary........................................................................................................................................................ 13
Keywords....................................................................................................................................................... 14
Self Assessment............................................................................................................................................. 14
Objectives
 understand the meaning of Psychological Research

 know different components of Psychological Research
 familiarize with the applications of Psychological Research
Introduction
Research is a careful investigation or inquiry especially through search for new facts in any branch
of knowledge. (The advance learner’s dictionary of current English) Research is a systematic,
formal,
rigorous and precise process employed to gain solutions to problems or to discover and interpret
new facts and relationships (Waltz & Bussell, 1981).
Research is the systematic, controlled, empirical and critical investigation of hypothetical
propositions about the presumed relations among natural phenomena (Kerlinger, 1973).
Research is the pursuit of truth through objective and systematic method of finding solutions to a
problem (Kothari, 2004). (Niangua, 2013)
Scientific researches are studies that should be systematically planned before performing them. In
this review, classification and description of scientific studies, planning stage randomization and
bias are explained.

Social science research is focused on finding reasons for human behavior. Social science research is
conducted using the scientific method: ask a question, form a hypothesis, conduct empirical
research, draw a conclusion, and evaluate the conclusion.
Social Research is a method used by social scientists and researchers to learn about people and
societies so that they can design products/services that cater to various needs of the people.
Different socio-economic groups belonging to different parts of a county think differently. Various
aspects of human behavior need to be addressed to understand their thoughts and feedback about
the social world, which can be done using Social Research. Any topic can trigger social research –
new feature, new market trend or an upgrade in old technology.
Social Research is conducted by following a systematic plan of action which includes qualitative
and quantitative observation methods.
Qualitative methods rely on direct communication with members of a market, observation, text
analysis. The results of this method are focused more on being accurate rather than generalizing to
the entire population.
Quantitative methods use statistical analysis techniques to evaluate data collected via surveys, polls
or questionnaires.
Social Research contains elements of both these methods to analyze a range of social occurrences
such as an investigation of historical sites, census of the country, detailed analysis of research
conducted to understand reasons for increased reports of molestation in the country etc.
A survey to monitor happiness in a respondent population is one of the most widely used
applications of social research. The happiness survey template can be used by researchers an
organization to gauge how happy a respondent is and the things that can be done to increase
happiness in that respondent.
2.1 Objectives of Psychological Research

Objectives of Social Research The aim of social research, like research in natural sciences, is to
discover new facts or verify and test old social facts. It tries to understand human behavior and its
interactionwith the environment and social institutions. It tries to find out the causal connection
between human activities and natural laws governing them. It also aims to develop newscientific
tools, concepts and theories, which would facilitate the reliable and valid study
of human behavior and social life.Social research follows the norms and tools of natural science,
which emphasizes validity, reliability and verifiability of the phenomenon studied. The scientific
rigor insocial science research implies objectivity, neutrality and empirically producedevidence.
Empiricism comprises of the observation, collection, analysis andinterpretation of data.
2.2 Need for Psychological Research

1. Social scientists help us imagine alternative futures.
Social science can open up debate and give us a say in shaping our collective future. The social
sciences developed as a field of study during the nineteenth century. Social science helped people
understand the consequences and application of the new technologies of the age, such as steam
power.
The growth of railways and factories not only transformed the economy and the world of work, but
also changed forever the way people organized their family lives and leisure. Today
nanotechnology and advances in medical research will have a significant impact on the way we
live.
They present us with a bewildering range of ethical, legal and social issues. But it isn’t enough to
rely on the scientists. We also need social scientists to analyses and critique what’s going on. That
way we will make informed choices that shape the future.
The Probationary Imperative: For more ideas on this topic Steve Fuller's books are a good place to
start.
2. Social science can help us make sense of our finances.

Social science is not just important for the future but for what’s happening now. We all resent
paying to withdraw our money from cash machines. Charges can amount to £120 per year. Social
scientists working on behalf of the Runnymede Trust found that this doesn’t just this depend on
where we live, but that black and minority ethnic people are more likely to live in areas where
they’re forced to pay.
This put pressure on banks to ensure we all have access to machines that don’t charge. A range of
social scientists – not just economists but also psychologists, sociologists and political scientists, for
example ‐ can help us understand the economic crisis and weigh up decisions we make for
ourselves and those which governments make on our behalf. Without this kind of analysis, we may
feel like pawns in a global game of chess.
With the knowledge and understanding that social science offers us, we will feel empowered to act
for ourselves, and to influence decisions being made on our behalf.
Unequal Ageing in Europe: explores the gender pension gap across the 28 member states of the
European Union, plus Iceland and Norway
3. Social scientists contribute to our health and well‐being.
From sports sociologists to public health experts, from those interpreting medical statistics to those
evaluating policies for our care in old age, social scientists are working hard to make sure that our
health, leisure and social care services work to best effect.
Social geographers at the University of Sheffield, for example, have shown that those of us who
don’t follow eating advice are not simply weak‐willed or ignorant. Our eating habits are
influenced by a whole range of circumstances. Some apparently unhealthy choices may seem
rational: if the person doing the shopping knows that others will simply not eat the healthy option
and it will just go to waste, they may simply not buy it.
So, it’s no good just giving people a booklet on healthy eating. Effective nutritional advice needs to
be tailored to people’s everyday lives and contexts.
Long-Term Care in Europe: analyzes the key issues at stake in developing long-term care systems
for older people in Europe.
4. Social science might save your life.
Psychologists at the University of Liverpool spent time in a steel factory to work out what needs
doing to create a safer environment. Accidents at work happen even in the best regulated
companies that provide staff training and take all necessary precautions.
A top‐down imposed safety regime simply doesn’t work. It’s when people see unsafe work
practices as unacceptable and take decisions as teams that workplaces become safer. Employers
need to see people as individuals who take their lead from those with whom they identify. These
principles have also been shown to work in crowd control.
When those responsible for crowd management at football matches are trained in techniques which
take this into account, there’s virtually no trouble.
Adjudicating Employment: Rights compares and analyses institutions for resolving employment
rights disputes in ten countries.
5. Social science can make your neighborhood safer.
One common myth is that if you take measures to reduce crime in one neighborhood the criminals
simply move on, leading to increased crime in another area. Sociologists at Nottingham Trent
University worked closely with police to reduce crime through a method involving scanning for
crime patterns.
They were able to identify patterns that regular police work had not picked up, so avoiding guess
work and lost time. A technique called situational crime prevention developed by the same team is
now regularly used by the police, working with the public and private sectors to prevent crime.
Together they make things more difficult for would‐be criminals.
For example, in one area there was a serious problem of lead being stolen from community
building roofs. By working with dealers in the scrap metal market, and persuading them to keep
records, it then became too risky to buy what might be stolen lead.

The Handbook of Security, 2nd edition: is the most comprehensive analysis of scholarly security
debates and issues to date.
6. We need social scientists as public intellectuals.
British society is sometimes said to be anti‐intellectual. Yet in our fast-changing world, there is a
place for the social scientist as public intellectual. This doesn’t have to be a succession of boring
grey talking heads, such as you can find on French TV any night. That’s enough to cause anyone to
start channel surfing. Social scientists have a duty to make their work interesting and engaging to
the rest of us.
They need to explain not only why social science is relevant but do it in a compelling way. Then we
will want to listen, read and find out more. Perhaps more social scientists will have to become
active listeners, talking more often to the public, each other and to scientists.
Then we can get all the disciplines around the table together. In a knowledge‐based world, we
need people who can integrate a variety of different types of knowledge, and that come from
different intellectual roots and from a range of institutions to work together.
The Price of Public Intellectuals: is an historically-informed survey critically outlining sociological,
psychological, political, and economic approaches to the role of public intellectuals.
7. Social science can improve our children’s lives and education.
All societies and all governments want to show they are dong the best for children. Yet too often
education reform seems to take place without regard for the best interests of the learners. Education
research shows that many parents, particularly parents of younger children, are more concerned
that their children enjoy school, than that they are academic stars.
By working with students of all ages to understand their perspectives on schooling, researchers at
the universities of Cambridge and Leeds have discovered new insights into what makes effective
schools, and what makes for effective school leadership.
We just need to listen to children, provide structured opportunities for them to give their views,
and prepare adults to really listen. Today even OFSTED, the school inspection service, has to listen
to children’s viewpoints.
Informal Education, Childhood and Youth: emphasizes how geography – space and place – matter
to informal education practices, through a range of examples.
8. Social science can change the world for the better.
We can generally agree that world needs to be a safer place where all people can enjoy basic dignity
and human rights. This is the case even when we can’t always agree on what we should do to make
this happen. Social scientists working in interdisciplinary teams have made their mark in the area
of human welfare and development.
They are concerned with the social and economic advancement of humanity at large. They work
with government institutions, UN organizations, social services, funding agencies, and with the
media.
They are influencing the work of strategists, planners, teachers and program me officers in
developing and growing economies, like India, to influence development so that it impacts on the
lives of the poorest members of society. For example, social scientists from the Delhi School of
Economics are cooperating with colleagues at SOAS, University of London to explore the impact of
legislation in India to guarantee minimum wages for rural unskilled manual labourers on the loves
of women.
They found the new law provided opportunities for some women to become wage earners where
none had existed before, reducing the risk of hunger and the chances of avoiding hazardous work.
But they also identified barriers to women benefitting from the changes, including harassment at
the worksite.
Those working in development studies are then able to support women’s ability to benefit by
looking for creative solutions to such problems.
Why the Social Sciences Matter: provides an illuminating look at topics of concern to everyone at
the beginning of the twenty-first century.

9. Social science can broaden your horizons.

For debates about feminism, peace, ecology, social movements, and much more, social science
offers each of us new perspectives and new ways of understanding. Whether your idea of
relaxation is visiting a museum, watching soaps, or chatting online, social science encourages a
fresh look at our everyday activities and culture.
Social scientists at the University of Leicester are making an impact on museums across the world,
with the goal of making them more inclusive, abler to challenge prejudices, inspire learning and be
more relevant in contemporary society.
One example is their work with the Gallery of Modern Art in Glasgow to involve local communities
and international visitors alike in engaging with exhibitions on a range of social justice issues from
sectarianism to gay rights, through programs including arts workshops and residencies.
Radical Feminism: is a radical and pioneering feminist manifesto for today's modern audience
written by one of the cornerstones of today's feminist scene.
Social science offers multiple perspectives on society, informs social policy and supports us in
holding our politicians and our media to account.
The Centre for the Study of Global Media and Democracy at Goldsmith’s College, London is
monitoring how transformation from traditional to digital media is examining the move away from
traditional journalism and politics to where we as citizens try to be community journalists,
presenting our own accounts on‐line. The work brings together specialists in media and
communications, sociology and politics.
Individual citizens may feel empowered by this but there are risks in turning away from traditional
journalism, including fewer opportunities for in‐depth analysis and critique of powerful interests.
This work by social scientists is critical in protecting a modern and transparent democracy. Just
think what might happen without it!
2.3 What is the Research Process?

The Research Process is a process of multiple scientific steps in conducting the research work. Each
step is interlinked with other steps. The process starts with the research problem at first. Then it
advances in the next steps sequentially.
Generally, a researcher conducts research work within seven steps. In research work, primarily,
you require a Research Proposal. It is because the proposal approves the research project whether
you achieve the ability to conduct research or not. So when you write a research proposal, present
the detailed plans and specific objectives of your research correctly.
Stages in the Research Process

These 8 stages in the Research Process are;
1. Identifying the problem.
2. Reviewing literature.
3. Setting research questions, objectives, and hypotheses.
4. Choosing the study design.
5. Deciding on the sample design.
6. Collecting data.
7. Processing and analyzing data.
8. Writing the report.
Dissertation markers expect the explanation of research process to be included in Methodology
chapter. A typical research process comprises the following stages:

1. Selecting the research area. You are expected to state that you have selected the research area
due to professional and personal interests in the area and this statement must be true. The
importance of this first stage in the research process is often underestimated by many students. If
you find research area and research problem that is genuinely interesting to you it is for sure that
the whole process of writing your dissertation will be much easier. Therefore, it is never too early to
start thinking about the research area for your dissertation.
2. Formulating research aim, objectives and research questions or developing hypotheses.
The choice between the formulation of research questions and the development of hypotheses
depends on your research approach as it is discussed further below in more details. Appropriate
research aims and objectives or hypotheses usually result from several attempts and revisions and
these need to be mentioned in Methodology chapter. It is critically important to get your research
questions or hypotheses confirmed by your supervisor before moving forward with the work.
3. Conducting the literature review. Literature review is usually the longest stage in the research
process. Actually, the literature review starts even before the formulation of research aims and
objective; because you have to check if exactly the same research problem has been addressed
before. Nevertheless, the main part of the literature review is conducted after the formulation of
research aim and objectives. You have to use a wide range of secondary data sources such as books,
newspapers, magazines, journals, online articles etc.
4. Selecting methods of data collection. Data collection method(s) need to be selected on the
basis of critically analyzing advantages and disadvantages associated with several alternative data
collection methods. In studies involving primary data collection, in-depth discussions of
advantages and disadvantages of selected primary data collection method(s) need to be included in
methodology.
5. Collecting the primary data. Primary data collection needs to be preceded by a great level of
preparation and pilot data collection may be required in case of questionnaires. Primary data
collection is not a compulsory stage for all dissertations and you will skip this stage if you are
conducting desk-based research.
6. Data analysis. Analysis of data plays an important role in the achievement of research aim and
objectives. Data analysis methods vary between secondary and primary studies, as well as, between
qualitative and quantitative studies.
7. Reaching conclusions. Conclusions relate to the level of achievement of research aims and
objectives. In this final part of your dissertation, you will have to justify why you think that
research aims and objectives have been achieved. Conclusions also need to cover research
limitations and suggestions for future research.
2.4 Research Question
What is a Research Question?

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.
2.5 Importance of the Research Question

The primary importance of framing the research question is that it narrows down a broad topic of
interest into a specific area of study (Creswell, 2014). Research questions, along with hypotheses,
also serve as a guiding framework for research. These questions also specifically reveal the
boundaries of the study, setting its limits, and ensuring cohesion.
Moreover, the research question has a domino effect on the rest of the study. These questions
influence factors, such as the research methodology, sample size, data collection, and data analysis
(Lipowski, 2008).
In the social sciences, the research problem establishes the means by which you must answer the
"So What" question. The "So What" question refers to a research problem surviving the relevancy
test [the quality of a measurement procedure that provides repeatability and accuracy]. Note that

answering the "So What" question requires a commitment on your part to not only show that you
have researched the material, but that you have thought about its significance.
To survive the "So What" question, problem statements should possess the following attributes:
● Clarity and precision [a well-written statement does not make sweeping generalizations
and irresponsible statements],
● Demonstrate a researchable topic or issue [i.e., feasibility of conducting the study is based
upon access to information that can be effectively acquired, interpreted, synthesized, and
understood],
● Identification of what would be studied, while avoiding the use of value-laden words and
terms,
● Identification of an overarching question or small set of questions accompanied by key
factors or variables,
● Identification of key concepts and terms,
● Articulation of the study's boundaries or parameters or limitations,
● Some generalizability in regards to applicability and bringing results into general use,
● Conveyance of the study's importance, benefits, and justification [i.e., regardless of the
type of research, it is important to demonstrate that the research is not trivial],
● Does not have unnecessary jargon or overly complex sentence constructions; and,
● Conveyance of more than the mere gathering of descriptive data providing only a
snapshot of the issue or phenomenon under investigation.
Bryman, Alan. “The Research Question in Social Research: What is its Role?” International Journal
of Social Research Methodology 10 (2007): 5-20; Castellanos, Susie. Critical Writing and Thinking.
The Writing Centre. Dean of the College. Brown University; Ellis, Timothy J. and Yair Levy Nova
Framework of Problem-Based Research: A Guide for Novice Researchers on the Development of a
Research-Worthy Problem. Informing Science: the International Journal of an Emerging Trans
discipline 11 (2008); Thesis and Purpose Statements. The Writer’s Handbook. Writing Centre.
University of Wisconsin, Madison; Thesis Statements. The Writing Centre. University of North
Carolina; Tips and Examples for Writing Thesis Statements. The Writing Lab and the OWL. Purdue
University.
2.6 Comparing Research Strategies

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 (2016) suggest a number of common types of research questions, as outlined
below.
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 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 (Marshall &
Rossman, 2011). They can be further categorized into three types: descriptive, comparative, and
relationship.

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 (Creswell, 2013). As a result, studies using these
questions generally aim to “discover,” “explain,” or “explore.”
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 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.”
Mixed-methods studies
Mixed-methods studies typically require a set of both quantitative and qualitative research
questions. Separate questions are appropriate when the mixed-methods study focuses on the
significance and differences in quantitative and qualitative methods and not on the study’s
integrative component (Tashakkori& Teddlie, 2010).
Researchers also have the option to develop a single mixed-methods research question. According
to Tashakkori and Teddlie (2010), this suggests an integrative process or component between the
study’s quantitative and qualitative research methods.
2.7 Formulating Research Question

Developing the right research question is a critical first step in the research process. The key points
outlined below should help researchers in the pursuit.
The development of a research question is an iterative process that involves continuously updating
one’s knowledge on the topic and refining ideas at all stages (Maxwell, 2013).
Remain updated on current trends, state-of-the-art research studies, and technological advances in
the field of study you are pursuing.
Make the research question as specific and concise as possible to ensure clarity. Avoid using words
or terms that don’t add to the meaning of the research question.
Aside from doing a literature review, seek the input of experts in the field, mentors, and colleagues.
Such inputs can prove beneficial not only for the research question but also for creating the rest of
the study.
Finally, refrain from committing the two most common mistakes in framing research questions:
posing a question as an anticipated contribution and framing a question as a method (Mayo et al.,
2013).
Steps to Developing a Good Research Question

Start with a broad topic.
A broad topic provides writers with plenty of avenues to explore in their search for a viable
research question. Techniques to help you develop a topic into subtopics and potential research

questions include brainstorming and concept mapping. These techniques can organize your
thoughts so you can identify connections and relevant themes within a broad topic.
When searching for a topic, it’s wise to choose an area of study that you are genuinely interested in,
since your interest in a topic will affect your motivation levels throughout your research. It’s also
wise to consider the interests being addressed recently by the research community, as this may
affect your paper’s chances of getting published.
Do preliminary research to learn about topical issues.

Once you have picked a topic, you can start doing preliminary research. This initial stage of
research accomplishes two goals. First, a preliminary review of related literature allows you to
discover issues that are currently being discussed by scholars and fellow researchers. This way, you
get up-to-date, relevant knowledge on your topic.
Second, a preliminary review of related literature allows you to spot existing gaps or limitations in
existing knowledge of your topic. With a certain amount of fine-tuning, you can later use these
gaps as the focus of your research question.
Moreover, according to Farrugia et al. (2010), certain institutions that provide grants encourage
applicants to conduct a systematic review of available studies and evidence to see if a similar,
recent study doesn’t already exist, before applying for a grant.
Narrow down your topic and determine potential research questions.

Once you have gathered enough knowledge on the topic you want to pursue, you can start
focusing on a more specific area of study. One option is to focus on gaps in existing knowledge or
recent literature. Referred to by Sandberg and Alvesson (2011) as “gap-spotting,” this method
involves constructing research questions out of identified limitations in literature and overlooked
areas of study. Similarly, researchers can choose research questions that extend or complement the
findings of existing literature.
Another way of identifying and constructing research questions: problematization (Sandberg &
Alvesson, 2011). As a methodology for constructing research questions, problematization aims to
challenge and scrutinize assumptions that support others and the researcher’s theoretical position.
This means constructing research questions that challenge your views or knowledge of the area of
study.
Lipowski (2008), on the other hand, emphasizes the importance of taking into consideration the
researcher’s personal experiences in the process of developing a research question. Researchers
who are also practitioners, for instance, can reflect on problematic areas of their practice. Patterns
and trends in practice may also provide new insights and potential ideas for research questions.
Evaluate the soundness of your research question.

Your initial research and review of related literature will have produced some interesting questions
that seem like they’re worth pursuing. However, not all interesting questions make for sound
research questions. Keep in mind that a research question draws its answer or conclusion through
an analysis of evidence.
Hulley et al. (2007) suggest using a set of criteria- known as the “FINER” criteria-to find out if you
have a good research question. The FINER criteria are outlined below:
F – Feasible
I – Interesting
N – Novel
E – Ethical
R – Relevant
Construct your research question properly.

Research questions should be structured properly to ensure clarity. There are a number of
frameworks that you can use for properly constructing a research question. The two most
commonly used frameworks are explained below.
PICOT Framework
The PICOT framework was first introduced in 1995 by Richardson et al. Using the PICOT
framework; research questions can be constructed to address important elements of the study,
including the population to be studied, the expected outcomes, and the time it takes to achieve the
outcome. With these elements, the framework is more commonly used in clinical research and
evidence-based studies.
P – population, patients, or problems.
I – intervention or indicator being studied.
C – comparison group.
O – outcome of interest.
T – timeframe of the study affects your paper’s
chances of getting published.
PEO framework
Like the PICOT framework, the PEO framework is commonly used in clinical studies as well.
However, this framework is more useful for qualitative research questions. This framework
includes these elements:
P – population being studied
E – exposure to preexisting conditions
O – outcome of interest
Structure and Writing Style

Types and Content
Structure and Writing Style
There are four general conceptualizations of a research problem in the social sciences:
Casuist Research Problem -- this type of problem relates to the determination of right and wrong in
questions of conduct or conscience by analyzing moral dilemmas through the application of general
rules and the careful distinction of special cases.
Difference Research Problem -- typically asks the question, “Is there a difference between two or
more groups or treatments?” This type of problem statement is used when the researcher compares
or contrasts two or more phenomena.
Descriptive Research Problem -- typically asks the question, "what is...?" with the underlying
purpose to describe a situation, state, or existence of a specific phenomenon.
Relational Research Problem -- suggests a relationship of some sort between two or more variables
to be investigated. The underlying purpose is to investigate qualities/characteristics that are
connected in some way.
● A problem statement in the social sciences should contain:
● A lead-in that helps ensure the reader will maintain interest over the study,

● A declaration of originality [e.g., mentioning a knowledge void, that will be supported by

the literature review],
● An indication of the central focus of the study [establishing the boundaries of analysis],
and
● An explanation of the study's significance or the benefits to be derived from an
investigating the research problem.
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.
Sources of Problems for Investigation

Identifying a problem to study can be challenging, not because there's a lack of issues that could be
investigated, but due to pursuing a goal of formulating an academically relevant and researchable
problem that is unique and does not simply duplicate the work of others. To facilitate how you
might select a problem from which to build a research study, consider these sources of inspiration:
Deductions from Theory

This relates to deductions made from social philosophy or generalizations embodied in life in
society that the researcher is familiar with. These deductions from human behavior are then fitted
within an empirical frame of reference through research. From a theory, the researcher can
formulate a research problem or hypothesis stating the expected findings in certain empirical
situations. The research asks the question: “What relationship between variables will be observed if
theory aptly summarizes the state of affairs?” One can then design and carry out a systematic
investigation to assess whether empirical data confirm or reject the hypothesis, and hence, the
theory.
Interdisciplinary Perspectives
Identifying a problem that forms the basis for a research study can come from academic
movements and scholarship originating in disciplines outside of your primary area of study. A
review of pertinent literature should include examining research from related disciplines that can
reveal new avenues of exploration and analysis. An interdisciplinary approach to selecting a
research problem offers an opportunity to construct a more comprehensive understanding of a very
complex issue that any single discipline may be able to provide.
Interviewing Practitioners
The identification of research problems about particular topics can arise from formal or informal
discussions with practitioners who provide insight into new directions for future research and how
to make research findings more relevant to practice. Discussions with experts in the field, such as,
teachers, social workers, health care providers, lawyers, business leaders, etc., offers the chance to
identify practical, “real world” problems that may be understudied or ignored within academic
circles. This approach also provides some practical knowledge which may help in the process of
designing and conducting your study.
Personal Experience
Your everyday experiences can give rise to worthwhile problems for investigation. Think critically
about your own experiences and/or frustrations with an issue facing society, your community,
your neighborhood, your family, or your personal life. This can be derived, for example, from
deliberate observations of certain relationships for which there is no clear explanation or witnessing
an event that appears harmful to a person or group or that is out of the ordinary.

Relevant Literature
The selection of a research problem can be derived from an extensive and thorough review of
pertinent research associated with your overall area of interest. This may reveal where gaps exist in
our understanding of a topic. Research may be conducted to: 1) fill such gaps in knowledge; 2)
evaluate if the methodologies employed in prior studies can be adapted to solve other problems; or,
3) determine if a similar study could be conducted in a different subject area or applied to different
study sample [i.e., different groups of people]. Also, authors frequently conclude their studies by
noting implications for further research; this can also be a valuable source of new problems to
investigate.
What Makes a Good Research Statement?

A good problem statement begins by introducing the broad area in which your research is centered
and then gradually leads the reader to the narrower questions you are posing. The statement need
not be lengthy but a good research problem should incorporate the following features:
Compelling topic
Simple curiosity is not a good enough reason to pursue a research study. The problem that you
choose to explore must be important to you, your readers, and to a larger community you share.
The problem chosen must be one that motivates you to address it.
Supports multiple perspectives
The problem most be phrased in a way that avoids dichotomies and instead supports the
generation and exploration of multiple perspectives. A general rule of thumb is that a good
research problem is one that would generate a variety of viewpoints from a composite audience
made up of reasonable people.
Researchable
It seems a bit obvious, but you don't want to find yourself in the midst of investigating a complex
research project and realize that you don't have much to draw on for your research. Choose
research problems that can be supported by the resources available to you. Not sure? Seek out help
from a librarian!
NOTE: Do not confuse a research problem with a research topic. A topic is something to read and
obtain information about whereas a problem is something to be solved or framed as a question that
must be answered.
Examples of Good and Bad Research Questions

The following examples of good and bad research questions can further guide researchers on
properly constructing a research question.
Example no. 1
Bad: How does social media affect people’s behavior?
Good: What effect does the daily use of YouTube have on the attention span of children aged under
16?
The first research question is considered bad because of the vagueness of “social media” as a
concept and the question’s lack of specificity. A good research question should be specific and
focused, and its answer should be discovered through data collection and analysis.
Example no. 2
Bad: Has there been an increase in childhood obesity in the US in the past 10 years?
Good: How have school intervention programs and parental education levels affected the rate of
childhood obesity among 1st to 6th-grade students?
In the second example, the first research question is not ideal because it’s too simple, and it’s easily
answerable by a “yes” or “no.” The second research question is more complicated; to answer it, the
researcher must collect data, perform in-depth data analysis, and form an argument that leads to
further discussion.

Mistakes to Avoid
Beware of circular reasoning! Don’t state that the research problem as simply the absence of the
thing you are suggesting. For example, if you propose the following: "The problem in this
community is that there is no hospital."
• This only leads to a research problem where:
• The need is for a hospital
• The objective is to create a hospital
• The method is to plan for building a hospital, and
• The evaluation is to measure if there is a hospital or not.
This is an example of a research problem that fails the "So What?" test. In this example, the problem
does not reveal the relevance of why you are investigating the fact there is no hospital in the
community [e.g., there's a hospital in the community ten miles away]; it does not elucidate the
significance of why one should study the fact there is no hospital in the community [e.g., that
hospital in the community ten miles away has no emergency room]; and, the research problem does
not offer an intellectual pathway towards adding new knowledge or clarifying prior knowledge
[e.g., the county in which there is no hospital already conducted a study about the need for a
hospital].
Important Points to Keep in Mind in Creating a Research Question

Developing the right research question is a critical first step in the research process. The key points
outlined below should help researchers in the pursuit:
The development of a research question is an iterative process that involves continuously updating
one’s knowledge on the topic and refining ideas at all stages (Maxwell, 2013).
Make the research question as specific and concise as possible to ensure clarity. Avoid using words
or terms that don’t add to the meaning of the research question.
Aside from doing a literature review, seek the input of experts in the field, mentors, and colleagues.
Such inputs can prove beneficial not only for the research question but also for creating the rest of
the study.
Finally, refrain from committing the two most common mistakes in framing research questions:
posing a question as an anticipated contribution and framing a question as a method (Mayo et al.,
2013).
Conclusion
A research question is usually the first step in any research project. Basically, it is the primary
interrogation point of your research and it sets the pace for your work.
Typically, a research question focuses on the research, determines the methodology and hypothesis,
and guides all stages of inquiry, analysis, and reporting. With the right research questions, you will
be able to gather useful information for your investigation.
Summary
The goal of scientific research is to discover laws and postulate theories that can explain natural or
social phenomena, or in other words, build scientific knowledge. It is important to understand that
this knowledge may be imperfect or even quite far from the truth.
Social science research is the systematic understanding of social facts or phenomena. It gathers
information about the social world, interpreting it in order to make decisions on a course of actions

and/or to develop new knowledge. It attempts to discover cause-and-effect relationships between

social problems and answer or solve social problems.
“Social Research may be defined as a scientific undertaking which by means of logical and
systematized techniques, aims to discover new factor verify a test old facts, analyze their sequence,
interrelationship and causal explanation which were derived within an appropriate theoretical
frame of reference, develop new scientific tolls, concepts and theories which would facilities reliable
and valid study of human behavior. A researcher’s primary goal distant and immediate is to
explore and gain an understanding of human behavior and social life and thereby gain a greater
control over time”.
Keywords
 Social research,
 Empirical,
 Cyclic, research area,
 Literature review,
 Ethical issues,
 Informed consent.
Self Assessment
1. Research is a systematic process
A. True
B. False

A. True
B. False
3. Review of Literature is the first stage of research process

A. True
B. False
4. Literature Review is the shortest stage of Research.

A. True
B. False
5. Researcher has to get the informed consent from the respondent to utilize their data in
Research.
A. True
B. False
6. There are -------- characteristics of Social Research.

A. 5
B. 10
C. 12
D. 15
7. There are ----- stages in Research process.

A. 4
B. 6
C. 8
D. 10
8. In research process, every step is ---------- with other steps.

A. Interlinked
B. Different
C. Dichotomous
D. None of them
9. Social science research is focused on finding reasons of ------ behavior.

A. Social
B. Animal
C. Human
D. None of them
10. Processing and analyzing data come ------- collection of data.

A. Before
B. After
C. Along with
D. None of them
11. ------ research is the first research to be conducted around a problem that has not been
clearly defined.
A. Exploratory
B. Descriptive
C. Explanatory
D. None of them
12. ------ research is also referred to as causal research.

A. Exploratory
B. Descriptive
C. Explanatory
D. None of them
13. -------- is the last stage of research process.

A. Review of Literature
B. Writing the Report
C. Collection of Data.
D. None of them

14. ------- is based on the proven scientific methods derived from real life observations and
experimentation.
A. Empirical
B. Cyclic
C. Logical
D. None of them
15. -------- research begins with a question & ends with a question.
A. Empirical
B. Cyclic
C. Logical
D. None of them

1. A 2. A 3. B 4. B 5. A
6. A 7. C 8. A 9. C 10. B
11. A 12. C 13. B 14. A 15. C
Review Questions
1. What is Social Research? State its objectives.
2. What are the needs of Social Research?
3. What are the purposes of Research?
4. What are the characteristics of research?
5. What do you mean by research process?
6. Briefly discuss the ethical issues of Social Research.
7. What are the different types of Research?
8. What are the methods of Research?
9. State different stages of Research Process.
10. What are the examples of steps of Research?
Further Readings
• Methods of Psychological Research by Paul, K. Hatt& William, J. Goode. Surjeet
Publication. 2018.

Sanjay Ghosh, Lovely Professional University Unit 3: Major Research Divisions
Unit 3: Major Research Divisions

Contents
Objectives
Introduction
3.1. Research
3.2. Exploratory Research:
3.3. Descriptive Research:
3.4. Explanatory Research:
3.5. Action Research
3.6. Applied Scientific Research
Summary
Keywords
Self Assessment
Review Questions
Further Readings
Objectives
After completion of this Unit, the students will be able to:
 understand the concept of Research

 know about different facets of Research
 familiarize with the research Process.
Introduction
Research is defined as careful consideration of study regarding a particular concern or problem
using scientific methods. “Research is a systematic inquiry to describe, explain, predict, and control
the observed phenomenon. It involves inductive and deductive methods.”- Earl Robert Babbie
 Inductive research methods analyze an observed event, while deductive methods verify
the observed event.
 Inductive approaches are associated with qualitative research, and deductive methods are
more commonly associated with quantitative analysis.
3.1. Research
Definition
Research is a process of systematic inquiry that entails collection of data; documentation of critical
information; and analysis and interpretation of that data/information, in accordance with suitable
methodologies set by specific professional fields and academic disciplines.

RESEARCH METHOD IN PSYCHOLOGY
Objectives of Research
 To find out the real facts
 To achieve the new thoughts
 To evaluate the information
 To test a hypothesis
 To design or implement the research
 To improve the understanding
In general, research objectives describe what we expect to achieve by a project.
Research objectives are usually expressed in lay terms and are directed as much to the client as to
the researcher. Research objectives may be linked with a hypothesis or used as a statement of
purpose in a study that does not have a hypothesis.
Even if the nature of the research has not been clear to the layperson from the hypotheses, s/he
should be able to understand the research from the objectives.
The final part of clarifying your research project involves thinking in more detail about your
research objectives. Research objectives should be closely related to the statement of the problem
and summarize what you hope will be achieved by the study. , if the problem identified is low
utilization of antenatal care services, the general objective of the study could be to identify the
reasons for this low uptake, in order to find ways of improving it.
Objectives can be general or specific. The general objective of your study states what you expect to
achieve in general terms. Specific objectives break down the general objective into smaller, logically
connected parts that systematically address the various aspects of the problem.
Goals of Research
The primary goal or purpose of research in any field of inquiry; is to add to what is known about
the phenomenon under investigation through the application of scientific methods.
Though each research has its own specific goals, yet we may enumerate the following 4 broad goals
of scientific research:
 Exploration.
 Description.
 Causal explanation.
 Prediction.
The link between the 4 goals of research and the questions raised in reaching these goals.

Research Approaches
There are two main approaches to doing research.
The first is the basic approach, which mostly pertains to academic research. Many people view this
as pure research or fundamental research.
The research implemented through the second approach is variously known as applied research,
action research, operations research, or a contract research approach.
Also, the third category of research, called evaluative research, is of importance in many
applications. All these approaches have different purposes which influence the nature of the
respective research.
Lastly, precautions in research are required for thorough research.
 Basic Research.
 Applied Research.
 Evaluative Research.
 Precautions in Research
Areas of Research
The most important fields of research, among others, are;
 Social Research.
 Health Research.
 Population Research.
 Business Research.
 Marketing Research.
 Agricultural Research.
 Biomedical Research.

 Clinical Research.
 Outcomes Research.
 Internet Research.
 Archival Research.
 Empirical Research.
 Legal Research.
 Education Research.
 Engineering Research.
 Historical Research
Precautions in Research
Whether a researcher is doing applied or basic research or research of any other form, he or she
must take necessary precautions to ensure that the research he or she is doing is relevant, timely,
efficient, accurate, and ethical.
The research is considered relevant if it anticipates the kinds of information that will be required by
decision-makers, scientists, or policymakers.
Timely research is completed in time to influence decisions.
Research is efficient when it is of the best quality for the minimum expenditure, and the study is
appropriate to the research context.
Research is considered accurate or valid when the interpretation can account for both consistencies
and inconsistencies in the data.
Research is ethical when it can promote trust, exercise care, ensure standards, and protect the rights
of the participants in the research process.
Importance of Research
 It's a tool for building knowledge and facilitating learning.
 It's a means to understand issues and increase public awareness.
 It helps us succeed in business.
 It allows us to disprove lies and support truths.
 It is a means to find, gauge, and seize opportunities.
 It promotes a love of and confidence in reading, writing, analyzing, and sharing valuable
information.
 It provides nourishment and exercise for the mind.
Conceptual use of Research

 Engagement with research can introduce new concepts
 Enables people to see a problem they didn’t see before
 Findings from research can help broaden or narrow understandings about the kinds of
solutions should be considered and are most appropriate to pursue
 Research can also provide a framework to guide action
The conceptual use of research is a potentially powerful way to inform policy. When used
conceptually, research serves to introduce new ideas, help people identify problems and
appropriate solutions in new ways, and provide new frameworks to guide thinking and action.
What’s more, the conceptual use of research can have long-term consequences. Rather than
influencing a single decision, it shapes how people see the world, how they respond to problems
they encounter in their everyday work, and how they design and manage solutions. It touches not

only policymaking but also policy implementation. We agree with Carol Weiss, who argued “…this
process—bringing new perspectives to attention and formulating issues for resolution—may be the
most important contribution that social research makes to government policy.”
Benefits of Research
The benefits for students engaged in research and creative work are numerous.
Educational Benefits
 Working with a faculty mentor

 Learning about issues, methods, and leaders in your chosen field
 Applying concepts from your courses to “real life” situations
 Furthering your creative achievement
 Sharpening your problem-solving skills
Professional Benefits
 Exploring potential careers

 Enhancing your professional communication skills
 Learning new techniques and skills for your career
 Preparing for graduate or professional school
 Networking with others who share your interests
Personal Benefits
 Growing as a critical, independent thinker

 Building confidence and the ability to work independently
 Enhancing your awareness of ethical issues
Characteristics of Research
 Good research follows a systematic approach to capture accurate data. Researchers need to

 The analysis is based on logical reasoning and involves both inductive and deductive
methods.
 Real-time data and knowledge are derived from actual observations in natural settings.
 There is an in-depth analysis of all data collected so that there are no anomalies associated
with it.
methods.
 Real-time data and knowledge is derived from actual observations in natural settings.
with it.
 It creates a path for generating new questions. Existing data helps create more research
opportunities.
 It is analytical and uses all the available data so that there is no ambiguity in inference.
 Accuracy is one of the most critical aspects of research. The information must be accurate
and correct. laboratories provide a controlled environment to collect data. Accuracy
is measured in the instruments used, the calibrations of instruments or tools, and the
experiment’s result.
Purpose of Research
3.2. Exploratory Research:
As the name suggests, researchers conduct exploratory studies to explore a group of questions. The
answers and analytics may not offer a conclusion to the perceived problem. It is undertaken to
handle new problem areas that haven’t been explored before. This exploratory process lays the
foundation for more conclusive data collection and analysis.
3.3. Descriptive Research:

It focuses on expanding knowledge on current issues through a process of data collection.
Descriptive studies describe the behavior of a sample population. Only one variable is required to
conduct the study. The three primary purposes of descriptive studies are describing, explaining,
and validating the findings. a study conducted to know if top-level management leaders in
the 21st century possess the moral right to receive a considerable sum of money from the company
profit.
3.4. Explanatory Research:

Causal or explanatory research is conducted to understand the impact of specific changes in
existing standard procedures. Running experiments is the most popular form. For example, a study
that is conducted to understand the effect of rebranding on customer loyalty.
The purpose of research can be a complicated issue and varies across different scientific fields and
disciplines. At the most basic level, science can be split, loosely, into two types, 'pure research' and
'applied research'.
Both of these types follow the same structures and protocols for propagating and testing
hypotheses and predictions, but vary slightly in their ultimate purpose.

An excellent example for illustrating the difference is by using pure and applied mathematics.
Pure math is concerned with understanding underlying abstract principles and describing them
with elegant theories. Applied math, by contrast, uses these equations to explain real life
phenomena, such as mechanics, ecology and gravity.
3.5. Action Research

Action research involves a systematic process of examining the evidence. The results of this type of
research are practical, relevant, and can inform theory. Action research is different than other forms
of research as there is less concern for universality of findings, and more value is placed on the
relevance of the findings to the researcher and the local collaborators.
3.6. Applied Scientific Research

Applied scientists might look for answers to specific questions that help humanity, for example
medical research or environmental studies. Such research generally takes a specific question and
tries to find a definitive and comprehensive answer.
The purpose of research is about testing theories, often generated by pure science, and applying
them to real situations, addressing more than just abstract principles.
Applied scientific research can be about finding out the answer to a specific problem, such as 'Is
global warming avoidable?' or 'Does a new type of medicine really help the patients?'

Types of Research Methods
Qualitative methods
Qualitative research is a method that collects data using conversational methods, usually open-
ended questions. The responses collected are essentially non-numerical. This method helps a
researcher understand what participants think and why they think in a particular way.
Research methods are broadly classified as Qualitative and Quantitative.
Both methods have distinctive properties and data collection methods.
Types of qualitative methods include:
 One-to-one Interview
 Focus Groups
 Ethnographic studies
 Text Analysis
 Case Study
Quantitative methods
Quantitative methods deal with numbers and measurable forms. It uses a systematic way of
investigating events or data. It answers questions to justify relationships with measurable variables
to either explain, predict, or control a phenomenon.
Types of quantitative methods include:
 Survey research
 Descriptive research
 Correlational research

Summary
 Research is the organized and systematic method of finding answers to questions.
 It is systematic because it is a process broken up into clear steps that lead to conclusions.
 Research is organized because there is a planned structure or method used to reach the
conclusion.
 Research is only successful if we find answers, whether we like these answers or not.
 Development research is focused on relevant, useful and important questions. If there are
no questions, there can be no research.
Research is the organized and systematic method of finding answers to questions. It is
systematic because it is a process broken up into clear steps that lead to conclusions. Research
is organized because there is a planned structure or method used to reach the conclusion.
Research is only successful if we find answers, whether we like these answers or not.
Development research is focused on relevant, useful and important questions. If there are no
questions, there can be no research.
Keywords
Philosophical roots, objectives, goals, purpose, characteristics, conceptual use, importance,
approaches, types, precautions.
Self Assessment
1. Research is a process of systematic enquiry.
A. True
B. False
2. There are seven objectives in a Research.
A. True

B. False
3. There are four goals of Research.
A. True
B. False
4. The research is considered relevant if the findings will be required by the policy makers or
scientists.
A. True
B. False
5. Research is ethical when it promotes trust.
A. True
B. False
6. Inductive Research method----------
A. Verify an observed event
B. Analyze an observed event
C. Correlate an observed event
D. None of them
7. Deductive Research Method-------

D. None of them
8. Research objective may be linked with a ----------

A. Formulae
B. Pictures
C. Hypothesis
D. None of them
9. ---------- can be general or specific.

A. Objectives
B. Precautions
C. Approaches
D. None of them
10. --------- can explore potential careers.

A. Statistics
B. Research
C. Variable
D. None of them
11. ---------- is one of the most critical aspects of research.

A. Accuracy
B. Assimilation
C. Accommodation
D. None of them

12. ------------- research focuses on expanding knowledge on current issues through data
collection.
A. Exploratory
B. Descriptive
C. Explanatory
D. None of them
13. Causal Research is also known as -------- research.

A. Exploratory
B. Descriptive
C. Explanatory
D. None of them
14. In -------- research, the responses are essentially non-numerical.

A. Qualitative
B. Quantitative
C. Correlational
D. None of them
15. ---------- research deals with numbers.

A. Qualitative
B. Quantitative
C. Case Study
D. None of them

1T, 2F, 3T, 4T, 5T, 6B, 7A, 8C, 9A, 10B, 11A, 12B, 13B, 14A, 15C
Review Questions
1. Define Research. Explain its goals.
2. Explain the characteristics of Research.
3. Briefly discuss the conceptual use of Research.
4. What are the precautions of doing Research?
5. What are the benefits of Research?
6. What are the different types of Approaches to Research?
7. What are the objectives of Research?
8. Narrate the purposes of Research.
9. What do you mean by pure Scientific research?
10. What do you mean by Applied Scientific research?
Further Readings

 Methods of Psychological Research by Paul,K. Hatt& William, J. Goode. Surjeet

Publication. 2018.

Sanjay Ghosh, Lovely Professional University Unit 04: Types of Psychological Research
Unit 04 :Types of Psychological Research
Contents
Objectives
Introduction
4.1. Experimental Research
4.2. Correlational Research
4.3. Case Study Research
4.4. Observational Research
4.5. Quasi-Experimental Research
4.6. Survey Research
Summary
Key Words
Self-Assessment
Review Questions
Further Readings
Objectives
 understand the concept of Research

 know about different types of Research
 familiarize with the research Process.
Introduction
Research is defined as careful consideration of study regarding a particular concern or problem
using scientific methods. “Research is a systematic inquiry to describe, explain, predict, and control
the observed phenomenon. It involves inductive and deductive methods.”- Earl Robert Babbie
 Inductive research methods analyze an observed event, while deductive methods verify
the observed event.
 Inductive approaches are associated with qualitative research, and deductive methods are
more commonly associated with quantitative analysis.
Objectives of Research
 To find out the real facts
 To achieve the new thoughts
 To evaluate the information
 To test a hypothesis

Methodology of Social Research
 To design or implement the research

 To improve the understanding
In general, research objectives describe what we expect to achieve by a project.
Research objectives are usually expressed in lay terms and are directed as much to the client as to
the researcher. Research objectives may be linked with a hypothesis or used as a statement of
purpose in a study that does not have a hypothesis.
Even if the nature of the research has not been clear to the layperson from the hypotheses, s/he
should be able to understand the research from the objectives.
The final part of clarifying your research project involves thinking in more detail about your
research objectives. Research objectives should be closely related to the statement of the problem
and summarize what you hope will be achieved by the study. , if the problem identified is low
utilization of antenatal care services, the general objective of the study could be to identify the
reasons for this low uptake, in order to find ways of improving it.
Objectives can be general or specific. The general objective of your study states what you expect to
achieve in general terms. Specific objectives break down the general objective into smaller, logically
connected parts that systematically address the various aspects of the problem.
Goals of Research
The primary goal or purpose of research in any field of inquiry; is to add to what is known about
the phenomenon under investigation through the application of scientific methods.
Though each research has its own specific goals, yet we may enumerate the following 4 broad goals
of scientific research:
 Exploration.
 Description.
 Causal explanation.
 Prediction.
The link between the 4 goals of research and the questions raised in reaching these goals.
Research Approaches
There are two main approaches to doing research.
The first is the basic approach, which mostly pertains to academic research. Many people view this
as pure research or fundamental research.
The research implemented through the second approach is variously known as applied research,
action research, operations research, or a contract research approach.
Also, the third category of research, called evaluative research, is of importance in many
applications. All these approaches have different purposes which influence the nature of the
respective research.
Lastly, precautions in research are required for thorough research.
 Basic Research.
 Applied Research.
 Evaluative Research.
 Precautions in Research
Areas of Research
The most important fields of research, among others, are;

Unit 04: Types of Psychological Research
 Social Research.
 Health Research.
 Population Research.
 Business Research.
 Marketing Research.
 Agricultural Research.
 Biomedical Research.
 Clinical Research.
 Outcomes Research.
 Internet Research.
 Archival Research.
 Empirical Research.
 Legal Research.
 Education Research.
 Engineering Research.
 Historical Research
Precautions in Research
Whether a researcher is doing applied or basic research or research of any other form, he or she
must take necessary precautions to ensure that the research he or she is doing is relevant, timely,
efficient, accurate, and ethical.
The research is considered relevant if it anticipates the kinds of information that will be required by
decision-makers, scientists, or policymakers.
Timely research is completed in time to influence decisions.
Research is efficient when it is of the best quality for the minimum expenditure, and the study is
appropriate to the research context.
Research is considered accurate or valid when the interpretation can account for both consistencies
and inconsistencies in the data.
Research is ethical when it can promote trust, exercise care, ensure standards, and protect the rights
of the participants in the research process.
Importance of Research
 It's a tool for building knowledge and facilitating learning.
 It's a means to understand issues and increase public awareness.
 It helps us succeed in business.
 It allows us to disprove lies and support truths.
 It is a means to find, gauge, and seize opportunities.
 It promotes a love of and confidence in reading, writing, analyzing, and sharing valuable
information.
 It provides nourishment and exercise for the mind.
Conceptual use of Research

 Engagement with research can introduce new concepts
 Enables people to see a problem they didn’t see before

 Findings from research can help broaden or narrow understandings about the kinds of
solutions should be considered and are most appropriate to pursue
 Research can also provide a framework to guide action
The conceptual use of research is a potentially powerful way to inform policy. When used
conceptually, research serves to introduce new ideas, help people identify problems and
appropriate solutions in new ways, and provide new frameworks to guide thinking and action.
What’s more, the conceptual use of research can have long-term consequences. Rather than
influencing a single decision, it shapes how people see the world, how they respond to problems
they encounter in their everyday work, and how they design and manage solutions. It touches not
only policymaking but also policy implementation. We agree with Carol Weiss, who argued “…this
process—bringing new perspectives to attention and formulating issues for resolution—may be the
most important contribution that social research makes to government policy.”
Benefits of Research
The benefits for students engaged in research and creative work are numerous.
Educational Benefits
 Working with a faculty mentor

 Learning about issues, methods, and leaders in your chosen field
 Applying concepts from your courses to “real life” situations
 Furthering your creative achievement
 Sharpening your problem-solving skills
Professional Benefits
 Exploring potential careers

 Enhancing your professional communication skills
 Learning new techniques and skills for your career
 Preparing for graduate or professional school
 Networking with others who share your interests
Personal Benefits
 Growing as a critical, independent thinker

 Building confidence and the ability to work independently

 Enhancing your awareness of ethical issues
Characteristics of Research
methods.
 Real-time data and knowledge are derived from actual observations in natural settings.
with it.
methods.
 Real-time data and knowledge is derived from actual observations in natural settings.
with it.
 It creates a path for generating new questions. Existing data helps create more research
opportunities.
 It is analytical and uses all the available data so that there is no ambiguity in inference.
 Accuracy is one of the most critical aspects of research. The information must be accurate
and correct. laboratories provide a controlled environment to collect data. Accuracy
is measured in the instruments used, the calibrations of instruments or tools, and the
experiment’s result.
4.1. Experimental Research

Experimental research is a study that strictly adheres to a scientific research design. It includes a
hypothesis, a variable that can be manipulated by the researcher, and variables that can be
measured, calculated and compared. Most importantly, experimental research is completed in a
controlled environment. The researcher collects data and results will either support or reject the
hypothesis. This method of research is referred to a hypothesis testing or a deductive research
method.
Experimental research seeks to determine a relationship between two (2) variables—the dependent
variable and the independent variable. After completing an experimental research study, a
correlation between a specific aspect of an entity and the variable being studied is either supported
or rejected.
Data in experimental research must be able to be quantified, or measured. Data collected could be
acidity/alkalinity, area, circumference, density, electrical current/potential/resistance, force,
growth (time, weight, volume, length/width), heat, humidity, light intensity, mass, pressure, sound
intensity, temperature, time, velocity, volume or weight. However, the entity should be carefully
observed qualitatively, or described using words and photographs. How does the entity look,
smell, sound, feel, and taste (when appropriate)? These types of observations help supplement the
measurements taken throughout the experiment.

4.2. Correlational Research

Correlation coefficient is used to measure the strength of the relationship between two variables. It
is a statistical measure. There are several types of correlation coefficients, the most popular being
Pearson’s correlation coefficient. A correlation coefficient ranges from -1 to +1. A correlation
coefficient of +1 indicates a perfect positive correlation whereas a correlation coefficient of -1
indicates a perfect negative correlation between two variables. A correlation coefficient of 0
indicates that there is no relationship between the variables under study.
For instance, let us consider a hypothetical study on hypertension and marital satisfaction. A
researcher is aiming to study the relationship between disease (hypertension) and marital
satisfaction. If the researcher finds a negative correlation between these two variables indicating
that as marital satisfaction increases, experiences of hypertension decreases. However, this does not
mean that marital dissatisfaction is causing hypertension, it just highlights an association between
them. In correlational research, none of the variables under study are manipulated or changed.
They are just measured and the associations between them are observed or examined.
Positive correlation: A positive correlation indicates that there is a positive relationship between
the two variables. In this kind of relation, as one variable increases, the other variable also increases.
For instance, the number of cars a person owns is positively correlated with their income. More the
income, more the number of cars.
Negative correlation: A negative correlation indicates that there is a negative relationship
between the two variables. In this kind of correlation, as one variable increases, the other variable
decreases. For example, there is a negative relationship between levels of stress and life satisfaction.
This indicates that as stress levels increase, life satisfaction decreases.
Zero correlation: Zero correlation indicates that there is no relationship between the two
variables. A change in one variable does not lead to any changes in the other variable. An example
of zero correlation is the relationship between intelligence and height. An increase in height does
not lead to any changes in the intelligence of an individual.
4.3. Case Study Research

A case study is a research approach that is used to generate an in-depth, multi-faceted
understanding of a complex issue in its real-life context. It is an established research design that is
used extensively in a wide variety of disciplines, particularly in the social sciences.
When to do a case study

A case study is an appropriate research design when you want to gain concrete, contextual, in-
depth knowledge about a specific real-world subject. It allows you to explore the key
characteristics, meanings, and implications of the case.
Case studies are often a good choice in a thesis or dissertation. They keep your project focused and
manageable when you don’t have the time or resources to do large-scale research.
You might use just one complex case study where you explore a single subject in depth, or conduct
multiple case studies to compare and illuminate different aspects of your research problem.
4.4. Observational Research
Observation research is a qualitative research technique where researchers observe participants'

ongoing behavior in a natural situation. ... The purpose of this type of research is to gather more
reliable insights. In other words, researchers can capture data on what participants do as oppose to
what they say they do.
Observational research allows the researcher to see what their subjects really do when confronted
with various choices or situations.
The term refers to the study of non-experimental situations in which behavior is observed and
recorded. It could also be termed, “what’s going on or what’s she doing.” The research is classified

as non-experimental because the variables are neither controlled nor manipulated. The results are
both qualitative and quantitative in nature.
4.5. Quasi-Experimental Research

Like a true experiment, a quasi-experimental design aims to establish a cause-and-effect
relationship between an independent and dependent variable.
However, unlike a true experiment, a quasi-experiment does not rely on random assignment.
Instead, subjects are assigned to groups based on non-random criteria.
Quasi-experimental design is a useful tool in situations where true experiments cannot be used for
ethical or practical reasons.
When to use quasi-experimental design

Although true experiments have higher internal validity, you might choose to use a quasi-
experimental design for ethical or practical reasons.
Ethical
Sometimes it would be unethical to provide or withhold a treatment on a random basis, so a true
experiment is not feasible. In this case, a quasi-experiment can allow you to study the same causal
relationship without the ethical issues.
The Oregon Health Study is a good example. It would be unethical to randomly provide some
people with health insurance but purposely prevent others from receiving it solely for the purposes
of research.
However, since the Oregon government faced financial constraints and decided to provide health
insurance via lottery, studying this event after the fact is a much more ethical approach to studying
the same problem.
Practical
True experimental design may be infeasible to implement or simply too expensive, particularly for
researchers without access to large funding streams.
At other times, too much work is involved in recruiting and properly designing an experimental
intervention for an adequate number of subjects to justify a true experiment.
In either case, quasi-experimental designs allow you to study the question by taking advantage of
data that has previously been paid for or collected by others (often the government).
4.6. Survey Research

A survey is a data collection tool used to gather information about individuals. Surveys are
commonly used in psychology research to collect self-report data from study participants. A survey
may focus on factual information about individuals, or it might aim to obtain the opinions of the
survey takers.
A survey can be used to investigate the characteristics, behaviors, or opinions of a group of people.
These research tools can be used to ask questions about demographic information about
characteristics such as sex, religion, ethnicity, and income.
They can also collect information on experiences, opinions, and even hypothetical scenarios. For
example, researchers might present people with a possible scenario and then ask them how they
might respond in that situation.
Advantages of Survey Research

One of the big benefits of using surveys in psychological research is that they allow researchers to
gather a large quantity of data relatively quickly and cheaply. A survey can be administered as a
structured interview or as a self-report measure, and data can be collected in person, over the
phone, or on a computer.
 Surveys allow researchers to collect a large amount of data in a relatively short period.
 Surveys are less expensive than many other data collection techniques.

 Surveys can be created quickly and administered easily.

 Surveys can be used to collect information on a broad range of things, including personal
facts, attitudes, past behaviors, and opinions.
Disadvantages of Survey Research

One potential problem with written surveys is the nonresponse bias. Experts suggest that return
rates of 85 percent or higher are considered excellent, but anything below 60 percent might have a
severe impact on the representativeness of the sample.5
Poor survey construction and administration can undermine otherwise well-designed studies.
The answer choices provided in a survey may not be an accurate reflection of how the participants
actually feel.
While random sampling is generally used to select participants, response rates can bias the results
of a survey.
The social desirability bias6 can lead people to respond in a way that makes them look better than
they really are. For example, a respondent might report that they engage in more healthy behaviors
than they do in real life.
Summary
 Research is the organized and systematic method of finding answers to questions.
 It is systematic because it is a process broken up into clear steps that lead to conclusions.
 Research is organized because there is a planned structure or method used to reach the
conclusion.
 Research is only successful if we find answers, whether we like these answers or not.
 Development research is focused on relevant, useful and important questions. If there are
no questions, there can be no research.
Research is the organized and systematic method of finding answers to questions. It is
systematic because it is a process broken up into clear steps that lead to conclusions. Research
is organized because there is a planned structure or method used to reach the conclusion.
Research is only successful if we find answers, whether we like these answers or not.
Development research is focused on relevant, useful and important questions. If there are no
questions, there can be no research.
Keywords
Philosophical roots, objectives, goals, purpose, characteristics, conceptual use, importance,
approaches, types, precautions.
Self Assessment
1. Research is a process of systematic enquiry.
A. True
B. False
2. There are seven objectives in a Research.
A. True
B. False
3. There are four goals of Research.
A. True
B. False

4. The research is considered relevant if the findings will be required by the policy makers or
scientists.
A. True
B. False
5. Research is ethical when it promotes trust.
A. True
B. False
6. Inductive Research method----------
D. None of them
7. Deductive Research Method-------

D. None of them
8. Research objective may be linked with a ----------

A. Formulae
B. Pictures
C. Hypothesis
D. None of them
9. ---------- can be general or specific.

A. Objectives
B. Precautions
C. Approaches
D. None of them
10. --------- can explore potential careers.

A. Statistics
B. Research
C. Variable
D. None of them
11. ---------- is one of the most critical aspects of research.

A. Accuracy
B. Assimilation
C. Accommodation
D. None of them
12. ------------- research focuses on expanding knowledge on current issues through data
collection.
A. Exploratory

B. Descriptive
C. Explanatory
D. None of them
13. Causal Research is also known as -------- research.

A. Exploratory
B. Descriptive
C. Explanatory
D. None of them
14. In -------- research, the responses are essentially non-numerical.

A. Qualitative
B. Quantitative
C. Correlational
D. None of them
15. ---------- research deals with numbers.

A. Qualitative
B. Quantitative
C. Case Study
D. None of them

1T, 2F, 3T, 4T, 5T, 6B, 7A, 8C, 9A, 10B, 11A, 12B, 13B, 14A, 15C
Review Questions
1. Define Research. Explain its goals.
2. Explain the characteristics of Research.
3. Briefly discuss the conceptual use of Research.
4. What are the precautions of doing Research?
5. What are the benefits of Research?
6. What are the different types of Approaches to Research?
7. What are the objectives of Research?
8. Narrate the purposes of Research.
9. What do you mean by pure Scientific research?
10. What do you mean by Applied Scientific research?
Further Readings
 Methods of Psychological Research by Paul,K. Hatt& William, J. Goode. Surjeet
Publication. 2018.


Samriti Kumari, Lovely Professional University Unit5: Research designs
Unit5: Research designs:
Contents
Objectives
Introduction
5.1. Experimental and Non-Experimental Research
5.2. Between and Within Group Design
5.3. Longitudinal Design
5.4. Cross Sectional Design
5.5. Correlational Design
5.6. Summary
5.7. Key Notes
5.8. Self-Assessment
5.9. Review Questions
Further Readings
Objectives
This unit will enable you to:
Know different types of research designs;
Understand difference between experimental and non-experimental research;
Understand how longitudinal design works
Introduction
Research design is the research process that comes after defining the research problem. Research
design is a blueprint for doing research. It can guide us on which kind of design is suitable for our
study. It refers to the framework of any research person's research methods and techniques. It
allows researchers to utilize the appropriate methods for research and set up their studies
successfully in the future. The research design topic explained the types of research such as
experimental, survey research, correlational, semi-experimental, review and subtype of research
such as experimental design, research problem, descriptive case study.
There are three main types of research design following:
Data collection,
Measurement
Analysis
Good research usually confirms minimum bias levels in the data collection method to improve
internal and external research validity.
In fact, the research design is the conceptual structure within which research is conducted; it
constitutes the blueprint for the collection, measurement and analysis of data. The design includes
an outline of what the researcher will do, from writing the hypothesis and its operational
implications to the final data analysis.

DPSY512 Research Methods in Psychology
More explicitly, the design decisions happen to be in respect of:
(i) What is the study about?

(ii) Why is the study being made?
(iii) Where will the study be carried out?
(iv) What type of data is required?
(v) Where can the required data be found?
(vi) What periods will the study include?
(vii) What will be the sample design?
(viii) What techniques of data collection will be used?
(ix) How will the data be analyzed?
(x) In what style will the report be prepared?
Need for research design:
It stands for effective and advanced planning of the methods to be adopted for collecting ethical
and relevant data and the techniques to be used in their analysis keeping in view the objective of
the research and the availability of staff, time and money.
Features of a Good Design
1. Flexible
2. Appropriate,
3. Efficient,
4. Economical
5. Which minimizes bias and maximizes the reliability of the data collection and analysis.
A research design appropriate for a particular research problem usually involves the consideration
of the following factors:
(i) the means of obtaining information;

(ii) The availability and skills of the researcher and his staff, if any;
(iii) The objective of the problem to be studied;
(iv) The nature of the problem to be studied; and
(v) The availability of time and money for the research work.
14.1. Experimental design

It is concerned with the skillful interrogation in nature. It is a plan for assigning participants to
experimental conditions and statistical analysis associated with the plan. Three basic principles of
experimental designs have been listed by Professor Fisher: (1) the Principle of Replication; (2) the
Principle of Randomization; and the (3) Principle of Local Control.
1. Principle of replication- while doing research, the experiment should be repeated several
times. As a result, each treatment is used in multiple experimental units rather than just
one. The statistical accuracy of the experiments is improved as a result. Randomization
allows the later use of probability theory and gives a solid foundation for statistical
analysis.
2. Principle of Randomization- the probability of getting an equal chance of selection. We can

control the effects of the extraneous factors.
3. Principle of Local Control- it will help eliminate the variability due to extraneous factors
from the experimental error.

Unit5: Research designs
The experimental research design refers to the framework or structure of an experiment. Further, it
categorizes into 2 broad categories:
Before-and-after without control design: In this design, a single test group hasSelected and the
dependent variable is measured before the introduction of the treatment. The treatment has
beenintroduced, and the dependent variable is measured again after the treatment has
beenintroduced. The treatment effect would be equal to the level of the phenomenon after
thetreatment, minus the level of the phenomenon before the treatment. The design can be
represented thus:
After-only with control design: In this design, two groups or areas (test area and control area) are
selected, and the treatment is introduced into the test area only. The dependent variable is then
measured in both areas at the same time. Treatment impact is assessed by subtracting the value of
the dependent variable in the control area from its importance in the test area. This can be exhibited
in the following form:

EXPERIMENTAL
DESIGN
Informal Formal
Expeimental Experimental
Designs Designs
Before And Before And Completely

After Only With Randomized Latin Square
After Without After With Randomized Factorial Design
Control Design Block Design Design
Control Design Control Design Design

Before-and-after with control design: In this design two areas are selected and the dependent
variable is measured in both the areas for an identical time-period before the treatment. The
treatment is then introduced into the test area only, and the dependent variable is measured in both
for an identical time-period after the introduction of the treatment. The treatment effect is
determined by subtracting the change in the dependent variable in the control area from the change
in the dependent variable in test area. This design can be shown in this way:
Completely randomized design (C.R. design): Involves only two principles viz., the principleof
replication and the principle of randomization of experimental designs. It is the simplest possible
design and its procedure of analysis is also easier. The essential characteristic of the design is that
subjects are randomly assigned to experimental treatments (or vice-versa). For instance, if we have
10 subjects and if we wish to test 5 under treatment A and 5 under treatment B, the randomization
process gives every possible group of 5 subjects selected from a set of 10 an equal opportunity of
being assigned to treatment A and treatment B. One-way analysis of variance (or one-way
ANOVA) * is used to analyze such a design. Even unequal replications can also work in this design.
It provides maximum number of degrees of freedom to the error. Such a design is generally used
when experimental areas happen to be homogeneous.
Randomized block design (R.B. design)- In the Randomized Block design, subjects are first
divided into groups, known as blocks, such that withineach group the subjects are relatively
homogeneous in respect to some selected variable. The variableselected for grouping the subjects is
one that is believed to be related to the measures to be obtainedin respect of the dependent variable.
The number of subjects in a given block would be equal to thenumber of treatments and one subject
in each block would be randomly assigned to each treatment.
Blocks are the levels at which we hold the extraneous factor fixed, so that its contributionto the total
variability of data can be measured. The main feature of the R.B. design is that in thiseach treatment
appears the same number of times in each block. The R.B. design is analysed by thetwo-way
analysis of variance (two-way ANOVA) * technique.

Latin square design (L.S. design) is an experimental design very frequently used in agricultural
research. The conditions under which agricultural investigations are carried out are different from
those in other studies for nature plays an important role in agriculture.
Factorial designs: Factorial designs are used in experiments where the effects of varying more
than one factor is to be determined. They are especially important in several economic and social
phenomena where usually a large number of factors affect a particular problem. Factorial designs
can be of two types: (i) simple factorial designs and (ii) complex factorial designs.
Nonexperimental research design-this research design has lacks of the independent variable and
manipulation of the independent variable. This is used to measure variables as they occur naturally
in the lab or real world. There is huge distinction between experimental research design and
nonexperimental research design.Experimental research can provide strong evidence that changes
in an independent variable cause differences in a dependent variable, nonexperimental research
generally cannot.
When to use nonexperimental research design

1. When research question and hypothesis can be about single variable.
2. When, there is non-causal statistical relationship between variable.
3. The research question can be about a causal relationship, but the independent variable
cannot be manipulated or participants cannot be randomly assigned to conditions or
orders of conditions (e.g., Does damage to a person's hippocampus impair the formation
of long-term memory traces?).
4. The research question can be broad and exploratory, or it can be about what it is like to
have a particular experience (e.g., What is it like to be a working mother diagnosed with
depression?).
Type of research design
1. Single-variable research design
2. Correlational research design (measure statistical relationship between two variables but
does not include the manipulation of an independent variable.
3. Quasi- experimental research design
14.2. Between and within group design:
This is the part of experimental design in which between group design emphasize that we use
it when a different group of subjects is assigned to each level of independent variable. Further,
it divided into two-partrandomization and matched group.
1. Randomized group: randomly assign subjects to each level of independent variable.
Number of groups in experiment should have equal the number of levels of independent
variable.
Advantages:
 Simple to carry out only small groups of subjects needed.
 No pre-testing or categorization of subjects is needed.
 The statistical analysis is straight-forward.
Disadvantages:
 It could provide only limited information on the effect of the IV on the DV, if there are
only 2 or 3 levels of the IV.
 It may not be sensitive to the effect of the IV, because subjects may vary wildly on
other characteristics that influence the DV. This makes it difficult to test the influence
of the IV on the DV.

2. Matched group: When the subjects are matched by a set of characteristics that may
influence the DV and distributed evenly across each level of the IV. It attempts to control
for subject characteristics that influence the DV. Thus, it may be more likely that the
influence of the IV on the DV will be observed.
Advantages:
 Allows us to control for nuisance variables that may otherwise obscure the effect of
the IV on the DV.
Disadvantages:
 It requires pre-testing and matching of subjects.
 Critical that the measures us use to match subjects are reliable and valid.
Within group designs:
This is an alternative to the between-subjects design, each subject or group is exposed to

all levels of the IV, rather than being assigned to just one level.
Advantages:
 Subjects are "matched" across all levels of the IV.
 This design controls the error variance due to extraneous variables for example-
controls for subject characteristics that influence the DV.
Disadvantages:
 More demanding on subjects such as time and resources
 Carryover effects- when one treatment effects the results of a future treatment.
(Example of carryout effect such as learning and fatigue-subject gets tired or bored;
habituation, sensitization, etc.)
14.3. Longitudinal research design
Itis observational study, so researchers are not allowed to interfere with their subjects. In this
study, researchers are conducted several observations of the same subject or the participants
over a period of time, sometimes lasting many years.
Most of the longitudinal studies examine associations between exposure to known or
suspected causes of disease and subsequent morbidity or mortality.
Advantages
 The ability to identify and relate events to particular exposures, and to further define
these exposures with regards to presence, timing chronicity.
 Establishing sequence of events.
 Following change over time in particular individuals within the cohort.
 Ability to correct for the "cohort effect" – that is allowing for analysis of the individual
time components of cohort (range of the birth dates), period (current time), and age
(at point of measurement)- and to account for the impact of each individually.
Disadvantages:
 Incomplete and interrupted follow-up of individuals, in view of the potentiation of
one by the other:
 The potential for inaccuracy in conclusionif adopting statistical techniques that fail to
account for the intra-individual correlation of measure,
 Increased financial demands associated with this approach.
5.4. Cross sectional study

It is based on observation. Researcher supposed to record information about their subjects

without having any manipulating the study environment. We would simply measure the
blood pressure level of daily exercise doer and non- exercise doer along with any other
characteristics that might be of interest to us.
Advantages:
 It allows researcher to compare many different variables at the same time. (Ex.-look at
age, gender, income and educational level in relation to do exercise and blood
pressure levels.)
Disadvantages:
 It may not providefactual information about cause-and-effect relationships.
 It only providesa snapshot of a single moment in time.
5.5. Correlational research design
This research design measures the relationship between two or more variables. Variable may
be presented on a scatter plot to visually show the relationship or association. The Pearson
correlation coefficient ® is a measure of the strength of linear relationship between two
variables.
Correlation can be strong or weak and positive or negative and sometime, there is no
correlation. Numerical value called the correlation coefficient.
Positive correlations: both the variable increase or decrease at the same time. It close to +1.00
indicates a strong positive correlation.
Negative correlations: it shows that amount of one variable will increase then another variable
will decrease. And it is close to -1.00 indicates a strong negative correlation.
No correlation: there is no correlation or relationship between the two variables. It indicates by

0.
5.8. Self-assessments
1. What are the features of a Good Design?

a. Flexible
b. Appropriate
c. Efficient
d. All of the above
2. Research design is a _________for doing research.
a. Blueprint
b. Schemas
c. Cognitive map
d. None of the above
3. Which design is analysed by the two-way analysis of variance (two-way ANOVA) technique?
a. Within group
b. Randomize block design
c. Longitudinal research design
4. Which type of research design is based on observational study and researcher are not allowed
to interfere with their subjects?

a. Within group
d. Cross-cultural research design
5. In which research design, researchers are supposed to record information about their subjects
without having any manipulating the study environment?
a. Within group
d. Cross-cultural research design
6. What do we callcorrelation-coefficient?
a. Alphabetical values
b. Numerical values
c. Social values
d. Cultural values
7. Which one is not correct advantages of longitudinal research design?
a. The ability to identify and relate events to particular exposures, and to further define
these exposures with regards to presence, timing chronicity
b. Establishing sequence of events:
c. Following change over time in particular individuals within the cohort
d. Subjects are "matched" across all levels of the IV.
8. The amount of one variable will increase then another variable will decrease, have shown
that____________.
a. Negative correlation
b. Positive correlation
c. Double correlation
d. Zero correlation
9. How would you indicate, If there is no correlation or relationship between the two variables?
a. +1
b. -1
c. 0
d. .81
10. Which are the types of formal experimental design except one?
a. Latin square
b. Randomized Block design
c. Between group design
d. Factorial design

Answer key
1 2 3 4 5 6 7 8 9 10
d a b c d b d a c c
1. What do you mean by research design?

2. Characteristics of research design?
3. Briefly explain experimental design?
4. Explain the differences between cross-cultural research design and longitudinal research
design?
5. What is correlational design?

Sanjay Ghosh, Lovely Professional University Unit-06- Reliability
Unit 06:Reliability
Contents
Objectives
Introduction
6.1. Meaning and Concept
6.2. Inter-Rater Reliability
6.3. Parallel Forms Reliability
6.4. Internal Consistency Reliability
6.5. Split-Half Reliability
Summary
Key Words
Self-Assessment
Review Questions
Further Readings
Objectives
After the completion of this Unit, the students will be able to:
● understand the concept of Sampling
● know different components of Reliability and Validity
● familiarize with the use of Sampling, Reliability and Validity in Social
Research
Introduction
A sample is defined as a smaller set of data that a researcher chooses or selects from a larger
population by using a predefined selection method. These elements are known as sample points,
sampling units, or observations.
Creating a sample is an efficient method of conducting research. In most cases, it is impossible or
costly and time-consuming to research the whole population. Hence, examining the sample
provides insights that the researcher can apply to the entire population.
Reliability and validity are concepts used to evaluate the quality of research. They indicate how
well a method, technique or test measure something. Reliability is about the consistency of a
measure, and validity is about the accuracy of a measure.
It’s important to consider reliability and validity when you are creating your research design,
planning your methods, and writing up your results, especially in quantitative research.
Ensuring reliability
Reliability should be considered throughout the data collection process. When you use a tool or
technique to collect data, it’s important that the results are precise, stable and reproducible.
Apply your methods consistently
Plan your method carefully to make sure you carry out the same steps in the same way for each
measurement. This is especially important if multiple researchers are involved.

Research Method in Psychology
For example, if you are conducting interviews or observations, clearly define how specific
behaviors or responses will be counted, and make sure questions are phrased the same way each
time.
Standardize the conditions of your research

When you collect your data, keep the circumstances as consistent as possible to reduce the
influence of external factors that might create variation in the results.
For example, in an experimental setup, make sure all participants are given the same information
and tested under the same conditions.
we can now define reliability more precisely. Reliability is a ratio or fraction. In layperson terms we
might define this ratio as:
true level on the measure
You might think of reliability as the proportion of “truth” in your measure. Now, we don’t speak of
the reliability of a measure for an individual – reliability is a characteristic of a measure that’s taken
across individuals. So, to get closer to a more formal definition, let’s restate the definition above in
terms of a set of observations. The easiest way to do this is to speak of the variance of the scores.
Remember that the variance is a measure of the spread or distribution of a set of scores. So, we can
now state the definition as:
We might put this into slightly more technical terms by using the abbreviated name for the variance
and our variable names:
We’re getting to the critical part now. If you look at the equation above, you should recognize that
we can easily determine or calculate the bottom part of the reliability ratio – it’s just the variance of
the set of scores we observed (You remember how to calculate the variance, don’t you? It’s just the
sum of the squared deviations of the scores from their mean, divided by the number of scores). But
how do we calculate the variance of the true scores. We can’t see the true scores (we only see X)!
Only God knows the true score for a specific observation. And, if we can’t calculate the variance of
the true scores, we can’t compute our ratio, which means we can’t compute reliability! Everybody
got that? The bottom line is… we can’t compute reliability because we can’t calculate the variance
of the true scores.
Great. So where does that leave us? If we can’t compute reliability, perhaps the best we can do is to
estimate it. Maybe we can get an estimate of the variability of the true scores. How do we do that?
Remember our two observations, X1 and X2? We assume (using true score theory) that these two
observations would be related to each other to the degree that they share true scores. So, let’s
calculate the correlation between X1 and X2. Here’s a simple formula for the correlation:
where the Sd stands for the standard deviation (which is the square root of the variance). If we look
carefully at this equation, we can see that the covariance, which simply measures the “shared”
variance between measures must be an indicator of the variability of the true scores because the
true scores in X1 and X2 are the only thing the two observations share! So, the top part is essentially
an estimate of var(T) in this context. And, since the bottom part of the equation multiplies the
standard deviation of one observation with the standard deviation of the same measure at another
time, we would expect that these two values would be the same (it is the same measure we’re
taking) and that this is essentially the same thing as squaring the standard deviation for either
observation. But, the square of the standard deviation is the same thing as the variance of the
measure. So, the bottom part of the equation becomes the variance of the measure (or var(X)). If you
read this paragraph carefully, you should see that the correlation between two observations of the
same measure is an estimate of reliability.
It’s time to reach some conclusions. We know from this discussion that we cannot calculate
reliability because we cannot measure the true score component of an observation. But we also
know that we can estimate the true score component as the covariance between two observations of
the same measure. With that in mind, we can estimate the reliability as the correlation between two

Unit-06- Reliability
observations of the same measure. It turns out that there are several ways we can estimate this
reliability correlation. These are discussed in Types of Reliability.
There’s only one other issue I want to address here. How big is an estimate of reliability? To figure
this out, let’s go back to the equation given earlier:
6.1. Meaning of Reliability

Reliability is that property of a measuring device for social phenomena (particularly in the
quantitative methods) which yields consistent measurements when the phenomena are stable,
regardless of who uses it, provided the basic conditions remain the same.
Characteristics of Reliability
Stability Characteristic
• variations in Powerfulness, i.e., variations in capacity or responsiveness.
• variations in Efficiency, i.e., variations in resource usage.
• It produces measurements about a tested system's ability to deliver its services with
constant performance figures over time.
• It usually runs for long periods at high load to produce significant results.
Availability Characteristics
• probability of service delivery such as acceptable number of failed services per million
service requests or equivalent.
• availability time or up-time of a system, hardware and software, such as 99.999% of
scheduled production time.
• availability measurements usually run for very long periods of time at high load rates to
produce significant results.
• availability measurements can be combined with stability measurements.
Robustness Characteristics
• There are two types of extreme conditions tested:
• external conditions
• internal conditions
• Robustness measurements can be combinations of external and internal conditions.
• variations in Powerfulness.
• variations in Efficiency.
Recovery Characteristics
• Recovery characteristics are measurements of time to perform recovery and maintain
service levels during recovery procedures.
• There are two types of simulated recovery situations:
• system outages.
• service outages.
• recovery time from various types of outages.
• powerfulness during various types of outages.

Accuracy Characteristics
• Accuracy characteristics are measurements of correctness in service delivery especially
under heavy load or extreme conditions.
• The objectives are to identify and eliminate wrong delivery or incorrect results.
Components of Reliability
• Reliability refers to the dependability or consistency or stability of the test scores. It does
not go beyond it.
• Reliability is concerned with the stability of test scores-self correlation of the test.
• Every reliable test is not necessarily valid. A test having high correlation with itself may
not have equally high correlation with a criterion.
• Reliability is a prerequisite of validity. A highly reliable test is always a valid measure of
some functions. Thus, reliability controls validity.
• Reliability may be said as the dependability of measurement.
• Maximum reliability is found in case of homogeneous items.
• Maximum reliability requires items of equal difficulty and high inter- correlation among
test items.
• Validity coefficient does not exceed the square root of reliability coefficient.
• The Reliability Is the Proportion of True Variance and Error Variance.
• We Cannot Claim That a Reliable Test Is Also Valid. This May or May Not Be True. A Test
Measures Consistency, But It May Not Measure What It Intends to Measure. For Example,
When A Man Wrongly Reports His Date Of Birth Consistently, It May Be Reliable But Not Valid.
Reliability is the consistency of results of a test whenever the latter is repeated on the same sample
or individual under identical conditions. Reliability of a test is indicated by the close similarity or
identity of test scores when the same test is repeated or when an equivalent form of test is
administered. Reliability indicates the dependability of a test used in guidance, prediction.
Reliability coefficient is not free from errors of measurement, but ranges from -1 to +1 and its
magnitude depends on the type and objectives of the test as also the nature of the group tested.
Methods of Estimating Reliability

There are four procedures employed for determining the reliability of a test. These are-
6.2. Test -Retest Method-

Repetition of a test is the simplest method of determining an agreement between two sets of scores;
the test is given and repeated on the same group of individuals and the correlation computed
between the first and second set of scores. A reliability estimate based on two successive
administrations of the same test is appropriate only if two assumptions are made: a) that person
does not change their related true positions on the characteristics continuum from the first to the
second testing, and b) that a person’s experience in taking the test does not result in the test
becoming for him on the second administration of different test.
Thus, in spite of the fact that the test-retest is sometimes the only available procedure, the method is
open to several serious objections. If the test is repeated immediately, many subjects will recall their
first answers and that will undoubtedly tend to increase their scores and sometimes by a great deal.
Alternate or Parallel Form

One way of avoiding the difficulties encountered in test-retest is through the use of alternate forms
of the test. The same person can thus be tested with one form on the first occasion and with another
comparable form on the second occasion. Thus, the alternate form of reliability estimate is based on
the comparison of two sets of scores for the same persons but is obtained by the administration of
two equivalent forms of the same test. Such a reliability is a measure of both temporal stability and
consistency of response in different item samples.
The alternate form method is satisfactory when sufficient time has intervened between
administration of the two forms to weaken or eliminate memory of practice effect. When the second
form of a test follows the first closely, scoring on the second form of test will often increase because
of familiarity. If such increments are appropriately constant the reliability coefficient of the test will
not be affected.
Split-Half Method
Instead of making up alternate forms, a compromised procedure has been developed to obtain
‘part-scores’ for different sections within the same test. The most popular of such procedures is the
split-half method. In this method, the test is broken into two equivalent parts and correlation of
these half tests is compared. From the half test correlation, the self-correlation of the whole test is
estimated. Spearman-Brown Formula is used for the split-half method.
Advantages
The split-half method is employed when it is not possible to construct an alternate form of the test.
Its main advantage is that all of the data are obtained upon one occasion, hence variation
introduced by differences between the two testing situations are eliminated. This method is
regarded by many as the best method for measuring test reliability.
Disadvantages
A marked disadvantage of the split-half method lies in the fact that chance errors on the two halves
of the test are in the same way, thus tending to make the reliability coefficient too high. The longer
the test, the less the probability that the effect of temporary and variable disturbances will be
cumulative in one direction, and the more accurate the estimate of score reliability. Another
objection is that a test can be divided into two parts in a number of ways, so that the reliability
obtained by this method is not a unique value.
Method of Rational Equivalence

Like the previous method, it also depends on item statistics. They were developed because of
dissatisfaction with the split-half method in a great way and each split might yield a somewhat
different estimate of reliability.
It is based on the Kuder-Richardson formula. If the inter-correlations are equal, the items measure
the same trait or traits; there is a functional homogeneity.
Reliability in Qualitative Research

Definition
Reliability pertained to the extent to which the study is replicable & how accurate the research
methods and the techniques used to produce data.
Reliability in qualitative research refers to the stability of responses to multiple coders of data sets.
It can be enhanced by detailed field notes by using recording devices and by transcribing the digital
files.
Nature of Reliability in Qualitative Research
• Dependability- Dependability refers to the consistency and reliability of the research
findings and the degree to which research procedures are documented.

• Confirmability- To achieve confirmability, researchers must demonstrate that the results

are clearly linked to the conclusions in a way that can be followed and, as a process, replicated.
• A good qualitative study can help us “understand a situation that would otherwise be
enigmatic or confusing” (Eisner, 1991, p. 58). This relates to the concept of a good quality research
when reliability is a concept to evaluate quality in quantitative study with a “purpose of
explaining” while quality concept in qualitative study has the purpose of “generating
understanding” (Stenbacka, 2001, p. 551).
Qualitative v/s Quantitative Research
Quantitative Research Qualitative Research

Internal Validity Credibility
External Validity Transferability
Reliability Dependability
Objectivity Conformity
Application of Reliability in Qualitative Research

Quantitative Research Qualitative Research
Reliability is the consistency of the analytical procedure for personal & research method biases that
may have influenced the findings Reliability relates to the “trustworthiness” by which the
methods have been undertaken, an independent researcher should be able to arrive at similar or
comparable findings.
Neutrality (Confirmability)- the findings are linked with the researcher’s philosophical position and
perspectives.
QUALITY VS. RELIABILITY
Reliability has sometimes been classified as "how quality changes over time." The difference
between quality and reliability is that quality shows how well an object performs its proper
function, while reliability shows how well this object maintains its original level of quality over
time, through various conditions.
For example, a quality vehicle that is safe, fuel efficient, and easy to operate may be considered high
quality. If this car continues to meet this criterion for several years, and performs well and remains
safe even when driven in inclement weather, it may be considered reliable.
Asking a few key questions can help one determine the difference between both quality and
reliability:
Quality = Does the object perform its intended function? If so, how well does it perform its
intended function?
Reliability = To what level has said object maintained this level of quality over time?
Conclusion
Reliability in qualitative research is very important to understand because we do not have any
measurable statistical yardstick for that. The success of qualitative research is solely depending on
the explorative capacity of the researcher and also it is important to the depth analysis of the topic
which gives internal consistency of the research.
Reliability is the consistency in measurement. It gives the same result every time on the respondent
in an instrument to measure a variable. This makes reliability very important for both Social and
Physical Sciences.

Summary
Sampling is a process used in statistical analysis in which a predetermined number of observations
are taken from a larger population. The methodology used to sample from a larger population
depends on the type of analysis being performed, but it may include simple random sampling or
systematic sampling.
In statistics and psychometrics, reliability is the overall consistency of a measure. A measure is said
to have a high reliability if it produces similar results under consistent conditions:
hat is reliability? We hear the term used a lot in research contexts, but what does it really mean? If
you think about how we use the word “reliable” in everyday language, you might get a hint. For
instance, we often speak about a machine as reliable: “I have a reliable car.” Or, news people talk
about a “usually reliable source”. In both cases, the word reliable usually means “dependable” or
“trustworthy.” In research, the term “reliable” also means dependable in a general sense, but that’s
not a precise enough definition. What does it mean to have a dependable measure or observation in
a research context? The reason “dependable” is not a good enough description is that it can be
confused too easily with the idea of a valid measure (see Measurement Validity). Certainly, when
we speak of a dependable measure, we mean one that is both reliable and valid. So we have to be a
little more precise when we try to define reliability.
In research, the term reliability means “repeatability” or “consistency”. A measure is considered
reliable if it would give us the same result over and over again (assuming that what we are
measuring isn’t changing!).
Let’s explore in more detail what it means to say that a measure is “repeatable” or “consistent”.
We’ll begin by defining a measure that we’ll arbitrarily label X. It might be a person’s score on a
math achievement test or a measure of severity of illness. It is the value (numerical or otherwise)
that we observe in our study. Now, to see how repeatable or consistent an observation is, we can
measure it twice. We’ll use subscripts to indicate the first and second observation of the same
measure. If we assume that what we’re measuring doesn’t change between the time of our first and
second observation, we can begin to understand how we get at reliability. While we observe a score
for what we’re measuring, we usually think of that score as consisting of two parts, the ‘true’ score
or actual level for the person on that measure, and the ‘error’ in measuring it
Keywords
Sampling, Probability sampling, Simple random sampling, Cluster sampling, Systematic sampling,
Stratified random sampling, Non-probability sampling, Convenience sampling, Purposive
sampling, Snowball sampling, Quota sampling, Confidence interval, Reliability, Stability
characteristics, Availability characteristics, Robustness characteristics, Recovery characteristics,
Accuracy characteristics, Test-retest method, Alternate or parallel form method, Split-half method,
Method of rational equivalence, Validity, Content validity, Construct validity, Concurrent validity,
Predictive validity, Criterion- related validity.
SelfAssessment
1. A sample is a smaller set of data.
A. True
B. False
2. Sampling is of four types.
A. True
B. False
3. There are four methods of estimating reliability.
A. True
B. False
4. Sampling can reduce cost and time of research.
A. True

B. False
5. A valid test measures what it purports to measure.
A. True
B. False
6. Method of Rational Equivalence is based on----------
a. Kuder-Richardson Formula
b. Spearman- Brown Formula
c. Pearson product moment Formulae
d. None of these
7. In a multiple-choice test, guessing lowers the------.
a. Validity
b. Reliability
c. Predictability
d. None of these
8. Split-half method is based on---------

a. Validity
b. Reliability
c. Predictability
d. None of these
9. The concept of validity was formulated by--------

A. Pearson
B. Kelly
C. Mc. Namer
D. None of these
10. Which is not a common confidence interval?

a. 90%
b. 99%
c. 80%
d. None of these
11. When the researcher collects samples purely on the basis of his/her own discretion---------
a. Random sampling
b. purposive sampling
c. Quota sampling
d. None of these
12. All include in the characteristics of sampling except---------

a. Goal oriented
b. Imaginative

c. Proportional
d. None of these
13. The question of validity is raised in the context of ---------- points.

a. 2
b. 3
c. 4
d. 5
14. Characteristics of reliability include everything except-------

a. Stability
b. Novelty
c. Accuracy
d. None of these
15. In -------- sampling, each member has the same probability of being selected.
a. random
b. quota
c. Snowball
d. None of these
Answers for Self-Assessment

1T, 2F, 3T, 4T, 5T, 6 A, 7B, 8B, 9B, 10C, 11B, 12B,13B, 14B, 15A
Review Questions
1. Briefly describe different types of Sampling.
2. What are the different methods of estimating Reliability? Describe them.
3. What are the components of Reliability?
4. Narrate different methods of estimating Validity.
5. What is Sampling? How to determine a sample size?
6. What are the different types of Sampling?
7. What are the characteristics of Reliability?
8. What are the components and characteristics of Validity?
9. What are the characteristics of Sampling?
10. Define Sampling? What are the advantages of Sampling?
Further Readings
 Fundamentals of Statistics by S.C. Gupta. Himalaya Publishing House.2018
 Statistics for Psychology by R. GudmundIversen. W.C. Brown. 2016


Sanjay Ghosh, Lovely Professional University Unit 7: Validity
Unit 7Validity
Contents
Objectives
Introduction
7.1. Meaning and Concept
7.2. Face Validity
7.3. Content Validity
7.4. Construct Validity
7.5. Internal and External Validity
7.6. Criterion Related Validity
7.7. Summary
7.8. Key Notes
Further Readings
Objectives
● understand the concept of Validity
● know different components of Validity
● familiarize with the use of Validity in Psychological Research
Introduction
Validity is the extent to which a test measures what it claims to measure.1 It is vital for a test to be
valid in order for the results to be accurately applied and interpreted.
Psychological assessment is an important part of both experimental research and clinical treatment.
One of the greatest concerns when creating a psychological test is whether or not it actually
measures what we think it is measuring.
For example, a test might be designed to measure a stable personality trait but instead, it measures
transitory emotions generated by situational or environmental conditions. A valid test ensures that
the results are an accurate reflection of the dimension undergoing assessment.
Validity isn’t determined by a single statistic, but by a body of research that demonstrates the
relationship between the test and the behavior it is intended to measure. There are four types of
validity.
7.1 Validity
Meaning of Validity
• A test is said to be valid when it measures what it purports to measure.
• The concept of validity was formulated by Kelly (1927) who stated that a test is valid if it
measures what it claims to measure.
if it measures what it claims to measure.

Unit 7: Validity
“A measurement procedure is valid insofar as it correlates with some measurement of success in

the job which is being used as a predictor.”- E.L. Thorndike
The question of Validity is raised in the context of three points: -
1. the form of the test
2. the purpose of the test
3. the population for whom it is intended
The test is valid when the performance which it measures corresponds to the same performance as
otherwise independently measures or objectively defined. Validity is the most central concept in
the whole testing enterprise. It is the main goal to which reliability and stability are aimed.
Components of Validity
• Validity is concerned with the extent to which the purpose of the test is being served.
• It studies how truthfully the test measures what it purports to measure.
• On the other hand, validity is the correlation of the test with some outside external criteria.
• A test to be valid, has to be reliable. A test which possesses poor reliability is not expected
to yield high validity.
• To be valid a test must be reliable. Tests with low reliability cannot be highly valid.
• Validity may be said as correctness of measurement.
• If a test is heterogeneous, it has low reliability and high validity.
• The validity of a test may not be higher than the reliability index.
• On the other hand, maximum validity requires items differing in difficulty and low inter-
correlation among items.
• Validity is the proportion of common factor variance.
• A valid test is always reliable. If a test truthfully measures what it purports to measure is
both valid and reliable.
Different Approaches to find out Validity

The specific techniques employed in investigating the total relationship of scores are numerous and
have been described by various names. The most common recommended procedures are-
7.2. Face Validity

Face validity is one of the most basic measures of validity. Essentially, researchers are simply taking
the validity of the test at face value by looking at whether it appears to measure the target variable.
On a measure of happiness, for example, the test would be said to have face validity if it appeared
to actually measure levels of happiness.
Obviously, face validity only means that the test looks like it works. It does not mean that the test
has been proven to work. However, if the measure seems to be valid at this point, researchers may
investigate further in order to determine whether the test is valid and should be used in the future.
A survey asking people which political candidate they plan to vote for would be said to have high
face validity, while a complex test used as part of a psychological experiment that looks at a variety
of values, characteristics, and behaviors might be said to have low face validity because the exact
purpose of the test is not immediately clear, particularly to the participants.
Face validity is simply whether the test appears (at face value) to measure what it claims to. This is
the least sophisticated measure of validity.
Tests wherein the purpose is clear, even to naïve respondents, are said to have high face validity.
Accordingly, tests wherein the purpose is unclear have low face validity (Nevo, 1985).

Unit 7: Validity
A direct measurement of face validity is obtained by asking people to rate the validity of a test as it
appears to them. This rater could use a likert scale to assess face validity. For example:
the test is extremely suitable for a given purpose
the test is very suitable for that purpose;
the test is adequate
the test is inadequate
the test is irrelevant and therefore unsuitable
It is important to select suitable people to rate a test (e.g., questionnaire, interview, IQ test etc.). For
example, individuals who actually take the test would be well placed to judge its face validity.
Also, people who work with the test could offer their opinion (e.g., employers, university
administrators, employers). Finally, the researcher could use members of the general public with an
interest in the test (e.g., parents of testees, politicians, teachers etc.).
The face validity of a test can be considered a robust construct only if a reasonable level of
agreement exists among raters.
It should be noted that the term face validity should be avoided when the rating is done by "expert"
as content validity is more appropriate.
Having face validity does not mean that a test really measures what the researcher intends to
measure, but only in the judgment of raters that it appears to do so. Consequently, it is a crude and
basic measure of validity.
A test item such as 'I have recently thought of killing myself' has obvious face validity as an item
measuring suicidal cognitions, and may be useful when measuring symptoms of depression.
However, the implications of items on tests with clear face validity is that they are more vulnerable
to social desirability bias. Individuals may manipulate their response to deny or hide problems, or
exaggerate behaviors to present a positive image of themselves.
It is possible for a test item to lack face validity but still have general validity and measure what it
claims to measure. This is good because it reduces demand characteristics and makes it harder for
respondents to manipulate their answers.
For example, the test item 'I believe in the second coming of Christ' would lack face validity as a
measure of depression (as the purpose of the item is unclear).
This item appeared on the first version of The Minnesota Multiphasic Personality Inventory
(MMPI) and loaded on the depression scale.
Because most of the original normative sample of the MMPI were good Christians only a
depression Christian would think Christ is not coming back. Thus, for this particular religious
sample the item does have general validity, but not face validity.
Methods of Measuring Face Validity

Face validity is only based on the idea that a test appears valid, but there are ways to determine if a
test has face value. Typically, researchers will get this data from their participants in the following
ways:
Poll participants: While it may seem counterintuitive, polling participants who have taken part
in the research process can help determine face validity because they answer the questions, giving
them insight into the test. If most participants feel the test accurately measures their objective, a test
is said to have face validity.
Follow-up questionnaire: Asking participants various questions about what they think the test
measured and then asking them to look over the data can also determine face validity. Participants
look at their scores and tell the researcher if they think the test was accurate.
7.3. Content Validity

Unit 7: Validity
A test has a content validity to the extent that the items in the test are judged to constitute a
representative sample of some clearly specified universal knowledge of scales. This type of validity
is most relevant to achievement tests. A well-constructed achievement test should cover the
objectives of instructions, not just its subject-matter.
Content must therefore be broadly defined to include major objectives, such as the application of
principles and interpretation of data as well as factual knowledge. It depends on the relevance of
the individual’s test response to the behaviors under consideration.
Content validity should not be confused with face validity. Later is not valid in technical sense;
which refers not to what the test actually measures, but to what it appears superficially measures.
To produce valid results, the content of a test, survey or measurement method must cover all
relevant parts of the subject it aims to measure. If some aspects are missing from the measurement
(or if irrelevant aspects are included), the validity is threatened.
7.4. Construct validity

A construct refers to a concept or characteristic that can’t be directly observed, but can be measured
by observing other indicators that are associated with it.
Constructs can be characteristics of individuals, such as intelligence, obesity, job satisfaction, or
depression; they can also be broader concepts applied to organizations or social groups, such as
gender equality, corporate social responsibility, or freedom of speech.
Example
There is no objective, observable entity called “depression” that we can measure directly. But based
on existing psychological research and theory, we can measure depression based on a collection of
symptoms and indicators, such as low self-confidence and low energy levels.
The logic of construct validation involves whether it is highly systematized or loose. Construct
validation was introduced to specify types of research required in developing tests for which the
conventional views on validation are inappropriate. Performance tests and some tests of ability are
interpreted in terms of attributes for which there is no adequate criteria.
Construct validity was invented by Cornball and Meehl (1955). This type of validity refers to the
extent to which a test captures a specific theoretical construct or trait, and it overlaps with some of
the other aspects of validity interpretations are consistent with a nomological network involving
theoretical and observational terms (Cronbach&Meehl, 1955).
The more evidence a researcher can demonstrate for a test's construct validity the better. However,
there is no single method of determining the construct validity of a test.
Instead, different methods and approaches are combined to present the overall construct validity of
a test. For example, factor analysis and correlational methods can be used.
To test for construct validity it must be demonstrated that the phenomenon being measured
actually exists. So, the construct validity of a test for intelligence, for example, is dependent on a
model or theory of intelligence.
Construct validity entails demonstrating the power of such a construct to explain a network of
research findings and to predict further relationships.
Construct validity does not concern the simple, factual question of whether a test measures an
attribute.Instead it is about the complex question of whether test score
7.5. Internal and External Validity

Internal and external validity are used to determine whether or not the results of an experiment are
meaningful. Internal validity relates to the way a test is performed, while external validity
examines how well the findings may apply in other settings.
What is internal and external validity in research?

Internal validity refers to whether the effects observed in a study are due to the manipulation of the
independent variable and not some other factor.

Unit 7: Validity
In-other-words there is a causal relationship between the independent and dependent variable.
Internal validity can be improved by controlling extraneous variables, using standardized
instructions, counter balancing, and eliminating demand characteristics and investigator effects.
External validity refers to the extent to which the results of a study can be generalized to other
settings (ecological validity), other people (population validity) and over time (historical validity).
External validity can be improved by setting experiments in a more natural setting and using
random sampling to select participants.
7.6. Criterion- Related Validity

Both predictive and concurrent validity belong to the common head, ‘Criterion related validity’, It
applies when one wishes to infer from a test score and individual’s most probable standing on
some other variable called a criterion. Criterion is some behavior or event which is duly known or
agreed to be a valid measure of the variable.
Statements of predictive validity indicate the extent to which an individual’s future level on the
criterion can be predicted from a knowledge of a prior test performance; statements of concurrent
validity indicate the extent an individual’s present standing on the criterion.
To evaluate criterion validity, you calculate the correlation between the results of your
measurement and the results of the criterion measurement. If there is a high correlation, this gives a
good indication that your test is measuring what it intends to measure.
Concurrent validity
It reflects only the status score at a particular time. Under appropriate circumstances data obtained
in a concurrent study may be used to estimate the predictive validity of a test. However, concurrent
validity should not be used as a substitute for predictive validity without any appropriate
supporting rationale.
This is the degree to which a test corresponds to an external criterion that is known concurrently
(i.e. occurring at the same time).
If the new test is validated by a comparison with a currently existing criterion, we have concurrent
validity.
Very often, a new IQ or personality test might be compared with an older but similar test known to
have good validity already.
The Predictive validity

The Predictive Validity of the test is described in an objective and quantitative fashion by the
degree of relationship between predictor’s scores or test scores and criterion scores. Thus, the
Pearson’s Coefficient of Correlation or its variances such as biserial, point biserial etc. are
commonly used to describe the predictive value.
This is the degree to which a test accurately predicts a criterion that will occur in the future.
For example, a prediction may be made on the basis of a new intelligence test, that high scorers at
age 12 will be more likely to obtain university degrees several years later. If the prediction is born
out then the test has predictive validity.

Unit 7: Validity
7.7. Summary
In the field of psychology, researchers are looking to gather data about the mind and human
behavior. To collect this data, researchers create tests in which participants will answer questions
and be observed completing particular tasks. When it comes to psychological testing, the most
critical aspect of a test is validity. What is validity in psychology, and why is it important?
If something is described as valid, it means that the thing in question is logical and factually sound,
but it is slightly different in psychology. The validity definition in psychology assumes that the test
in question measures precisely what it aims to measure, meaning the data collected is accurate and
represents some truth compared to others outside of the study. If it does, then the test is valid.
For example, if a person takes an IQ test, one would assume the test will accurately measure the
person's level of intelligence. However, IQ tests have questions that connect to vocabulary, pattern
recognition, memory, and more, meaning researchers have to ensure the test measures precisely
what it aims to measure. In an IQ test, the person's ability to reason and not simply their ability to
recall information and find patterns.
Validity is important because it determines what survey questions to use and helps ensure that
researchers are using questions that truly measure the issues of importance. The validity of a
survey is considered to be the degree to which it measures what it claims to measure.
7.8. Keywords
A. True
B. False
A. True
B. False
A. True
B. False
A. True
B. False
A. True
B. False
d. None of these

Unit 7: Validity
a. Validity
b. Reliability
c. Predictability
d. None of these

a. Validity
b. Reliability
c. Predictability
d. None of these

A. Pearson
B. Kelly
C. Mc. Namer
D. None of these

a. 90%
b. 99%
c. 80%
d. None of these
a. Random sampling
c. Quota sampling
d. None of these

a. Goal oriented
b. Imaginative
c. Proportional
d. None of these

a. 2
b. 3
c. 4
d. 5

Unit 7: Validity

a. Stability
b. Novelty
c. Accuracy
d. None of these
a. random
b. quota
c. Snowball
d. None of these

7. 10. Review Questions

Further Readings
 Statistics for Psychology by R. GudmundIversen. W.C. Brown. 2016

Sanjay Ghosh, Lovely Professional University Unit-08: Variables
Unit-08: Variables
CONTENTS
Objectives
Introduction
Types of Variables
8.1 Independent variables
8.2 Dependent variables
8.3 Intervening variables
8.4 Moderating variables
8.5 Control variables
8.6 Extraneous variables
8.7 Quantitative variables
8.8 Qualitative variables
8.9 Confounding variables
8.10 Composite variables
Keywords
Self Assessment
Review Questions
Further Readings
Objectives
● understand the concept of Variable
● know different types of Variables
● familiarize with the application of different Variables
Introduction
A variable is any characteristics, number, or quantity that can be measured or counted. A variable
may also be called a data item. Age, sex, business income and expenses, country of birth, capital
expenditure, class grades, eye colour and vehicle type are examples of variables. It is called a
variable because the value may vary between data units in a population, and may change in value
over time.
For example; 'income' is a variable that can vary between data units in a population (i.e. the people
or businesses being studied may not have the same incomes) and can also vary over time for each
data unit (i.e. income can go up or down).
A variable is any entity that can take on different values. OK, so what does that mean? Anything
that can vary can be considered a variable. For instance, age can be considered a variable because
age can take different values for different people or for the same person at different times.
Similarly, country can be considered a variable because a person’s country can be assigned a value.

Variables aren’t always ‘quantitative’ or numerical. The variable city consists of text values like
New York or Sydney. We can, if it is useful, assign quantitative values instead of (or in place of) the
text values, but we don’t have to assign numbers in order for something to be a variable. It’s also
important to realize that variables aren’t only things that we measure in the traditional sense. For
instance, in much social research and in program evaluation, we consider the treatment or program
to be made up of one or more variables (i.e., the ‘cause’ can be considered a variable). An
educational program can have varying amounts of ’time on task’, ‘classroom settings’, ‘student-
teacher ratios’, and so on. So even the program can be considered a variable (which can be made up
of a number of sub-variables).
Another important distinction having to do with the term ‘variable’ is the distinction between an
independent and dependent variable. This distinction is particularly relevant when you are
investigating cause-effect relationships. It took me the longest time to learn this distinction. (Of
course, I’m someone who gets confused about the signs for ‘arrivals’ and ‘departures’ at airports –
do I go to arrivals because I’m arriving at the airport or does the person I’m picking up go to
arrivals because they’re arriving on the plane!). I originally thought that an independent variable
was one that would be free to vary or respond to some program or treatment, and that a dependent
variable must be one that depends on my efforts (that is, it’s the treatment). But this is entirely
backwards! In fact the independent variable is what you (or nature) manipulates – a treatment or
program or cause. The dependent variable is what is affected by the independent variable – your
effects or outcomes. For example, if you are studying the effects of a new educational program on
student achievement, the program is the independent variable and your measures of achievement
are the dependent ones.
Finally, there are two traits of variables that should always be achieved. Each variable should be
exhaustive, it should include all possible answerable responses. For instance, if the variable is
“religion” and the only options are “Protestant”, “Jewish”, and “Muslim”, there are quite a few
religions I can think of that haven’t been included. The list does not exhaust all possibilities. On the
other hand, if you exhaust all the possibilities with some variables – religion being one of them –
you would simply have too many responses. The way to deal with this is to explicitly list the most
common attributes and then use a general category like “Other” to account for all remaining ones.
In addition to being exhaustive, the attributes of a variable should be mutually exclusive, no
respondent should be able to have two attributes simultaneously. While this might seem obvious, it
is often rather tricky in practice. For instance, you might be tempted to represent the variable
“Employment Status” with the two attributes “employed” and “unemployed.” But these attributes
are not necessarily mutually exclusive – a person who is looking for a second job while employed
would be able to check both attributes! But don’t we often use questions on surveys that ask the
respondent to “check all that apply” and then list a series of categories? Yes, we do, but technically
speaking, each of the categories in a question like that is its own variable and is treated
dichotomously as either “checked” or “unchecked”, attributes that are mutually exclusive.
Researchers and statisticians use variables to describe and measure the items, places, people or
ideas they are studying. Many types of variables exist, and you must choose the right variable to
measure when designing studies, selecting tests and interpreting results. A strong understanding of
variables can lead to more accurate statistical analyses and results. In this article, we describe the
types of variables and answer some frequently asked questions.
Types of Variables
8.1 Independent variables

Independent variables are deliberately chosen by investigators and used in experiments for
studying their effects on specific dependent variables. In Psychological experiments, they belong to
two types- a) Organismic variablesinclude 1) physical characteristics of the subjects such as their
age, sex, eye color, body build, height and weight, any of which may be chosen as the independent
variable by the investigator, and 2) psychological characteristics of the subjects such as their
intelligence, personality factors, drive, emotionality, neuroticism, extroversion, aspiration level,
motivation, anxiety, tension and frustration. In correlational research, the independent variables

Unit-08: Variables
used are mainly such physical and psychological characteristics of the subjects. Such independent
variables can rarely be manipulated or fixed by the investigator; for example, the latter cannot
directly manipulate the intelligence, personality, age or sex of a subject. So, such independent
variables are liable to random changes and may be considered as classification variables.
Nevertheless, such a variable can be manipulated indirectly through a selection procedure like the
choice of subjects with specific required levels of intelligence.
b) Stimulus variables consist of such environmental events both physical and social variables,
which stimulates specific receptors of the subjects to affect the dependent variables, viz, a specific
behavior of the subject. The investigator can directly manipulate or fix the stimulus variable chosen
as the independent variable, such as changes in the intensity of the stimulating light, in the number
of syllables offered in memory experiments, in the color of the light stimulus in an experiment of
after images, in the pitch of a sound stimulus or in the decibels of noise used as the independent
variable in experiments of attention, or in the instructions for reaction time experiments. Such
stimulus variables, being under the manipulative control of the investigator, are not liable to
random changes and may be considered as, ‘fixed’ treatment variables.
An independent variable is a singular characteristic that the other variables in your experiment
cannot change. Age is an example of an independent variable. Where someone lives, what they eat
or how much they exercise are not going to change their age. Independent variables can, however,
change other variables. In studies, researchers often try to find out whether an independent
variable causes other variables to change and in what way.
A variable that is not affected by anything that you, the researcher, does. Usually plotted on the x-
axis.
An Independent variable is a variable based on which the dependent variable is predicted. This
variable is chosen, manipulated and measured by the researcher aimed at figuring out its
relationship with other variables.
The independent variable might have a positive or negative effect on the dependent variable; that
is, any kind of change in the independent variable might result in a change in the dependent
variable. Accordingly, the reason behind the dependent variable’s change can be looked for in the
change which has been applied to the independent variable. In non-experimental research, the
independent variable is not manipulated, and intact groups are chosen assuming that the
independent variable has an effect on the dependent variable.
It’s important to understand the variable importance in order to achieve high accuracy. The
independent variables used in a model are meant to explain the maximum variance in dependent
variable.
For example: We have a data set with 100 variables. We build a model using those 100 variables
and get adjusted R2 as 80%. Adjusted R2 is nothing but explained variance in the dependent
variable from independent variable.
Now, we did variable importance check and found that only 20 out of 100 are highly important. We
build another model. This time we get adjusted R2 as 84%. This means, only 20 variables are
sufficient enough to explain 84% variance in dependent variable.
In regression, you can find variable importance in many ways. In linear regression, you can do
forward selection, backward selection, stepwise selection etc. This helps in improving better and
accurate models.
In logistic regression, you can check the significance of individual variables.
In SPSS, this metric is available in “Variables in the Equation Table”. In this table, focus on “Sig.”
column which shows the significance of a variable in the model.
With 95% confidence interval, if Sig < 0.05, the variable will significant, else it won’t be significant.
The image shown below will help you to understand it better.
The independent variable is the variable that is manipulated by the experimenter. For example, in
an experiment on the impact of sleep deprivation on test performance, sleep deprivation would be
the independent variable. The experimenters would have some of the study participants be sleep-
deprived while others would be fully rested.

8.2 Dependent variables

This is the behavioral response to be measured or studied in an experiment after exposure of the
subjects to different levels of independent variables, for assessing the effects of the latter on that
behavioral response. Dependent variable can be measured by the number of correct responses to a
stimulus, the time taken to react to a given stimulus and the accuracy of performance. Sometimes,
the dependent variable is measured by objective tests using rating scales. Thus, the dependent
variable is often the measured behavioral response to the given individual variables, which
constitutes mostly quantitative and continuous data as in personality tests of projective type.
A dependent variable relies on and can be changed by other components. A grade on an exam is an
example of a dependent variable because it depends on factors such as how much sleep you got
and how long you studied. Independent variables can influence dependent variables, but
dependent variables cannot influence independent variables. For example, the time you spent
studying (dependent) can affect the grade on your test (independent) but the grade on your test
does not affect the time you spent studying.
When analyzing relationships between study objects, researchers often try to determine what
makes the dependent variable change and how.
Defendant variable is a variable in which the researcher is interested and in contrary to the
independent variable, the dependent variable is not in the control of the researcher, and he/she is
not able to manipulate it. In its definition, it could be stated that it is a variable which is affected by
the independent variable, it is changed based on the independent variable’s changes and the
researcher’s goal is predicting and describing its changeability.
The dependent variable is the variable that is measured by the experimenter. In the previous
example, the scores on the test performance measure would be the dependent variable.
So how do you differentiate between the independent and dependent variables? Start by asking
yourself what the experimenter is manipulating. The things that change, either naturally or through
direct manipulation from the experimenter, are generally the independent variables. What is being
measured? The dependent variable is the one that the experimenter is measuring.
8.3 Intervening variables

It is difficult to identify and control some such psychological organismic variables as act side by
side with the independent variable, without the investigator being aware of that, and affect the
dependent variable. In an instrumental conditioning experiment, drive may be such a variable, and
it may link an independent variable like food deprivation with a dependent variable such as
behavioral modification. In industrial work, lack of motivation may be such a variable and the real
cause of decrement of the output rather than physiological fatigue considered as the independent
variable affecting the dependent variable of industrial production. In an experiment studying the
effect of intelligence level of achievement, anxiety may be such a variable to influence achievement
(dependent variable) side by side with intelligence (independent variable) and consequently needs
to be neutralized first. Such unobserved hypothetical variables, assumed to be associated with
independent variables like intelligence, emotion, motivation, aspiration and habit, are based on
logical constructs and are called intervening variables.
An intervening variable, sometimes called a mediator variable, is a theoretical variable the

researcher uses to explain a cause or connection between other study variables—usually dependent
and independent ones. They are associations instead of observations. For example, if wealth is the
independent variable, and a long-life span is a dependent variable, the researcher might
hypothesize that access to quality healthcare is the intervening variable that links wealth and life
span.
Intervening variables, also sometimes called intermediate or mediator variables, are factors that
play a role in the relationship between two other variables. In the previous example, sleep problems
in university students are often influenced by factors such as stress.As a result, stress might be an

Unit-08: Variables
intervening variable that plays a role in how much sleep people get, which may then influence how
well they perform on exams.
8.4 Moderating variables

A moderating or moderator variable changes the relationship between dependent and independent
variables by strengthening or weakening the intervening variable's effect. For example, in a study
looking at the relationship between economic status (independent variable) and how frequently
people get physical exams from a doctor (dependent variable), age is a moderating variable. That
relationship might be weaker in younger individuals and stronger in older individuals.
When you do correlational research, the terms “dependent” and “independent” don’t apply,
because you are not trying to establish a cause-and-effect relationship.
However, there might be cases where one variable clearly precedes the other (for example, rainfall
leads to mud, rather than the other way around). In these cases you may call the preceding variable
(i.e. the rainfall) the predictor variable and the following variable (i.e. the mud) the outcome
variable.
The moderator variable changes the relationship between the independent and dependent variable.
In points of the fact, the presence of the third variable affects the relationship which was expected
from the main variables; thus, it can be considered as the second independent variable.
8.5 Control variables

Control or controlling variables are characteristics that are constant and do not change during a
study. They have no effect on other variables. Researchers might intentionally keep a control
variable the same throughout an experiment to prevent bias. For example, in an experiment about
plant development, control variables might include the amounts of fertilizer and water each plant
gets. These amounts are always the same so that they do not affect the plants' growth.
A factor in an experiment which must be held constant. For example, in an experiment to determine
whether light makes plants grow faster, you would have to control for soil quality and water.
It happens in some occasions that the researcher decides to delete or neutralize the effect of some
variables since examining all the variables simultaneously seems impossible and uncontrollable for
him/her that the mentioned variables are called control variables. It is noteworthy that in some
particular cases, the moderator variable can play the control variable’ role.
In many cases, extraneous variables are controlled for by the experimenter. A controlled variable is
one that is held constant throughout an experiment.
In the case of participant variables, the experiment might select participants that are the same in
background and temperament to ensure that these factors don't interfere with the results. Holding
these variables constant is important for an experiment because it allows researchers to be sure that
all other variables remain the same across all conditions.
Using controlled variables means that when changes occur, the researchers can be sure that these
changes are due to the manipulation of the independent variable and not caused by changes in
other variables.
It is important to also note that a controlled variable is not the same thing as a control group. The
control group in a study is the group of participants who do not receive the treatment or change in
the independent variable.
All other variables between the control group and experimental group are held constant (i.e., they
are controlled). The dependent variable being measured is then compared between the control
group and experimental group to see what changes occurred because of the treatment.
8.6 Extraneous variables

These are numerous variables which occur or rise in the physical or social environment, in the
subjects under study, or in the experimental procedure, but are not intended to be used as the

dependent or independent variables in the experiment being undertaken. Extraneous variables

include such physical and social environment factors as well as such physical and psychological
characteristics of the subjects, as are other than dependent and independent variables. They are
additional variables happening to occur in any experiment, such as noise, temperature, light,
draught and humidity in the laboratory, the order of presenting the stimuli in reaction time
experiment, and the size of printed materials used in a memory experiment, none of which is
chosen or deliberately used by the investigator for the purpose of the experiment. According to the
dependent variable being studied may or may not be affected by such extraneous variables, they
belong to two classes.
A) Relevant Variables-
These are such extraneous variables which, though not deliberately used or intended to be used by
the investigator to study their effects on the dependent variables in that particular experiment,
occur spontaneously can influence and affect the dependent variable and may consequently defeat
the purpose of the experiment to study the effect of only the independent variable on the
dependent one. The investigator must remain vigilant about these relevant variables and must
control them as far as possible so as to minimize their effects on the dependent variable. They can
be sought to be controlled by methods like consistency of experimental conditions., balancing and
counter balancing, randomization, matching, and changes in design in multi-group experiments.
Relevant variables are further classified into
1) subject- relevant-which are organismic variables owing to both physical characteristics (age, sex,
race etc.) and psychological characteristics (intelligence, neuroticism, personality factor and
motivational aspects) of the subject under study. It is very hard to control these organismic
variables because of the difficulties in assessing them from outside and in manipulating them
directly.
2) Situational relevant- which are those occur in the experimental situation and the environment;
light, noise, temperature, and humidity in the laboratory distractions etc. They can mostly be
controlled by the investigator.
3) Sequence relevant- which arise from the sequence of applications of the independent variable
and include fatigue, practice, monotony etc.
B) Irrelevant Variables-
These are such variables which do not perceivably affect the dependent variable, for example, hair
color, eye color, skin complexion, or economic condition of the subjects may be considered
irrelevant variables in an experiment to study the effectof practice on memory.
Extraneous variables are factors that affect the dependent variable but that the researcher did not
originally consider when designing the experiment. These unwanted variables can unintentionally
change a study's results or how a researcher interprets those results. Take, for example, a study
assessing whether private tutoring or online courses are more effective at improving students'
Spanish test scores. Extraneous variables that might unintentionally influence the outcome include
parental support, prior knowledge of a foreign language or socioeconomic status.

Unit-08: Variables
8.7 Quantitative variables

When you collect quantitative data, the numbers you record represent real amounts that can be
added, subtracted, divided, etc. There are two types of quantitative variables: discrete and
continuous.
Quantitative variables are any data sets that involve numbers or amounts. Examples might include
height, distance or number of items. Researchers can further categorize quantitative variables into
two types:
Discrete: Any numerical variables you can realistically count, such as the coins in your wallet or the
money in your savings account.
Continuous: Numerical variables that you could never finish counting, such as time.A variable with
infinite number of values, like “time” or “weight”.
8.8 Qualitative variables

Qualitative, or categorical, variables are non-numerical values or groupings. Examples might
include eye or hair color. Researchers can further categorize qualitative variables into three types:
Binary: Variables with only two categories, such as male or female, red or blue.
Nominal: Variables you can organize in more than two categories that do not follow a particular
order. Take, for example, housing types: Single-family home, condominium, tiny home.
Ordinal: Variables you can organize in more than two categories that follow a particular order.
Take, for example, level of satisfaction: Unsatisfied, neutral, satisfied.
Categorical variables represent groupings of some kind. They are sometimes recorded as numbers,
but the numbers represent categories rather than actual amounts of things.
variables than can be put into categories. For example, the category “Toothpaste Brands” might
contain the variables Colgate and Aqua fresh.
8.9 Confounding variables

A confounding variable is one you did not account for that can disguise another variable's effects.
Confounding variables can invalidate your experiment results by making them biased or
suggesting a relationship between variables exists when it does not. For example, if you are
studying the relationship between exercise level (independent variable) and body mass index
(dependent variable) but do not consider age's effect on these factors, it becomes a confounding
variable that changes your results.
A variable that hides the true effect of another variable in your experiment. This can happen when
another variable is closely related to a variable you are interested in, but you haven’t controlled it in
your experiment.
Pot size and soil type might affect plant survival as much or more than salt additions. In an
experiment you would control these potential confounders by holding them constant.
Extra variables that have a hidden effect on your experimental results.
If a variable cannot be controlled for, it becomes what is known as a confounding variable. This
type of variable can have an impact on the dependent variable, which can make it difficult to
determine if the results are due to the influence of the independent variable, the confounding
variable, or an interaction of the two.4

8.10 Composite variables

A composite variable is two or more variables combined to make a more complex variable. Overall
health is an example of a composite variable if you use other variables, such as weight, blood
pressure and chronic pain, to determine overall health in your experiment.
A variable that is made by combining multiple variables in an experiment. These variables are
created when you analyze data, not when you measure it.
The three plant health variables could be combined into a single plant-health score to make it easier
to present your findings.
A variable that can only take on a certain number of values. For example, “number of cars in a
parking lot” is discrete because a car park can only hold so many cars.
Conclusion
Psychological variables include such variables, many of which cannot be observed directly from
outside, can only be inferred from expressions, behaviors and verbal reports of the individuals, and
consequently depend on proper evaluation on the cooperation of the subjects involved. They
include intelligence, memory, aptitude, ability, attitude, aspirations, anxiety, emotions, personality
and motivation. Many of them are hypothetical and abstract in nature, cannot be precisely
measured on quantitative scales and can only be assessed qualitatively. Even when quantitatively
measurable, some of these variables have an interval scale with an arbitrary zero point instead of a
real zero; however, some psychological variables such as the ratios of psychophysical stimuli and
calory expenditure in job activities in Industrial Psychology, are measured quantitatively in ratio
scale with real zero points.
Psychological experiments involve variables such as dependent, independent, extraneous, relevant
and intervening variables.
Keywords
Independent variable, dependent variable, extraneous variable, relevant variable, irrelevant
variable, composite variable, confounding variable, qualitative variable, quantitative variable,
intervening variable, control variable, moderating variable.
Self-Assessment
1. Variables vary according to the experimental situation.
A. True
B. False
2. Independent variables are not required in research.
A. True
B. False
3. In research, we have to control extraneous variables.
A. True
B. False
4. We see the changes of dependent variables.
A. True
B. False
5. Independent variables vary according to the experimental situation.
A. True
B. False

Unit-08: Variables
6. Extraneous variables are of ----- types.

a. one
b. two
c. three
d. four
7. Organismic variables are of -------- types.

a. two
b. three
c. four
d. None of them
8. Independent Variables are of ------- types.

a. one
b. two
c. three
d. None of them
9. Interval Scale has a -------- zero point.

a. real
b. mathematical
c. arbitrary
d. None of them
10. Intervening variables----------

a. Easy to control
b. Not affect the experiment
c. Difficult to control
d. None of them
11. Irrelevant variable------.

a. Do not perceivably affect the dependent variable
b. Directly affect the dependent variable
c. Affect directly to extraneous variable
d. None of them
12. Relevant variables---------

a. Deliberately used by the investigator
b. Not deliberately used by the investigator
c. An equipped test administrator
d. None of them
13. Stimulus variables consist of --------------.

a. Environmental events
b. Physical characteristics
c. Psychological Characteristics
d. None of them
14. Independent Variables are -------chosen by the investigator.

a. unwillingly

b. accidentally
c. deliberately
d. None of them
15. Ratio scale has---------zero point.

a. arbitrary
b. real
c. correlational
d. none of them

1T, 2F, 3T, 4T, 5F, 6B, 7A, 8B, 9C, 10C, 11A, 12B, 13A, 14C, 15B.
Review Questions
1. What is the importance of Independent Variables in Psychological Research?
2. What is the relation between Independent and dependent Variables?
3. Write in details about extraneous variable.
4. What is the significance of Variable in Psychological Research?
5. Briefly narrate the relation between quantitative and qualitative variables.
6. Write a short note on Intervening Variable.
7. Explain composite variables.
8. Write a note on Confounding Variables.
9. How we manipulate variables in Correlational Research?
10. What is the proper management of variables in experimental research?
Further Readings
 The Practice of Social Research by Earl, R. Babbie-13th ed. Wadsworth

 Methods of Social Research by Paul, K. Hatt & William, J. Goode. Surjeet

Publication. 2018.

Samriti Kumari, Lovely Professional University Unit 9:Data and its types
Unit 9:Data and its types
Contents
Objectives
Introduction
9.1. Primary data
9.2. Secondary data
9.3. Qualitative Data
9.4. Quantitative Data
9.6.. Review Questions
Further Readings
Objectives
Know about different types of data;
Understand role of primary and secondary data
Understand how qualitative data works
Acquire knowledge about quantitative data
Introduction
Data: Data can be defined as a systematic record of a particular quantity. It is the different
values of that quantity represented together in a set. It is a collection of facts and figures
to be used for a specific purpose such as a survey or analysis. When arranged in an
organized form, can be called information. The source of data (primary data, secondary
data) is also an important factor.
Types of Data
Data may be qualitative or quantitative. Once you know the difference between them,
you can know how to use them.
Qualitative data is data concerned with descriptions, which can be observed but cannot
be computed. On the contrary, quantitative data is the one that focuses on numbers and
mathematical calculations and can be calculated and computed.
 So, for the collection and measurement of data, any of the two methods discussed
above can be used.

 Although both have its merits and demerits, i.e. while qualitative data lacks
reliability, quantitative data lacks a description.
 Both are used in conjunction so that the data gathered is free from any errors.
 Further, both can be acquired from the same data unit only their variables of interest
are different, i.e. numerical in case of quantitative data and categorical in qualitative
data.
9.1. Primary Data
Primary data is obtained from first-hand sources. In most cases, primary data is collected
from the source, i.e. where it originates from and is regarded as the best of its kind.
Researchers usually select and tailor the sources of primary data to the needs of their
particular study, which allows for adopting a more focused approach to the exploration
of the research phenomenon. Hence, issues such as the research aim and objectives as
well as the target population and sampling need to be considered.
- This is the data collected from human participants through interviews or surveys.
Interviews provide you with the opportunity to collect detailed insights from industry
participants about their company, customers, or competitors.
Questionnaire surveys allow for obtaining a large amount of data from a sizeable
population in a cost-efficient way.
This is usually cross-sectional data (i.e. the data collected at one point of time from
different respondents). Time-series are found very rarely or almost never in primary data.
Nonetheless, depending on the research aims and objectives, certain designs of data
collection instruments allow researchers to conduct a longitudinal study.
9.2. Secondary Data
- The main characteristic of secondary data is that it has previously been collected for
some other purpose and can be accessed by researchers.
- Although often employed to supplement primary data (e.g. to increase the sample size
of studies), many researchers rely on secondary data as the main source of evidence.
- This data is more relevant for economic and financial research but it can also be found in
management and marketing research.
- This is the data collected from databases or websites; it does not involve human
participants.

- This can be both cross-sectional data (e.g. an indicator for different countries/companies
at one point of time) and time-series (e.g. an indicator for one company/country for
several years). A combination of cross-sectional data and time-series data is panel data.
9.3. Qualitative Data
They represent some characteristics or attributes. They depict descriptions that may be
observed but cannot be computed or calculated. For example, data on attributes such as
intelligence, honesty, wisdom, cleanliness, and creativity collected using the students of
your class a sample would be classified as qualitative. They are more exploratory than
conclusive in nature.
9.4. Quantitative Data
These can be measured and not simply observed. They can be numerically represented
and calculations can be performed on them. For example, data on the number of students
playing different sports from your class gives an estimate of how many of the total
students play which sport. This information is numerical and can be classified as
quantitative.

Qualitative and quantitative data
S.N. Character Quantitative Data Qualitative Data
1. These are data that deal with These data, on the other hand, deals
Definition
quantities, values, or numbers. with quality.
2.
Measurability Measurable. They are generally not measurable.
3. They are descriptive rather than

Nature of Data Expressed in numerical form.
numerical in nature.
4. Research
Conclusive Exploratory
Methodology
Quantities Narratives often make use of

Measures quantities such as length,
5. measured adjectives and other descriptive words
size, amount, price, and even
to refer to data on appearance, color,
duration.
texture, and other qualities.
Statistics is used to generate and

6. Method of They are only gained mostly through
subsequently analyze this type of
collection observation.
data.
7.
Approach Objective Subjective
8.
Data Structure Structured Unstructured
9.
Determines Level of occurrence Depth of understanding
The uses of statistics add credence

10. or credibility to it so that
Reliability Less reliable and objective.
quantitative data is overall seen as
more reliable and objective.
11. Data Collection Quantitative surveys, Interviews, Qualitative surveys, Focus group
Techniques Experiments methods, Documental revision, etc.
12. A large number of representative A small number of non-representative

Sample
samples samples
13. Recommends the final course of

Outcome Develops initial understanding
action

In addition to qualitative and quantitative data, it is also important to distinguish

between primary and secondary data. What is exciting about these types of data is that
they can be used with each other in different combinations. Each combination is
employed for different purposes, which you should have a clear understanding of to
make the right choice.
9.5. Self-assessment
1. Data refers to systematic record of a particular quantity.
a. True
b. False
2. What type of approach we used in qualitative data?
a. Subjective
b. Objective
c. Imaginary
3. What type of approach we used in quantitative data?
a. Subjective
b. Objective
c. Imaginary
4. Which type of data is less reliable and objective?
a. Primary data
b. Secondary data
c. Qualitative data
d. Quantitative data
5. In which type of data has small number of non-representative samples?

a. Primary data
b. Secondary data
c. Qualitative data
6. In which type of data, we can be accessed previously collected data?
a. Primary data
b. Secondary data
c. Qualitative data

7. __________is a collection of facts and figures to be used for a specific purpose

such as a survey or analysis.
a. Method
b. Analysis
c. Data
d. Recording
8. Data on the number of students playing different sports from your class gives an
estimate of how many of the total students playvarious sport. It is the example
of__________?
a. Qualitative data
b. Quantitative data
c. Primary data
d. Secondary data
9. A large number of representative samples is known as___________?

a. Qualitative data
b. Quantitative data
c. Primary data
d. Secondary data
10. How would you collect primary data?

a. Interview
b. Survey
c. Questionnaire
d. All of the above

Unit 9:Data and
Unit 10: its types
Leadership
1 2 3 4 5 6 7 8 9 10
a a b c c a c b b d

1. What do you mean by data?
2. Explain types of data with appropriate example?
3. What is difference between qualitative and quantitative data?
Further Readings

Samriti Kumari, Lovely Professional University Unit-10- Sampling Techniques
Unit 10:Sampling Techniques

Contents
Objectives......................................................................................................................................................... 1
Introduction..................................................................................................................................................... 1
10.1 Sampling............................................................................................................................................ 2
10.2 Types of Sampling............................................................................................................................ 3
Probability Sampling...................................................................................................................................... 3
Non-Probability Sampling............................................................................................................................. 4
Advantages of Sampling................................................................................................................................ 5
10.3 Sampling Error ................................................................................................................................. 6
Summary.......................................................................................................................................................... 8
Keywords......................................................................................................................................................... 8
Self Assessment............................................................................................................................................... 8
Answers for Self-Assessment ...................................................................................................................... 10
Further Readings........................................................................................................................................... 10
Objectives
● understand the concept of Sampling
● know different types of Sampling
● familiarize with the use of Sampling Techniques
Introduction
population by using a predefined selection method. These elements are known as sample points,
sampling units, or observations.
Creating a sample is an efficient method of conducting research. In most cases, it is impossible or
costly and time-consuming to research the whole population. Hence, examining the sample
provides insights that the researcher can apply to the entire population.

10.1 Sampling
Characteristics of Sampling
Goal Oriented
Sampling is done on the basis of the Objectives of Research. The Researcher should have a clear-cut
objective for certain sampling techniques. So Sampling is always goal oriented according to the
purpose of research.
Actual Representation of the Universe

The sample is drawn from the population or universe. The main purpose of sampling is to take a
certain number of samples from the universe and all the characteristics of the population should be
there in the sample as if the sample is the miniature form of the population with all its
characteristics.
Proportional
Sample should be proportional to the population. All segments of the population should come in
the sample in a proportional manner.
Random Selection
Sample should be selected randomly, i.e., each member of the population should have equal
opportunity to be selected in the sample. It is also free from any bias of the researcher and other
means so that the characteristics of the population can be equally distributed in the sample size.
Economical
Sample size to be taken should be economical to the purpose of the research. Very lengthy samples
may create problems to the effectiveness and feasibility of the research.
Practical

Unit-10- Sampling Techniques
Sample should be practical as to the objectives of the research. Any fictitious sample or sample of
any type or number which cannot be taken on a practical basis can be avoided.
Actual Information Provider

Sample gives the provision for getting actual information for the research. Sample of certain
individuals will give the information which is the ultimate source of the research to make analysis
of the results.
10.2 Types of Sampling

Sampling is of two types-1. Probability sampling and 2. Non-Probability Sampling
Probability Sampling
• Probability sampling is a method of deriving a sample where the objects are
selected from a population-based on the theory of probability.
• This method includes everyone in the population, and everyone has an equal
chance of being selected. Hence, there is no bias whatsoever in this type of sample.
• Each person in the population can subsequently be a part of the research. The
selection criteria are decided at the outset of the market research study and form an
important component of research.
Probability Sampling can be classified into the followings-
Simple Random Sampling

The most straightforward way of selecting a sample is simple random sampling. In this method,
each member has an equal chance of being a part of the study.
The objects in this sample population are chosen purely on a random basis, and each member has
the same probability of being selected.
, if a university dean would like to collect feedback from students about their perception of the
teachers and level of education, all 1000 students in the University could be a part of this sample.
Any 100 students can be selected at random to be a part of this sample.
Cluster Sampling
Cluster sampling is a type of sampling method where the respondent population is divided
into equal clusters.
Clusters are identified and included in a sample based on defining demographic parameters
such as age, location, sex, etc.
This makes it extremely easy for a survey creator to derive practical inferences from the
feedback.
, if the FDA wants to collect data about adverse side effects from drugs, they can divide
the mainland US into distinctive clusters, like states. Research studies are then administered to
respondents in these clusters.
Systematic Sampling

Systematic sampling is a sampling method where the researcher chooses respondents at equal
intervals from a population.
The approach to select the sample is to pick a starting point and then pick respondents at a pre-
defined sample interval.
while selecting 1,000 volunteers for the Olympics from an application list of 10,000
people, each applicant is given a count of 1 to 10,000. Then starting from 1 and selecting each
respondent with an interval of 10, a sample of 1,000 volunteers can be obtained.
Stratified Random Sampling

Stratified random sampling is a method of dividing the respondent population into distinctive
but pre-defined parameters in the research design phase.
In this method, the respondents don’t overlap but collectively represent the whole population.
a researcher looking to analyze people from different socioeconomic backgrounds can

distinguish respondents into their annual salaries.
These form smaller groups of people or samples, and then some objects from these samples can
be used for the research study.
Block Sampling
Block sampling takes a consecutive series of items within the population to use as the sample.
For example, a list of all sales transactions in an accounting period could be sorted in various
ways, including by date or by dollar amount. An auditor may request that the company's
accountant provide the list in one format or the other in order to select a sample from a specific
segment of the list. This method requires very little modification on the auditor's part, but it is
likely that a block of transactions will not be representative of the full population.
Non-Probability Sampling
Convenience Sampling
Convenience sampling, in easy terms, stands for the convenience of a researcher accessing a
respondent.
There is no scientific method of deriving this sample. Researchers have nearly no authority over
selecting the sample elements, and it’s purely done on the basis of proximity and not
representativeness.
This non-probability sampling method is used when there are time and cost limitations in collecting
feedback.
Purposive/Judgmental Sampling
The judgmental or purposive sampling method is a method of developing a sample purely on the
basis and discretion of the researcher purely on the basis of the nature of study along with his/her
understanding of the target audience. In this sampling method, people who only fit the research
criteria and end objectives are selected, and the remaining are kept out.
Snowball Sampling
Snowball sampling or chain-referral sampling is defined as a non-probability sampling technique in
which the samples have traits that are rare to find. This is a sampling technique, in which existing
subjects provide referrals to recruit samples required for a research study.

, while collecting feedback about a sensitive topic like AIDS, respondents aren’t forthcoming
with information. In this case, the researcher can recruit people with an understanding or
knowledge of such people and collect information from them or ask them to collect information.
Quota Sampling
Quota sampling is a method of collecting a sample where the researcher has the liberty to select
a sample based on their strata. The primary characteristic of this method is that two people
cannot exist under two different conditions.
Advantages of Sampling
1. Reduced cost & time: Since using a sample reduces the number of people that have to
be reached out to, it reduces cost and time.
2. Reduced resource deployment: It is obvious that if the number of people involved in a

research study is much lower due to the sample, the resources required are also much
less.
3. Accuracy of data: Since the sample is indicative of the population, the data collected is
accurate. Also, since the respondent is willing to participate, the survey dropout rate is
much lower, which increases the validity and accuracy of the data.
4. Intensive & exhaustive data: Since there are lesser respondents, the data collected
from a sample is intense and thorough. More time and effort are given to each
respondent rather than having to collect data from a lot of people.
5. Apply properties to a larger population: Since the sample is indicative of the

broader population, it is safe to say that the data collected and analyses from the sample
can be applied to the larger population, and it would hold true.
How to Determine a Sample Size?

The right sample size is essential for the success of data collection in a market research study. But is
there a correct number for sample size? What parameters decide the sample size? What are the
distribution methods of the survey? To understand all of this and make an informed calculation of
the right sample size, it is first essential to understand four important variables that form the basic
characteristics of a sample.
Population size: The population size is all the people that can be considered for the research
study. This number, in most cases, runs into huge amounts. For example, the population of
the United States is 327 million. But in market research, it is impossible to consider all of them for
the research study.
The margin of error (confidence interval): The margin of error is depicted by a percentage
that is a statistical inference about the confidence of what number of the population depicts the

actual views of the whole population. This percentage helps towards the statistical analysis in
selecting a sample and how much error in this would be acceptable.
Confidence level: This metric measures where the actual mean falls within a confidence interval.
The most common confidence intervals are 90%, 95%, and 99%.
Standard deviation: This metric covers the variance in a survey. A safe number to consider is .5,
which would mean that the sample size has to be that large.
Conclusion
In research terms a sample is a group of people, objects, or items that are taken from a larger
population for measurement. The sample should be representative of the population to ensure that
we can generalize the findings from the research sample to the population as a whole.
10.3 Sampling Error

A sampling error is a statistical error that occurs when an analyst does not select a sample that
represents the entire population of data. As a result, the results found in the sample do not
represent the results that would be obtained from the entire population.
Sampling is an analysis performed by selecting a number of observations from a larger population.
The method of selection can produce both sampling errors and non-sampling errors.
 A sampling error occurs when the sample used in the study is not representative of the
whole population.
 Sampling is an analysis performed by selecting a number of observations from a larger
population.
 Even randomized samples will have some degree of sampling error because a sample is
only an approximation of the population from which it is drawn.
 The prevalence of sampling errors can be reduced by increasing the sample size.
 Random sampling is an additional way to minimize the occurrence of sampling errors.
 In general, sampling errors can be placed into four categories: population-specific error,
selection error, sample frame error, or non-response error.

Types of Sampling Error
Population-Specific Error
A population-specific error occurs when a researcher doesn't understand who to survey.
Selection Error
Selection error occurs when the survey is self-selected, or when only those participants who are
interested in the survey respond to the questions. Researchers can attempt to overcome selection
error by finding ways to encourage participation.
Sample Frame Error

A sample frame error occurs when a sample is selected from the wrong population data.

Non-response Error
A non-response error occurs when a useful response is not obtained from the surveys because
researchers were unable to contact potential respondents (or potential respondents refused to
respond).
Eliminating Sampling Errors

The prevalence of sampling errors can be reduced by increasing the sample size. As the sample size
increases, the sample gets closer to the actual population, which decreases the potential for
deviations from the actual population. Consider that the average of a sample of 10 varies more than
the average of a sample of 100. Steps can also be taken to ensure that the sample adequately
represents the entire population.
Researchers might attempt to reduce sampling errors by replicating their study. This could be
accomplished by taking the same measurements repeatedly, using more than one subject or
multiple groups, or by undertaking multiple studies.
Random sampling is an additional way to minimize the occurrence of sampling errors. Random
sampling establishes a systematic approach to selecting a sample. For example, rather than
choosing participants to be interviewed haphazardly, a researcher might choose those whose names
appear first, 10th, 20th, 30th, 40th, and so on, on the list.
Examples of Sampling Errors

Assume that XYZ Company provides a subscription-based service that allows consumers to pay a
monthly fee to stream videos and other types of programming via an Internet connection.
The firm wants to survey homeowners who watch at least 10 hours of programming via the
Internet per week and that pay for an existing video streaming service. XYZ wants to determine
what percentage of the population is interested in a lower-priced subscription service. If XYZ does
not think carefully about the sampling process, several types of sampling errors may occur.
A population specification error would occur if XYZ Company does not understand the specific
types of consumers who should be included in the sample. For example, if XYZ creates a
population of people between the ages of 15 and 25 years old, many of those consumers do not
make the purchasing decision about a video streaming service because they may not work full-
time. On the other hand, if XYZ put together a sample of working adults who make purchase
decisions, the consumers in this group may not watch 10 hours of video programming each week.
Selection error also causes distortions in the results of a sample. A common example is a survey
that only relies on a small portion of people who immediately respond. If XYZ makes an effort to
follow up with consumers who don’t initially respond, the results of the survey may change.
Furthermore, if XYZ excludes consumers who don’t respond right away, the sample results may
not reflect the preferences of the entire population.
Sampling Error vs. Non-sampling Error

There are different types of errors that can occur when gathering statistical data. Sampling errors
are the seemingly random differences between the characteristics of a sample population and those
of the general population. Sampling errors arise because sample sizes are inevitably limited. (It is
impossible to sample an entire population in a survey or a census
Company XYZ will also want to avoid non-sampling errors. Non-sampling errors are errors that
result during data collection and cause the data to differ from the true values. Non-sampling errors
are caused by human error, such as a mistake made in the survey process.
If one group of consumers only watches five hours of video programming a week and is included
in the survey, that decision is a non-sampling error. Asking questions that are biased is another
type of error.

Summary
population by using a pre-defined selection method. These elements are known as sample points,
sampling units, or observations. Creating a sample is an efficient method of conducting research. In
most cases, it is impossible or costly and time-consuming to research the whole population. Hence,
examining the sample provides insights that the researcher can apply to the entire population.
Keywords
SelfAssessment
A. True
B. False
A. True
B. False
A. True
B. False
A. True
B. False
A. True
B. False
d. None of these
a. Validity
b. Reliability
c. Predictability
d. None of these


a. Validity
b. Reliability
c. Predictability
d. None of these

A. Pearson
B. Kelly
C. Mc. Namer
D. None of these

a. 90%
b. 99%
c. 80%
d. None of these
a. Random sampling
c. Quota sampling
d. None of these

a. Goal oriented
b. Imaginative
c. Proportional
d. None of these

a. 2
b. 3
c. 4
d. 5

a. Stability
b. Novelty
c. Accuracy
d. None of these

a. random
b. quota
c. Snowball
d. None of these

Review Questions
Further Readings
 Statistics for Psychology by R. Gudmund Iversen. W.C. Brown. 2016

Jotika Judge, Lovely Professional University Unit-11: Methods of Data Collection
Unit 11: Methods of Data Collection

Contents
Objectives......................................................................................................................................................... 1
Familiarize with the application of different methods in Psychological Research. ............................... 1
Introduction..................................................................................................................................................... 1
11.1 Observation Method............................................................................................................................... 2
11.2 Survey Method: -..................................................................................................................................... 6
11.3 Interviews ................................................................................................................................................ 7
11.4 Schedule ................................................................................................................................................. 11
11.5 Case Study ............................................................................................................................................. 11
11.6 Ethnography.......................................................................................................................................... 14
Keywords....................................................................................................................................................... 15
Self Assessment............................................................................................................................................. 15
Objectives
● understand different facets of Observational Method
● know different components of Case Study Method
Familiarize with the application of different methods in Psychological

Research.
Introduction
The observation method is described as a method to observe and describe the behavior of a subject.
As the name suggests, it is a way of collecting relevant information and data by observing. It is also
referred to as a participatory study because the researcher has to establish a link with the
respondent and for this has to immerse himself in the same setting as theirs. Only then can he use
the observation method to record and take notes.
Observation method is used in cases where you want to avoid an error that can be a result of bias
during evaluation and interpretation processes. It is a way to obtain objective data by watching a
participant and recording it for analysis at a later stage.
The observation method is most commonly used especially in studies relating to behavioral
sciences. Observation becomes a scientific tool when it serves a formulated research purpose, is
systematically planned and recorded, and is subjected to checks and controls on validity and
reliability.
Observation can thus be defined as methodologically controlled non-random purposive
examination of the actions of one or several individuals in order to discover some distinct
characteristics of personality.

11.1Observation Method
Prerequisites of Observation Method

● Prolonged Engagement in A Setting or Social Situation.
● Clearly Expressed, Self-conscious Notations of How Observing Is Done.
● Methodical And Tactical Improvisation in Order to Develop a Full Understanding of The
Setting of Interest.
Characteristics of Observation Method
Observation is a Systematic Method

Though Observation is a universal method, it can be done in a systematic manner. Careful
recordings of the behavior, the sequence of behavior in one circumstance and the desired objectives
of the research is also being taken care of in a systematic way. Only from the behavior in the natural
settings, with the spontaneity of the respondent, can one systematically analyze the desired goal of
the research.
Observation is Specific
Though Observation is a universal method, In Research when we are using the Observation
method as a technique, we can record specific observations relating to the objective of the research.
Specific behavior of the individual is being observed and accordingly that will be analyzed. So, for
data collection, observation is done in a specific way.

Unit-11: Methods of Data Collection
Observation is Objective
Observation methods can be applied on an objective basis. Each and every observation which has
been recorded can be objectively defined and analyzed in statistical procedure. Behavior of the
individual can be categorized in numbers and subsequently statistical analysis can be done for
interpretation of those data.
Observation is Quantitative
Observation method can be used as quantitative analysis where each and every observation can be
put in numbers and those numbers are being analyzed through statistical methods to give the
research findings an authenticity and also the reliability of the results.
Observation is an affair of eyes

In the observation method, the observer should be very keen in observing every minute detail in
the natural settings. The spontaneity of the respondent can express many things where the observer
has to record those, no such trivial things also should not be left unnoticed. It is the quality of the
observer to see all those details. The main procedure of observation is to see all the details of the
respondents.
Definite Aim
Observation method has a definite aim to collect the specific behavior of the respondents. Before
observing the individual, the researcher should go for a definite plan of recording those details in
specific forms. Data collection is being done on that procedure only. The aim of observation is
related to the objectives of the research study.
The record of Observation is made immediately

As soon as the behavior of the respondent has expressed, that should be recorded immediately,
otherwise, the researcher may forget those, or he/she has to observe many things of that person
simultaneously, immediate recording can give the researcher a systematic process to record the
whole episode one after another.
Observation is Verifiable
The recording of the respondent can be verified by other researchers. Verification is required to
show the reliability of the occurrence of the response. Verification also proves that the prediction of
the research findings can be checked and it may be generalized for the whole population.
Types of Observation
● Structured Observation
● Unstructured Observation
● Participant Observation
● Non-Participant Observation
● Controlled Observation
● Uncontrolled Observation
Structured Observation: -
Here the units to be observed are carefully defined in advance, the style of recording is definite,
conditions standardized and pertinent data recorded.
It is appropriate for Descriptive studies.

Unstructured Observation: -
Observation is said to be unstructured when it takes place without any characteristic thought in
advance.
This type of observation is best suited for exploratory studies.
Participant Observation: -
If the observer observes by making himself, more or less, a member of the group he is observing so
that he can experience the happenings around him, the observation is called participant
observation.
Non-Participant Observation: -
When the observer is observing the group not being a part of it then we talk of non-participant
observation. It can also take the form of disguised observation.
Controlled Observation: -
When observation takes place according to definite pre-arranged plans, involving experimental
procedures, the same is then termed as controlled observation.
Uncontrolled Observation: -
When observation takes place in a neutral setting, it may be termed as uncontrolled observation.
The main drawback of it is subjective interpretation.
If the observation is done accurately, subjective bias is eliminated. The information obtained using
the observation method relates to what is currently happening. This method is independent of the
respondent's willingness to respond.
Advantages of Observation Method

● Simplest Method.
● Useful For Framing Hypothesis.
● Greater Accuracy.
● A universal method
● Observation is the only appropriate tool for certain cases.
● Independent of people’s willingness to report.
Simplest Method
Observation method is the simplest method. Here the research has to observe the behavior of the
individual in the direct setting. No need of controlling the set up as it is seen in the Experimental
method. Very few recording devices are required for the effective fulfillment of the procedure. Here
the researcher has to observe the specific behavior along with other aspects in a single setting.
Useful For Framing Hypothesis.

If the researcher takes the observation method as a technique of his research, then it is
comparatively very easy for him/her to frame the hypothesis as there will be no experimental set
up required and the respondents have to give responses which will be practiced before. So natural
settings will be there and whatever the response will come, the researcher can observe those and
accordingly those can be analyzed.

Greater Accuracy.
In the natural setting, the respondents are giving the response spontaneously. So, whatever the
expected outcome of the research, that can be elicited in its fullest strength. If the researcher will be
equipped enough, he/she can record all the possible natural responses of the individual and in that
manner the purpose of the research will be fulfilled in its highest values and accuracy which cannot
be elicited in the experimental situation.
A Universal Method
Observation method is a universal method because observing others behavior is the oldest and
universally accepted technique for assessment. For many years, when there is very little scope of
instrumentation, observation technique is highly reliable as it requires very few recording devices
to assess the behavior of the individuals. In different other methods, observation is the tool for
recording the responses, like in experiments also, we are observing the responses under controlled
conditions.
Observation is the only appropriate tool for certain cases.

This is only applicable for certain cases, because some kinds of behavior cannot be elicited in the
experimental situation, for example, persons’ behavior after seeing some fearful objects, that fear
and surprise cannot be elicited in the experimental situation or the desired response will not come
as the individual is very much aware that he has to show fear responses which is different with the
actual object perception in the real situation.
Independent of people’s willingness to report.

Observation method is not dependent on the people’s willingness, in the natural setting, people are
totally unaware that he/she is being observed, so the spontaneous responses of the individuals can
be recorded. In experimental settings, the respondents come after completion of their priorities and
the researcher has to wait for them to come in the experimental settings, but in observation method,
the recordings are being done in a real situation where the respondent is doing his/her everyday
life activities, along with those events, the researcher can take the desired responses.
Limitations of Observation Method

Some of the occurrences may not be open to observation
There are some incidences that cannot be taken into an observation method, like the researcher has
to inject some patient and keep him/her in a controlled condition for observing certain behavior. It
is very true in case of any drug research, where direct observation is not at all possible.
Not all occurrences open to observation, can be observed when the observer is at hand.
There is a certain situation where the researcher cannot observe the behavior of the individual,
like fits in Epilepsy, where the person can be observed when the scissure attachment occurs
to him. In such cases, observation cannot be organized because the scissure attacks depend on
certain conditions to happen.
Not all observations lend themselves to Observational study.

Some observations are very common and those may not be the objectives of the research. When the
researcher is recording those responses along with the desired one, he/she has to eliminate those
responses or they have to wait for the desired response to occur.
Faulty perception
Sometimes, direct observation becomes faulty in a sense that people may hide his original
responses due to some personal reasons and give the fake response in the presence of others. In this

case, the observer may judge the person in a wrong way. As it is happening in a natural setting, and
people are not aware of the fact that he/she is being judged, they may give responses according to
their own judgement to the demand of the situation.
Personal bias of the observer

Sometimes, the observer may be biased about the response of the subject, and when the desired
response is not happening, the researcher may anticipate the desired response of the individual.
Slow investigation
The investigation in the observation method is very slow in progress. The researcher has to take
many sessions to get the desired response of the individual. In this way, the total research process is
becoming very slow. If any quick and approximate result of the research is expected then the
observation method is not the right one to be chosen.
Expensive
As the Observation method is very slow and it takes several sessions to conduct, it is very
expensive in nature. For many individuals, many persons are to be deployed to get the result. The
cost of the research sometimes also be a hindrance for taking this method in research.
Inadequate method
This is also termed as inadequate method because it is solely depending on the behavior of the
individual in the natural settings, in many ways, the observation may be faulty, disguised, and like
other techniques, it is solely not independent enough to carry on. In many cases, for this reason,
other controlled techniques are employed to get the systematic results.
Difficulty in checking validity.

Every individual’s behavior is unique in nature. It is not similar to another individual. So, what is
true for one person may not be true for the other. In this way, the validity of the response is not
being assured. It can be generalized with one person’s behavior that it is the ideal behavior for
everyone or the person will not behave in the same way the next time.
Importance of Observation Method

Observation is one of the most important research methods in social sciences and at the same time
one of the most diverse. The term includes several types, techniques and approaches, which may be
difficult to compare in terms of enactment and anticipated results; the choice must be adapted to
the research problem and the scientific context. As a matter of fact, observation may be regarded as
the basis of everyday social life for most people; we are diligent observers of behaviors and of the
material surroundings. We watch, evaluate, draw conclusions and make comments on interactions
and relations. However, observation raised to the rank of a scientific method should be carried out
systematically, purposefully and on scientific grounds - even if curiosity and fascination may still
be its very important components.
11.2 Survey Method: -

Purpose of Survey: -
The data are usually obtained through the use of standardized procedure to ensure that each
respondent can answer the questions which can avoid any biased opinion which may have a
detrimental effect on the outcome of the research.
The key to the success of any survey design is found not in the respondents or the incentives, but in
its purpose. The purpose, the reason you are putting together your survey in the first place, is the
driving force behind each question.

There should be only one main purpose for your survey, which should be supported by up to three
goals. Goals are smaller, actionable objectives that help you get the most out of your data.
There are many good survey purposes, but some of the more common include:
• Identifying improvement opportunities
• Monitoring customer satisfaction
• Measuring market perception
• Collecting persona data about your existing customers
As you plan your survey, really think about what kind of information you are looking for and how
you plan on using it once the results have been collected. Once you’ve decided on a primary
purpose and a few supporting goals, it’s time to think about how they tie into and influence your
survey design.
Establishing Trust with Your Survey’s Purpose

The purpose should be clearly shared with respondents, so they know how the information they
give will be used. Often, this is just an extra line or two on the very first page of the survey.
It is important to be able to design your survey in such a way that it separates itself from those
impostor surveys with dubious purposes.
No one likes being taken advantage of, and no one wants to answer questions if the information
they provide is not going to be put to good use. Being up front and transparent about your larger
purpose is an important first step toward earning your respondents’ trust.
Establishing trust and offering clear directions will improve the quality of the data you collect,
because respondents will be more likely to take the time out of their busy day to answer your
questions.
Types of Survey: -
Survey can be divided into two broad categories-
Questionnaire
Interview.
Types of Survey: -
Survey can be divided into two broad categories-
Questionnaire
Interview.
11.3 Interviews
An interview is a survey research method where the researcher facilitates some sort of conversation
with the research participant to gather useful information about the research subject. This
conversation can happen physically as a face-to-face interview or virtually as a telephone interview
or via video and audio-conferencing platforms.
During an interview, the researcher has the opportunity to connect personally with the research
subject and establish some sort of relationship. This connection allows the interviewer (researcher)
to gain more insight into the information provided by the research participant in the course of the
conversation.
An interview can be structured, semi-structured, or unstructured. In a structured interview, the
researcher strictly adheres to a sequence of premeditated questions throughout the conversation.
This is also known as a standardized interview or a researcher-administered interview and it often
results in quantitative research findings.

In a semi-structured interview, the researcher has a set of premeditated interview questions but he
or she can veer off the existing interview sequence to get more answers and gain more clarity from
the interviewee. The semi-structured interview method is flexible and allows the researcher to work
outside the scope of the sequence while maintaining the basic interview framework.
Just as the name suggests, an unstructured interview is one that doesn't restrict the researcher to a
set of premeditated questions or the interview sequence. Here, the researcher is allowed to leverage
his or her knowledge and to creatively weave questions to help him or her to get useful information
from the participant. This is why it is also called an in-depth interview.
Advantages of Interviews
Interviews, especially face-to-face interviews, allow you to capture non-verbal nuances that provide
more context around the interviewee’s responses. For instance, the interview can act in a certain
way to suggest that he or she is uncomfortable with a particular question.
Interviews are more flexible as a method of survey research. With semi-structured and
unstructured interviews, you can adjust the conversation sequence to suit prevailing circumstances.
Disadvantages of Interviews
It is expensive and time-consuming; especially when you have to interview large numbers of
people.
It is subject to researcher bias which can affect the quality of data gathered at the end of the process.
5.2 Questionnaire Method: -
Questionnaire method describes a variety of instruments and techniques. It consists of a printed
form containing a structured set of questions, all of which the subject is required to answer –usually
in writing, sometimes orally as in public opinion.
Important Aspects of Questionnaire making: -
1. Answers can only be as good as your questions
When preparing a questionnaire, you need to think at length about the aspect of the subject you
want to investigate, and go in knowing what you need to find out. Generalized questions, or being
vague on the topic, won’t give useful data, and so it’s important to make sure the questions are
actually asking relevant things. , if you wanted to find out about… the most popular aisles in
Sainsbury’s, asking questions about whether people prefer the supermarket to its rivals wouldn’t
get closer to this goal. Also, we all know it’s the cereal aisle. So, know what you want to find out
from the questionnaire.
2. The questions need to cover the areas in depth.
When getting opinions, it helps to be specific. Don’t just ask ‘did you like this’, but follow it
up with either a question asking for reasons why, or (if you’re after a data set that can be analyzed
more uniformly), ask them to rate on a number of scales why they did or didn’t like it (i.e. “to what
extent did the look of the webpage affect your opinion of it”). Not doing this will lead to closed
answers (Did you like this? “no”), when it would be possible to get a much richer set of data from
the participant. Whether you select an open question ‘why’ or a closed question (based on scales),
depends on whether you are after purely quantitative data, or also want to include qualitative data
as well.
3. Changing the questions mid-implementation taints your qualitative data
Halfway through a study, the results may start to show interesting trends that you’d want to find
more about. Take caution when altering the questionnaire to investigate these trends. Adding more
questions should be fine (except for the tired participants!), but when editing a question that
already exists (i.e. from ‘did you like the look and feel of the website’ to ‘did you like the look and
feel of the first page of the website’), keep in mind that this will invalidate getting a quantitative
response (i.e. ‘85% of people liked the look and feel of the first page of the website’) from the entire
dataset for that question, as the participants have been answering different questions.
4. Subjective answers need to be standardized
Remember, when asking whether something was ‘easy’ or ‘hard’, that answers to these questions
are going to be subjective. People are likely to have a wide range of expectations about how a
system should be, and a wide range of experience, and so will be judging on separate scales.

Dr Graham McAllister tells a story related to this. When doing usability testing, he asked ‘did
anyone have any problems with the program’… no reply. So he asked instead ‘did anyone think
that someone else may have problems with this program’, and a whole host of replies were given
from the same people.
Don’t forget that pride can be a factor preventing people from saying they found tasks hard.
Shifting the focus of the questions from the participant to the medium can help prevent this.
Also, terms such as ‘often’ or ‘rarely’ mean different things to different people. Try and replace
them with specific terms ‘every day’, ‘every week’ etc.
5. The questions reflect your opinion
Because of the close controlled environment that a questionnaire creates (i.e. the participants can
only answer the questions they have been asked) it is important to make sure that the researchers
opinions do not show through the questions. For example, leading questions, which make it easier
to answer one way than the other. I saw an advert recently, for some sort of Christian business, that
asked ‘Does god exist?’ with tick boxes for ‘Yes’ ‘Probably’ and ‘No’. This is a leading question –
the only indefinite reply implies agreement. Where is ‘probably not’, ‘neither agree or disagree’ or
‘don’t know’? (Answer: not on an advert paid for by the church)
6. You need to give people a reason to participate
Before I go on with this list, I was wondering if you’d be happy to answer 25 questions on your
opinions of southern English fauna and shrubbery. Please click here to fill it out.
Did I mention that filling out the survey gets you a £25 amazon voucher? Do you want that link
again?
The point, as I’m sure you guessed, was that you need to offer an incentive for people to participate
in your questionnaire, otherwise only people really interested in the subject will reply. Suitable
incentives would be discounts, free products, a prize draw, or something related to the field you are
investigating.
7. The data can be skewed towards extreme opinions
Failing to give a good enough incentive or no incentive at all, will end up with unrepresentative
data – only people who feel so strongly about the subject matter to reply will bother to. In practice
this will either be people who are really angry about it, or people who love it, and this will skew
your data towards the extremes. To ensure you get a natural selection of participants, steps need to
be taken, such as pre-selecting participants, or offering incentives as covered above.
Characteristics of a Good Questionnaire: -
• know what needs to be measured – Having a clear picture and understanding of what
data needs to be collected contributes to the quality of data collection.
• Understand how to word/frame question – Words should be neutral and should not be
leading. Whatever your opinion may be, own opinion should never be reflected in the questions.
This is done both intentionally and unintentionally but should be taken care of.
• Emphasis on right word/phrase should be kept in mind – The language should be clear so
that the required data can be received. This also makes the question and the requirement of survey
easy to understand and thus help in getting a better response and answer.
• Define and qualify terms – This is most essential when a technical survey or a field specific
survey is being done. If you think that the audience being surveyed might not know about some
terms than they must be defined to get any proper response. This will increase the quality and
decrease the bounce rate or number of questions which were left unanswered.
• Avoid double negatives or more than 1 negative word in question – Use of negative word
has a psychological effect and can influence the answer.
• Sufficient or adequate alternatives should be provided – Available options should have
the most expected answers.
• Multiple questions in question should be avoided – One question should have one answer.
If more than one question needs to be asked than it should be made a separate question to improve
clarity of questions.

• Word requiring emphasis should be emphasized – It helps in making a point and question
clear.
• Options like good/bad/fair/average should be quantified through photographs or other
mean – These are very vague terms and interpretations of these varies from person to person.
• Unwanted assumptions should be avoided – A survey is about getting factual data and
assumptions should be avoided.
Types of Questionnaires: -
4 Types of Questionnaires
1. Online Questionnaire
An online questionnaire is a set of standardized questions that are put together and distributed via
online channels. It gathers data from respondents through a set of questions that are administered
via online data-collection platforms like Form plus.
Form plus is an easy-to-use tool that supports seamless online and offline data collection. It has a
form builder that allows you to create different types of questionnaires for research. You can also
find a variety of questionnaire templates that can be edited for unique research needs.
There are more than 30 form fields on Form plus that you can add to your questionnaire for data
collection including text fields, numerical fields, and rating fields. Respondents can easily provide
answers to questions created in the form of simple checkboxes or dropdown menus.
Form plus has multiple form-sharing options including email sharing, form embed, and direct
social media sharing buttons. This means that respondents can receive online questionnaires via
various mediums such as email, on your website, and on social media platforms.
Advantages of Online Questionnaires

• An online questionnaire helps you to save time during data collection.
• It is also a cost-effective method of data collection. You do not have to spend money on
printing questionnaires or sharing the questionnaire with respondents physically.
• It allows respondents to complete the questionnaire when they want. This improves the
questionnaire response rates.
• Since the questionnaire is created and administered online, it makes it easy for you to
gather responses from a large pool of respondents.
Disadvantages of Online Questionnaires
The choice of your questionnaire distribution channel can affect questionnaire response rates.
1. The questionnaire sample size is limited to populations that have access to the internet. This can
affect the variation of the data gathered.
2. Telephone Questionnaire
This is a method of collecting data from respondents via a telephone conversation. Here, the
researcher places a direct call to different members of the survey sample and asks a set of
predefined questions that are relevant to the research context.
This questionnaire method is best used when you have a small set of questions that can be
responded to quickly. It also works for research contexts that require data from a small sample size
or when members of the sample cannot complete a written or online questionnaire.
Advantages of Telephone Questionnaires
• It allows you to gather research data quickly.
• Telephone questionnaires tend to record higher response rates than other types of
questionnaires.
Disadvantages of Telephone Questionnaires
• It is an expensive method of collecting data in research.

• Telephone questionnaires are time-consuming.

• Due to its direct conversation approach, respondents may refuse to give out as much
information as they should for the research.
3. Paper Questionnaire
Paper questionnaires are the oldest and most common method of data collection in research. It is a
sheet of paper with a set of predetermined questions that the members of the sample population
respond to using a pencil or a pen.
Over time, the use of paper questionnaires has reduced significantly due to its multiple
shortcomings. Apart from a steady decline in response rates, paper questionnaires are expensive to
create and they also have a high risk of data loss and damage.
The best way to use a paper questionnaire is to pair it with online distribution channels that allow
you to share your survey on paper. There are paper questionnaire creators that can be used to print
your questionnaire or export it in Word and PDF formats.
Advantages of Paper Questionnaire
It can be used to collect research data from members of your research population who do not have
access to other questionnaire types.
It is an effective method of data collection in market research.
Disadvantages of Paper Questionnaire
Paper questionnaires have a huge financial cost implication.
It can only be used when you have a small sample size that has physical proximity. If your research
requires large data sets from a large audience, paper questionnaires may not be suitable for use.
11.4 Schedule
A schedule is a structure of a set of questions on a given topic which are asked by the interviewer
or investigator personally. The order of questions, the language of the questions and the
arrangement of parts of the schedule are not changed. However, the investigator can explain the
questions if the respondent faces any difficulty. It contains direct questions as well as questions in
tabular form.
Schedule include open-ended questions and close-ended questions. Open-ended questions allow
the respondent considerable freedom in answering. However, questions are answered in details.
Close-ended questions have to be answered by the respondent by choosing an answer from the set
of answers given under a question just by ticking.
Following are the different types of schedules used by social scientists and anthropologists.
Village or community schedule: It is used by census researchers who collect general information on
populations, occupations, etc.
Family or Household schedule: It gives full demographic details of households, the status of
individuals, data on education, age, family relations, etc.
Opinion or attitude schedule: To schedule the views of the population regarding an issue.]
11.5 Case Study

The case study may be regarded as a special form of survey method except that one individual
generally is studied at a time in detail. It is a method which aims to define the ‘qualitatively unique’
individual character of a human being. The case study requires a highly detailed study (often
continued over a lengthy period) of the individual in the course of which all available data on this
person are collected and processed (results of psychodiagnostics tests, creative performance etc.).
The case study is used in idiographic personality research. The danger of the case study method is
that it may confuse a striking coincidence with a true relationship.

Characteristics of Case Study

A case study is a research methodology that is commonly used in social sciences.
It is a research method commonly used in social sciences. Its methodology enables a researcher to
analyze and investigate closely in a particular context. It is a very useful research strategy because it
is empirical research that investigates a phenomenon within its context in the most realistic way
possible.
A case study is a research strategy and an empirical inquiry that investigates a

phenomenon within its real-life context.
They are based on an in-depth investigation of a single individual, group or event to explore the
causes of the underlying principles. It is an exploratory and descriptive analysis in relation to a
person, group or event.
A case study is a descriptive and exploratory analysis of a person, group or event.

Evidence of qualitative form based on diversified sources of evidence and facilitates the later
development of theories or propositions. Ethnography uses this method and can be commonly
found in communication case studies. Ethnography is the description, interpretation and analysis
of a culture or social group, through field research in the natural environment of the group studied.
The main method of ethnographic research is through observation where the researcher observes
the participants over an extended period of time within the participants’ own environment.
A case study research can be single or multiple

Case study may be single or multiple according to the purpose of research. More than one person
can be taken for case study. Different aspects of the same individual also can be considered for the
case study.
Case studies are analysis of persons, groups, events, decisions, periods, policies, institutions or
other systems that are studied holistically by one or more methods.
Types of Case Study

● Explanatory
● Exploratory
● Multiple
● Intrinsic
● Instrumental
Explanatory Case Study

Explanatory case studies should consist of an accurate description of the facts of a case,
considerations of alternative explanations, and a conclusion based on credible explanations that are
congruent with the facts.
Exploratory Case Study

The exploratory case study investigates distinct phenomena characterized by a lack of detailed
preliminary research, especially formulated hypotheses that can be tested, and/or by a specific
research environment that limits the choice of methodology.
Multiple Case Study

Multiple-case design, or collective case design, refers to case study research in which several
instrumental bounded cases are selected to develop a more in-depth understanding of the
phenomena than a single case can provide.
Intrinsic Case Study
An intrinsic case study is the study of a case (e.g., person, specific group, occupation,
department, organization) where the case itself is of primary interest in the exploration.
Instrumental Case Study

In an instrumental case study, the case is secondary to the exploration of a specific issue, building
theory or redrawing generalizations.
Types of Subjects of Case Study

● Person
● Group
● Location
● Organization
● Event
Significance of Case Study

● Case study helps in formulating hypothesis
● It helps in framing questionnaire or schedule
● It can enlarge the personal experience of the researcher.
● Since the case study covers the entire life of the unit, it is inductive and intensive in nature.
Importance of Case Study

Like children in a sweetshop, researchers are often spoilt for choice when it comes to determining
which tools to use to address a research question. This includes an array of quantitative and
qualitative research tools, ranging from desk-based literature reviews to in-depth case studies.
Given the time and cost restraints of many projects the more in-depth methods are often perceived
as time consuming and frequently dismissed. Based on my experience, here are my thoughts on the
value and challenges of including case studies in social research.
Case studies are an in-depth investigation of one particular individual, group, time-period or event.
They encompass a range of qualitative and quantitative research tools to investigate underlying
principles of an occurrence within a real-life context.
The case study has been used by researchers for a long time and has been applied in different
disciplines. It has been widely used in social sciences as a qualitative research method to investigate
contemporary real-life situations and has provided a foundation of application of ideas and
extension of methods.
It has been defined as an empirical inquiry that examines a contemporary phenomenon within the
context of its real life. However, some people have disagreed with this research method arguing
that the study of a small number of cases does not offer enough ground to establish reliability or
generality of findings. Others have argued that a case study is only used when applied as an
exploratory tool, yet most researchers continue using it successfully in carefully planned studies
that concern real-life situations, problems, and issues.
Case studies will more often than not appear in journals or professional conferences instead of
popular works. A case study may be an individual, organization, action, event existing in a given
time and place. For instance, there are case studies of individuals and clinical practices. When the

term “case” is used in a claim, an argument, or a proposition; it can be the subject of a litany of
research methods. A case study will involve quantitative and qualitative methods of research.
Researchers, on the other hand, are always spoilt for choice when they are determining the tools to
use in dealing with their research question. This is because there is an array of both qualitative and
quantitative research tools. They can be based on in-depth case studies or desk-based literature
reviews. When using case study, the researcher will get an in-depth investigation of a phenomenon,
individual, or an event. They help in investigating and understanding the underlying principles in
an occurrence within a real-life context.
Limitations of Case study

Challenges
Wider relevance.
A common criticism of the case study is that the findings can’t be generalized. However, we’ve
found when they’re part of broader research a case study can look to explore common problems in
greater detail. In the district heating research, we used the broader background research to identify
areas of particular interest and then used the case studies to further investigate the causes and
impacts. Furthermore, the case study participants were carefully selected to ensure a good spread
of locations, technologies and management arrangements.
Permissions.
In social research, maintaining participants’ anonymity helps to provide a true picture of what is
happening. Studies have shown that participants are more open with the research team in
situations where they are confident that their identity will not be disclosed1. However, maintaining
anonymity can be challenging given the detailed nature of the case study. For in-depth case studies
it may be appropriate to seek confirmation that the lead participant agrees that the material is
anonymous and accurate, enabling confidence on both the part of the researcher and the
participant. However, the process of gaining permission can take time and result in additional
iterations of the published research.
Time.
Case studies can be time consuming. Planning multiple interviews, waiting to receive data and
possibly coordinating focus groups can take a considerable amount of time. Especially if you are
relying on a case study participant who is often acting in a voluntary capacity and busy fulfilling
their day-to-day tasks. Yet these issues can be overcome by offering participants incentives,
outlining what is required from the participant at the outset and sending notification of deadlines
well in advance.
I believe that case studies enable a researcher to gain a more detailed, unbiased understanding of a
complex situation, through the use of a range of research tools. This real-life view, places the
research organization in a stronger position to confidently recommend practical solutions to
challenges. While there are some difficulties associated with the delivery of case studies, these can
be overcome through forward planning, background research and informed participant selection.
11.6 Ethnography
Ethnographic research is perhaps the most common applicable type of qualitative research method
in psychology and medicine. In ethnography studies, the researcher immerses himself in the
environment of participants to understand the cultures, challenges, motivations, and topics that
arise between them by investigating the environment directly. This type of research method can last
for a few days to a few years because it involves in-depth monitoring and data collection based on
these foundations. For this reason, the findings of the current study stimuli the researchers in
psychology and medicine to conduct studies by applying ethnographic research method to
investigate the common cultural patterns: language, thinking, beliefs, and behavior for groups of
addicts, the bullies and their bullies, hospitalized psychiatric patients, psychiatric nursing groups,

psychologists, counselors and psychotherapists, elderly residents of care homes, abused persons,
orphans, persons with special needs, groups of gifted students in gifted schools and centers, and
family with special needs children. The ethnographic approach is a very important method in
medicine to investigate the health case of the patients with chronic diseases, such as heart diseases,
cancer, diabetes, blood pressure, and others. And examine the effectiveness of the treatment plan
and take a decision to continue this plan, or change it, in the treatment of a particular disease
group. As well as detection of the side effects of drugs and treatment plan for certain groups of
patients, and learning about the common culture of pregnant women about the process of
pregnancy and childbirth.
Keywords
Descriptive studies, Exploratory studies, Structured observation, Unstructured observation,
Controlled observation, Uncontrolled observation, Participant observation, non-participant
observation, Exploratory case studies, Explanatory case studies, Intrinsic case studies, Instrumental
case studies.
SelfAssessment
1. There are five types of subjects in Case Study.
A. True
B. False
2. We have six types of Case Study
A. True
B. False
3. There are six types of Observation
A. True
B. False
4. Case Study does not help in formulating hypotheses
A. True
B. False
5. Observation is an inadequate method
A. True
B. False
6. All are the types of Observation method except-------

a. Structured Observation
b. Unstructured Observation
c. Controlled Observation
d. Correlational Observation
7. Uncontrolled Observation is best for ------- studies.

a. Descriptive
b. Exploratory
c. Correlational
d. None of them
8. Observation can be scientific when it is carried out------

a. Randomly
b. Haphazardly
c. Systematically

d. None of them
9. Case Study can enlarge the personal experience of the--------

a. Researchers
b. Statisticians
c. Respondents
d. None of them
10. Case Studies are based on ---------

a. Orientation
b. In-depth investigation
c. Reaction formation
d. None of them
11. Case Study is a ------- rather than an incident.

a. Correlation
b. Relation
c. Process
d. None of them
12. Observation is the ------- method.

a. Simplest
b. Toughest
c. Strongest
d. None of them
13. Observation methods may have --------- perception.

a. Correct
b. Faulty
c. Mixed
d. None of them
14. In -----------method, we are not dependent on people's willingness to report.

a. Experimental
b. Statistical
c. Case Study
d. Observation
15. In the Observation method, it is very ------- check the validity.

a. Easy
b. Difficult
c. Smooth
d. None of them

1A, 2B, 3A, 4B, 5A, 6D, 7B, 8C, 9A, 10B, 11C, 12A, 13B, 14D, 15B.

Review Questions
1. What is an Observation method? Briefly describe its characteristics.
2. Elaborate different types of Observation methods.
3. What are the advantages of the Observation method?
4. What is the Case Study method? Briefly narrate its characteristics.
5. Briefly state different types of Case Study.
6. What are the characteristics of the Observation method?
7. What is the significance of Case Study?
8. What are the limitations of the Observation method?
9. What are the limitations of Case Study?
10. What is the importance of Case Study in Social Research?
Further Readings
 The Practice of Social Research by Earl, R. Babbie-13th ed. Wadsworth Publishing

Co.inc.2011
 Methods of Social Research by Paul,K.Hatt& William, J. Goode. Surjeet Publication.

2018.

Samriti Kumari, Lovely Professional University Unit 12: Quantitative data analysis
Unit 12:Quantitative Data Analysis
Contents
Objectives
Introduction
12.1. Descriptive Statistics
12.2. Inferential Statistics
12.3. Tools for Hypothesis testing
12.3.1. Scales of Measurement
12.3.2. Chi Square
12.3.3.Shapes of Distribution
12.3.4. Mean, Median, Mode
12.3.5.Pearson Correlation Coefficient
12.3.6. t-test
Summary
Key Notes
Self-Assessment
Review Questions
Further Readings
Objectives
Introduction
12.1. Descriptive statistics
It help us summarize data so they can be easily comprehended. For example, suppose we
administered a test to all 362 freshmen enrolled in a university. An unordered list of the scores
would be difficult to process mentally. However, if we prepare a frequency distribution such as
that in Table 1, we can easily see how the scores are distributed. For example, the figure clearly
indicates that a majority had scores of 14 through 16, with a scattering above and below these
levels.
Table 1 Frequency distribution with percentages

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Score (X) Frequency (f) Percentage
20 5 1.4
19 9 2.5
18 24 6.6
17 35 9.7
16 61 16.9
15 99 27.3
14 68 18.8
13 29 8.0
12 21 5.8
11 11 3.0
total 362 100.0
The frequencies in Table 1 are descriptive statistics; they describe how many
students earned each score. The percentages are also descriptive; they describe
how many students per one hundred had each score. These and other descriptive
statistics such as averages are described in this part of the book. Now let's
suppose that for the sake of efficiency, instead of testing all 362 freshmen, we
sampled at random (by drawing names out of a hat) only 100 to be tested. Would
we obtain exactly the same results as we would if we tested all freshmen? In all
likelihood, no. As you probably recall from Topics 17 through 19, random
sampling produces random errors called sampling errors.
12.2. Inferential statistics

It help us draw inferences about the effects of sampling errors on our results.
They are defined as statistical techniques techniques that help us generalize from
samples to the populations from which the samples were drawn. One type of
inferential statistic you may already be familiar with is a margin of error. When
reporting the results of public opinion polls in the media, reporters frequently
cite margins of error to help us interpret results in light of sampling error. For
example, a recent poll indicated that approval of the president was at 52% with a
margin of error of ±2 (i.e., plus/minus 2) percentage points. This means we can
be highly confident that the level of approval in the population is between 50%

Unit 12: Quantitative data analysis
and 54% (that is, within two points of the 52% observed in the sample). An
important family of inferential statistics consists of significance tests, which help
us decide whether differences that we observe (such as differences in the reading
achievement of samples of boys and girls) are reliable. The next topic will help
you understand the general purpose of significance testing, and in later sections,
we will consider three popular tests of significance. Because inferential statistics
help us evaluate results in light of sampling errors, it follows that if we do not
sample, we do not need inferential statistics. For example, if we conduct a census
(a study in which all members of a population are included), the descriptive
values that we obtain such as percentages are values that are free of sampling
errors.
We distinguish between values obtained from a sample and values obtained from
a census by using the terms parameters for values from a census and statistics for
values from studies in which samples were examined. Thus, percentages,
averages, and frequencies are classified as parameters when they result from a
census, but they are classified as statistics when they are based on a sample.
Remember the first letters: Samples yield Statistics, and Populations yield
Parameters.
12.3. Tools for Hypothesis Testing

12.3.1. Scales of Measurement
There are four scales (or levels) at which we measure. The lowest level is the
nominal scale.This may be thought of as the "naming" level. For example, when
we ask subjects to name theirmarital status, they will respond with words—not
numbers—that describe their status such as "married,""single," "divorced," etc.
Notice that nominal data do not put subjects in any particular order. There is no
logical basis for saying that one category such as "single" is higher or lower than
any other. The next level is ordinal. At this level, we put subjects in order from
high to low. For instance, an employer might rank order applicants for a job on
their professional appearance. Traditionally, we give a rank of 1 to the subject
who is highest, 2 to the next highest, and so on. It is important to note that ranks
do not tell us by how much subjects differ. If we are told that Janet hasa rank of 1
and Frank has a rank of 2, we do not know if Janet's appearance is greatly
superior to Frank's or only slightly superior. To measure the amount of difference
among subjects, we use the next levels of measurement. Measurements at the
interval and ratio levels have equal distances among the scores they yield. For
example, when we say that Jill weighs120 pounds and Sally weighs 130 pounds,
we know by how much the two subjects differ. Also, note that a 10-pound
difference represents the same amount regardless of where we are on the scale.
For instance, the difference between 120 and 130 pounds is the same as the
difference between220 and 230 pounds. The ratio scale is at a higher level than
the interval scale because the ratio has an absolute zero point that we know how

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to measure. Thus, weights an example of the ratio scale because it has an absolute
zero that we can measure.
The interval scale, while having equal intervals like the ratio scale, does not have
an absolute zero. The most common examples of interval scales are scores
obtained using objective tests such as multiple-choice tests of achievement. It is
widely assumed that each multiple-choice test item measures a single point's
worth of the trait being measured and that all points are equal to all other
points—making it an interval scale (just as all pounds are equal to all other
pounds of weight). However, such tests do not measure at the ratio level because
the zero on such tests is arbitrary— not absolute. To see this, consider someone
who gets a zero on a multiple-choice final examination. Does the zero mean that
the student has absolutely no knowledge of or skills in the subject area? Probably
not. He or she probably has some knowledge of simple facts, definitions, and
concepts, but the test was not designed to measure at the skill level at which the
student is operating. Thus, a score of zero indicates only that the student knows
nothing on that test—not that the student has zero knowledge of the content
domain.

12.3.2. Chi Square

Suppose we drew at random a sample of 200 members of a professional
association of sociologists and asked them whether they were in favour of a
proposed change to their bylaws. The results are shown in Table 1. But do these
observed results reflect the true results that we would have obtained if we had
questioned the entire population?
Remember that the null hypothesis (see Topic 38) says that the observed
difference was created by random sampling errors; that is, in the population, the
true difference is zero. Put another way, the observed difference (n = 120 vs. n =
80) is an illusion created by chance errors.
The usual test of the null hypothesis when we are considering frequencies (that
is, number ofcases or n) is chi square, whose symbol is: It turns out that after
doing some computations,which are beyond the scope of this book, for the data
in Table 1, the results are: What does this mean for a consumer of research who
sees this in a report? The values of chi square and degrees of freedom (df) were
calculated solely to obtain the probability that the null hypothesis is correct. That
is, chi square and degrees of freedom are not descriptive statistics that you should
attempt to interpret. Rather, think of them as sub-steps in the mathematical
procedure for obtaining the value of p. Thus, the consumer of research should
concentrate on the fact that p is less than .05. As you probably recall from Topic
38, when the probability (p) that the null hypothesis is correct is .05 or less, we
reject the null hypothesis.
(Remember, when the probability that something is true is less than 5 in 100—a
low probability— conventional wisdom suggests that we should reject it as being
true.) Thus, the difference we observe in Table 1 was probably not created by
random sampling errors; therefore, we can say that the difference is statistically
significant at the .05 level. So far, we have concluded that the difference we
observed in the sample was probably not created by sampling errors. So where did
the difference come from? Two possibilities remain: 1. Perhaps there was a bias in
procedures such as the person asking the question in the survey leading the
respondents by talking enthusiastically about the proposed change in the bylaws.
If we are convinced that adequate measures were taken to prevent procedural
bias, we are left with only the next possibility as a viable explanation.
2. Perhaps the population of sociologists is, in fact, in favor of the proposed
change, andthis fact is correctly identified by studying the random sample. Now
let's consider some results from a survey in which the null hypothesis was not
rejected.
The null hypothesis says that this set of differences was created by random
sampling errors; in other words, it says that there is no true difference in the
population; we have observed a difference only because of sampling errors.

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In this topic, we have considered the use of chi square in a univariate analysis in
which weclassify each subject in only one way (such as which candidate each
prefers). In the next topic, we'll consider its use in bivariate analysis in which we
classify each subject in two ways (such as which candidate each prefers and the
gender of each) in order to examine a relationship between the two.
12.3.3. Shapes of Distributions
One way to describe quantitative data is to prepare a frequency distribution. It is
easier to see the shape of the distribution if we prepare a figure called a
frequency polygon. This figure is a frequency polygon for the data:
Figure 1 Frequency polygon

A frequency polygon is easy to read. For example, a score of 20 has a frequency
(/) of 5, which is why the curve is low at a score of 20. A score of 15 has a
frequency of 99, which is why the curve is high at 15. Notice that the curve in
Figure 1 is fairly symmetrical with a high point in the middle and dropping off
on the right and left. When very large samples are used, the curve often takes on
an even smoother shape, such as the one shown in

The smooth, bell-shaped curve 2 has a special name; it is the normal curve. As
the name "normal" suggests, it is the common shape that is regularly observed.
Many things in nature are normally distributed—the weights of grains of sand on
a beach, the heights of women (or men), the annual amounts of rainfall in most
areas, and so on. The list is almost limitless. Many social and behavioural
scientists also believe that mental traits of humans probably are also normally
distributed.
Some distributions are skewed—that is, they have a tail to the left or right. shows
a distribution that is skewed to the right (that is , the tail is to the right); it is said to
have a positiveskew. An example of a distribution with a positive skew is
income. Most people earn relatively small amounts, so the curve is high on the
left. Small numbers of rich and very rich people create a tail to the right.
Figure 3 A distribution with a positive skew

Figure 4 is skewed to the left; it has a negative skew. We would get a negative
skew, for example,if we administered a test of basic math skills to a large sample
of college seniors. Most would do very well and get almost perfect scores, but a
small scattering will get lower scores for a variety of reasons such as

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misunderstanding the directions for marking their answers, not feeling well the
day the test was administered, and so on.
While there are other shapes, the three shown here are the ones you are most
likely to encounter. Whether a distribution is basically normal or skewed affects
how quantitative data at the interval and ratio levels are analyzed, which we will
consider in the next topic.
12.3.4. THE MEAN MEDIAN, AND MODE
The most frequently used average is the mean, which is the balance point in a
distribution.
Its computation is simple—just sum (add up) the scores and divide by the
number of scores. The most common symbol for the mean in academic journals is
M (for the mean of a population) or m (for the mean of a sample). The symbol
preferred by statisticians is X which is pronounced "X-bar." Because the mean is
very frequently used as the average, let's consider its formal definition, which is the
value around which the deviations sum to zero.
Note that if you take any set of scores, compute their mean, the sum of the
deviations will always equal zero.1 Considering the formal definition, you can
see why we also informally define the mean as the balance point in a distribution.
The positive and negative deviations balance each other out.
A major drawback of the mean is that it is drawn in the direction of extreme
scores. Consider the following two sets of scores and their means.
Scores for Group A: 1,1,1, 2, 3, 6, 7, 8, 8
M-4.ll
Scores for Group B: 1, 2, 2, 3, 4, 7, 9, 25, 32
Mf=9.44

Notice that in both sets there are nine scores and the two distributions are very
similar except for the scores of 25 and 32 in Group B, which are much higher than
the others and, thus, create a skewed distribution.
Notice that the two very high scores have greatly pulled up the mean for Group
B; in fact, the mean for Group B is more than twice as high as the mean for Group
A because of the two high scores.
When a distribution is highly skewed, we use a different average, the median,
which is defined as the middle score. To get an approximate median, put the scores
in order from low to high as they are for Groups A and B above, and then count
to the middle. Since there are nine scores in Group A, the median (middle score)
is 3 (five scores up from the bottom). For Group B, the median (middle score) is 4
(five scores up from the bottom), which is more representative of the center of
this skewed distribution than the mean, which we noted was 9.44. Thus, one use
of the median is to describe the average of skewed distributions. Another use is
to describe the average of ordinal data, A third average, the mode, is simply the
most frequently occurring score. For Group B, there aremore scores of 2 than any
other score; thus, 2 is the mode. The mode is sometimes used in informal
reporting but is very seldom used in formal reports of research.Because there is
more than one type of average, it is vague to make a statement such as, "The
average is 4.11." Rather, we should indicate the specific type of average being
reported with statements such as, "The mean is 4.11."+ score for Group B, and the
differences among the scores for Group B (0 vs. 5 vs. 7 vs. 10 vs. 15, scores for
Group A (1 vs. 1 vs. 1 vs. 1 vs. 2, etc.) etc.).
12.3.5. THE PEARSON CORRELATION COEFFICIENT
When we want to examine the relationship between two quantitative sets of
scores (at the interval or ratio levels), we compute a correlation coefficient. The
most widely used coefficient is the Pearson product-moment correlation
coefficient, whose symbol is r. It is usually called simply Pearson's r. As you can
see, theemployment test scores put subjects in roughlythe same order as the
ratings by supervisors. Inother words, those who had high employment
testscores (such as Joe and Jane) tended to have high supervisors' ratings, and
those who had low test scores (such as John and Jake) tended to have
lowsupervisors' ratings. This illustrates what wemean by a direct relationship
(also called a positiverelationship).
Being less than perfect, its actual value is .89. As you can see in Figure 1, this
value indicates a strong, direct relationship. In an inverse relationship (also
called a negative relationship), those who are high on one variable are low on
the other. Such a relationship exists between the scores. Those who are high on
self-concept (such as Joe and Jane) are low on depression while those who are
low on self-concept (such as Jake and John) are high on depression. However, the
relationship is not perfect.

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Coefficient of determination, whose symbol is r2,which indicates how to

compute it—simplysquare r. Thus, for an r of .50, r2 equals .25. If we multiply .25
by 100, we get 25%. What does this mean? Simply this: A Pearson r of .50 is 25%
better than a Pearson r of 0.00. Table 3 shows selected values of r, r1, and the
percentages you should think about when interpreting an r.'
12.3.6. THE t TEST
Suppose we have a research hypothesis that says "homicide investigators who take
a shortcourse on the causes of HIV will be less fearful of the disease than
investigators who have not taken the course," and test it by conducting an
experiment in which a random sample of investigators is assigned to take the
course and another random sample is designated as the control group.1 Let's
suppose that at the end of the experiment the experimental group gets a mean of
16.61 on a fear of HIV scale and the control group gets a mean of 29.67 (where the
higher the score, the greater the fear of HIV). These means support our research
hypothesis. But can we be certain that our research hypothesis is correct? If
you've been reading the topics on statistics in order from the beginning, you
already know that the answer is "no" because of the null hypothesis, which says
that there is no true difference between the means; that is, the difference was
created merely by the chance errors created by random sampling. (These errors
are known as sampling errors Put another way unrepresentative groups may have
been assigned to the two conditions quite at random. The t test is often used to
test the null hypothesis regarding the observed difference between two means.2
For the example we are considering, a series of computations (which are beyond
the scope of this book) would be performed to obtain a value of t (which, in this
case, is 5.38) and a value of degrees of freedom (which, in this case, is df= 179).
These values are not of any special interest to us except that they are used to get
the probability (p) that the null hypothesis is true. In this particular case, p is less
than .05. Thus, in a research report, you may read a statement such as this: The
difference between the means is statistically significant (t = 5.38, df= 179,p<.05) As
you know from Topic 38, the term statistically significant indicates that the null
hypothesis hasbeen rejected. You should recall that when theprobability that the
null hypothesis is true is .05 orless (such as .01 or .001), we reject the null
hypothesis.(When something is unlikely to be true because it has a low
probability of being true, wereject it.)
Having rejected the null hypothesis, we are in a position to assert that our
research hypothesis probably is true (assuming no procedural bias was allowed
to affect the results, such as testing the control group immediately after a major
news story on a famous person with AIDS, while testing the experimental group
at an earlier time). What leads a t test to give us a low probability?
Three things:
1. Sample size. The larger the sample, the less likely that an observed
difference is due to sampling errors. (You should recall from the sections

on sampling that larger samples provide more precise information.) Thus,

when the sample is large, we are more likely to reject the null hypothesis
than when the sample is small.
2. The size of the difference between means. The larger the difference, the less
likelythat the difference is due to sampling errors. Thus, when the
difference betweenthe means is large, we are more likely toreject the null
hypothesis than when thedifference is small.
3. The amount of variation in the population. You should recall from Topic 22
thatwhen a population is very heterogeneous(has much variability) there
is more potentialfor sampling error. Thus, when there is little variation (as
indicated by the standard deviations of the sample), we aremore likely to
reject the null hypothesisthan when there is much variation. A special
type of t test is also applied to correlation coefficients. Suppose we drew a
random sample of 50 students and correlated their hand size with their
GPAs and got an r of .19.
The null hypothesis says that the true correlation in the population is 0.00—that
we got 0.19 merely as the result of sampling errors. For this example, the t test
indicates that p >.05. Since the probability that the null hypothesis is true is
greater than 5 in 100, we do not reject the null hypothesis; we have a statistically
insignificant correlation coefficient. (In other words, for n = 50, an r of .19 is not
significantly different from an r of 0.00.) When reporting the results of the t test
for the significance of a correlation coefficient, it is conventional not to mention
the value of t. Rather, researchers usually indicate only whether or not the
correlation is significant at a given probability level.
12.. Review Questions
1. What do you mean by quantitative analysis?

2. Explain inferential statistics?
3. What would you understand by the Pearson coefficient correlation?
4. Short note on t- test?
5. Write a short note on chi-square test?

Samriti Kumari, Lovely Professional University Unit 13: Qualitative data analysis
Unit 13 Qualitative Data Analysis
Contents
Objectives
Introduction
13.1. Content Analysis
13.2. Narrative Analysis
13.3. Discourse Analysis
13.4. Framework Analysis
13.5. Grounded Theory
13.6. Summary
13.7. Key Notes
Further Readings
Objectives
Know about different types of qualitative data analysis;
Understand role of content analysis;
Understand how to apply discourses analysis;
Acquire knowledge about grounded theory;
Introduction
Qualitative data might be observed and recorded.Some qualitative researchers put primary energy
into data collection for weeks, months, or even years and then retire from the field to “work over
their notes.” We believe this is a big mistake. It rules out the possibility of collecting new data to fill
in gaps or to test new hypotheses that emerge during analysis. It discourages the formulation of
rival hypotheses that question a field-worker’s routine assumption. And it makes analysis into a
giant, sometimes overwhelming, task that frustrates the researcher and reduces the quality of the
work produced.
This is non-numerical data in nature which collected through methods of observations, one to one
interviewand conducting focus groups.In other words, we can say that Qualitative data refers to

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non-numeric information such as interview transcripts, notes, video and audio recordings, images
and text documents. Thus, qualitative data is typically generated through:
 Interview transcripts
 Surveys with open-ended questions
 Contact center transcripts
 Texts and documents
 Audio and video recordings
 Observational notes
As compared to quantitative data, which has been captured structured information, qualitative
data is unstructured and has more depth. It can also be answered our questions and could help
formulate hypotheses and build understanding.
There is not a single way to analysis data. There are different method and we choose
based on nature and objective of the study.
Commonly there are Six type of qualitative data analysis.
1. Content analysis
2. Narrative analysis
3. Discourse analysis
4. Framework analysis
5. Grounded analysis
6. Phenomenology or heuristic analysis
13.1. Content analysis
It refers to the process of categorizing verbal or behavioural data to classify, summarize and
tabulate the data.Other analysis techniques may fit within the broad scope of content analysis.
Thematic analysis is a part of the content analysis. Content analysis is used to identify the patterns

Unit 13: Qualitative data analysis
that emerge from text by grouping content into words, concepts, and themes. Content analysis is
useful to quantify the relationship between all of the grouped content.
13.2. Narrative analysis
This method involves the reformulation of stories presented by respondents taking into account
context of each case and different experiences of each respondent. In other words, narrative
analysis is the revision of primary qualitative data by researcher and focuses o the stories which
peopletell and the language they use to make sense of them. It is particularly useful for getting a
deep understanding of customers’ perspectives on a specific issue. A narrative analysis might
enable us to summarize the outcomes of a focused case study.
13.3. Discourse analysis
A method of analysis of naturally occurring talk and all types of written text.It is used to get a
through understanding of the political, cultural and power dynamics that exist in specific
situations. The focus here is on the way people express themselves in different social contexts. It is
commonly used by brand strategists who hope to understand why a group of people feel the way
they do about a brand or product.
Discourse is simply a fancy word for written or spoken language or debate. So, discourse analysis is
all about analysing language within its social context. In other words, analysing language – such as
a conversation, a speech, etc – within the culture and society it takes place in. For example, you
could analyse how a janitor speaks to a CEO, or how politicians speak about terrorism.
To truly understand these conversations or speeches, the culture and history of those involved in
the communication is important. For example, a janitor might speak more casually with a CEO in a
company that emphasises equality among workers. Similarly, a politician might speak more about
terrorism if there was a recent terrorist incident in the country.
So, as you can see, by using discourse analysis, you can identify
how culture, history or power dynamics (to name a few) have an effect on the way concepts are
spoken about. So, if your research aims and objectives involve understanding culture or power
dynamics, discourse analysis can be a powerful method.
Because there are many social influences in how we speak to each other, the potential use of
discourse analysis is vast. Of course, this also means it’s important to have a
very specific research question (or questions) in mind when analysing your data and looking for
patterns and themes, or you might land up going down a winding rabbit hole.
Discourse analysis can also be very time consuming as you need to sample the data to the point of
saturation – in other words, until no new information and insights emerge. But this is, of course,
part of what makes discourse analysis such a powerful technique. So, keep these factors in mind
when considering this QDA method.

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13.4. Framework analysis
This is more advanced method that consists of several stages such as familiarization,
identifying a thematic framework, coding, charting, mapping and interpretation.
13.5. Grounded theory
This method of qualitative data analysis starts with an analysis of a single case to
formulate a theory then; additional cases are examined to see if they contribute to the
theory. Grounded theory is useful approach when little is known about a subject. It starts
by formulating a theory around a single data case. This means that the theory is
“grounded”. It’s based on actual data and not entirely speculative. Then additional cases
can be examined to see if they are relevant and can add to the original theory.
Grounded Theory is powerful qualitative analysis method where the intention is to create
a new theory (or theories) using the data at hand, through a series of “tests” and
“revisions.” For example, you could try to develop a theory about what factors influence
students to read watch a YouTube video about qualitative analysis… The important thing
with grounded theory is that you go into the analysis with an open mind and let the data
speak for itself – rather than dragging existing hypotheses or theories into your analysis.
In other words, your analysis must develop from the ground up (hence the name).
In Grounded Theory, you start with a general overarching question about a given
population – for example, graduate students. Then you begin to analyse a small sample –
for example, five graduate students in a department at a university. Ideally, this sample
should be reasonably representative of the broader population. You’d then interview
these students to identify what factors lead them to watch the video.
After analysing the interview data, a general hypothesis or pattern could emerge. For
example, you might notice that graduate students are more likely to read a post about
qualitative methods if they are just starting on their dissertation journey, or if they have
an upcoming test about research methods.
From here, you’ll look for another small sample – for example, five more graduate
students in a different department – and see whether this pattern or this hypothesis holds
true for them. If not, you’ll look for commonalities and adapt your theory accordingly. As
this process continues, the theory develops. What’s important with grounded theory is
that the theory develops from the data – not from some preconceived idea. You need to
let the data speak for itself.
So, what are the drawbacks of grounded theory? Well, some argue that there’s a
tricky circularity to Grounded Theory. For it to work, in principle, you should know
as little as possible regarding the research question and population, so that you reduce

Unit 13: Qualitative data analysis
the bias in your interpretation. However, in many circumstances, it’s also thought to
be unwise to approach a research question without knowledge of the current literature. In
other words, it’s a bit of a “chicken or the egg” situation.
Regardless, grounded theory remains a popular (and powerful) option. Naturally, it’s a
very useful method when you’re researching a topic that is completely new or has very
little existing research about it, as it allows you to start from scratch and work your
way from the ground up.

Samriti Kumari, Lovely Professional University Unit-14: Ethics in Psychological Research
Unit 14: Ethics in Psychological Research

Contents
Objectives......................................................................................................................................................... 1
Introduction..................................................................................................................................................... 1
14.1 Ethical Issues in Psychological Research....................................................................................... 2
14.2 Plagiarism.......................................................................................................................................... 4
14.3 Arrangement of References............................................................................................................. 5
14.4 Bibliography...................................................................................................................................... 7
14.5 APA Reference Style ........................................................................................................................ 8
Summary........................................................................................................................................................ 10
Keywords....................................................................................................................................................... 10
Self Assessment............................................................................................................................................. 10
Further Readings........................................................................................................................................... 12
Objectives
 understand about different components of Ethical Issues of Psychological Research

 know about different facets of Plagiarism
 familiarize with the concept of Using APA Style.
Introduction
Social responsibility is an ethical theory in which individuals are accountable for fulfilling their
civic duty, and the actions of an individual must benefit the whole of society. In this way, there
must be a balance between economic growth and the welfare of society and the environment. If this
equilibrium is maintained, then social responsibility is accomplished.
The theory of social responsibility is built on a system of ethics, in which decisions and actions must
be ethically validated before proceeding. If the action or decision causes harm to society or the
environment, then it would be considered to be socially irresponsible.
The theory of social responsibility and ethics applies in both individual and group capacities. It
should be incorporated into daily actions/decisions, particularly ones that will have an effect on
other persons and/or the environment. In the larger, group capacity, a code of social responsibility
and ethics is applied within said group as well as during interactions with another group or an
individual.
Responsible conduct of research speaks to the professional responsibility of scientists and
researchers regarding the best practices in their field for conducting research. These responsibilities
include, but are not limited to, rigorous study design, accurate data collection, secure, backed-up
data storage, accurate and comprehensive data analysis and reporting, and responsible and fair
allocation of credit. In addition to these internally-focused responsibilities are responsibilities that
scientists and researchers have to society, particularly when the results of the research they conduct
directly impact human health, public policy, specific segments of a population, or the environment.
These externally-focused responsibilities are often referred to collectively as the social responsibility
of scientists.

14.1 Ethical Issues in Psychological Research
Research involving human subjects must follow certain ethical standards to make sure the subjects
are not harmed. Such harm can be quite severe in medical research unless certain precautions are
taken. For example, in 1932 the U.S. Public Health Service began studying several hundred poor,
illiterate African American men in Tuskegee, Alabama. The men had syphilis, for which no cure
then existed, and were studied to determine its effects. After scientists found a decade later that
penicillin could cure this disease, the government scientists decided not to give penicillin to the
Tuskegee men because doing so would end their research. As a result, several of the men died from
their disease, and some of their wives and children came down with it. The study did not end until
the early 1970s, when the press finally disclosed the experiment. Several observers likened it to
experiments conducted by Nazi scientists. If the subjects had been white and middle class, they
said, the government would have ended the study once it learned that penicillin could cure syphilis
(Jones, 1Fortunately, sociological research does not have this potential for causing death or serious
illness, but it still can cause other kinds of harm and thus must follow ethical standards. The federal
government has an extensive set of standards for research on human subjects, and the major
sociology professional society, the American Sociological Association, has a code of ethics for
sociological research.
One of the most important ethical guidelines in sociological and other human-subject research
concerns privacy and confidentiality. When they do research, sociologists should protect the
privacy and confidentiality of their subjects. When a survey is used, the data must be coded
(prepared for computer analysis) anonymously, and in no way should it be possible for any
answers to be connected with the respondent who gave them. In field research, anonymity must
also be maintained, and aliases (fake names) should normally be used when the researcher reports
what she or he has been observing.
Some sociologists consider the privacy and confidentiality of subjects so important that they have
risked imprisonment when they have refused to violate confidentiality. In one example, a graduate
student named Mario Brajuha had been doing participant observation as a restaurant waiter on
Long Island, New York, when the restaurant burned down. When the police suspected arson, they
asked Brajuha to turn over his field notes. When Brajuha refused, he was threatened with
imprisonment. Meanwhile, two suspects in the case also demanded his field notes for their legal
defense, but again Brajuha refused. The controversy ended 2 years later when the suspects died and
the prosecutor’s office abandoned its effort to obtain the notes (Brajuha& Hallowell, 1986).
In another case, a graduate student named Rik Scarce refused to turn over his field notes on radical
environmentalists after one of the groups he was studying vandalized a university laboratory.
Scarce was jailed for contempt of court when he refused to tell a grand jury what he had learned
about the group and spent several months behind bars (Monaghan, 1993).
A third example aroused much discussion among sociologists when it came to light. Laud
Humphreys studied male homosexual sex that took place in public bathrooms. He did so by acting
as the lookout in several encounters where two men had sex; the men did not know Humphreys
was a researcher. He also wrote down their license plates and obtained their addresses and a year
later disguised himself and interviewed the men at their homes. Many sociologists and other
observers later criticized Humphreys for acting so secretly and for violating his subjects’ privacy.
Humphreys responded that he protected the men’s names and that their behavior was not private,
as it was conducted in a public setting (Humphreys, 1975).981).
Another ethical issue concerns consent. Before a researcher can begin obtaining data, the subjects of
the research must normally sign an informed consent form. This form summarizes the aims of the
study and the possible risks of being a subject. If researchers want to study minors (under age 18),
they normally must obtain a signature from a parent or legal guardian. Informed consent is a
requirement for most “real” research these days, but ethical issues arise over the meaning of
“consent.” For consent to have any real meaning, potential research subjects must have the right to
refuse to take part in a research project without any penalties whatsoever. Otherwise, they may feel
pressured to participate in the project without really wanting to do so. This result would violate
what “consent” is supposed to mean in the research process. Sometimes subjects are promised a
small reward (often between $5 and $20) for taking part in a research project, but they are still
utterly free to refuse to do so, and this small inducement is not considered to be undue pressure to
participate.
Informed consent becomes a particular problem when a researcher wants to include certain
populations in a study. Perhaps the clearest example of such a problem is when a study involves

Unit-14: Ethics in Psychological Research
prisoners. When prisoners are asked to be interviewed or to fill out a questionnaire, they certainly
can refuse to do so, but they may feel pressured to participate. They realize that if they do
participate, they may be more likely to be seen as a “model” prisoner, which helps them win “good
time” that reduces their sentence or helps them win a release decision from a parole board.
Conversely, if they refuse to participate, they not only lose these advantages but also may be seen
as a bit of a troublemaker and earn extra scrutiny from prison guards. Scholarly societies continue
to debate the ethical issues involved in studies of prisoners and other vulnerable populations (e.g.,
offenders in juvenile institutions, patients in mental institutions), and there are no easy answers to
the ethical questions arising in such studies.
As all these examples of ethical issues demonstrate, it is not always easy to decide whether a
particular research project is ethically justifiable. Partly for this reason, colleges and universities
have committees that review proposed human-subject research to ensure that federal guidelines are
followed.
What ethical steps are required to respect intellectual property (IP) in research?
Ethical consideration of IP in research includes the following:
Appropriate referencing and acknowledging sources of IP inputs.
To the greatest extent possible, parties to the research should document consent regarding
how IP may be used, how it will be safeguarded and who owns it. This applies in particular to
IP as research objects including:
1. Proprietary knowledge, which is knowledge which has potential for commercial
advantage.
2. Confidential knowledge, which is valuable or sensitive information which a reasonable
person would regard as confidential.
3. Cultural knowledge, which is "insider" knowledge that is known only by people within a
particular culture or by people who have learned about the culture through some kind of
interaction with it.
Appropriate recognition of contributions to the research output such as publications, artefacts
or commercially valuable items. Ownership rights to research outputs should be agreed
before the research begins. It is recommended that a written agreement be developed,
particularly in cases between students and their supervisor(s).
Research Ethics Guidelines

Research ethics provides guidelines for the responsible conduct of research. In addition, it educates
and monitors scientists conducting research to ensure a high ethical standard. The following is a
general summary of some ethical principles:
Honesty: Honestly report data, results, methods and procedures, and publication status. Do not
fabricate, falsify, or misrepresent data.
Objectivity: - Strive to avoid bias in experimental design, data analysis, data interpretation, peer
review, personnel decisions, grant writing, expert testimony, and other aspects of research.
Integrity: Keep your promises and agreements; act with sincerity; strive for consistency of thought
and action.
Carefulness: Avoid careless errors and negligence; carefully and critically examine your own work
and the work of your peers. Keep good records of research activities.
Openness: Share data, results, ideas, tools, resources. Be open to criticism and new ideas.

Respect for Intellectual Property: Honor patents, copyrights, and other forms of intellectual
property. Do not use unpublished data, methods, or results without permission. Give credit where
credit is due. Never plagiarize.
Confidentiality: Protect confidential communications, such as papers or grants submitted for
publication, personnel records, trade or military secrets, and patient records.
Responsible Publication:
Publish in order to advance research and scholarship, not to advance just your own career. Avoid
wasteful and duplicative publication.
14.2 Plagiarism
Plagiarism is presenting someone else’s work or ideas as your own, with or without their consent,
by incorporating it into your work without full acknowledgement. All published and unpublished
material, whether in manuscript, printed or electronic form, is covered under this definition.
Plagiarism may be intentional or reckless, or unintentional. Under the regulations for examinations,
intentional or reckless plagiarism is a disciplinary offence.
Some examples of plagiarism:
• a sequence of words incorporated without quotation marks
• an unacknowledged passage paraphrased from another's work
• the use of ideas, sound recordings, computer data or images created by others as though it were
one’s own"
How Can You Avoid Plagiarism in a Research Paper?

1. Paraphrase your content
Do not copy–paste the text verbatim from the reference paper. Instead, restate the idea in your own
words.
Understand the idea(s) of the reference source well in order to paraphrase correctly.
2. Use Quotations
Use quotes to indicate that the text has been taken from another paper. The quotes should be
exactly the way they appear in the paper you take them from.
3. Cite your Sources – Identify what does and does not need to be cited
The best way to avoid the misconduct of plagiarism is by self-checking your documents using
plagiarism checker tools.
Any words or ideas that are not your own but taken from another paper need to be cited.
Cite Your Own Material—If you are using content from your previous paper, you must cite
yourself. Using material, you have published before without citation is called self-plagiarism.
The scientific evidence you gathered after performing your tests should not be cited.
Facts or common knowledge need not be cited. If unsure, include a reference.
Turnitin Software
Turnitin is an originality checking and plagiarism prevention service that checks your writing for
citation mistakes or inappropriate copying. When you submit your paper, Turnitin compares it to
text in its massive database of student work, websites, books, articles, etc.
5 ways How to Reduce Similarity on Turnitin

Cite your sources to avoid plagiarism. ...
Use Quotation marks to reduce similarity. ...
Avoid too many quotes. ...

Paraphrase thoroughly to remove plagiarism. ...
Avoid copying word-to-word.
iThenticate Software
iThenticate is a plagiarism prevention tool that compares documents (including journal article
manuscripts, proposals, research reports, thesis, and dissertations, etc.) against millions of
published works available through the Internet and subscription databases.
14.3 Arrangement of References

Definition
The Reference list provides information for readers who may want to access the sources you cite in
your paper. The Reference page is located at the end of your paper. Start a new page and title your
list Reference. Then list in alphabetical order all the sources that you have cited in the paper. Unless
your instructor asks for them, sources not actually cited in the paper should not be given in this list,
even if you have read them.
Reference List Guidelines

• Centre “References” in the middle of the page.
• Do not bold, underline, or capitalize.
• Running header for professional papers.
• Continue the page numbering.
• Arranging the Order of References
• To put it simply, arranging your APA reference list is very straightforward. Simply
alphabetize the entries letter by letter. More specifically, reference list entries are arranged using the
author’s last name first, then their first name initials.
• Often, you will find the names of the same researchers and writers, as they specialize in
specific fields. For example, Paul Jaeger is a well-known expert in the field of library information
and has several articles published by himself and with other experts. In this case, you alphabetize
by the order of the author’s name as listed in the publication.
APA Abbreviations
APA style has acceptable abbreviations for editions, volumes, and so forth. Use these abbreviations
in your reference entries:
Source: Publication Manual of the American Psychological Association, Sixth Edition.
• ed. edition
• Rev. ed. Revised edition
• 2nd ed. second edition
• Ed. (Eds.) Editor (Editors)
• Trans. Translator(s)
• n.d. no date
• Vol. Volume (ex: Vol. 8)
• Vols. Volumes (ex: Vols. 3-8)
• No. Number

• Pt. Part
• Tech. Rep. Technical Report
• Suppl. Supplement
Steps to Referencing
• Record- At the time of reading a document, record all of the information (descriptive
elements) necessary to create a citation. The data you record should include the page numbers for
direct quotations and for journal articles or book chapters.
The descriptive elements for a variety of document types are listed below. These lists will help you
to keep the information necessary to create your references. Be careful with photocopied articles
from journals or chapters from books. You must keep a record of the journal where the article was
published or the book where you found the chapter.
• Author’s surname and initials or given name
• Title of publication
• Title of series, if applicable
• Volume number or number of volumes, if applicable
• Edition, if not the first
• Editor, reviser, compiler or translator, if other than the author
• Publisher
• Year of publication
• Page number(s), if applicable
• Parts of books (chapters, sections, conference papers, etc.)
• In addition to the details for the Whole Book (see above) record the following information
specific to the part:
• Author's surname and initials or given name (of the part)
• Title of the part
• Inclusive page numbers of the part
Steps to Referencing (Journal Articles)

• Author’s surname and initials or given name
• Title of the article
• Title of the journal
• Volume and issue number
• Year of publication
• Inclusive page number
Steps to Referencing (Electronic Documents)

• Author's surname and initials or given name if present
• Title of the document
• Title of the webpage
• URL
• Page or section numbers if given
• Format

• Year of publication or latest update date
• DOI
• Internet address
Steps to Referencing
• Please note: Not all electronic documents have an obvious author or title, so you will
sometimes need to use your own judgment to determine these details. Be aware that pagination
may not be present or appropriate for many electronic publications.
• Organize- File or store this information, and the source documents if you have them, in a
manner and format that can be easily accessed at a later date. You may wish to write all the details
on the print copy of an article you are using; or you may wish to keep a system of filing cards for
each reference item you use.
• Alternatively, you may decide to maintain a master reference list on your computer, which
you add details to as required. There are a number of software packages now available. One
example is EndNote, which you can use to manage your references. These programs can be used to
produce reference or works cited lists in a specified style.
• Cite- Construct your citations within the text of your essay, using the appropriate
guidelines for the style of citation you are using.
• List-Create either a reference or works cited list at the end of your essay or thesis. Titles of
books and journal titles should be italicized. The use of capitals and punctuation should be
consistent and will vary according to the citation style being used.
• The usual arrangement for a reference list in APA style is a single sequence in alphabetical
order by author, with the author's surname preceding the initials. Where an item has no author, it is
usual to list it alphabetically by title in the reference list in sequence by the first significant word of
the title. Email address
Conclusion
When you are writing a piece of work and use someone else's words or ideas, you must reference
them.
This means that you need to include detailed information on all sources consulted, both within
your text (in-text citations) and at the end of your work (reference list or bibliography).
14.4 Bibliography
Definition
A bibliography is a list of words (such as books and articles) written on a particular subject or by a
particular author.
A bibliography may appear at the end of a book, report, online presentation, or research paper.
Students are taught that a bibliography, along with correctly formatted in-text citations, is crucial to
properly citing one's research and to avoiding accusations of plagiarism. In formal research, all
sources used, whether quoted directly or synopsized, should be included in the bibliography.
Annotated Bibliography
An annotated bibliography includes a brief descriptive and evaluative paragraph (the annotation)
for each item in the list. These annotations often give more context about why a certain source may
be useful or related to the topic at hand.

Types of Bibliography
Bibliography has been used in three popular styles
1. APA Reference Style
2. Chicago Bibliographic Style
3. Modern Language Association
14.5 APA Reference Style

Student researching for citations and bibliography. The most popular reference list is found in the
American Psychological Association writing style. Originating in 1929, in the Psychological
Bulletin, the APA style is designed for psychology, education, social science and technical research.
This style breaks down formatting citations for journals, books, manuals and other technical
sources. That’s not to say, though, that there isn’t formatting for sources like blogs and
photographs; APA just makes citing statistics, research findings and technical reports easier. It isn’t
just the citation either. The tone and word usage are also regulated by APA style. For example,
APA style writing should use non-biased writing and an active voice.
When creating a reference list in APA, the author and date are the first things that you will see. This
is because the in-text citations follow the author-date format. Formatting sources for citation pages
will follow a unique format whether you are listing a journal, book, web page or blog.
Book:
Calfee, R. C. (1991). APA guide. Washington, DC: American Psychological Association.
Journal article:
Jourls, H. F. (1983). Fundamentals of medicine. Journal of Medicine, 46, 837-845.
Magazine article:
Henry, W. (2001, April 19). Making the grade. Time, 135, 28-31.
Chicago Bibliography Styles

Now, it’s time to look at the great bibliography. Chicago Manual of Style (CMOS) is by far one of
the most common bibliographies around. Chicago also comes in a student-friendly version called
Turabian. With 17 editions, Chicago style has been in print since 1906. While Chicago will use a
reference list for the citation page, you can also create a bibliography if you use notes for the in-text
citations. Notes can be in the form of endnotes or footnotes.
Bibliographical Sourcing
Chicago bibliographies are a good general style. It also works for different fields like history,
anthropology, theology and philosophy. Chicago is good for web sources, along with audio-visual
sources, lectures and even recordings. Examples of formatting for a Chicago bibliography include:
Example – Web page:
Heck, Jim. “About the Philosophical Gourmet Report.” Last modified July 8, 2011.
http://rgheck.frege.org/philosophy/aboutpgr.php.
Example – Facebook:
Chicago Manual of Style. “Is the world ready?” Facebook, April 19, 2017.
https://www.facebook.com/ChicagoManual/posts/10152906193679151.

Example – Audio-visual:
Beyoncé. “Sorry.” Directed by Kahlil Joseph and Beyoncé Knowles. June 22, 2016. Music
video, 4:25. https://youtu.be/QxsmWxxouIM.
MLA (Modern Language Association) STYLE
MLA Works Cited

A works cited is the citation page of the popular style by the Modern Language Association. The
MLA style sheet was first published in 1951. It was taken out of print in 2016 but is still a popular
writing style. Designed for literature, arts and philosophical writing, MLA breaks down how to
format non-print materials like web pages, personal interviews, advertisements and other
communications sources.
Perfect Citations
Since MLA helps format sources that might not have a publication date, like web pages, using an
author-page format makes it easy for people to find the information. Formatting citations for an
MLA works cited looks like:
Example – Web page:
Lindsey, Suzie. “How to Make Vegetarian Chili.” eHow,

www.ehow.com/how_10727_make-vegetarian-chili.html. Accessed 25 Nov 2018.
Example – Image:
Klee, Paul. Twittering Machine. 1922. Museum of Modern Art, New York. The Artchive,
www.artchive.com/artchive/K/klee/twittering_machine.jpg.html. Accessed 9 January 2019.
Example – Email:
Collens, Suzie. “Re: Literature.” Received by Jennifer Betts, 15 Nov. 2018.
Properties of Bibliography
• Make research more efficient.
• Separate reliable, peer-reviewed sources from the unreliable or out-of-date.
• Establish classic, foundational works in a field.
• Provide a guide for independent study.
• Structure a class syllabus.
• Create a course reading and supplemental reading list.
• Assist with student advisory.
• Help with collection development
• Support research advisory
• Stimulate ideas for events and displays
A bibliography is a list of cited works--journal articles, films, books--on a particular topic.
Bibliographies are also referred to as 'References', 'Works Cited' or 'Works Consulted'.

Summary
Keywords
Target Audience, Abstract, footnotes, headnotes, endnotes, Bibliography, Linkage, Master Linkage
Map.
SelfAssessment
1. There are five types of Research report.
A. True
B. False
2. Footnotes are of three types.
A. True
B. False
3. Headnotes are used as introduction of legal documents.
A. True
B. False
4. Endnotes are placed on every page.
A. True
B. False
5. There are three popular styles of Bibliography.
A. True
B. False
6. What is the full form of MLM?
a. Material Loading Matrices
b. Master Linkage Map
c. Marital Law Monitor
d. None of them
7. What is the full form of PPID?

a. People’s Protocol in Disaster
b. People’s Protection in Disaster
c. Project Person Identifier
d. None of them
8. Full form of APA is --------

a. Automatic Punctuation Assimilation
b. American Psychological Association
c. Amendments of Proper Abbreviations
d. None of them
9. n.d. stands for---------

a. no detail
b. no document
c. no date
d. none of them

10. There are -------- steps of referencing.

a. 2
b. 3
c. 4
d. 5
11. What does it mean by writing ibid?

a. In the wrong place
b. In the right place
c. In the same place
d. None of them
12. Footnotes are ------- included when printing specific pages.

a. Automatically
b. Partially
c. Inversely
d. None of them
13. Footnotes are of ------- types.

a. 1
b. 2
c. 3
d. 4
14. Research Report is written in a ---------- language.

a. Formal
b. Informal
c. Non-verbal
d. None of them
15. --------- Research Report is related to Industry-based research.

a. Qualitative
b. Technical
c. Quantitative
d. None of them

1A, 2B, 3A, 4B, 5A, 6B, 7C, 8B, 9C, 10C, 11C, 12A, 13B, 14A, 15B.
Review Questions
1. Briefly discuss different types of Research Report.
2. Elucidate different reference guidelines.
3. What are the different steps of referencing?
4. Write the importance of footnotes.
5. Write different reference styles in Bibliography.
6. What are the characteristics of a Research report?

7. What are the advantages and disadvantages of Footnotes?
8. What are the properties of Bibliography?
9. What do you mean by Probabilistic Linkage?
10. How can anyone access Linkages?
Further Readings
 The Practice of Psychological Research by Earl, R. Babbie-13th ed.

Wadsworth Publishing Co.inc.2011
 Methods of Psychological Research by Paul, K. Hatt& William, J. Goode.

Surjeet Publication. 2018.

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Research Methods in Psychology

Unit 1: Philosophical Roots of Psychological Research 1

Unit 3: Major Research Divisions 30

Unit 9: Data and its types 91

Unit 14: Ethics in Psychological Research 141

Unit 01: Philosophical Roots of Psychological Research

 understand the meaning of Psychological Research

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1.1Objectives of Psychological Research

1.2 Need for Psychological Research

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1.3 Purpose of Research

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1.4 Characteristics of Psychological Research

1.5 What is the Research Process?

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Stages in the Research Process

1.6 Ethical Issues in Psychological Research

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 Cyclic, research area,

2. We need social science to guarantee our democracy.

3. Review of Literature is the first stage of research process

4. Literature Review is the shortest stage of Research.

6. There are -------- characteristics of Social Research.

8. In research process, every step is ---------- with other steps.

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9. Social science research is focused on finding reasons of ------ behavior.

10. Processing and analyzing data come ------- collection of data.

12. ------ research is also referred to as causal research.

13. -------- is the last stage of research process.

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Answers for Self Assessment

11. A 12. C 13. B 14. A 15. C

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Unit 02: Introduction to Psychological Research

 understand the meaning of Psychological Research

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2.1 Objectives of Psychological Research

2.2 Need for Psychological Research

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9. Social science can broaden your horizons.

2.3 What is the Research Process?

Stages in the Research Process

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2.4 Research Question

What is a Research Question?

2.5 Importance of the Research Question

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2.6 Comparing Research Strategies

Quantitative Research Questions

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Qualitative Research Questions

2.7 Formulating Research Question