MBA 106

Section A

Q1 i
Research is ―a cyclical process of steps that typically begins with identifying the problem or
issue of the study. It then consists of reviewing the literature, specifying a purpose for the
study and forming an interpretation of the information. This proce ss culminates in a report
disseminated to the audience that is evaluated and used in the educational community‖.
Research is ―a documented, data -driven approach to the development of knowledge‖ a planned,
cautious, systematic and reliable way of finding out or deepening understanding. Research is a
―systematic, controlled, empirical and critical investigation of hypothetical propositions about
the presumed relations about natural phenomena‖.

Q1 ii
Defining a research problem is the fuel that drives the scientific process, and is the foundation
of any research method and experimental design, from true experiment to case study.
It is one of the first statements made in any research paper and, as well as defining the research
area, should include a quick synopsis of how the hypothesis was arrived at operationalizat ion,
is then used to give some indication of the exact definitions of the variables, and the type of
scientific measurements used. This will lead to the proposal of a viable hypothesis. As an aside,
when scientists are putting forward proposals for research funds, the quality of their research
problem often makes the difference between success and failure.

Q1 iii
The main aim of research is to find out the truth which is hidden and
which has not been discovered as yet. Though each research study has its own specific
purpose, we may think of research objectives as falling into a number of following broad
groupings:
1. To gain familiarity with a phenomenon or to achieve new insights into it (studies with this
object in view are termed as exploratory or formulative research studies);
2. To portray accurately the characteristics of a particular individual, situation or a group
(studies with this object in view are known as descriptive research studies);
3. To determine the frequency with which something occurs or with which it is associated with
something else (studies with this object in view are known as diagnostic res earch studies);
4. To test a hypothesis of a causal relationship between variables (such studies are known as
hypothesis-testing research studies).

Q1 iv

1. Secondary data is something that seldom fits in the framework of the marketing research
factors. Reasons for its non-fitting are:-
a. Unit of secondary data collection-Suppose you want information on disposable
income, but the data is available on gross income. The information may not be same
as we require.
b. Class Boundaries may be different when units are same.

Before 5 Years After 5 Years

2500-5000 5000-6000
5001-7500 6001-7000
 7500-10000 7001-10000

Thus the data collected earlier is of no use to you.

2. Accuracy of secondary data is not known.

3. Data may be outdated.

Q1 vii

1. Report-writing should not be a means to learning more and more about less
and less.
2. A research report should not, be dull; it should be such as to sustain reader’s
interest.
3. Abstract terminology and technical jargon should be avoided in a research
report.
4. The layout of the report should be well thought out and must be appropriate
and in accordance with the objective of the research problem.
5. The reports should be free from grammatical mistakes
6. The report must present the logical analysis of the subject matter. It must
reflect a structure wherein the different pieces of analysis relating to the research
problem fit well.

Q1 ix

The main characteristics for good research is:

1. It is based on the work of others.

2. It can be replicated and doable .
3. It is generalisable to other settings.
4. It is based on some logical rationale and tied to theory. In a way that it has
the potential to suggest directions for future research.
5. It generates new questions or is cyclical in nature.
6. It is incremental.
7. It addresses directly or indirectly some real problem in the world.
8. It clearly states the variables or constructs to be examined.

Section B

Q2
Problems Encountered by Researchers in India

Lack of Scientific Training: The research methodology is not systematic. Many researchers

undertake research work without having actual knowledge of the research methods. They just look for
similar studies and copy the methodologies listed in it. Even the research guides do not have a
thorough knowledge of the various methodologies. This scenario warrants the need for some sort of
short-term training to be imparted to researchers prior to undertaking research activities.
Insufficient Interaction: There is no proper interaction between researchers and the business
establishments, government institutions, etc. This leads to a great deal of data going untapped.
Interaction programs should be organized between researchers and other institutions on a regular
basis. This will highlight what issues need to be researched, what data is required for conducting
research, and how the study will be useful.
Lack of Confidence: Most of the business establishments are of the opinion that, researchers can
misuse the data provided by them. As such, they are reluctant to divulge details of their company.
This affects the research studies for which that particular data may be of utmost importance. Thus,
confidence-building measures should be adopted, which will convince the business units that their
data will be put to productive purposes, and will not be misused in any manner by the researcher.
Lack of Code of Conduct: No specific code of conduct exists for the researchers, which leads to
inter-departmental and inter-university rivalries.
Inadequate Assistance: Researchers in India have to cope with the non-availability of adequate and
timely secretarial assistance, which affects the schedule of their research study.
Improper Library Management: The libraries are not managed systematically. Much of the precious
time of the researchers is spent in looking for books, reports, newspapers, etc. rather than searching
relevant information from them.
High Cost of Publishing: Once their research is completed, the researchers have to look for a
means to publish it. Publishing in international journals is highly expensive. This discourages most of
the researchers from taking up research work

Q3
A research problem is a definite or clear expression [statement] about an area of concern, a
condition to be improved upon, a difficulty to be eliminated, or a troubling question that
exists in scholarly literature, in theory, or within existing practice that points to a need for
meaningful understanding and deliberate investigation. A research problem does not state
how to do something, offer a vague or broad proposition, or present a value question.

considerations while formulating a research question

Specify the Research Objectives

A clear statement defining your objectives will help you develop effective research.

It will help the decision makers evaluate the research questions your project should answer as
well as the research methods your project will use to answer those questions. It’s critical that you
have manageable objectives. (Two or three clear goals will help to keep your research project
focused and relevant.)

Review the Environment or Context of the Research Problem

As a marketing researcher, you must work closely with your team of researchers in defining and
testing environmental variables. This will help you determine whether the findings of your
project will produce enough information to be worth the cost.

In order to do this, you have to identify the environmental variables that will affect the research
project and begin formulating different methods to control these variables.
Explore the Nature of the Problem
Research problems range from simple to complex, depending on the number of variables and
the nature of their relationship. Sometimes the relationship between two variables is directly
related to a problem or questions, and other times the relationship is entirely unimportant.

If you understand the nature of the research problem as a researcher, you will be able to better
develop a solution to the problem.

To help you understand all dimensions, you might want to consider focus groups of consumers,
salespeople, managers, or professionals to provide what is sometimes much-needed insight into a
particular set of questions or problems.

The Consequences of Alternative Courses of Action

There are always consequences to any course of action used in one or more projects. Anticipating
and communicating the possible outcomes of various courses of action is a primary responsibility
in the research process.

Q7
A hypothesis is a tentative statement about the relationship between two or more variables. It
is a specific, testable prediction about what you expect to happen in a study.

steps involved in testing of hypothesis

Specify the Null Hypothesis
The null hypothesis (H0) is a statement of no effect, relationship, or difference between two
or more groups or factors.  In research studies, a researcher is usually interested in
disproving the null hypothesis.

Example:

 There is no difference in intubation rates across ages 0 to 5 years.

Step 2: Specify the Alternative Hypothesis

The alternative hypothesis (H1) is the statement that there is an effect or difference. 
This is usually the hypothesis the researcher is interested in proving.  The alternative
hypothesis can be one-sided (only provides one direction, e.g., lower) or two-sided.  We
often use two-sided tests even when our true hypothesis is one-sided because it requires
more evidence against the null hypothesis to accept the alternative hypothesis.

Example:

 The intubation success rate differs with the age of the patient being

treated (two-sided). 

Step 3: Set the Significance Level 

The significance level (denoted by the Greek letter alpha— ) is generally set at 0.05.  This
means that there is a 5% chance that you will accept your alternative hypothesis
when your null hypothesis is actually true. The smaller the significance level, the greater
the burden of proof needed to reject the null hypothesis

Step 4: Calculate the Test Statistic and Corresponding P-Value

In another section we present some basic test statistics to evaluate a hypothesis. Hypothesis
testing generally uses a test statistic that compares groups or examines associations
between variables.  When describing a single sample without establishing relationships
between variables, a confidence interval is commonly used.

The p-value describes the probability of obtaining a sample statistic as or more

extreme by chance alone if your null hypothesis is true.  This p-value is determined based on
the result of your test statistic.  Your conclusions about the hypothesis are based on your p-
value and your significance level. 

Example:

 P-value = 0.01 This will happen 1 in 100 times by pure chance if your null
hypothesis is true. Not likely to happen strictly by chance.

Q8
i)
The phrase "a chi-squared test", also written as χ2 test, could be used as the description of
any statistical hypothesis test where the sampling distribution of the test statistic is, under some
circumstances, approximately, or is simply hoped to be approximately, a chi-squared distribution,
when the null hypothesis is true. Usually however, the phrase is used as short for Pearson's chi-
squared test, and variants thereof. Pearson's chi-squared test is used to determine whether there
is a statistically significant difference (i.e., a difference which clearly is not just due to chance
fluctuations) between the expected frequencies and the observed frequencies in one or more
categories of a contingency table.
In the standard applications of this test, the observations are classified into mutually exclusive
classes, and there is some theory, which is called "the null hypothesis", which gives the
probability that any observation falls into the corresponding class. The purpose of the test is to
evaluate how likely the observations that are made would be, assuming the null hypothesis is
true

ii)
ANOVA is a procedure of comparing means in terms of variance with reference to a normal
distribution. The inventor of ANOVA, Sir R. A. Fisher clearly explained the relationship among the
mean, the variance, and the normal distribution: ―The normal distribution has only two characteris
tics, its mean and its variance. The mean determines the bias of our estimate, and the variance
determines its precision.‖ It is generally known that the estimation is more precise as the variance
becomes smaller and smaller.
the purpose of ANOVA is to extract precise information out of bias, or
to filter signal out of noise. When the data are skewed (non -normal), the means can no longer
reflect the central location and thus the signal is biased. When the variances are unequal, not
every group has the same level of noise and thus the comparison is invalid.