J.D.

BIRLA INSTITUTE
11 Lower Rawdon Street, Kolkata-700020
Department

LABORATORY NOTE BOOK  

1 Year B.Sc. (Hons)
st

METHODS AND TECHNIQUES

OF CHILD STDY - II
2020-2023

Name of Student Aanchal Shah Signature of Signature of

Class 1st Year, HD Internal External
Class Roll No. 03 Examiner (with Examiner (with
Examination Roll date) date)

No.

College Seal

TABLE OF CONTENTS

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 Page No. Remarks/
S. No. Unit Topic Signature

1 Unit 1 Ethical Considerations 3-12

2 Unit 2 Observation Theory 13-22

3 Unit 3 Experiment Theory 23-33

4 Unit 4 Questionnaire Theory 34-43

5 Unit 5 Interview Theory 44-52

6 Unit 6 Observation Practical 53-58

7 Unit 7 Experiment Practical 59-62

8 Unit 8 Questionnaire Practical 63-72

9 Unit 9 Interview Practical 73-77

10 Unit 10 References 78-79

UNIT 1 – ETHICAL CONSIDERATIONS

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Who is a child?
UNICEF defines a child as "a human being below the age of 18 years unless under the law
applicable to the child, majority is attained earlier".

WHO defines a child “a child is a person 19 years or younger unless national law defines a
person to be an adult at an earlier age”. However, in these guidelines when a person falls into
the 10 to 19 age category they are referred to as an adolescent.

What is a research?
Research is defined as the creation of new knowledge and/or the use of existing knowledge in
a new and creative way so as to generate new concepts, methodologies and understandings.
This could include synthesis and analysis of previous research to the extent that it leads to
new and creative outcomes.

The primary purposes of basic research are documentation, discovery, interpretation, and

the research and development of methods and systems for the advancement of human
knowledge.

What is a method?
A particular manner or mode of procedure, especially an orderly, logical, established or
systematic way of instruction, inquiry, investigation, experiment, presentation etc. is called a
method.

What is a technique?
The manner and ability with which a person employs the technical skills of a particular art or
field of endeavour. It is the body of specialized procedures and methods used in any specific
field, especially in an area of applied science to carry out a scientific or mechanical operation.

What are the differences between methods and techniques?

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 METHOD TECHNIQUE

Method is defined as a habitual, logical, or A way of carrying out a particular task,

prescribed practice or systematic process of
achieving certain end results with accuracy
and efficiency, usually in a preordained
sequence of steps.
especially the execution or performance of
an artistic work or a scientific procedure.
Technique means a systematic procedure,
formula, or a routine by which a task is
accomplished.

Method is the plan or procedure of Technique is a procedure or skill for

approach. completing a specific task.

Methods can be changed/altered to an Techniques cannot be modified.

extent.

What are ethics?

The most common way of defining "ethics" is norms for conduct that distinguish between
acceptable and unacceptable behaviour.

One may also define ethics as a method, procedure, or perspective for deciding how to act
and for analysing complex problems and issues. For instance, in considering a complex issue
like global warming, one may take an economic, ecological, political, or ethical perspective
on the problem. While an economist might examine the cost and benefits of various policies
related to global warming, an environmental ethicist could examine the ethical values and
principles at stake.

Although most societies use laws to enforce widely accepted moral standards and ethical and
legal rules use similar concepts, ethics and law are not the same. An action may be legal but
unethical or illegal but ethical.

Why are ethics important?

The need for ethics- There are several reasons why it is important to adhere to ethical norms
in research.

1. Norms promote the aims of research, such as knowledge, truth, and avoidance of

error. For example, prohibitions against fabricating, falsifying, or misrepresenting
research data promote the truth and minimize error.

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 2. Since research often involves a great deal of cooperation and coordination among
many different people in different disciplines and institutions, ethical standards
promote the values that are essential to collaborative work, such as trust,
accountability, mutual respect, and fairness. For example, many ethical norms in
research, such as guidelines for authorship, copyright and patenting policies, data
sharing policies, and confidentiality rules in peer review, are designed to protect
intellectual property interests while encouraging collaboration. Most researchers want
to receive credit for their contributions and do not want to have their ideas stolen or
disclosed prematurely.

3. Many of the ethical norms help to ensure that researchers can be held accountable to
the public. For instance, federal policies on research misconduct, conflicts of interest,
the human subjects’ protections, and animal care and use are necessary in order to
make sure that researchers who are funded by public money can be held accountable
to the public.

4. Ethical norms in research also help to build public support for research. People are
more likely to fund a research project if they can trust the quality and integrity of
research.

5. Many of the norms of research promote a variety of other important moral and social
values, such as social responsibility, human rights, animal welfare, compliance with
the law, and public health and safety. Ethical lapses in research can significantly harm
human and animal subjects, students, and the public. For example, a researcher who
fabricates data in a clinical trial may harm or even kill patients, and a researcher who
fails to abide by regulations and guidelines relating to radiation or biological safety
may jeopardize his health and safety or the health and safety of staff and students.

What are the ethical considerations while conducting research?

The following is a rough and general summary of some ethical principles that various codes
address:

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 where
objectivity is expected or required. Avoid or minimize bias or self-deception. Disclose
personal or financial interests that may affect research.

Integrity

Keep your promises and agreements; act with sincerity; strive for consistency of thought and
action.

Carefulness

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Avoid careless errors and negligence; carefully and critically examine your own work and the
work of your peers. Keep good records of research activities, such as data collection, research
design, and correspondence with agencies or journals.

Openness

Share data, results, ideas, tools, resources. Be open to criticism and new ideas.

Transparency

Disclose methods, materials, assumptions, analyses, and other information needed to evaluate
your research.

Accountability

Take responsibility for your part in research and be prepared to give an account (i.e. an
explanation or justification) of what you did on a research project and why.

Intellectual Property

Honour patents, copyrights, and other forms of intellectual property. Do not use unpublished
data, methods, or results without permission. Give proper acknowledgement or credit for all
contributions to research. Never plagiarize

Responsible Publication

Publish in order to advance research and scholarship, not to advance just your own career.
Avoid wasteful and duplicative publication.

Responsible Mentoring

Help to educate, mentor, and advise students. Promote their welfare and allow them to make
their own decisions.

Respect for Colleagues

Respect your colleagues and treat them fairly.

Social Responsibility

Strive to promote social good and prevent or mitigate social harms through research, public
education, and advocacy.

Non-Discrimination

Avoid discrimination against colleagues or students on the basis of sex, race, ethnicity, or
other factors not related to scientific competence and integrity

Competence

Maintain and improve your own professional competence and expertise through lifelong
education and learning; take steps to promote competence in science as a whole.

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Legality

Know and obey relevant laws and institutional and governmental policies.

Animal Care

Show proper respect and care for animals when using them in research. Do not conduct
unnecessary or poorly designed animal experiments.

Human Subjects protection

When conducting research on human subjects, minimize harms and risks and maximize
benefits; respect human dignity, privacy, and autonomy; take special precautions with
vulnerable populations (such as children); and strive to distribute the benefits and burdens of
research fairly.

Confidentiality

Protect confidential communications, such as papers or grants submitted for publication,

personnel records, trade or military secrets, and patient records.

Honesty

Strive for honesty in all scientific communications. Honestly report data, results, methods and
procedures, and publication status. Do not fabricate, falsify, or misrepresent data. Do not
deceive colleagues, research sponsors, or the public.

What are the ethical considerations when conducting research on children?

Research in children is recognized as a moral duty based on several ethical principles. These
principles are universal, though there are of course many subtleties and diversities, and the
contingent aspects of how principles are understood, interpreted and practiced can vary from
place to place. In child research, the ethical questions about how to conduct research are
deeply connected with the content of social or clinical theory. However, many factors have to
be taken into consideration so that the general research conditions are improved and not to
the benefit of any particular party.

The general purpose of research that involves children is to obtain and produce scientific
information about them. In this backdrop, the researchers should focus on the issues arising
during research and take all reasonable precautions to ensure children will not be harmed or
adversely affected by participating in the research. Similarly, researchers have to ensure that
the children participating do so at their own volition and that the rights of the child are fully
respected in the research process. The researcher is also obligated at all times to use the least
stressful research procedure whenever possible. But the benefits of conducting such research
must be balanced with ethical concerns. The research in children has based its ethical
guidance around some of the following principles:

1. Informed consent: In every case informed consent must be obtained from the child’s legal
representative and the child’s assent should be obtained through the provision of age-
appropriate information. The application of general principles indicates that, where children

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have “sufficient understanding and intelligence to understand what is proposed”, it is they
and not their parents whose consent is required by law. According to the Declaration of
Helsinki, even though a child may not be legally competent to give consent, researchers
should gain informed consent. This means that parental consent is not enough and that both
the parents and child should be informed about the implications of the research. Parental
and/or guardian’s (informed) consent is required for a child (a person below the age of 18) to
participate in research. It is essential that the child has the full information about the research
in order to give their ‘informed consent’ to take part, and that consent is ‘freely volunteered’

2. Assent and children’s indications of rejection: Information presented to the child and
parent, should explain: what will happen; what is being asked of the child; that the child can
agree – or disagree to take part – without adverse consequences; and may withdraw at any
time; and be given in clear language at a level that the child can understand, using visual aids
if necessary. If children are not fully informed of the research topic, informed consent is
automatically denied even if the children are able to decide about participation, since
informed consent exists only when one is fully informed.

3. Child protection and well-being: Research involving children is important for the benefit
of all children and should be supported, encouraged and conducted in an ethical manner. In
the course of research, information comes to the researchers’ attention that may jeopardize
the child's well-being. The researcher has a responsibility to discuss the information with the
parents or guardians and with those experts in the field in order that they may arrange the
necessary assistance for the child. Thus, if at any time during the research process there is an
indication that a child’s safety or well-being is being negatively affected; the research must
be kept suspended until the issue has been addressed. If the child appears to be negatively
affected by the research, the parent or guardian must be informed and the child and family
must be offered with appropriate support. Besides, extra time and support should be given for
the children. Similarly, dissemination of findings will need to be informed by an
understanding of the specific communication needs of the children and their families.

4. Minimizing the risk of harm: Ethical guidance and practices aim to minimize possible
exploitation and ensure that the rights and welfare of children in research. Risk refers to the
potential harm (physical, psychological or social) that may arise from the research. The
researcher should pose more identifiable risks of harm. Similarly, researchers should not use
those types of research procedure that may harm the child either physically or
psychologically.

Contribution of Child Development Research

Child developmentalists conduct research to learn more about healthy child development and
to better understand certain conditions that affect children. This information is used to

 Create prevention, health education, and intervention programs,

 Help communities plan for services for children and their families, and
 Determine what additional research studies are needed.

Investing in our children is investing in our future. Early childhood investment can reduce
costs to society, overall. This includes tangible costs, such as special education, foster care,
welfare, medical care, law enforcement, social security, and social services,

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and intangible costs, such as physical and emotional pain experienced by children with
developmental delays and their families.

Researchers in this field collect and monitor information about childhood mental disorders
and to better understand and promote children’s mental, emotional, and behavioural health.
Childhood mental disorders—for example, attention-deficit/hyperactivity disorder
(ADHD), Tourette syndrome, behaviour disorders, mood and anxiety disorders, autism
spectrum disorder, or substance use disorders external icon—affect many children and
families. Because of the impact on children, families, and communities, children’s mental
disorders are an important public health issue.
They also help develop intervention programs, designed to prevent developmental delays
among children living in poverty, focuses on the role of parents and ways that they can
positively influence their children. CDC developed the Legacy model, which was then
adapted to provide intervention at two research sites in Miami, Florida and Los Angeles,
California. Legacy activities were designed to build on sensitive and responsive parenting
skills, enhance parent-child interactions, and promote a sense of community. The goal is to
have children grow up emotionally healthy and ready to be productive members of society.

These programs were evaluated in a research study held in Los Angeles and Miami, targeting
low-income mothers and their children. The program enrolled women before birth in Los
Angeles and at birth in Miami, and lasted until children were 3 or 5 years of age, respectively.
Mothers met weekly in parenting groups. Guided by a group leader, mothers talked about
child development, supported each other, learned different parenting skills, and practiced
them with their child.

Initial results of intervention studies showed an overall positive effect on children living in
poverty. There were improvements in the child’s thinking, learning, and behaviour as well as
the interaction between the mother and child.

Ethics after Research

Legality - All the research related laws are studied in detail, especially those that impose
restrictions (e.g., it is forbidden to give questions to children without parental consent) or the
obligation to report possible misconduct. In such situations, there are possibilities to consult
with professionals (general practitioners, psychologists and lawyers) on the best action plan.

Confidentiality - The participants are informed about how their data will be used (file
materials, photos, audio, and video recordings); participants’ consent to use the data is
received.

Security Measures - It is ensured that confidential data will be stored in a secure location
with limited access. Whenever possible, the information allowing the determination of the
identity is removed from the data. The reasons are considered when confidentiality may be
compromised (room without sound insulation, participants writing down their names on
invoices, etc.).

Authorship - It provides credit for an individual's contributions to a study and carries

accountability. Normally, an author is an individual judged to have made a substantial
intellectual or practical contribution to a publication and who agrees to be accountable for
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that contribution. Proper authorship must be given in order to ensure credit and
accountability.

Copyright, Patents and Acknowledgement - It is a legal concept giving the creator of an

original work the exclusive rights to it and to who may use it and for what
purposes. Copyright law was established to encourage authors, artists, and others to create
and share their works by granting them specific exclusive rights in their works. Those rights
are limited by certain exceptions like fair use or the term of copyright. Patents,
acknowledgements, copyright etc must be adequately provided.

Stanford Prison Experiment (Philip Zimbardo)

The Stanford Prison Experiment was a social psychology experiment conducted in 1971 by
American psychologist and Stanford University emeritus Philip Zimbardo. This experiment
explored the psychological effects of phenomena like deindividuation, perceived power, and
learned helplessness. Zimbardo was concerned with finding out if the violence documented
among guards in American prisons was because of dispositional factors like guards' sadistic
personalities or whether it had something to do with the situational factors like the prison
environment.
Ethical Guidelines Violated
 Human Relations –
Avoiding Harm: The participants were protected from physical harm but not psychological
harm. After 36 hours, one inmate had to be released due to uncontrollable bursts of
screaming, crying and anger. The entire experiment was shut down in six days instead of the
planned duration of fourteen days because of the extensive psychological impact of this study
on the mental wellbeing of all the participants.
Informed Consent: There was an informed consent but it wasn't fully informed as it didn't
make the participants aware of the nature of the experiment or its goal as the experimenter.
 Advertising and Other Public Statements
Deception: Since the informed consent had no mention of any arrest, the students and their
parents were deceived into being arrested by real cops, taken to the station, go through with
the entire procedure of an arrest and then finally being moved to the mock prison.
 Withdrawal - The participants were not allowed to withdraw from the experiment
even though they were experiencing extreme negative emotions. Only one participant
was allowed to leave on the third day due to a severe stress disorder. But the rest had
to continue the experiment.
 External Intervention – No one who visited them made any efforts to shut down the
study even after witnessing the adverse effects first-hand. It was only after
Zimbardo’s partner, Christina Maslach who was also a psychology graduate from
Stanford, pointed out just how inhumane this experiment was, that the experimenters
decided to prematurely terminate the experiment

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The Bobo Doll Experiment (Albert Bandura)
The experiment involved exposing children to two different adult models an aggressive
model and a non-aggressive one. After witnessing the adult's behaviour, the children would
then be placed in a room without the model and were observed to see if they would imitate
the behaviours, they had witnessed earlier.
Ethical Guidelines Violated
 Advertising and Other Public Statements
Withdrawal - The APA guidelines require an individual to be allowed to withdraw from the
experiment at any point, but Bandura prevented this from happening by guarding the door
and not allowing the children to leave
 Human Relations –
Avoiding Harm - It was unethical for him to exhibit aggressive behaviour toward children.
The Bobo doll experiment had a significant impact both on children that took part in it and
psychology, as a whole. In the first case, many kids demonstrated the ability to reproduce the
aggressive behaviour patterns several months after the end of the study. However, it has also
made a revolution in psychology by demonstrating that children can use the models of
behaviour as a means of acquiring new behaviours that would not have developed otherwise.
It is impossible to predict how long the aggressive tendencies acquired during the experiment
will remain in the ranks of behavioural models of kids. There is no guarantee that the learned
patterns of aggression will not last for the participant’s lifetime, thus making him/her
potentially dangerous for the society.

The Milgram Shock Experiment (Stanley Milgram)

This experiment was conducted post World War II and the holocaust period. It was aimed at
examining the reasons and justifications provided by the War criminals, as to why they
followed such immoral orders. The reason provided for their obedience was that they had
simply been following orders given to them by their superiors. He was interested in studying,
just how easily people would involve themselves in such atrocious behaviour.
Ethical Guidelines Violated
 Human Relations –
Deception: The participants of the experiment were made to falsely believe that they would
not be inflicting real shocks to the learner, but in fact it was all just an act. The learner was
actually a confederate of Milgram who was pretending and helping Milgram conduct his
obedience study. The participants were kept in the dark about this, and talked about it only in
the end during the debriefing.
Protection From harm: During the course of the experiment, the volunteers were put in
extremely stressful situations. These may have caused a negative effect on the participants
and led to psychological harm. There were visible signs of tension, trembling, sweating, nail
biting and other such reactions seen among the participants. It was also noted that some of the

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participants had uncontrollable seizures and pleaded to withdraw but were denied that right.
This was backed but by Milgram by saying that these were only short-term effects.
 Advertising and Other Public Statements
Lack of Withdrawal: There was no document presented to the participants stating that they
could withdraw from the experiment. They were persuaded by the learner on several
occasions when the teachers were apprehensive to administer shocks. The teachers were
presented with prods such as “Please continue”, “The experiment requires you to continue”,
“It is absolutely essential that you continue”, “You have no other choice but to continue”.
Bias Sampled: The participants for this particular study were all males and of the same
descent. Due to this bias in the experiment, it would be unsure to say that the findings of the
experiment would imply those belonging to other cultures and ethnicities. An exclusion of
female participants lacks gender integrity and the findings duplicated in the opposite gender
can also be questioned.

UNIT 2: OBSERVATION METHOD

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The observation method is described as a method to observe and describe the behaviour 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.
 
Depending on the type of observation research and the goal of the study, the researcher will
have varying levels of participation in the study. Sometimes the researcher will insert
themselves into the environment, and other times, the researcher will not intervene in the
setting and observe from a distance or in a laboratory setting.

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 researcher can
observe and record the details objectively.

Types of Observation Method

1. Structured Observation

Structured observation (also known as systemic observation) is a data collecting

method in which researchers gather data without direct involvement with the
participants (the researchers watch from afar) and the collection technique is
structured in a well-defined and procedural manner. It allows researchers to collect
data that couldn't be collected using typical research methods like surveys and
interviews. Structured observation uses a coding method for data collection.

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 Advantages Disadvantages

1. Produces reliable data as 1. Lack of validity: Counting

they can be easily frequency, duration or
replicated by other events does not tell us
researchers using fixed about their meaning.
categories as the other Events may not fit any of
researcher the categories or may
2. Comparing data: allows overlap several categories.
quantitative data to be Different observers may
produced quickly and place the same event into
easily, counting frequency different categories.
or duration of events that 2. They are only useful for
are observed which means studying small scale
different observations can interactions. Its an
be directly compared which intensive method to carry
allows the researcher to see out
patterns and relationships.
They can be quantified
easily.

2. Unstructured Observation

A form of observation study where the behaviours of interest and/or the method of
observation are not clearly specified in advance of the study. The observer simply
makes notes on the behaviour being observed. The researcher records all relevant
behaviour without a system. There may be too much to record and the behaviours
recorded may not necessarily be the most important so the approach is usually used as
a pilot study to see what type of behaviours would be recorded.

Advantages Disadvantages

1. More detailed results. 1. There may be a greater risk

of observer bias (no
behavioural categories)
2. Produces qualitative data
which is more difficult to
analyses.

3. Controlled Observation

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 The researcher decides where the observation will take place, at what time, with
which participants, in what circumstances and uses a standardized procedure.
Participants are randomly allocated to each independent variable group. Controlled
observations are usually overt as the researcher explains the research aim to the group,
so the participants know they are being observed. Controlled observations are also
usually non-participant as the researcher avoids any direct contact with the group,
keeping a distance.

Advantages Disadvantages

1. Controlled observations can be 1. Controlled observations can lack

easily replicated by other validity due to the Hawthorne
researchers by using the same effect/demand characteristics.
observation schedule. This means When participants know they are
it is easy to test for reliability. being watched they may act
differently.
2. The data obtained from structured
observations is easier and quicker
to analyse as it is quantitative (i.e.,
numerical) - making this a less
time-consuming method compared
to naturalistic observations.

3. Controlled observations are fairly

quick to conduct which means that
many observations can take place
within a short amount of time. This
means a large sample can be
obtained resulting in the findings
being representative and having
the ability to be generalized to a
large population.

4. Uncontrolled Observation

In uncontrolled or observational studies, researchers have no such control over

whether their subjects receive the treatment being investigated. Uncontrolled studies
thus are subject to worries about confounding variables

Advantages Disadvantages

1. The observer views things as they 1. The observer may develop

are. For instance, we can apply the emotional attachment to his group

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 uncontrolled observations when
we collect data for writing a report
regarding an existing working
condition of a factory.
which will lose the objectivity of
the study. The observer may
develop emotional attachment to
his group which will lose the
objectivity of the study.

5. Naturalistic Observation

This involves studying the spontaneous behaviour of participants in natural

surroundings. The researcher simply records what they see in whatever way they can.
The technique involves observing subjects in their natural environment. Naturalistic
observation involves observing subjects of interest in their normal, everyday setting.
It is sometimes referred to as field work because it requires researchers to go out into
the field (the natural setting) to collect data on their participants.  

Advantages Disadvantages

1. By being able to observe the flow 1. These observations are often

of behaviour in its own setting
studies have greater ecological
validity.
2. Like case studies, naturalistic
observation is often used to
generate new ideas. Because it
gives the researcher the
opportunity to study the total
situation it often suggests avenues
of inquiry not thought of before.
conducted on a micro (small) scale
and may lack a representative
sample (biased in relation to age,
gender, social class or ethnicity).
This may result in the findings
lacking the ability to be
generalized to wider society.
2. Natural observations are less
reliable as other variables cannot
be controlled. This makes it
difficult for another researcher to
repeat the study in exactly the
same way.

3. The researcher needs to be trained

to be able to recognize aspects of a
situation that are psychologically
significant and worth further
attention.

4. With observations, there is no

manipulation of variables (or
control over extraneous variables)
which means cause and effect
relationships cannot be established.

6. Participant Observation

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 Participant observation is a variant naturalistic observation but here the researcher
joins in and becomes part of the group they are studying to get a deeper insight into
their lives. Participant observations can be either cover or overt. Covert is where the
study is carried out 'undercover'. The researcher's real identity and purpose are kept
concealed from the group being studied. The researcher takes a false identity and role,
usually posing as a genuine member of the group. On the other hand, overt is where
the researcher reveals his or her true identity and purpose to the group and asks
permission to observe.

Advantages Disadvantages

1. The natural behaviour of the 1. The observer may lose his

respondent can be studied by
participant observation. the
respondents do not know that they
are being observed, so their
behaviour is not constrained by the
conscious feeling of being
observed by a stranger.
2. The observer has a very good
rapport with the respondents. He
has a very close primary
relationship with the group
members. Because of this he can
participate in all activities from a
close angle and thus can better
interpret the situation than a non-
participant observer.
3. The observer can better understand
the feeling of the respondents than
an outsider. Thus, it provides an
in-depth understanding of the
group.
objectivity by becoming members
of a group and participating very
closely in it. His emotional and
sentimental association with the
group kills his impartiality and
unbiased analysis.
2. Because of his close association
and emotional participation with
the group members the researcher
creates a special position for
himself in that group. Due to this
he observes the things from his
own personal point of view rather
than scientific point of view.
3. Due to much familiarity many
crucial events appear to the
participant observer as of little or
no significance. Therefore, they
may miss important issues which
may surprise an unfamiliar
outsider.

7. Non-participant Observation

When the observer observes the group passively from a distance without participating
in the group activities, it is known as non-participant observation. Here he does not try
to influence them or take part in the group activities.
However, purely non-participant observation is extremely difficult. One cannot
penetrate into the heart of a matter without proper participation in it. One really
cannot imagine a kind of relationship, when the researcher is always present but never
participates. This situation is hardly conducive for both the observer and the group.

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 Advantages Disadvantages

1. In non-participant observation, the 1. The observer does not have clarity

objectivity or neutrality can be
maintained. The observer in this
type of observation gives a
detached and unbiased view about
the group.
2. The researcher plays an impartial
role. Therefore, every member of
the group gives him a special
status and co-operate with his
study. His aloofness from petty
conflicts helps him to carry his
research work more smoothly.
3. In non- participant observation the
researcher does not even miss a
minute thing. He carefully judges
the merits and demerits of each
and every phenomenon under
study.
about certain events on activities.
This lack of understanding may
make some of his findings biased
and coloured by his personal
prediction, belief and pre-
conception.
2. The observer can observe only
those events which take place in
front of him. But that is not enough
and only a part of the phenomena
as a vast range of information
required for the research.
3. The members of a group become
suspicious of a person who
observes them objectively. In front
of an outsider or stranger they feel
conscious and provide only some
formal information in an unnatural
way. It creates bias and what the
observer collects is not actual or
normal thing but only formal
information.

Recording of Data in Observation Method

1. Event Sampling- The observer decides in advance what types of behaviour (events)
she is interested in and records all occurrences. All other types of behaviour are
ignored.

2. Time Sampling- The observer decides in advance that observation will take place only
during specified time periods (e.g., 10 minutes every hour, 1 hour per day) and
records the occurrence of the specified behaviour during that period only.

3. Instantaneous or Target Time Sampling- The observer decides in advance the pre-
selected moments when observation will take place and records what is happening at
that instant. Everything happening before or after is ignored.

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Advantages of Observation Method

1. Directness

The main advantage of observation is its directness. We can collect data at the time
they occur. The observer does not have to ask people about their behaviour and
reports from others. He or she can simply watch as individuals act and speak. While
the survey respondents may have a hazy or lapse memory about events that occurred
in the distant past, the observer is studying events as they occur.

2. Natural Environment

Whereas other data collection techniques introduce artificiality into the research
environment, data collected in an observation study describe the observed phenomena
as they occur in their natural settings. Observation is neither as restrictive nor as
artificial as either the survey or the experiment.

3. Longitudinal Analysis

Since the observation is possible to be conducted in a natural setting, the observer can
conduct his or her study over a much longer period than with either the survey or
experiment.

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 4. Non-Verbal Behaviour

Observation is decidedly superior to survey research, experimentation, or document

study for collecting data on nonverbal behaviour. Some studies focus on individuals
who are unable to give verbal reports or to articulate themselves meaningfully.

Disadvantages of Observation Method

1. Lack of Control

Despite the advantage as achieved from the natural environment, the observation
study, however, has little control over extraneous variables that may affect the data.
The presence of a stranger (the observer) and the error involved in human observation
and the recording of data, which may remain out of control of the observer, are likely
to bias the observations to a great extent.

2. Difficulties in Quantification

Measurement in observational studies generally takes the form of observer’s un-

quantified perceptions rather than the quantitative measures often used in the survey
and experimental studies.

3. Smallness in Sample Size

Because observational studies are generally conducted in-depth, with data that are
often subjective and difficult to quantify, the sample size is usually kept at a
minimum. Also, the in-depth nature of the observation studies generally requires that
they are conducted over an extended period, then the survey method or experiments.
This feature tends to limit the size of the sample.

4. No Opportunity to Learn the Past

In an observational study, there is no way to know the past. It is also difficult to

gather information on such topics as intentions, opinions, attitudes, or preferences.
This technique can generate either quantitative or qualitative data but tends to be used
more for small-scale exploratory studies than for large-scale quantitative studies.

Characteristics of Observation Method

1. Observation is a Systematic Method

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 Observation is not haphazard or unplanned. The length of the observation periods, the
interval between them, the number of observations, the area or situation of
observation and various techniques used for observation are carefully planned. Often
there are systematic managements for controlling the situation if special factors are to
be studied, for example study of honest behaviour, sportsman spirit, leadership
qualities etc.

2. Observation is Specific

It is not just looking around for general aspects of human behaviour. Rather it is
directed at those specific aspects of the total situation which are assumed to be
significant from the standpoint of the purpose of the study. The layman may
frequently overlook what is crucial while observing an event or phenomenon, but the
scientific observer should look for some definite things which suit his purpose of
study so as to save his time, money and effort for observation.

3. Observation is Objective

Observation should be objective and free from bias as far as possible. It should
generally be guided by a hypothesis. The observer must maintain ethical neutrality.
He must consider hypothesis as something to be tested. But at the same time, he must
maintain a flexible attitude, so that he can deviate from his original plan when such
deviation appears inevitable.

4. Observation is Qualitative

Although many important phenomena cannot be quantified, it becomes almost an

imperative to use some means for quantifying observations in order to increase their
precision and to facilitate their analysis. Even the quality should be converted into
quantity, because qualitative data is subjective and quantitative one is objective and
can further be interpreted in an objective manner.

5. Observation is Deliberate

Observation is a systematic and deliberate study through the eye. An observer gathers
the data which he has seen in his own eyes. Collecting information through eyes is
probably the most trustworthy technique of data collection in social research.

6. Definite Aim

Observation must have some definite aims and objectives. It should be clearly defined

21
 before the beginning of the actual observation process. Without the proper aims and
objectives observation will be unsystematic and expensive.

7. Record of Observation is made Immediately

During the observation period it is very difficult on the part of the observer to
remember each and every element of observation. He may forget important
information. If we rely on memory the factor of forgetting will enter and affect the
data of observation. Therefore, the observer should record all important information
as soon as the observation is completed.

8. Observation is Verifiable

Observation results can be checked and verified. Observation must be verified with
usual criteria of reliability, validity and usability. It may be possible to check the
findings of the observation by comparing the results of different observers by
repeating the study.

Uses of Observation Method

1. It is used in case of young children or old adults who develop differently, usually to
study the differently abled and those acing developmental issues.
2. This method is often used in social, political, and economic fields especially to study
group and community behaviour.

22
 3. Medical and psychological fields use observation often to study theoretical
hypotheses, note results of experiments etc.

UNIT 3: EXPERIMENT METHOD

What is an experiment?
An experiment is a observational procedure carried out to support, refute, or validate
a hypothesis. Experiments provide insight into cause-and-effect by demonstrating what
outcome occurs when a particular factor is manipulated. Experiments vary greatly in goal and
scale, but always rely on repeatable procedure and logical analysis of the results.

What are experimental methods?

The experimental method is a systematic and scientific approach to research involving the
manipulation of variables to establish cause and effect relationships. The key features are
controlled methods and the random allocation of participants into controlled and
experimental groups.
An experiment is an investigation in which a hypothesis is scientifically tested. In an
experiment, an independent variable (the cause) is manipulated and the dependent variable
(the effect) is measured; any extraneous variables are controlled.

Steps to conduct an experiment 

23
1. Identifying the research problem - After deciding the topic of interest, the
researcher tries to define the research problem. This helps the researcher to focus on a
narrower research area to be able to study it appropriately. Defining the research
problem helps you to formulate a research hypothesis.

2. Review relevant literature - In the research process, the literature review stands as
the pivotal point of all activities.  This literature review helps researcher weather the
topic is worth studying and it provide inside into ways in which the researcher can
limit the scope to a needed area of inquiry.

3. Formulate hypotheses and deduce their consequences - It is almost impossible for

a researcher not to have any hypothesis or objectives before proceeding with his
works. Because a hypothesis or the objective shows the direction to a researcher. 
That is why, in the experimental research the research design is built around a
tentative hypothesis or clearly defined objectives.

4. Construct an experimental design - It represents all the elements, conditions, and

relations of the following consequences: a. Select sample of subjects b. Identify and
control non experimental factors. c. Select or construct, and validate instruments to
measure outcomes. d. Conduct pilot study. e. Determine place, time, and duration of
the experiment.

5. Conduct the experiment - An experiment is typically carried out by manipulating a

variable, called the independent variable, affecting the experimental group. The effect
that the researcher is interested in, the dependent variable(s), is measured. 
Identifying and controlling non-experimental factors which the researcher does not
want to influence the effects, is crucial to drawing a valid conclusion. This is often
done by controlling variables, if possible, or randomizing variables to minimize
effects that can be traced back to third variables. Researchers only want to measure
the effect of the independent variable(s) when conducting an experiment, allowing
them to conclude that this was the reason for the effect.

6. Compile raw data and condense to usable form - When the experiment is imposing
to a specific variable, related data should be collected and compiled in systematic
way. After analysing compiled data, it should be condensed to a usable form.

7. Present findings and conclusions - The aim of an analysis is to draw a conclusion

together with other observations. The researcher might generalize the results to a
wider phenomenon, if there is no indication of confounding variables "polluting" the
results. If the researcher suspects that the effect stem from a different variable than the
independent variable, further investigation is needed to gauge the validity of the
results. An experiment is often conducted because the scientist wants to know if the
independent variable is having any effect upon the dependent variable. Variables
correlating are not proof that there is causation. Experiments are more often of
quantitative nature than qualitative nature, although it happens.

24
Experimental Designs And Its Types
Pre-Experimental Design: 

In pre-experimental research design, either a group or various dependent groups are observed
for the effect of the application of an independent variable which is presumed to cause
change. It is the simplest form of experimental research design and is treated with no control
group.

Although very practical, experimental research is lacking in several areas of the true-
experimental criteria. The pre-experimental research design is further divided into -

 One group pre-test & post-test design:

PRE- INDEPENDENT VARIABLE POST-TEST

TEST

T1 Testing through demonstration T2

 Two-group static design:

GROUP INDEPENDENT VARIABLE POST-TEST

Experimental Testing through new method T2

25
 group

Controlled group Testing through conventional method T2

True-Experimental Design:

True experimental research relies on statistical analysis to prove or disprove a hypothesis,

making it the most accurate form of research. Of the types of experimental design, only true
design can establish a cause-effect relationship within a group. The true experimental
research design relies on statistical analysis to approve or disprove a hypothesis. It is the most
accurate type of experimental design and may be carried out with or without a pre-test on at
least 2 randomly assigned dependent subjects.

The true experimental research design must contain a Control Group, which won’t be subject
to changes, and an Experimental Group, which will experience the changed variables, a
variable that can be manipulated by the researcher, and the distribution must be random. The
classification of true experimental design include:

This experimental research method commonly occurs in the physical sciences.

 Two groups, randomized subjects, post-tests only:

RANDOMLY ASSIGNED INDEPENDENT VARIABLE POST-

GROUPS  TEST

Experimental method Testing through new method T2

Controlled group Testing through conventional T2

method

 Two groups, randomized matched subjects, post-test design:

RANDOMLY ASSIGNED GROUPS INDEPENDENT VARIABLE POST-

AFTER MATCHING TEST

Experimental group Testing through new method T2

Controlled group Testing through conventional T2

method

 Randomly assigned groups, pre-tests, post-tests:

26
 RANDOMLY ASSIGNED PRE- INDEPENDENT VARIABLE POST-
GROUP TEST TEST

Experimental group T1 Testing through new method T2

Controlled group T1 Testing through conventional T2

method

 Randomised Soloman three groups design:

RANDOMLY ASSIGNED PRE- INDEPENDENT VARIABLE POST-

GROUP TEST TEST

Experimental group T1 Testing through new method T2

Controlled group T1C1 Testing through conventional T2C1

method

Controlled group No pre- Testing through new method T2C2

test

 Randomised Soloman four group design:

RANDOMLY ASSIGNED PRE- INDEPENDENT VARIABLE POST-

GROUP TEST TEST

Experimental group T1E Testing through new method T2E

Controlled group (C1) T1C1 Testing through conventional T2C1

method

Controlled group (C2)      _ Testing through new method T2C2

Controlled group (C3)      _ Testing through conventional T2C3

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 method

Factorial Designs:
Factorial designs are those designs where it is shown that how multiple factors affect the
dependent and the independent variable; and also, to check which factor affects the most and
the least. 
Factorial designs allow the effects of a factor to be estimated at several levels of the other
factors, yielding conclusions that are valid over a range of experimental conditions.
The simplest type of factorial designs involves only two factors or sets of treatments.
Combinations.

 Simple factorial design of two-by-two:

HIGH INTELLIGENCE QUOTIENT LOW INTELLIGENCE QUOTIENT

GROUP GROUP

Testing through new methods Testing through new methods

Testing through conventional methods Testing through conventional methods

Quasi-Experimental Design:
A quasi-experimental design aims to establish a cause-and-effect relationship between an
independent and dependent variable. 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.

This is very common in educational research, where administrators are unwilling to allow the
random selection of students for experimental samples.

Some examples of quasi-experimental research design include; the time series, no equivalent
control group design, and the counterbalanced design.

 Non-randomized controlled groups, pre-tests, post-tests:

GROUPS INDEPENDENT VARIABLE PRE- POST-TEST

TEST

Experimental Testing through new methods T1 T2

group

Controlled group Testing through conventional T1 T2

28
 methods

Time series experimental design is an experimental design that involves the observation of
units (e.g., people, countries) over a defined time period. Data collected from such designs
may be evaluated with time-series analysis.

 One group time series design (experiment effect)

 Controlled group time series design 

GROUP INDEPENDENT
VARIABLES
Experiment group  Experiment method
(T1, T2, T3, T4) (T5, T6, T7, T8)

Controlled group  No experiment treatment 

(T1, T2, T3, T4) (T5, T6, T7, T8)

Hypothesis and Its Type

What is a hypothesis?
Hypothesis is an assumption that is made on the basis of some evidence. This is the initial
point of any investigation that translates the research questions into a prediction. It includes
components like variables, population and the relation between the variables. A research
hypothesis is a hypothesis that is used to test the relationship between two or more variables.
A good hypothesis should fulfil three conditions. It must be adequate for its purpose. It must
be testable. It must be better than its rivals.

Characteristics of Hypothesis
 The hypothesis should be clear and precise to consider it to be reliable.
 If the hypothesis is a relational hypothesis, then it should be stating the relationship
between variables.
 The hypothesis must be specific and should have scope for conducting more tests.
 The way of explanation of the hypothesis must be very simple and it should also be
understood that the simplicity of the hypothesis is not related to its significance.

29
Types of Hypotheses
There are six forms of hypothesis and they are:
 Simple hypothesis
 Complex hypothesis
 Directional hypothesis
 Non-directional hypothesis
 Null hypothesis
 Associative and casual hypothesis

Simple Hypothesis
The alternative hypothesis states that there is a relationship between the two variables being
studied (one variable has an effect on the other). It shows a relationship between one
dependent variable and a single independent variable. For example – If you eat more
vegetables, you will lose weight faster. Here, eating more vegetables is an independent
variable, while losing weight is the dependent variable.
It states that the results are not due to chance and that they are significant in terms of
supporting the theory being investigated.
Complex Hypothesis
It shows the relationship between two or more dependent variables and two or more
independent variables. Eating more vegetables and fruits leads to weight loss, glowing skin,
reduces the risk of many diseases such as heart disease, high blood pressure and some
cancers.

30
Directional Hypothesis
It shows how a researcher is intellectual and committed to a particular outcome. It predicts
the nature of the effect of the independent variable on the dependent variable. For example-
children aged four years eating proper food over a five-year period are having higher IQ
levels than children not having a proper meal. This shows the effect and direction of effect
Non-directional Hypothesis
It is used when there is no theory involved. It is a statement that a relationship exists between
two variables, without predicting the exact nature (direction) of the relationship.
E.g., there will be a difference in how many numbers are correctly recalled by children and
adults.
Null Hypothesis
It provides the statement which is contrary to the hypothesis. It’s a negative statement, and
states that there is no relationship between the two variables being studied (one variable does
not affect the other).
It states results are due to chance and are not significant in terms of supporting the idea being
investigated. The symbol is denoted by “HO”.
Associative and Causal Hypothesis
Associative hypotheses states that there is a relationship between two variables. It looks at
how specific events co-occur.
Causal hypotheses state that any difference in the type or amount of one particular variable is
going to directly affect the difference in the type or amount of the next variable in the
equation. It looks at how manipulation affects events in the future.

Functions of Hypothesis
Hypothesis can provide direction to the research. A hypothesis contains several concepts
which are logically connected or arranged. The interrelationships among the concepts give a
clear answer to the problem under study. Following are the functions performed by the
hypothesis:
 Hypothesis can explain all the facts connected with it.
 Hypothesis helps us to provide directions to the research. A researcher can decide
what data are to be collected for the study on the basis of the hypothesis.
 Hypothesis prevents us from blind search. Hypothesis helps us to search only for
relevant facts. So, it is helping us to save money and time.
 Hypothesis can place clear and specific goals before the researcher. 6. Hypothesis
acts as a guide to collect the relevant data related to the problem.
 A hypothesis can suggest the expected relationships between two or more variables.
If A and B are two variables a hypothesis states the possible relationship between A
and B. This means that a hypothesis must have two or more variables and it should
reveal how the variables are related to each other.

31
Advantages of Experimentation Method
1. It gives researchers a high level of control.

When people conduct experimental research, they can manipulate the variables so they can
create a setting that lets them observe the phenomena they want. They can remove or control
other factors that may affect the overall results, which means they can narrow their focus and
concentrate solely on two or three variables. In the pharmaceutical industry, for example,
scientists conduct studies in which they give a new kind drug to a group of subjects and a
placebo drug to another group. They then give the same kind of food to the subjects and even
house them in the same area to ensure that they won’t be exposed to other factors that may
affect how the drugs work. At the end of the study, the researchers analyse the results to see
how the new drug affects the subjects and identify its side effects and adverse results.

2. It allows researchers to utilize many variations.

As mentioned above, researchers have almost full control when they conduct experimental
research studies. This lets them manipulate variables and use as many (or as few) variations
as they want to create an environment where they can test their hypotheses — without
destroying the validity of the research design. In the example above, the researchers can opt
to add a third group of subjects (in addition to the new drug group and the placebo group),
who would be given a well-known and widely available drug that has been used by many
people for years. This way, they can compare how the new drug performs compared to the
placebo drug as well as the widely used drug.

3. It can lead to excellent results.

The very nature of experimental research allows researchers to easily understand the
relationships between the variables, the subjects, and the environment and identify the causes
and effects in whatever phenomena they’re studying. Experimental studies can also be easily
replicated, which means the researchers themselves or other scientists can repeat their studies
to confirm the results or test other variables.

4. It can be used in different fields.

Experimental research is usually utilized in the medical and pharmaceutical industries to

assess the effects of various treatments and drugs. It’s also used in other fields like chemistry,
biology, physics, engineering, electronics, agriculture, social science, and even economics.

Disadvantages of Experimentation Method

1. It can lead to artificial situations.

In many scenarios, experimental researchers manipulate variables in an attempt to replicate

real-world scenarios to understand the function of drugs, gadgets, treatments, and other new
discoveries. This works most of the time, but there are cases when researchers over-
manipulate their variables and end up creating an artificial environment that’s vastly different

32
from the real world. The researchers can also skewer the study to fit whatever outcome they
want (intentionally or unintentionally) and compromise the results of the research.

2. It can take a lot of time and money.

Experimental research can be costly and time-consuming, especially if the researchers have
to conduct numerous studies to test each variable. If the studies are supported by the
government, they would consume millions or even billions of taxpayers’ dollars, which could
otherwise have been spent on other community projects such as education, housing, and
healthcare. If the studies are privately funded, they can be a huge burden on the companies
involved who, in turn, would pass on the costs to the customers. As a result, consumers have
to spend a large amount if they want to avail of these new treatments, gadgets, and other
innovations.

3. It can be affected by errors.

Just like any kind of research, experimental research isn’t always perfect. There might be
errors in the research design or in the methodology as well as random mistakes that can’t be
controlled or predicted, which can seriously affect the outcome of the study and require the
researchers to start all over again. There might also be human errors; for instance, the
researchers may allow their personal biases to affect the study. The subjects may also make
mistakes.

4. It might not be feasible in some situations.

There are times when the variables simply can’t be manipulated or when the researchers need
an impossibly large amount of money to conduct the study. There are also cases when the
study would impede on the subjects’ human rights and/or would give rise to ethical issues. In
these scenarios, it’s better to choose another kind of research design (such as review, meta-
analysis, descriptive, or correlational research) instead of insisting on using the experimental
research method.

33
 UNIT 4: QUESTIONNAIRE

What is questionnaire method?

A questionnaire method is appropriate for certain research questions. Its suitability depends
on the types of information needed to answer a research question and the people from whom
the researcher wants to elicit information. It uses the instrument of questionnaires to collect
data.

What is a questionnaire?

Questionnaire is as an instrument for research, which consists of a list of questions, along

with the choice of answers, printed or typed in a sequence on a form used for acquiring
specific information from the respondents.

A research questionnaire is typically a mix of close-ended questions and open-ended

questions. Open-ended, long-form questions offer the respondent the ability to elaborate on

34
their thoughts. The data collected from a data collection questionnaire can be
both qualitative as well as quantitative in nature. A questionnaire may or may not be
delivered in the form of a survey, but a survey a1ways consists of a questionnaire.

In general, questionnaires are delivered to the persons concerned either by post or mail,
requesting them to answer the questions and return it. Informants are expected to read and
understand the questions and reply in the space provided in the questionnaire itself. The
questionnaire is prepared in such a way that it translates the required information into a series
of questions, that informants can and will answer.

Characteristics of a Questionnaire
The following are characteristics of good questionnaires:
 It should consist of a well-written list of questions. One of the most significant attributes
of a research form is uniform design and standardization.
 The questionnaire should deal with an important or significant topic to create interest
among respondents.
 It should seek only that data which cannot be obtained from other sources.
 It should be exploratory to collect qualitative data, a very structured question list could
limit the data collection.
 It should be as short as possible but should be comprehensive. Double negatives in
questions should be avoided.
 Directions should be clear and complete. Putting two questions in one question also
should be avoided. Every question should seek to obtain only one specific information.
 It should be represented in good psychological order proceeding from general to more
specific responses. It typically follows a structured flow of questions to increase the
number of responses.
 It should be designed to collect information which can be used subsequently as data for
analysis.

35
Uses of Questionnaires
 Questionnaires are a common and inexpensive research tool used by private
companies, government departments, individuals, groups, NGOs etc to get feedback,
research, collect data from consumer, customers or from general public depending on
the need.
 Social research: investigating the experiences and characteristics of different social
groups
 Market research: finding out what customers think about products, services, and
companies
 Health research: collecting data from patients about symptoms and treatments
 Politics: measuring public opinion about parties and policies
 Psychology: researching personality traits, preferences and behaviours

Steps of Conducting a Questionnaire Research

Define Aim - Before conducting survey research, the researcher should already have a
clear research question that defines what they want to find out and the problem they want to
examine. Based on this question, they need to determine exactly who you will target to
participate in the survey.

Define Population and Sample - The target population is the specific group of people that
you want to find out about. This group can be very broad or relatively narrow. The research
should aim to produce results that can be generalized to the whole population. That means the
researcher needs to carefully define exactly who they want to draw conclusions about.

It’s rarely possible to survey the entire population of the research hence the researcher usually
conducts the questionnaire on a sample from the population. The sample size depends on how
big the population is. In general, though, the sample should aim to be representative of the

36
population as a whole. The larger and more representative your sample, the more valid the
conclusions.

Design the Questionnaire - The researcher needs to decide which questions they will ask
and how they will ask them. It’s important to consider:
 The type of questions - There are two main forms of survey questions: open-ended and
closed-ended. Many surveys use a combination of both. Closed-ended questions give
the respondent a predetermined set of answers to choose from. Open-ended questions
are best for qualitative research. This type of question has no predetermined answers
to choose from. Instead, the respondent answers in their own words.
 The content of the questions - To ensure the validity and reliability of your results,
you need to carefully consider each question in the survey. All questions should be
narrowly focused with enough context for the respondent to answer accurately. Avoid
questions that are not directly relevant to the survey’s purpose. When constructing
closed-ended questions, ensure that the options cover all possibilities. If you include a
list of options that isn’t exhaustive, you can add an “other” field.
 The phrasing of the questions - In terms of language, the survey questions should be
as clear and precise as possible. Tailor the questions to your target population,
keeping in mind their level of knowledge of the topic. Use language that respondents
will easily understand, and avoid words with vague or ambiguous meanings. Make
sure your questions are phrased neutrally, with no bias towards one answer or another.
 The ordering and layout of the survey - The questions should be arranged in a logical
order. Start with easy, non-sensitive, closed-ended questions that will encourage the
respondent to continue. If the survey covers several different topics or themes, group
together related questions. You can divide a questionnaire into sections to help
respondents understand what is being asked in each part. If a question refers back to
or depends on the answer to a previous question, they should be placed directly next
to one another

Conduct a Pilot Test - Pilot studies are small-scale, preliminary studies which aim to
investigate whether crucial components of a main study – usually a randomized controlled
trial (RCT) – will be feasible. Doing so will help you determine the flaws of your content or
structure, and preserve the integrity of results. There are two ways you can run a pilot survey.
The first is to share it with a percentage of your intended audience, or to test it with an easily
accessible audience.
There are pros and cons to both these strategies. The first method allows you to get a small
glimpse of what your results will look like and identify any issues your wider audience may
have based on that small sample.
The second method is more convenient, as you’d likely be sharing it with friends or
colleagues who can give quick feedback.
Identifying errors in your survey before you launch to your target audience will save you time
(and any financial loss) in the long run.

37
Distribute the Questionnaire and Collect Data – The researcher should create a clear plan
for where, when, how, and with whom they will conduct the survey. Determining in advance
how many responses they require and how they will gain access to the sample is significant.
When the researcher is satisfied that they have created a strong research design suitable for
answering your research questions, they can conduct the survey through your method of
choice – by mail, online, or in person.
The moment one sends their questionnaire also impacts the results. There are many ways to
invite people to take part in the research. Who the researcher wants to take part in the
research will help them to decide on the best distribution method.
Analyse the Results - There are many methods of analysing the results of the questionnaire.
First one has to process the data, usually with the help of a computer program to sort all the
responses. They should also clean the data by removing incomplete or incorrectly completed
responses.

If the researcher has asked open-ended questions, they will have to code the responses by
assigning labels to each response and organizing them into categories or themes. They can
also use more qualitative methods, such as thematic analysis, which is especially suitable for
analysing interviews.

Visualising data by presenting the results in charts and graphs will help quickly reference
results in reports. The researcher can also print out the data in the form of a spreadsheet,
which can then be exported for further analysis. With online surveys the gathered data is
stored automatically, so one can start analysing the results straight away. In most cases, one
can already see preliminary results while the survey is still open.
Write Report - Finally, when the data is collected and analysed, the researcher will write it
up as part of their thesis, dissertation, or research paper.

In the methodology section, they can describe exactly how they conducted the survey. The
types of questions used, the sampling method, when and where the survey took place, and the
response rate should be explained. The full questionnaire as an appendix can be
included and referred to it in the text if relevant.

Then the researcher should introduce the analysis by describing how they prepared the data
and the statistical methods used to analyse it. In the results section, one is to summarize the
key results from the analysis.

In the discussion and conclusion, the researcher gives explanations and interpretations of

these results, answer the research question, and reflect on the implications and limitations of
the research.

Precautions to Take While Conducting a Questionnaire Research

 Aim - Make sure that all questions asked address the aims of the research. However, use
only one feature of the construct you are investigating in per item.

38
 Length - The longer the questionnaire, the less likely people will complete it. Questions
should be short, clear, and be to the point; any unnecessary questions/items should be
omitted.
 Pilot Study - Run a small-scale practice study to ensure people understand the questions.
People will also be able to give detailed honest feedback on the questionnaire design.
 Question Order - Questions should progress logically from the least sensitive to the most
sensitive, from the factual and behavioural to the cognitive, and from the more general to
the more specific. The researcher should ensure that the answer to a question is not
influenced by previous questions.
 Terminology - There should be a minimum of technical jargon. Questions should be
simple, to the point and easy to understand. The language of a questionnaire should be
appropriate to the vocabulary of the group of people being studied. Use statements which
are interpreted in the same way by members of different subpopulations of the population
of interest.
For example, the researcher must change the language of questions to match the social
background of respondents' age / educational level / social class / ethnicity etc.
 Presentation - Make sure it looks professional, include clear and concise instructions. If
sent through the post make sure the envelope does not signify ‘junk mail.’

Types of Questions
Closed-Ended Questions
Closed-ended questions are those questions that provide respondents with predefined answer
options to choose from. Usually, those can be answered with a simple ‘yes’ or ‘no’, a
predefined value on a fixed scale, or with a specific piece of information.
The most common types of closed-ended survey questions include different variations of
categorical and interval/ratio questions. Opposite to closed-ended questions are open-ended
questions.

Categorical Questions
Categorical or nominal survey questions are a perfect choice if the researcher looking to get a
simple, easy-to-analyse count, such as “85% of respondents said online quizzes are fun” or
“48% of men and 63% of women have taken a quiz this year”.
1. Dichotomous Questions
As the word ‘dichotomous’ suggests these are what we generally call ‘yes/no’ questions – the
types of survey questions that can be answered with a simple ‘yes’ or ‘no’. 
If the researcher is looking for an easy way to ‘screen out’ the people not relevant to the
research, dichotomous questions useful.
2. Multiple-Choice Questions

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Multiple-choice survey questions usually offer three or more predetermined answer options,
while they can allow for single or multiple answers (check the checkbox questions below).
For this type of survey questions, it may be wise to consider including the editable “other”
category as one of the answer options if there might be a possibility that the respondent’s
answer may differ from all of the given options.
3. Checkbox questions
Checkbox questions are multiple choice-type questions that add the flexibility of being able
to choose more than one option. The researcher can add as many answers, and respondents
can pick as many answers to the question as they are allowed to.

Interval/Ratio Questions
4. Rating Scale Questions
With rating scale survey questions, the respondents are asked to assess an issue on the basis
of an already predetermined dimension. The question usually displays a range of answer
options that can be on any scale you want (1 to 10, 0 to 100, and so on).
Since most of these scales use numbers as values, it’s important to clarify the gradation
method and clearly explain those values. If the question is ‘How much do you like online
quizzes?’ and you use a 1-10 scale, you need to explicitly state that, for example, 10 means
that you just adore them, while 1 means that you’re not really a fan.
5. Likert Scale Questions
It’s one of the most popular and reliable ways of measuring perceptions, attitudes, and
opinions. Likert scale survey questions are characterized by a wide range of answer options
to choose from, usually ranging from one extreme (e.g., ‘strongly agree’) to another (e.g.
‘strongly disagree’).
Even though Likert scale questionnaires, in theory, can have an unlimited number of
questions and answers, the two most common ones are the 5-point and 7-point Likert scales.
The researcher can also decide to use even-numbered answer options, but it is important to
note that such a scale eliminates the possibility of a neutral answer.
6. Matrix Questions
Matrix survey questions are perfect if the researcher is looking to ask several questions in a
row that contain the same answer options. A matrix question is a series of rating scale or
Likert scale questions.
Matrix questions can significantly simplify large-scale surveys, but at the same time they can
be confusing to some respondents and are also not always the best choice for mobile devices.
7. Open-Ended Questions
Open-ended survey questions enable respondents to supply their own answers. This means
that there are no predefined answers and respondents have the freedom to express their

40
opinion in the wording of their choice. It also gives them the chance to respond in more
detail.
When creating a survey, the researcher needs to gauge the optimal number of open-ended
questions carefully. As answering these questions can be demanding and time-consuming,
users can feel overwhelmed. In addition, since there are no uniform answer options,
compiling and analysing the results is more difficult than with closed-ended questions.
8. Demographic Questions
Demographic survey questions are particularly useful if one is looking to gather some
background information about your user. If used properly, these enable the researcher to learn
more about your target audience. They are often used to segment audiences on the basis of
who they are and what they do, thus making it easier for to be certain you’re targeting the
right people.

Difference between Interview Schedule and Questionnaire

 The difference between questionnaire and interview can be drawn clearly on the
following grounds:
 A form consisting of a series of written or printed multiple choice questions, to be marked
by the informants, is called questionnaire. A formal conversation between the interviewer
and respondent wherein the two participates in the question-answer session is called
interview

41
 The questionnaire method of collecting data involves emailing questionnaire to
respondents in a written format. On the contrary, interview method is one wherein the
interviewer communicates to the respondent orally.
 The questionnaire is objective while the nature of the interview is subjective.
 In an interview, open-ended questions are asked by the interviewer to the respondent. As
against this, closed-ended questions are asked through a questionnaire.
 The questionnaire provides fact-based information to the respondents. Conversely,
analytical information can be gathered through interviews.
 As question are written in a proper manner in a questionnaire, the order cannot be
changed. Unlike interview, wherein the order of questions can be changed as per needs
and preferences.
 The collection of data through questionnaire is relatively cheap and economical, as
money is spent only on the preparation and mailing of the questionnaire to the
respondent. In contrast, an interview is a little expensive method, because, to provide data
either the respondents have to come to the interviewer or the interviewer has to visit the
respondents individually.
 Questionnaire method is more time consuming than an interview, as in an interview, the
responses are spontaneous, while the informant takes his own time to reply, in the case of
the questionnaire.
 In questionnaire method, a single questionnaire is mailed to many respondents. However,
only one person at a time can be interviewed in a case interview.
 The probability of non-responses is very high in case of the questionnaire, as many
people avoid answering it and so they return the questionnaire with providing their
responses. On the other hand, the chances of non-responses are almost nil in case of an
interview, because of direct interaction between interviewer and respondent.
 In the questionnaire, it is not known, as to who replies it, which is not in the case of an
interview.

Advantages
Inexpensive
Sending out an online questionnaire is one of the cheapest customer research strategies
available. Unless the researcher is offering some type of incentive or are using ads to get in
front of respondents, there are few costs associated with it. Self-administered questionnaires
avoid the need for hiring people to administer it, remove the cost of in-person interviews, and
have versatile distribution methods.
Results come in quickly & can reach a large audience
Business moves fast so one of the most powerful advantages of a questionnaire is the ability
to get it in the hands of a large group of people quickly. One doesn’t need to start mailing it
out and waiting days for it to get to the intended recipient. Instead, it can be an email, post it
on the website, or shared on social media and start getting responses you can use almost

42
instantly. Also, there’s no real upper limit to the number of people who can respond to the
questionnaire.
Easy to analyse the results
The majority of questionnaires are quantitative in nature which allows for quick analysis of
the answers. This is even more important when you have a larger pool of respondents.
Respondents can remain anonymous
If respondents are unable to remain anonymous, they may not answer some of the questions
truthfully. As long as you’ve done proper targeting and they’re not answering for an
incentive, it’s ideal to leave the respondents anonymous. They’ll be more comfortable and
answer honestly and thoroughly.
Can cover all aspects of a topic
This is an overlooked aspect of questionnaires. With them, it’s possible to ask 100 questions.
Of course, we don’t advise this because almost no one will finish an online questionnaire of
that length. With that being said, you can ask as many questions and solicit as much detail as
you want. Play around with the number of questions you ask but try not to overdo it.

Disadvantages
Unanswered questions
Sometimes, people will just skip answers or drop off halfway. Since the questions are online
and no one is there to prompt the respondent, this happens fairly often. There is any number
of reasons for this like unclear or confusing questions, irrelevant questions, incomplete

43
answer options, etc. Making the answer required can help with this but it also increases the
chances of someone abandoning the questionnaire altogether.
Questionnaire fatigue
Fatigue with your survey as well as the other surveys being sent out by other companies.
More and more companies are using surveys and customers can’t answer all of them. This
results in a lower overall response rate to surveys or questionnaires as a whole. Conversely,
someone may start your survey but drop off because there are too many questions or the
questions seem to be irrelevant. One can’t get rid of the fatigue 100% but it can be reduce by
creating shorter questionnaires and making your questions easy to answer.
Little personalization
Everyone who takes the questionnaire gets, for the most part, the same series of questions
presented in the same way. Technology makes this better with features like logic branching
and answer piping so the experience can be personalized a bit more. In the end, it’s still
limited because there’s a predetermined series of questions and the questionnaire can’t react
to open ended statements.
Improper interpretation of questions
This is why it’s so important to choose your question language so carefully. It’s easy to
misinterpret a written question and give a wrong answer or skip the question entirely.
Another thing to consider is that certain words have multiple meanings and, without context,
a different meaning may be applied. This can be prevented by using simple direct language in
the questions and avoiding jargon.
Difficult to analyse certain types of questions
Multiple choice questions and dichotomous questions are simple to analyse. Open ended
questions can’t be analysed so easily. They’ll require a human touch to ensure you’ve
understood what the person is trying to tell you. This isn’t a bad thing but it can get tedious
when there are a lot of answers to sift through.

UNIT 5: INTERVIEW METHOD

What is an interview method?

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Interviews are a method of data collection that involves two or more people exchanging
information through a series of questions and answers. The questions are designed by a
researcher to elicit information from interview participants on a specific topic or set of topics.
These topics are informed by the author’s research questions. Interviews typically involve an
in-person meeting between two people (an interviewer and an interviewee), but interviews
need not be limited to two people, nor must they occur in-person.
A research interview involves an interviewer, who coordinates the process of the
conversation and asks questions, and an interviewee, who responds to those questions.
Interviews can be conducted face-to-face or over the telephone. The internet is also emerging
as a tool for interviewing.

What are the characteristics of an interview?

Goal-Driven Interviews - are generally more goal-driven than other types of

communication, especially those taking place between two people. All communication
achieves something beyond the simple exchange of symbols, but these achievements and
creations are not always purposeful and intended. Interviews have a clear purpose, a goal to
be achieved. Information may be desired, a problem may need to be resolved, persuasion may
be desired, someone may need assistance with a personal problem, or an employer may be
seeking the best person for a job opening and a potential employee may be looking for a good
employer.

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Question Answer - Another characteristic of interviews is the question–answer nature of the
transaction. The majority of an interview consists of one person (sometimes more than one)
asking questions and another person answering those questions. Everyday communication
includes occasional questions and answers—especially if people are getting to know one
another—but not to the extent of an interview. Furthermore, in most everyday
communication, it is not usually the case that one person is in charge of asking the questions
while the other person is in charge of answering them.

Structured - Interviews also tend to be more structured than other types of communication.
Whereas a casual interaction between two people may happen spontaneously and have no
clear focus, interviews involve planning and preparation and also tend to have a clear
sequence. Certain actions are expected during an interview in order to reach the clearly
defined goal discussed previously. We write more about the planning and sequence of
interviews later in the chapter.

Controlled - Interviews are generally controlled by an interviewer, who is responsible for

moving the interview toward its intended goal. The amount of control exerted during an
interview depends on this goal, which is achieved in part by the questions asked and the
communication environment established. Once again, this—specifically whether an interview
is characterized as directive or nondirective—is a topic we discuss in more detail later in the
chapter.

Unbalanced - A final characteristic of interviews is that the time spent talking by an

interviewee and an interviewer is usually unbalanced. Typically, an interviewer will speak for
30% of the time, and an interviewee will speak for 70% of the time. Of course, the type of
interview will dictate exactly how much time each party spends talking, but more often than
not, an interviewee will talk more and an interviewer will talk less.

What are the types of Interview?

Formal Interview

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It is a planned and well-arranged interview. It is conducted in a formal atmosphere in a fixed
venue, time and through a panel of interviewers. All the formalities and procedures are
followed in this type of interview. Even questions to be asked are decided well in advance.

Informal Interview
It is an un-planned and un-scheduled interview and may take place anywhere. Venue and
time is not fixed. Questions are not prepared well in advance. Whenever staff is required, this
kind of interview is conducted by asking simple questions like name, age, qualification birth
place etc., if candidates approach employer.

Structured Interview
It is a fully planned interview and questions to be asked are already structured well in
advance on the basis of an analysis of job specification. The time to be allowed to each
candidate and the information to be collected is also predefined. The interviewer is carefully
selected and he has no or little scope for deviation. Thus, a standardized pattern is adopted to
conduct the interview.

Unstructured Interview
It is an un-planned and unstructured interview where questions to be asked, time to be
allowed and response to be collected are not thought in advance. Broad general questions are
asked to the candidate and candidate is allowed to speak his mind freely without any
restrictions. Therefore, better assessment of candidate becomes possible.

Stress Interview
It is a deliberate attempt to create tension and pressure to observe how an applicant responds
under stress and strain. Interviewer puts the candidate by putting him under stress and strain
by interrupting the applicant from answering, criticizing his opinion, asking questions in
rapid succession and keeping silent for unduly long period of time etc. This kind of interview
is conducted just to find out how a candidate behaves in stressful situation.

Group Interview
In this type of interview, group of individuals are interviewed. For this purpose, a problem is
given to a group of candidates for discussion. The candidates are carefully observed as to
who will lead the group, who is active and who is in-active, who will dominate and who will
keep silence. Actions and reactions of the members in the group are also observed and
potential candidate is selected.

In-Depth Interview

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Depth interview is conducted to test the candidates in depth knowledge in a special area of
interest and to get true picture of the candidate in such area or subject. Experts in the
concerned area of subject ask the question to test the candidate’s capacity in the concerned
subject. Thus, candidate is examined thoroughly before he is selected for a particular post.

Panel Interview
It is an interview conducted by a panel or group of interviewers. Panels of experts interview
each candidate, judge each candidate’s performance and prepare the list of candidate in order
of merit. Here group judgment is involved in the selection of candidates as it seeks to pool the
collective judgment of several interviewers.

What are the steps of conducting an interview?

Laying Groundwork for an Interview
Research the interview topic to prepare yourself before the interview. If you’re
interviewing someone in a field you’re not already familiar with, take 2 or 3 days before the
interview to learn about the field. If you walk into the interview without a firm grasp of the
basic facts you’ll be asking about, your ignorance will come across to the interviewee and the
interview won’t produce much interesting information.
Explain the purpose of the interview at least a week beforehand. Clarifying the
interview’s purpose to the interviewee will help the person you’re interviewing know what
they can expect from the course of the interview and will allow them to feel at ease. Mention

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roughly how many questions you have, what some of them will address, and approximately
how long you think the interview will take.
Choose a setting where both you and the interviewee are comfortable. Meet to conduct
the interview in a neutral space. Try to avoid a space with distractions, such as a room next to
a busy highway. For example, schedule the interview for an empty conference room at a hotel
or library, rather than asking the subject to come to your home.
Bring a video camera or voice recorder to record the interview. Most smartphones have
apps that can record audio, so you may already have a suitable recording device in your
pocket. If you’d prefer a higher-quality recording, use a video camera or another type of
audio recorder. At the very least, bring a pen and paper with you to write down the subject’s
answers.

Writing and Asking Effective Questions

Write out 6–8 questions to ask during the interview. Plan to have your questions on a
sheet of paper with you when you walk into the interview room. It’s fine if you
spontaneously come up with a handful of follow-up questions over the course of the
interview, but it’s important that the main questions are composed before you sit down with
the subject. For example, if you’re interviewing a publishing specialist, write questions like:
Craft questions that will generate more than a yes or no answer. In order to elicit
articulate, thorough responses from your interviewee, give them open-ended questions that
allow them to elaborate and provide their thoughts on the issue. Avoid asking simple
questions that can be answered with a single word. Good introductory phrases for open-ended
questions include “What do you think …” “Say more about …” or “What would you suggest
….”
Structure your questions objectively and without bias. If the questions that you’re asking
become too subjective, or if you try to lead the interviewee to give a specific answer, the
interview will lose some of its objectivity. Regardless of any personal feelings on the subject
of your question, word your question so that the interviewee can express their personal stance
without feeling lead or antagonized.
Ask questions that are clear, generous, and jargon-free. Unless you’re planning to
conduct a very aggressive interview (which isn’t recommended), start out with questions that
are broad in scope, and get more specific as the interview progresses. Avoid using industry-
specific jargon (especially if the interviewee isn’t familiar with the terms). Finally, word your
questions as clearly as possible to avoid miscommunicating.

Behaving During the Interview

Obtain verbal or written permission to conduct the interview. It's crucial that you get
each subject’s verbal consent to being recorded before you begin the interview. Without this
consent, the interviewee could allege that you recorded them illegally. Turn on the recorder
or video camera, and ask the interviewee to say something like, "I voluntarily consent to be
interviewed for the purpose of academic and historical research."

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Guide the interview along the sequence of questions you’ve planned. Bear in mind that
you’re in charge of the pace and direction of the interview. If the conversation is moving too
slowly, or if you’re ready to move on to, don’t hesitate to bring up the next question. The
pacing of the interview is especially important when conducting research, since in some
settings, you’ll need to interview multiple individuals in a small amount of time.
Listen attentively and maintain composure as the interviewee speaks. Show that you’re
engaged with and interested in what the interviewee is saying by maintaining good eye
contact and reacting verbally to their major points. That said, avoid looking surprised or
giving away a personal bias. This kind of behaviour could influence the interviewee to
change their response, diminishing the objectivity of the interview.

Display sensitivity and sympathy with the interviewee’s answers. During the course of an
interview, sensitive or serious topics may arise, or the subject may say things that are
meaningful to them. In these instances, show sensitivity and sympathy in your facial
expression and body language. Smile and nod to show your interest in what the interviewee
says, or shake your head and frown if they bring up an unpleasant statistic.

Jot down any final notes after the interview has concluded. Take 5 minutes after the
interview to gather your thoughts and make any follow-up notes to the information discussed
in the interview. Write a note if, for example, the interviewee used any strange body language
that could convey discomfort. Or, make a few notes towards an introductory paragraph you’ll
write for the interview.

Precautions while Conducting an Interview

1. Arriving late

Poor time management decreases your ability to be punctual due to unpredictable delays.
Make sure you plan enough time for your journey. Tardiness is very poor behaviour.

2. Unexcused absence

If illness, delayed train connections or car problems keep you from being on time, all you
need to do to protect yourself is apologise for your tardiness. Immediately inform your
contact person.

3. Too casual at greeting

Despite excitement, an impolite greeting without eye contact is unforgivable. This is one of
the most common interview mistakes complained about by supervisors. Make sure you have
good manners.

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4. Shabby Appearance

Nothing is more negative than looking exhausted and yawning during an interview. Dirty
fingernails, food remains between your teeth, or worn-out clothing are a small but
uncomfortably grave lapse of judgement in a job interview. Carefully check your appearance
in the mirror.

5. Bad manners

Those who straddle their chairs, have impolite manners should not expect to be well received
by their interviewer. Show your interviewee respect for giving you their time and effort.

6. Intellectual absence

Those who pay more attention to their mobile phone, etc., than to the interviewer have
already lost. This interview mistake destroys all your chances.

7. Senseless chit chat

Meaningless small talk comes across as unprofessional and demonstrates an inability to

concentrate on what's important. Do not assume answers. Do not pass judgements. Avoid
irrelevant discussions.

8. Inability to take criticism

Those who engage angrily scare off their interviewee. Avoid such inappropriate behaviour in
your job interview and react calmly and professionally to critical questions.

9. Presumptuous questions

Forcing the questions has proven to be a big mistake in interviews. Hold back premature
questions and do not pry into the interviewee’s personal life.

10. Clarity in Intention and Purpose

Make sure the research question is clear. Develop a check list of the questions to be asked
during the interview. Express clearly the purpose of the interview.

11. Asking the Right Questions

Start with a neutral question to facilitate free flow of information Use open-ended questions
so that the respondent can choose his answer. Limit the content of each question with a single

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idea to avoid confusion. Reduce questions that give responses of `yes' or `no', because they
give limited information.

12. Accidental Cues

Do not influence the respondent by asking leading questions. If you have not understood the
response ask the respondent to repeat and clarify.

13. Paraphrase and Inform

When you change the tack, inform the respondent that you are doing so. Keep the interview
short. At the end of the interview summarise the points reported and ask the respondent if the
summary is correct.

Advantages and Disadvantages of Interview

Advantages
Easy correction of speech: Any
misunderstanding and mistake can be
rectified easily in an interview. Because the
interviewer and interviewee physically
present before the interview board.
Development of relationship: Relation
between the interviewer and the interviewee
can be developed through an interview. It
increases mutual understanding and co-
operation between the parties as it is more
personal in nature.
Selection of suitable candidate: Suitable
candidates can be selected through
interview because the interview can know a
lot about the candidate by this process.
Collection of primary information:
Interviews can help to collect fresh, new and
primary information as needed.
Sufficient information: Sufficient
information can be collected through
the interview process. Because the
interviewer can ask any question to the
interviewee.
Disadvantages
Accidental Cues: The interviewer may end
up unintentionally giving accidental cues t
the interviewee to answer in a certain
manner which may effect the results of the
process.
Lack of attention: The interviewee may
feel conscious and want to frame answers in
manner that may make them look more
appealing, or accepted by the interviewer.
This is often because the interviewee may
be hesitant to answer truthfully in fear of
judgement.
Time consuming: Time constrain is one of
the major limitations of the interview
process. Preparation for the interview,
taking interviews and interpretation of the
responses required much time, which makes
the interview method time consuming.
Costly: Generally, interview methods are
more expensive. Employing interviewers
and trainers can be expensive.
Biases of interviewer: Always there is a
possibility that the interview process can be
influenced by the biases of the interviewer
such as personal prejudices, stereotypes,
beliefs etc.

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In depth analysis: Through planed Inefficiency of the interviewer: Interview
interviews detailed information can be is a systematic process of data collection.
collected which enables proper analysis of a
The success of an interview depends on the
problem. Abstract factors like attitudes, efficiency of the interviewer. Inefficiency of
feelings, opinion etc. Can be successfullyan interviewer can lead to misleading
evaluated or analysed through interviews. results. Examples would be interpretation
errors from the interviewer.
Increasing knowledge: Any interview Not suitable for personal matters:
increases the knowledge of both the Personal matters may not be revealed by
interviewer and the interviewee. They can interview method.
interchange their views and ideas.
Qualitative Data: Interview methods are No record: Unless recorder with
great for creating qualitative data. Hence, permission, in the case of the interview
they can be more flexible and can be applied some confusion may be arisen in the future
to various other processes. This gives a as, there is no evidence actually that have
chance to the respondent to frame the been discussed at interview.
answers in their own words

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 UNIT 6: OBSERVATION PRACTICAL

Report -
Observation of a 7-year-old child.

Aim -
To observe the general development of a 7-year-old child.

Introduction -
The observation aims to assess the Physical, Cognitive, Social-Emotional and Language
Development of a 7-year-old child. The general development of a 7-year-old is as follows -

Physical Development: For 7-year-old children, physical development focuses on

refinement than major changes. Children grow lankier as their motor skills become more
precise. Children also develop better coordination and balance and learn to do more
combinations with their motor skills, such as moving around while they're dancing. While
physical growth relatively slows down 7-year-old children do experience growth spurts now
and then.

Cognitive Development: Most 7-year-old children are curious about the world around them.
They ask questions and seek answers about the things they encounter and the people they
meet, and will take pride in sharing what they know. Children display a formidable sense of
adventure and thirst for information and will love being mentors to younger siblings and
other children as they show off their newfound knowledge and skills. Their math and reading
skills steadily expand as does their ability to recognize words and do simple word problems.
By this age, a child likely masters simple addition and subtraction, and is able to apply these
skills to solve more complicated math problems, like word problems. They learn place value,
work with three-digit numbers, and begin mentally adding and subtracting. They may also
work on fractions and learn about shapes in structures in their environment, like buildings
and houses.
Social and Emotional Development: While children may not yet be able to exercise the
self-control, they can usually tolerate going with the flow or unexpected situations. Children
derive comfort from routines. They rely more on like family time, a bedtime routine, and
regular family meals. Conversely, though, many 7-year-olds will also feel insecure about
themselves. For a 7-year-old, not getting something to look exactly the way they want it to or
losing a game can be crushing to their self-esteem. They love playing with friends but may
begin to enjoy spending more time alone, playing by themselves or reading. Alone time and
downtime, can, in fact, be an important part of a child's development of a sense of self and
their relations to others. They will begin to care more about the opinions and thoughts of
other people. Most 7-year-olds are more able to put themselves in someone else’s shoes and
work through conflict, although scuffles and hurt feelings can still break out at this age.
Language Development: A 7-year-old also continues their rapid language development. As
their vocabulary and reading skills develop and grow and the number of sight words they

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know expands—to as much as thousands of words—they will enter a world of more complex
chapter books. Most 7-year-olds are able to read with more fluency (speed, accuracy, and
expressiveness) and will be able to have more in-depth discussions about books. They will
also be able to write more complex, coherent, and interesting narratives and essays and
stories.

General Information -
Name of the Subject - Navyansh Banka
Age of the Subject – 7
Date of Birth- 03.02.2014
Sex of the Subject - Male
Guardian’s Name – Shilpi Banka

Methodology -
The researcher observed the child for three days to conduct the observation. The observer
held Google Meets on 25th April (1:30 pm to 3.00 pm). The next observation was held two
days later on 27th April from (time) followed by the final observation on 30th April at (time).

Observation -
Day 1 (1:30 pm to 3.00 pm)
On the first meeting, the observer greeted the guardian over video call, they had a small
conversation and then the guardian called the child over to introduce him to the observer. The
child had been roaming around and was stopped by his guardian to say hello to the observer.
He had been given a brief knowledge of the process and the reason for the observer’s
presence. The child shortly acknowledged the observer reaching for the phone. He seemed
curious but didn’t initiate conversation. The observer made small conversation to which he
replied in few words and minimal gestures. The guardian then took the phone from him and
instructed him to go study, complete his homework as he had to show it to his teacher in class
the next day. She also strictly instructed him to not touch the phone when being observed or
he would not be taken to his naani’s house the next week. The phone was placed in the
corner of the living room as the child slowly assembled his belongings. He dropped some of
his stationery and hastily picked it up shoving it in his pencil box. His mother chirped in to
tell him to hurry up and he settled on the sofa. He picked his nose looking at the open copies
and leaned down on his elbows. He didn’t write much even though he was staring at his copy.
He was distracted and often kept looking towards the phone. When his mother went to the
room, after a few minutes of writing, he started asking the observer questions like “What are
you doing?”, “I have seen you before.”. He made some attempts to converse and the observer
warmly although courteously replied. He was persistently avoiding his homework and trying
to engage with the observer and kept bouncing and changing positions on his sofa. His
mother came upon hearing him talk and gave him a scolding asking him to sit down and
quietly do his homework, letting the observer be. He frowned and settled in a better posture
on the sofa and continued to look down and write little bits from time to time. The mother
kept busy by the dining table which kept the child from actively doing other things. He once

55
or twice fiddled with his bag and after erasing something in his copy started picking on the
eraser pills left behind. The mother kept chirping in to ask him how much he was done with
and threatened to call his father up if he didn’t finish it before lunch. That made the child
retort back and he swiftly started to write more. He didn’t do much apart from studying for
the next 10-15 minutes and seemed restless although a little more motivated. His grandma
brought him a candy she found in her cupboard and he scrunched his nose when it was
offered saying he didn’t like that one. Nevertheless, he took it and kept it in his pencil box.
The grandma acknowledged the observer and started conversing as well, again distracting the
boy. He seemed interested in the conversation. The observer politely told the grandma she
would converse a little later. Within the next few minutes, the grandma, grandfather and
mother had set up the table for lunch and the grandma persisted the boy have lunch then and
continue his work later. The mother for the sake of the child said he wouldn’t eat until he
finished his work although the child seemed unaffected and promptly left his work to sit next
to his grandma with a grin. He seemed aware of the authority the grandmother held over his
mother’s words and the mother then came bid the observer goodbye. She asked the child to
greet the observer bye as well although he seemed distracted and relatively disinterested. He
simply waved and said ‘Bye’.

Day 2 (5:00 pm – 6:30 pm)

On the second day, the child seemed to have better warmed up to the idea of being observed.
He was picking up his toys, a frisbee and some other pieces the observer couldn’t recognise
from the living area while the mother greeted the observer. The mother brought to attention
that he had been shouted at after being asked to pick up his things from the floor all evening.
The child seemed a little glum and picked his toys putting them in a basket. He then carried
the basket into his room and disappeared for some time. He returned and acknowledged the
observer upon seeing the phone resting in the hallway. He asked the observer if she wanted to
see his pets. The observer agreed and he took the phone to his fish tank, climbed onto a chair.
He held it close trying to show the fishes and their ‘cave houses’ in the aquarium. He pointed
out to the bubbles in the corner saying it was oxygen for the fishes and that his father had this
aquarium imported from another country. He also pointed towards the light on the top and
then decided to open up the top lid to show how to feed the fishes. He took a container and
sprinkled some small grainy seeds into the water. He had kept the phone down to do this and
forgot that the observer wasn’t able to see anything. Then he picked it up and showed the
fishes eat the food. He then immediately got off the chair and ran to the opposite end and
climber onto another platform and pointed the phones camera to another smaller glass
aquarium that contained two turtles. The child pointed to them, picked the lid off and tried to
give the observer a better view. He said they were rather boring but naughty and that they ate
a lot but he wasn’t allowed to feed them. The observer asked why and he said because he had
once toppled the aquarium over which led to a turtle falling out of the window nearby. The
observer was about to tell the child to then leave the phone be and continue with what he was
planning to do when she heard the mother approaching. The mother then asked him to go
watch TV ‘or something’ and leave the phone on the mantel piece. She then took the phone
from him and asked him to the sofa and watch TV. He did as he was asked, he surfed through
some channels and lay back staring at the screen. His switched the channels from time to time
and did look at the observer from time to time but then seemed to have forgotten about it as
he got engrossed into the TV. He was brought some cold drink and Chocos as snacks in the
middle, he slowly ate it and continued watching TV. The observation time was up and the
observer disconnected after shortly saying goodbye.

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Day 3 (4:00 pm to 5:30 pm)

The third day observation found the child to be excitedly preparing to fly kites as the observer
discovered later, he did on evenings. When the observation started, he was in his room, the
guardian greeted the observer and placed the phone in the living room once again. The child
and father appeared holding kites and flying equipment. The child was relatively cranky and
was whining asking his father to give the kite to him. The father raised his voice slightly
asking him to let him set it up or else it would tear. The father noticed the observer and came
to greet her. The son also followed suit and told the observer than today he was going to fly
the kite and so he wouldn’t be available. The father engages in small conversation and the
observer continued the observation. The child seemed jumpy that day and was trying to
arrange some of the equipment together. The father was busy on a call and the child kept
asking him to contribute, he started screaming and crying pulling on the father’s shirt. The
mother shouted on the child asking him to behave better in front of the observer ‘didi.’ She
then pulled him aside into a room to talk to him, in a conversation seeming to do with his
behaviour. The child was out of sight and hearing range of the observer for 15 minutes. He
then appeared, seeming somewhat calmer. His mother brought him a glass of milk which he
drank quickly and once again packed his equipment. He then called his father who appeared,
now available and they called their neighbours. The child was asked to go call his friend from
the apartment nearby. The observer could hear him ring the bell and asking for his friend
‘Yash’. He then appeared looking bouncy. A minute later another child of the same age came
through the door and the subject asked him if he was prepared and that today they would cut
the kite of another neighbour today. The observer couldn’t catch up with the conversation and
the chatter went on for some time. The child seemed to partake in the interaction well. The
children were moving around the house, the child was eager to show his friend something
from the balcony. After about 20 minutes, they grew impatient and once again asked the
father to accompany them above. The father obliged and asked him to pack the equipment
and put on shoes, the child ran and hastily held the kite in one hand and asked his friend to
put the string and other things in a packet. He frowned and told him to do it properly when he
clumsily dropped somethings out of the packet. Then he quickly, put on his shoes and since
he hastily half inserted his legs, almost tripped over the entrance. His mother then scolded
him and he wore it properly. They went to board the elevator to go to the terrace. The
observation was then concluded.

Analysis
The child refused to give a test or perform activities as his guardian had already warned he
would. He was restless often time and tended to show deviant behaviour. Hence, the
observations have been noted below.
Physical Development
The observations from all the three days in terms of physical development are- 
Day 1 - He dropped some of his stationery and hastily picked it up shoving it in his pencil
box. He once or twice fiddled with his bag and after erasing something in his copy started
picking on the eraser pills left behind. He also bounced and moved a lot on the sofa.
Day 2- He was picking up his toys, a frisbee and some other pieces the observer couldn’t
recognise from the living area while the mother greeted the observer. He then carried the

57
basket into his room. He climber onto a chair and platform and multitasked, holding both the
camera and pointing to the fishes.
Day 3- The child was fiddling with and setting up his bag full of equipment. He was also
running around energetically. He also wore his shoes by himself, albeit improperly at first, he
later fixed it.
It can be observed that the child has an adequate gross and fine motor skills development He
is also energetic like the children of his age, he bounced on the sofa, was actively moving
around and climbing platforms with ease. He was also studying and fiddling with his
stationery meaning his fine motor skills must’ve been adequate too. He also seemed to have
a rather unhealthy diet and upon conversation with his guardian it was confirmed that he
consumed a lot of junk food.

Social and Emotional Development

The observations from all the three days in terms of social or emotional development are- 
Day 1 – The child seemed to take time to warm up to the observer. The child shortly
acknowledged the observer reaching for the phone. He seemed curious but didn’t initiate
conversation. The observer made small conversation to which he replied in few words and
minimal gestures. Later on, he did initiate conversation without hesitancy, and seemed
curious in getting to know the process. He was persistently avoiding his homework and when
scolded retorted back. The mother threatened to call his father up which seemed to get him to
focus better. He also scrunched his nose when offered the candy but accepted it anyway. He
then also seemed to show apathy to his mother’s threat of not getting lunch by listening to his
grandma.
Day 2- The child seemed to have better warmed up to the idea of being observed. He had
been shouted at after being asked to pick up his things from the floor all evening. He returned
and acknowledged the observer upon seeing the phone resting in the hallway. He asked the
observer if she wanted to see his pets. He then went onto interact jovially further fir a long
time, albeit ignoring his mother’s instructions of not picking up the phone.
Day 3- The child was excitedly preparing to fly kites, he interacted little with the observer
after letting her know he was busy that day. The child was relatively cranky and was whining
asking his father to give the kite to him. The father was busy on a call and the child kept
asking him to contribute, he started screaming and crying pulling on the father’s shirt. The
mother shouted on the child asking him to behave better in front of the observer ‘didi.’ She
then pulled him aside into a room to talk to him, in a conversation seeming to do with his
behaviour. He then appeared, seeming somewhat calmer. He appeared excited to play with
his friend ‘Yash’ and asked him if he was prepared and that today they would cut the kite of
another neighbour today. The child grew impatient to go to the terrace. He frowned and told
his friend to do pack things properly when he clumsily dropped somethings out of the packet.
In terms of social and emotional development, the child seems to be confident but throws
temper tantrums often, he also frowns and retorts back often. He is not shy in his interaction
and shows a decent level of competitiveness in playing with other children. He also seems
eager to play and interact with other kids, albeit a little rude. He is also acutely aware of the
influence his grandmother has over his mother, and only seems to fear his father. He often

58
gets scolded and shouted at for not studying properly and tends to have less than decent
respect for his elders. This is a concern that should be looked into.

Cognitive and Language Development

Day 1- The child seemed curious in his engagement with the observer. He was asked to study
and was constantly trying to avoid it. Even though he sat with his copy, he was not paying
attention and messing around. He was also restless and showed a level of disobedience. He
could only focus on his work for 10 to 15 minutes after being threatened with his mother
telling his father of his behaviour.
Day 2- The child has a good vocabulary as he could fluently talk about the aquarium and
fishes. The details were also well remembered and described. He also seemed to have a good
memory and held opinions he could express freely. He didn’t heed to the instruction of not
using the phone however.
Day 3- The child was cranky but excited and seemed to be impatient. He was screaming and
shouting upon not having his demands met immediately. He interacted well with the other
child and they conversed fluently. His skills of arranging, packing and handling his toys was
also decent.
The child is doing well in cognitive development as he has a good grip of mental processes
and skills to communicate effectively. He expressed himself well and could also study and
solve questions, although his attention could use practice. Hid capability of taking
instructions also seemed well, however bettering his emotional development could ensure
better cognitive processing.

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 UNIT 7: EXPERIMENT PRACTICAL

Topic
Life Cycle of a Plant– From Seeds to Leaves

Aim
To teach the subject plant growth including processes like germination, seeding,
photosynthesis and maturation through a hands-on experiment.

Personal Details
Name of the Subject - Navyansh Banka
Age of the Subject – 7
Date of Birth- 03.02.2014
Sex of the Subject - Male
Guardian’s Name – Shilpi Banka

Experimental Design
Pre-Experimental Design -

In pre-experimental research design, either a group or various dependent groups are observed
for the effect of the application of an independent variable which is presumed to cause
change. It is the simplest form of experimental research design and is treated with no control
group. It is further divided into – One group pre-test & post-test design and Two-group static
design.

The experiment consists of a 7 years old subject being given real time, hands on
demonstration of plant growth. In this process, the child, along with the researcher would
grow a chickpea plant, starting from soaking the chickpea in water to planting it in a mud pot
and caring for it until it matures and sprouts leaves. The researcher would demonstrate
growth in plants while explaining in detail the process of plant growth including plant parts,
germination and photosynthesis. The demonstration would include a pre-test that would
evaluate the subject’s pre-existing knowledge on the topic and a post-test after the experiment

60
is conducted to evaluate how well the information was received, understood and retained in
the child’s memory using this method of teaching.

In the light of the recent pandemic (Covid-19), all processes mentioned above were to be
conducted virtually.

Materials Used
Kala Chana (Chickpea), Pot, Water, Mud, Study Material, Test Worksheet.
Study Material Used- Most plants grow from seeds. The seed contains food for the plant to
grow. In water, air and warmth, a seed sprouts. This is known as germination. During this
time, the seed absorbs water and nutrients from the soil, air and sunlight to grow and break
out of the seed case. Roots begin to grow downward. The roots keep the plant stable. The
shoot grows upwards and out of the soil. The stems and leaves form. A young plant is known
as a seedling. Green plants use photosynthesis that is using sunlight to make their own food
to grow. The leaves and stem grow bigger, flowers form and the cycle repeats.

Procedure
 Consent was taken from the guardians of the child and the process and aim of the
experiment were explained to them.
 A rapport was first established with the subject over a virtual meet and a small
introduction about the experiment was given to the child.
 Following the rapport, a pre test was conducted that included asking verbal questions
about the topic to evaluate the subject’s pre-existing knowledge on the theme.
 Post this, the experimenter demonstrated the soaking of chickpeas in water and
informed the subject about why it was necessary.
 The experimenter then reconnected with the subject after 2 days, and the sprouted
seeds were sown in a mud pot. The process of germination was explained.
 After two days, the subject and experimenter reconnected and the shoots breaking
through the surface of the soil were observed. The relevant study material was
covered.
 After 3 days, the experimenter again connected with the subject and the growth of the
young stems could be seen. Photosynthesis was explained.
 After 5 days the plant has grown considerably and had been sprouting some leaves,
the subject observed the same and learnt about maturation of plants.
 Finally, after the observation and learning phase was accomplished, the subject was
given a time of 2 days before the post-test was conducted via an online test. The
subject was virtually monitored and encouraged.
 Finally, the inputs were evaluated and the subject’s efforts were graded. The subject
and guardian were informed of the same.
 A result and conclusion were drawn.

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 Sequential pictures
showing the growth
of the plant as used
to demonstrate the
experiment.

Pre-Test
The subject was verbally asked about his knowledge regarding plants and his experience with
the same. Questions like “Have you ever grown a plant?”, “Do you know how a plant
grows?”, “Do you know what a plant eats?”, “Do you know why plants grow in mud?”, “Do
you know where leaves come from?” and “Do you know about the body parts of a plant?”
were asked.

Analysis of Pre-Test
Upon discussion it was observed that the child had some prior knowledge about the topic
such as “Plants need air, water and sun to grow”, “Plants make their own food” and that
“Plants have roots, leaves and one stem”.

Post-Test
The post-test consisted of the following questions with the recorded responses. The test was
conducted over Google Forms and the subject was virtually monitored.

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1. Most plants grow from a seed.
2. The seed absorbs water and nutrients to grow and break out of the seed case.
3. Germination is when a seed sprouts in air, water and sun.
4. Root grow downward into the soil and keep the plant stable.
5. The shoot grows upwards and out of the soil.
6. The _________ grow after the shoot and root.
7. A young plant is called a seeding.
8. Green plants use __________ to make their own food.
9. Photosynthesis uses sunlit to make food.
10. The leaves and stem grow bigger, flower form and the cycle repeats.

Analysis
The above questionnaire was analyzed to appraise the child’s performance. The subject
scored 7 out of 10 in the post-test above. It can be analyzed that the experiment produced
above average results in teaching the subject novel concepts and terms about the topic of
plant growth. The child was able to understand and recollect most of the subject matter
without problem, although he did leave two questions blank and made spelling errors for 2
others leading to a deduction of 3 marks.

Conclusion
The experiment produced above average results in achieving its aim of teaching the subject
plant growth including processes like germination, seeding, photosynthesis and maturation
through a hands-on experiment.

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 UNIT 8: QUESTIONNAIRE PRACTICAL

Topic -
The topic of this research is ‘Stress and Coping with the Pandemic.’

Aim -
The research aims to find the effect the COVID 19 pandemic has had on the stress levels of
people and the coping mechanisms they’ve adopted in order to cope with it.

Tool Used -
A questionnaire was used in collecting data. The questionnaire comprised of both close-
ended and open-ended questions.
The following questionnaire was made and circulated among a sample size of 31 respondents
belonging to the age group of 17 to 22.

1. Do you think you undergo stress?

 Yes
 No
 Maybe
 Prefer not to say

2. Does stress help you perform better (eustress) or hamper your daily functioning
(distress)?
 Perform Better (Eustress)
 Hampers Daily Functioning (Distress)
 Both
 Not sure

3. How does the following cause you stress during the pandemic?

None Mild Moderate Severe

 News
 Health Issues

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  Death/Loss
 Financial Stress
 Work/College
 Family Environment

4. How has stress affected the following?

None Mild Moderate Severe

Sleep
Eating Habits
Social Interaction

5. Which areas of your emotional health have been most affected? (Select all that apply)
 Anger
 Frustration
 Motivation
 Empathy
 Grief
 Endurance
 Optimism
 Peacefulness

6. How would you say you often cope with stress? (Select all that apply)
 Hoping for the best
 Remaining busy
 Sharing feelings and talking with others
 Avoid thinking about it
 Diverting the mind
 Solving issues at my end
 Others

7. Which of the following do you turn to in order to manage your mood and keep yourself
uplifted? (Select all that apply)
 Reading, Writing
 Exercising, Staying Fit
 Art and Craft
 Yoga, Meditation, Mindfulness
 Eating, Cooking
 Watching Movies, Shows
 Others

8. On a scale of 1 to 5, how well would you say you are coping with the pandemic?
Lowest 1 2 3 4 5 Highest

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9. How would you rate your level of anxiety on a daily basis? 
Lowest 1 2 3 4 5 Highest

10. How motivated do you feel on average to study, work and go about daily life?
Lowest 1 2 3 4 5 Highest

11. Do you think that your family and friends being stressed also affects your stress levels?
 Yes
 No
 Maybe
 Prefer not to say

12. Do you sometimes feel like the stress of 'making the most of your time' by maintaining
productivity/efficiency overwhelms you?
 Yes
 No
 Maybe
 Prefer not to say

13. How much does the potential of getting affected by Covid-19 add to your stress levels?
 None
 Mild
 Moderate
 Severe

14. Would you say you often feel a fear of missing out on your youth years because of the
pandemic?
 Yes
 No
 Maybe
 Prefer not to say

15. Compared to the beginning of the pandemic, would you say your stress levels have
increased or decreased?
 Increased
 Stayed the same
 Decreased

16. Do you think you are able to find time for yourself in the day?
 Yes
 No
 Maybe
 Prefer not to say

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17. How would you say your relationship with your closed ones has changed in the
pandemic? 

18. Do you think seeking mental health help would help you cope better?  
 Yes
 No
 Maybe
 Prefer not to say

19. Have you tried/are seeking help for your mental health? 
 Yes
 No
 Maybe
 Prefer not to say

20. Do you believe that the pandemic ending would help improve your mental wellbeing?
 Yes
 No
 Maybe
 Prefer not to say

Analysis of the Collected Data

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68
69
70
71
72
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17. How would you say your relationship with your closed ones has changed in the pandemic?

The respondents gave multiple, mixed answers. Some said that the lockdown and pandemic
‘necessitated close, constant contact’ with families but social distancing had them isolated from
‘friends and wider communities.’

Many mentioned how they were ‘constantly bickering’ and that ‘suppressed issues had come to the
surface’ with family because of staying close and ‘stress and exhaustion of daily routine.’ They
also admitted that their relationship with their closed ones was better before the pandemic and now
interaction is ‘anxiety inducing’.

Others also mentioned that their relationships had overall ‘highs and lows’ and that ‘various
relationships’ had ‘taken a turn, both, in a positive and a negative way’ and that they had ‘grown in
good terms with some people and grown apart from some people as well.’

Some also mentioned that their relationship with their families had ‘strengthened’ while they had a
fallout with friends and acquaintances. Their relationship with their family had ‘ become friendlier’
and ‘more empathetic’. Others included that it had ‘remained the same’ while connection with their
friends had been a ‘real challenge.’

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Others said that they had been socially distanced and didn’t have ‘ a lot of social interaction’ and
have started to become more ‘distant’.

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Result
From the above one can conclude that most people within the age range of 17 to 22 do
undergo stress that has been likely to increase in the pandemic. They also feel like they are
coping with stress every day, turning to other recreational activities. Relationships have
also been affected by the pandemic although the nature of it severely varies.

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 INTERVIEW QUESTIONNAIRE (6 YEARS OLD)

Topic- Digital Habits and Screen Time

General Information-

Name- Navyansh Banka

Age- 7 years old
Date of Birth- 03.02.2014
Sex of the Child- Male
Guardian’s Name- Shilpi Banka
Caretaker, if any- None

Questionnaire-

For the Primary Caregiver

1. Does your child enjoy spending time on screen?

Yes, he does.

2. What gadgets does your child use the most? (phone, tablet, TV, computer,
others)
Mostly my phone for entertainment, TV for watching shows and laptop for schooling.

3. On average how many hours does your child spend on the screen?
Approximately 5-6 hours daily.

4. What kind of activities does your child engage in digitally? (playing games,
watching shows, learning etc)
My son watches the TV mostly for about an hour every day, plays games on his
phone like Free Fire and Temple Run. Apart from that he watches videos on my
phone as well and attends online school every day for 2-2.5 hours.

5. Do you actively make effort to coordinate your child’s screen time and digital
habits?
I do try to, although it is not always possible. I am aware of how he spends a lot of
time on gadgets. I try to restrict online activities not suitable for him, try to get him to
play outside so as to engage him otherwise.

6. Do you opt for online restrictions and vigilance (such as children’s mode) to keep
tabs on your child’s online activities?
I used to but my child has learnt a way around it, I do not know what more to do.

7. What kind of shows, movies or games does your child enjoy?

He mostly plays action games, watches comedy or streaming videos and watches
Chhota Bheem, Captain Underpants, Ben 10 etc. on TV.

8. Do you use technology to incorporate learning such as through videos, activities,

courses etc?

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 I try to get him to watch Animal Planet and Discovery like infotainment channels as
much as possible. I also try to find interesting videos on YouTube related to his
curriculum.

9. Does your child watch TV, videos, play videogames while simultaneously
engaging in another activity such as eating, or before or after a certain activity?
Yes, he watches the TV or YouTube every day while eating his meals and plays
games before going to bed.

10. Do you think your child is influenced by what he/she consumes online/on screen?
Yes, I think all children are. He often imitates actions or feelings he sees on screen, be
it anger, sympathy or confusion. He also tends to recreate them and use references
from the same.

11. Do you think your child’s physical activity sometimes gets substituted by his/her
digital activity?
This has only been a concern in the situation of the pandemic, he definitely engages
less in physical and outdoor activities although since he has neighbours his age, he
lately has been going to the terrace to play with them.

12. Has your ever child ended up consuming content online that was inappropriate
for their age group?
Yes, he has. He tends to watch streaming videos online, that often use cuss words and
inappropriate references for his age.

13. What would you say is the single most important benefit for your child to use
technology for entertainment and learning?
I think it helps me teach better, videos online definitely help in better conceptual
understanding that often times I may not be able to provide for him. It also helped fill
in time during the lockdown and pandemic.

14. What according to you is the biggest drawback of the same?

The damage to the yes and the brain are of course worrying. It also brings him access
to a lot of information that may not be suitable for his age. I have seen his behaviour
drastically change because of this as well.

15. Do you think screen time cuts back on quality time spent with family and
friends?
Yes, I think it definitely does. He can be stubborn about wanting to stay on screen
when we try to get him to spend time with us sometimes.

For the child-

1. What is your favourite thing to do when you have your parent’s mobile?
I like watching YouTube and playing Free Fire.

2. What is your favourite show and why?

I like Chhota Bheem the best, no reason why, I just like it.

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 3. Do you like watching TV more or playing outside with friends more?
I like both, in the evening I like playing with my friends, outside or on the mobile, in
the night and morning I like watching TV.

4. Do you like playing online games? Which one is your favourite?

I like playing online multiplayer games, I play Free Fire mostly.

5. Do you like online school or do you prefer offline schooling?

I like offline school more; I haven’t met my friends in a long time.

Analysis-
From the Primary Care Giver (Parent)-
Analysing the above questions, it is evident that the child enjoys spending time on screen and
uses a lot of gadgets on a daily basis. It is also heightened by the circumstances of the
ongoing Covid 19 pandemic. The child mostly uses the TV to watch shows like Chhota
Bheem, plays action packed video games such as Free Fire and also uses YouTube to watch
gaming streams which are all time spent on screen for the purpose of entertainment. Judging
by the content he consumes online, he is exposed to a lot of unhealthy habits, language and
topics. The guardian also accepted that he is heavily influenced by the videos and games he
watches/plays. The child spends 2-2.5 hours daily on schooling online, and otherwise spends
most of his time engaging with technology. This can not only lead to damage to his eyes but
also lead to heightened attention-deficit symptoms, impaired emotional and social
intelligence, technology addiction, social isolation, impaired brain development, and
disrupted sleep. These concerns are also shared by the guardian. He also has a habit of using
gadgets while eating, and also of using them before bed. Both of these are unhealthy and
damaging habits to have especially at such a young age. The guardian also admits to have
tried to be more vigilant in exposing the child to the online world but seems to have failed in
doing so. He outgrew online restrictions and vigilance methods set up by his parents. The
parent tries to actively substitute screen time by encouraging play time with friends. She also
tries to switch to more learning based, productive consumption of shows through
infotainment channels like Discovery and Animal Planet. The child clearly, like children of
his age, imitates habits, actions and even emotions that he comes across on screen (cuss
words, inappropriate references). Since he engages with violent, aggressive and mature
content, the learning from these isn’t ideal and can seriously disrupt healthy growth. Towards
a more positive note, the guardian says that the learning methods online have helped manage
curriculum and make it easier and more creative for her to teach. Despite the above
statement, her concerns regarding the child’s growing disinterest in family time and overall
change in attitude persist.
From this we infer that the heavy use of technology had had a majorly negative impact on the
child’s lifestyle and the parent needs to urgently take stricter measures to correct these habits
before they lead to incorrigible damage.

From the Child-

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The child was less descriptive in his answers but through the analysis of his responses one
can find that he enjoys playing Free Fire a multiplayer shooting game, and enjoys watching
Chhota Bheem. He also likes both, playing with friends, outside or on the mobile in the
evening and the night and morning likes watching TV. Although he also misses offline
school and the opportunity to meet with his friends there.
From this we infer that an increase of technological dependency is evidently caused due to
the circumstances of the pandemic but there is also scope of these habits automatically being
rectified as life returns to normal for him. At the moment, it is advised that the child is helped
in focusing on healthy consumption of online content and more of physical/familial time be
incorporated into the schedule.
Since the child didn’t visit the washroom in front of the observer, his toilet training couldn’t
be observed. His eating habits are poor and his emotional health needs to be supervised and
kept under vigilance lest he misbehaves with others in the future.

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 REFERENCES

Unit 1
https://www.niehs.nih.gov/research/resources/bioethics/whatis/index.cfm
https://libguides.library.cityu.edu.hk/researchmethods/ethics
Unit 2
https://www.channelplay.in/india/resources/insights/methods-applications-of-observational-
research#:~:text=Observational%20research%20is%20a%20qualitative,as%20surveys%2C
%20questionnaires%2C%20etc.
https://provalisresearch.com/blog/observational-research/
https://atlasti.com/observational-research/
https://opentext.wsu.edu/carriecuttler/chapter/observational-research/
https://atlasti.com/observational-research/#:~:text=Observational%20research%20is
%20typically%20divided,no%20intervention%20by%20a%20researcher.
http://www.astrocyte.in/article.asp?issn=2349-
0977;year=2014;volume=1;issue=2;spage=154;epage=159;aulast=Kumar
https://www.iedunote.com/observation-method-of-data-collection
https://www.yourarticlelibrary.com/social-research/data-collection/advantages-and-
limitations-observation-method-for-data-collection/64507
https://www.mbaofficial.com/mba-courses/research-methodology/features-advantages-and-
disadvantages-of-observation/
Unit 3
https://en.wikipedia.org/wiki/Experiment
https://www.simplypsychology.org/experimental-method.html
https://www.slideshare.net/sazzadkarim2/experimental-38497054#:~:text=%EF
%82%A2%20The%20experimental%20method%20is,any%20change%20in%20other
%20variables.
https://www.questionpro.com/blog/experimental-research/
https://www.formpl.us/blog/experimental-research
https://link.springer.com/referenceworkentry/10.1007%2F978-94-007-0753-5_982
https://www.simplypsychology.org/what-is-a-hypotheses.html
https://byjus.com/physics/hypothesis/
https://medium.com/vinita-silaparasetty/types-of-hypothesis-6805a3e7cca
https://www.slideshare.net/sqjafery/hypothesis-45278240
https://futureofworking.com/8-advantages-and-disadvantages-of-experimental-research/
Unit 4
https://www.leadquizzes.com/blog/8-types-of-survey-questions/
https://www.questionpro.com/blog/what-is-a-questionnaire/
https://www.simplypsychology.org/questionnaires.html
https://microbenotes.com/questionnaire-method-of-data-collection/#:~:text=Questionnaire
%20is%20as%20an%20instrument,specific%20information%20from%20the
%20respondents.
https://www.kyleads.com/blog/questionnaire/
https://keydifferences.com/difference-between-questionnaire-and-
interview.html#:~:text=Key%20Differences%20Between%20Questionnaire%20and

81
%20Interview&text=The%20questionnaire%20is%20objective%20while,are%20asked
%20through%20a%20questionnaire.
https://www.simplypsychology.org/questionnaires.html
https://www.scribbr.com/methodology/survey-research/
https://kwiksurveys.com/blog/survey-design/survey-research-tips
Unit 5

https://www.wikihow.com/Conduct-Interviews-for-Research
http://sectorsource.ca/sites/default/files/resources/files/tipsheet6_interviewing_for_research_e
n_0.pdf
https://scientificinquiryinsocialwork.pressbooks.com/chapter/13-1-interview-research-what-
is-it-and-when-should-it-be-used/
https://en.wikipedia.org/wiki/Interview_(research)
https://www.dinf.ne.jp/doc/english/asia/resource/apdrj/z13fm0300/z13fm0313.html
https://www.michaelpage.at/en/advice/career-advice/interview/15-things-you-should-avoid-
job-interview
https://specialties.bayt.com/en/specialties/q/272414/what-the-advantage-and-disadvantage-of-
interview/
https://content.wisestep.com/interview-methods-types-advantages-disadvantages/
https://www.economicsdiscussion.net/human-resource-management/types-of-
interviews/31893
Unit 6
https://www.verywellfamily.com/7-year-old-developmental-milestones-620704

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