1

3.METHODOLOGY

2

ELEMENTS IN ‘METHODOLOGY’

Respondentsof the Study

ResearchProcedure

DataCollectionMethods

Data Analysis

Introduction

Conclusion

3

• purpose/objectives of the research• issue/problem investigated

• methods used i.e. qualitative, quantitative, or both;• the instruments used i.e. questionnaire, observation,

interview, and/or experimentation.

• population and sample/respondents i.e.sample size, gender, location

• step-by-step how data were collected

• how results were obtained from thecollected data

• summary of the chapter

Introduction

DataCollectionMethods

Respondentsofthe Study

ResearchProcedure

DataAnalysis

Conclusion

4

DATA COLLECTION

5

TABLE FOR DETERMINING NEEDED SIZES OF A RANDOMLY CHOSEN SAMPLE FROM A GIVEN FINITE POPULATION OF N CASES SUCH THAT THE SAMPLE PROPOTION P WILL BE WITHIN +.05 OF THE POPULATION PROPOTION P WITH 95 PERCENT LEVEL OF CONFIDENCE

N. S N S N S

1015203035404550556065707580859095

100110120130140150160170180190200210

101419283236404448525659636670737680869297

103108113118123127132136

22023024026027028029030032034036038040042044046048050055060065070075080085090095010001100

140144148155159162165169175181186191196201205210214217226234242248254260265269274278285

12001300140016001700180019002000220024002600280030003500400045005000600070008000900010000150002000030000400005000075000

100000

291297302310313317320322327331335338341346351354357361364367368370375377379380381382384

Note:

N is population size

S is sample size

1. Krejeie .R.V and Morgan, D.W. Determining sample size for research.

Educational and Psychological Measurement. 1970,30,607-610

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WHAT IS DATA COLLECTION?

• A process of collecting data (primary & secondary) from different sources

• PRIMARY DATA – obtained through questionnaires, interviews, observations & experiments

• SECONDARY DATA – obtained through reading others’ works

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COLLECTING SECONDARY DATA• Conducted at the beginning of a

research to get a better picture of what you are going to investigate

• Gathered from various written resources (offline/online)

• Used in various sections of research report esp. Literature Review

• Must be properly cited

8

COLLECTING PRIMARY DATA

FOUR INSTRUMENTS:

1.QUESTIONNAIRES2.INTERVIEW3.OBSERVATION 4.EXPERIMENTS

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1.QUESTIONNAIRES

• A systematic compilation of questions distributed to respondents from which information is needed

• Administered through survey, mail, telephone & internet

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QUESTIONNAIRE RESEARCH

FLOW CHART1.Design Methodology2.Determine Feasibility3.Develop Instruments4.Select Sample5.Conduct Pilot Test6.Revise Instruments7.Conduct Research8.Analyze Data9.Prepare Report

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Advantages of Written Questionnaires

• Cost effective• Easy to analyze• Familiar to most people• Reduce bias• Less intrusive

12

Disadvantages Of Written Questionnaires

• The possibility of low response rates

• The inability to probe responses• Confounding error• Not suited for some people

UTMUNIVERSITI TEKNOLOGI MALAYSIA

QUESTIONNAIRE DESIGN

General Considerations

14

Well-defined objectives are the best way

to assure a good questionnaire design.

• The questionnaire is developed to directly address the goals of the

study

1

• Avoid the temptation to ask questions because

it would be "interesting to know".

15

One of the most effective methods of maximizing

response is to shorten the questionnaire.

• To eliminate questions, read each question and ask,

"How am I going to use this information?"

If the information will be used in a decision-making process,

then keep the question... it's important. If not, throw it out.

2

16

Formulate a plan for doing the statistical

analysis during the design stage of the

project. Know how every question

will be analyzed.

• If you cannot specify how you intend to analyze

A question or use the information, do not use it in the survey.

3

17

Give your questionnaire a title that is short and

meaningful• generally perceived to be

more credible than one without.

4

• on the front page of the questionnaire, provide purpose of

the research

• have an ending courtesy

clearly state your policy onconfidentiality

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Include clear and concise instructions

• use short sentences and basic vocabulary

5

• use simple and direct language

• one way to eliminate misunderstandings is to emphasize crucial words in each

item by using bold, italics or underlining.

19

Leave adequate space for respondents to make

comments• will provide valuable information

notcaptured by the response categories

• leaving white space makes thequestionnaire look easier

and this increases response

6

20

Keep a questionnaire interesting

• provide variety in the questioning format used

• group items into coherent categories

• all items should flow smoothly from one to the next

7

21

Provide incentives

• If the information you are collecting is of interest to the respondent,

offer a free summary report

8

22

Conduct a pilot study

• try it on representatives of the sample

• be present while a respondent is completing the questionnaire

• any questions posed by the respondents are indicative of

problems in the questionnaire

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UTMUNIVERSITI TEKNOLOGI MALAYSIA

QUESTIONNAIRE DESIGN

Qualities of a Good Question

24

Asks for an answer on only one dimension

"Were you satisfied with the quality of our food and service?"

1

25

Accommodates all possible answers

What brand of computer do you own? __A. IBM PC B. Apple

2

Do you own an IBM PC? (circle: Yes or No)Do you own an Apple computer? (circle: Yes or No)What brand of computer do you own?(Check all that apply)__ Do not own a computer__ IBM PC__ Apple__ Other

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Has no ambiguity

should be only one correct or appropriate choice

for the respondent to make

3

Where did you grow up? __A. country

B. farmC. city

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Does not presuppose a certain state of affairs

Are you satisfied with your current health insurance? (Yes or No)

4

Are you satisfied with your current health insurance?

___ Yes___ No

___ Don't have health insurance

orYou could have a leading question:“Do you have a health insurance?”

28

Does not offer negative question

Don't you think students are spending too much money?

Wouldn't you like to receive our free brochure?

5

29

Does not ask the respondent

to order or rank a series of more than five items

becomes increasingly difficult as the number of items increases, and the answers become less

reliable

limiting the number of items to five will

make it easier for the respondent to answer

6

30

The "Don't Know", "Undecided", and "Neutral"

Response Options

The best advice is probably to use a "don't know“ option

for factual questions, but not for attitude questions.

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2 TYPES OF QUESTIONS

1. Open-ended Questions2. Close-ended QuestionsYes/No

Scale (likert scale)Listing/Choice

Ranking (most - least preferred)

Category (range)

UTMUNIVERSITI TEKNOLOGI MALAYSIA

INTERVIEW

32

33

2.INTERVIEW

• A two-communication which permits an exchange of ideas and information

• 3 types of interviews: 1. Structured 2. Semi-

structured 3. Unstructured• Refer to page 33 to view the

process

Preparation for Interview

• Choose a setting with little distraction

• Explain the purpose of the interview

• Address terms of confidentiality • Explain the format of the interview • Indicate how long the interview

usually takes • Tell them how to get in touch with

you later if they want to 34

Preparation for Interview

• Ask them if they have any questions before you both get started with the interview

• Don't count on your memory to recall their answers.

35

Types of Topics in Questions• Behaviors - about what a person has done or

is doing• Opinions/values - about what a person thinks

about a topic• Feelings - note that respondents sometimes

respond with "I think ..." so be careful to note that you're looking for feelings.

• Knowledge - to get facts about a topic• Sensory - about what people have seen,

touched, heard, tasted or smelled• Background/demographics - standard

background questions, such as age, education, etc.

Note that the above questions can be asked in terms of past, present or future.

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Sequence of Questions• Get the respondents involved in the interview as soon as possible.

• Before asking about controversial matters (such as feelings and conclusions), first ask about some facts. With this approach, respondents can more easily engage in the interview before warming up to more personal matters.

• Intersperse fact-based questions throughout the interview to avoid long lists of fact-based questions, which tends to leave respondents disengaged.

• Ask questions about the present before questions about the past or future. It's usually easier for them to talk about the present and then work into the past or future.

• The last questions might be to allow respondents to provide any other information they prefer to add and their impressions of the interview.

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Wording of Questions• Wording should be open-ended.

Respondents should be able to choose their own terms when answering questions.

• Questions should be as neutral as possible. Avoid wording that might influence answers, e.g., evocative, judgmental wording.

• Questions should be asked one at a time.

• Questions should be worded clearly. This includes knowing any terms particular to the program or the respondents' culture.

• Be careful asking "why" questions. This type of question infers a cause-effect relationship that may not truly exist. These questions may also cause respondents to feel defensive, e.g., that they have to justify their response, which may inhibit their responses to this and future questions.

38

Carrying Out Interview

• Occasionally verify the tape recorder (if used) is working.

• Ask one question at a time.• Attempt to remain as neutral as

possible. That is, don't show strong emotional reactions to their responses. Act as if "you've heard it all before."

• Encourage responses with occasional nods of the head, "uh huh"s, etc.

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Carrying Out Interview

• Be careful about the appearance when note taking. That is, if you jump to take a note, it may appear as if you're surprised or very pleased about an answer, which may influence answers to future questions.

• Provide transition between major topics, e.g., "we've been talking about (some topic) and now I'd like to move on to (another topic)."

• Don't lose control of the interview. This can occur when respondents stray to another topic, take so long to answer a question that times begins to run out, or even begin asking questions to the interviewer.

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Immediately After Interview

• Verify if the tape recorder, if used, worked throughout the interview.

• Make any notes on your written notes, e.g., to clarify any scratchings, ensure pages are numbered, fill out any notes that don't make senses, etc.

• Write down any observations made during the interview. For example, where did the interview occur and when, was the respondent particularly nervous at any time? Were there any surprises during the interview? Did the tape recorder break?

41

42

3.OBSERVATION

• To get firsthand information • To strengthen existing data• Have an observation guide

(refer to page 39)

43

4.EXPERIMENTS• To test various techniques,

assumptions or products (esp. in engineering & agriculture)

SAMPLING

Ideally Whole population will be the best

Selecting small group of individuals

44

45

SAMPLING & POPULATION• SAMPLING – a group of

respondents who provide information that may be generalised to general population

• POPULATION – a target group to which the results of a research are applicable

• Refer to page 25.

46

TARGET POPULATION

SPECIFIC POPULATION

SAMPLE

UTM STUDENTS

FIRST YEAR STUDENTS

10% OF THE FIRST YEAR STUDENTS

SAMPLE & POPULATION

47

RANDOM• Every member of

the population has an equal probability to be chosen to participate in the research

• The results would yield a representative sample

NON-RANDOM• The respondents are

selected based on certain criteria

• The results may be true only for the group of respondents and cannot be generalize

TYPES OF SAMPLING

48

Type Category Definition

SIMPLEEvery member has an equal chance to be selected

STRATIFIEDSample selected in the same proportion as existence in the population

CLUSTERSelection of group sample(or research is on the group)

SYSTEMATICEvery nth person in a population list is selected

CONVENIENCEIndividuals who are readily accessible for the research

PURPOSIVE

A group of sample selected specifically by the researcher because they have the knowledge or experience in certain issue

TYPES OF SAMPLING