Saqib Saeed M.com 2-B BRM Final PPR
Saqib Saeed M.com 2-B BRM Final PPR
Saqib Saeed M.com 2-B BRM Final PPR
NAME:
SAQIB SAEED
CLASS:
M.COM 2
SECTION:
B (EVENING)
MIS ID:
27628
Subject:
BRM (Final Paper)
Date: 20 Sept,2020
Question-3:-
Read the scenario below carefully and answer the questions in the end:
Answer:
Answer:
Research Proposal:
The goal of a research proposal is twofold: to present and justify the need to
study a research problem and to present the practical ways in which the
proposed study should be conducted. The design elements and procedures for
conducting research are governed by standards of the predominant discipline in
which the problem resides, therefore, the guidelines for research proposals are
more exacting and less formal than a general project proposal. Research
proposals contain extensive literature reviews. They must provide persuasive
evidence that a need exists for the proposed study. In addition to providing a
rationale, a proposal describes detailed methodology for conducting the
research consistent with requirements of the professional or academic field and
a statement on anticipated outcomes and/or benefits derived from the study's
completion.
Literature Review:
Connected to the background and significance of your study is a section of
your proposal devoted to a more deliberate review and synthesis of prior
studies related to the research problem under investigation . The purpose here is
to place your project within the larger whole of what is currently being
explored, while demonstrating to your readers that your work is original and
innovative. Think about what questions other researchers have asked, what
methods they have used, and what is your understanding of their findings and,
when stated, their recommendations.
Since a literature review is information dense, it is crucial that this section is
intelligently structured to enable a reader to grasp the key arguments
underpinning your proposed study in relation to that of other researchers. A
good strategy is to break the literature into "conceptual categories" [themes]
rather than systematically or chronologically describing groups of materials
one at a time. Note that conceptual categories generally reveal themselves after
you have read most of the pertinent literature on your topic so adding new
categories is an on-going process of discovery as you review more studies.
How do you know you've covered the key conceptual categories underlying the
research literature? Generally, you can have confidence that all of the
significant conceptual categories have been identified if you start to see
repetition in the conclusions or recommendations that are being made.
NOTE: Do not shy away from challenging the conclusions made in prior
research as a basis for supporting the need for your proposal. Assess what you
believe is missing and state how previous research has failed to adequately
examine the issue that your study addresses. For more information on writing
literature review.
To help frame your proposal's review of prior research, consider the "five C’s"
of writing a literature review:
1. Cite, so as to keep the primary focus on the literature pertinent to your
research problem.
2. Compare the various arguments, theories, methodologies, and findings
expressed in the literature: what do the authors agree on? Who applies
similar approaches to analyzing the research problem?
3. Contrast the various arguments, themes, methodologies, approaches,
and controversies expressed in the literature: describe what are the major
areas of disagreement, controversy, or debate among scholars?
4. Critique the literature: Which arguments are more persuasive, and why?
Which approaches, findings, and methodologies seem most reliable, valid,
or appropriate, and why? Pay attention to the verbs you use to describe what
an author says/does [e.g., asserts, demonstrates, argues, etc.].
5. Connect the literature to your own area of research and investigation:
how does your own work draw upon, depart from, synthesize, or add a new
perspective to what has been said in the literature?
Conclusion:
The conclusion reiterates the importance or significance of your proposal and
provides a brief summary of the entire study. This section should be only one
or two paragraphs long, emphasizing why the research problem is worth
investigating, why your research study is unique, and how it should advance
existing knowledge.
Someone reading this section should come away with an understanding of:
Why the study should be done,
The specific purpose of the study and the research questions it attempts
to answer,
The decision to why the research design and methods used where chosen
over other options,
The potential implications emerging from your proposed study of the
research problem, and
A sense of how your study fits within the broader scholarship about the
research problem.
Citations:
As with any scholarly research paper, you must cite the sources you used. In a
standard research proposal, this section can take two forms, so consult with
your professor about which one is preferred.
References -- lists only the literature that you actually used or cited in your
proposal.
Bibliography -- lists everything you used or cited in your proposal, with
additional citations to any key sources relevant to understanding the
research problem.
Question-2:-
Internal Validity:
Internal validity is the extent to which you can be confident that a cause-and-effect
relationship established in a study cannot be explained by other factors.
Internal validity is the degree of confidence that the causal relationship you are
testing is not influenced by other factors or variables.
First we must know, Why internal validity matters? Internal validity makes the
conclusions of a causal relationship credible and trustworthy. Without high internal
validity, an experiment cannot demonstrate a causal link between two variables.
Research example:
You want to test the hypothesis that drinking a cup of coffee improves memory.
You schedule an equal number of college-aged participants for morning and
evening sessions at the laboratory. For convenience, you assign all morning session
participants to the treatment group and all evening session participants to the
control group.
Once they arrive at the laboratory, the treatment group participants are given a cup
of coffee to drink, while control group participants are given water. You also give
both groups memory tests. After analyzing the results, you find that the treatment
group performed better than the control group on the memory test.
In the research example above, only two out of the three conditions have been met.
Because you assigned participants to groups based on the schedule, the groups
were different at the start of the study. Any differences in memory performance
may be due to a difference in the time of day. Therefore, you cannot say for certain
whether the time of day or drinking a cup of coffee improved memory
performance.
That means your study has low internal validity, and you cannot deduce a causal
relationship between drinking coffee and memory performance.
History:
Example:
A week before the end of the study, all employees are told that there will be layoffs.
The participants are stressed on the date of the post-test, and performance may
suffer.
Maturation:
The outcomes of the study vary as a natural result of time. If the experiment in
your dissertation focuses on people (i.e., people are the population you are
interested in), maturation is likely to threaten the internal validity of your findings.
This has to do with time and the effect that time has on people. After all,
experiments do not happen overnight, but often over a period of time, whether
days, weeks, a few months, or in some cases, years. Whilst experiments at the
undergraduate and master's dissertation level tend to last no longer than 2-3 months
(at least the data collection phase), there are a number of changes that can take
place within such short timeframes. During such periods of time, people change,
and such change can affect your findings.
Example:
Most participants are new to the job at the time of the pre-test. A month later, their
productivity has improved as a result of time spent working in the position.
Instrumentation:
Different measures are used in pre-test and post-test phases. Instrumentation can be
a threat to internal validity because it can result in instrumental
bias (or instrumental decay). Such instrumental bias takes place when the
measuring instrument (e.g., a measuring device, a survey, interviews/participant
observation) that is used in a study changes over time. Instrumentation becomes a
threat to internal validity when it reduces the confidence that the changes
(differences) in the scores on the dependent variable may be due to instrumentation
and not the treatments (i.e., the independent variable). It sometimes helps to think
about instrumental bias arising either because of the use of a physical measuring
device or the actions of the researcher.
Example:
In the pre-test, productivity was measured for 15 minutes, while the post-test was
over 30 minutes long.
Testing:
The pre-test influences the outcomes of the post-test. Testing effects, also known
as order effects, only occur in experimental and quasi-experimental research
designs that have more than one stage; that is, research designs that involve a pre-
test and a post-test. In such circumstances, the fact that the person taking part in the
research is tested more than once can influence their behaviour/scores in the post-
test, which confounds the results; that is, the differences in scores on the dependent
variable between the groups being studied may be due to testing effects rather than
the independent variable. Some of the reasons why testing effects occur
include learning effects (practice or carry-over effects) and experimental fatigue.
Example:
Participants showed higher productivity at the end of the study because the same
test was administered. Due to familiarity, or awareness of the study’s purpose,
many participants achieved high results.
Selection bias:
Groups are not comparable at the beginning of the study. As the saying goes, "No
two people are the same". They differ along a wide range of factors, such in age,
behaviour, gender, height, intelligence, and so forth. You cannot eliminate
such individual differences from research, but you do need to take them into
account when comparing different groups. It is important to reduce individual
differences between groups where these individual differences are extraneous
variables and systematically applied [see the article: Extraneous and confounding
variables]. In experimental and quasi-experimental research, you need to make
sure that the groups are equivalent before you start or there could be difference
between the treatment and control groups (i.e., before any interventions are made),
which may explain the differences in scores on the dependent variable. This is
known as a selection effect, and it is a threat to the internal validity of your study.
Example:
Example:
Because participants are placed into groups based on their initial scores, it’s hard
to say whether the outcomes would be due to the treatment or statistical norms.
Social interaction:
Participants from different groups may compare notes and either figure out the aim
of the study or feel resentful of others.
Example:
Groups B and C may resent Group A because of the access to a phone during
class. As such, they could be demoralized and perform poorly.
Attrition:
Example:
20% of participants provided unusable data. Almost all of them were from Group
C. As a result, it’s hard to compare the two treatment groups to a control group.
Question-5:-
Develop and name the type of measuring instrument you would use to tap
the following:
The nominal scale, which comprises of individuals and firms with the products
according to brands where a count is conducted to determine the various
categories and the votes related. This can be actualized by the use of
questionnaire.
(B)Among the three types of exam multiple choice, essay type and a mix
both which is the one more preferred by students ?
An ordinal scale will be used where the items are ranked and in this case the student
can select their preferences, and the one with more votes is prioritized and vice
versa.
Question-1:-
What is snowball sampling technique? How is it different from other non-
probability techniques? Give logical reasons for your answer.
Answer:
Introduction:
Snowball Sampling:
For example, if you are studying the level of customer satisfaction among the
members of an elite country club, you will find it extremely difficult to
collect primary data sources unless a member of the club agrees to have a direct
conversation with you and provides the contact details of the other members of the
club.
Snowball Techniques:
Snowball sampling is a recruitment technique in which research participants are
asked to assist researchers in identifying other potential subjects.
Snow ball sampling is a unique technique can reduce research cost.This is a good
method for such population s that are not well defined or properly listed.Data
collected from snowballed sample may not be a measure of what is to be actually
collected.