STA 630 Final Term Papers Subjective Q/A, Study notes of Statistics

Download STA 630 Final Term Papers Subjective Q/A and more Study notes Statistics in PDF only on Docsity! STAG3D final term subjecisoe Solved] by da ‘shia, Wehtsh, Sas Hi iM Asai Suzadd an feamavina dlatilor Question No: 65 (Marks: 3) How would you differ ie between History Effect and Mechanical Loss in Experimental research? event in the external environment occ! ng between the _first_and second rent _oce etween ft ffects the validity lity of nd the control of the experimenter_and that a aa experiment. Adver ent of a particular product (mineral ailected by an event in the society (contamination ¢5 ‘drinking water not have control on such happenings which have an impact on the Xand Y The researcher does rela Mechanical Loss:_ A pro! blem may be experienced due to equipment failure. For example, i the subjects are told that their behavior is being video taped, and during the experiment the video equipment failed to work ty of the results could become doubtful. in an experiment if for some subjects, then the val Question No: 66 (Marks: 5) Write a note on any three varieties « of non res reactive observations. Physical Trace: rosion: Wear and t retion: Accumulation of physical e' ear suggests a greater use. vidence suggests behavior. ani is Records: Regularly produced public records may reveal lot of regular or private records can reveal a lot.  Ppearance: How people appear may indicate so factors. 7 unt Behaviors; Counting how many people do something can he informative. ‘ime Duration: How long people take to do things may indicate their intention Question No: 41 ( Marks: 5 ) Defend the use of the term inductive to describe qualitative data analysis and interpretation. ~ _ ae al term answers should addre: iow and coding, de patterns: Question No: 42 (Marks:5) —! ith the Briefly discuss the Solomon s Four Group Design in experimental research with help of example? in internal valid nd two Solomon’s Four Group Des ; rental groups or ven the perimental designs, it is atl control groups. One experimental group and on both pr and the posttest. The other two grow Here the effects of treatment can be calculated to gain more confidence Group Pretest Treatment Posttest Experimental OL xX o2 Control O3 - O4 Experimental - x O5 Control cS - 06 1) Involvement with deviants is the Ethical dilemma of field Research how would explain (Marks 3) Page 140 Ethical Dilemmas of Field research i i i her in the social lives of irect personal involvement of a field researc n ; ater people raises many ethical dilemmas. The dilemmas arise when the researcher is alone in the field and has little time to make a moral decision. Although he or she may be aware of general ethical issues before entering  7) Research process, o scoring Index activity ae es the data how u would perform the — ee 7 Remember the Remen om v Number ofstateee eo satisfaction, (dimenstons and elements). —_——_—_~Alements on each element. 7 Lkert scale (5) re — cement “+ There are ) response categories: Strongly agree, agree, neutral, disagree, 5. disagree: Here are positive and negative statements ~ + For posit se Positive statements, score S, agree = 5, agree = 4, neutral = 0 tt ‘OF Negative statements reverse the scoring. 3, disagree = 2,5. disagree = 1, 8) 51) Would u explai j Give example ah Sma ey and confession by using spaeHery data? Spo ity: mele THE. sbehitenenus actions or feelings can be recorded when they was keepin cr an at a time specified by the researcher. If the respondent about Ping a diary, he or she may have been recording spontaneous feelings a subject whenever he or she was inspired to do so- The contents of such personal recording could be analyzed later on. Confessions: A person may be more likely to confess in a document, particularly one to be read only after his or her death, than in an interview or mailed questionnaire study. Thus a study of documents such as diaries, posthumously published autobiographies, and suicide notes may be the only way to obtain such information. 9) Do u know about number and duration in FDG discussion 5 marks 2 Number and duration of sessions: The number of focus group sessions to be conducted depends upon project needs, resources, and whether new information is still coming from the sessions (that is, whether contrasting views from various groups in the community are still emerging). One should plan to conduct at least two different focus group discussions for each subgroup (for example two for males and two for females). For duration, a focus group session typically lasts up to an hour and a half. Generally the first session with a particular type of group is longer than the following ones because all of the information is new. Thereafter, if it becomes clear that all the groups have the same opinion on particular topics, the facilitator may be able to move the discussion along more quickly to other topics that still elicit new points of view. iate data collection tool that can be used by the Suggest the appropriate data cose 6 organization. Give the solid rationale for your answer. Secondary da ata are are usually historical, already assembled, and do not require formation about the access to r Sucka! anid PERE a ee pes fe researcher, Some farnags have been collected and are available to the reports) that contain nu ion is in the form of statistical documents (books, orm of published com merical information. Other information is in the records, pilations available in a library or on computerized — Secondar Secondary data ma Bureau oF Statlatice be petlected by large bureaucratic organization ee ay have been collect r government or private agencies. These _data collected for policy decisions or as part of public service. parative research? ch.40 11) What i i ) What is bracketing with regard to Historical com &41 es with the eyes and H-C ri esearchers attempt to read primary sourc the past. This means as i ASUNDER OF 8 one a ae lived in g,” or holding back knowledge of subsequent events and modern 5 with an open mind and an values. “If you do not read the primary source 5 and look at things the way intention to get inside the minds of the writing: they saw them, you are wasting time.” in Non 12) How would you differentiate accretion and count behaviors i Reactive Research? Pag. hysical evidence suggests behavicr. A k cans or bottles in the garbage collection. Accretion: Accumulation of pl aks that ‘are very examines the soft drin researcher That might indicate the brands and types of soft dri popular. do something can be Counting how many people mple a researcher may count the number of men and me to a rolling stop ata full stop and those who co gests gender difference in driving behavior. Count Behaviors: informative. For exa women who come toa traffic stop sign. This sug: ndependent variable? 13) Treatment of I ntrol over, what you can think will affect the manipulate the ly there and is affects Independent Variable: jable is the variable you have co It is usually what you and manipulate. you may not be able to t variable. In some cases, tt. variable. It may be something that is alread luate with respect to how it ing you would like to eva e, the dependent variable like color, kind, time. Example: You are interested in how stress affects heart rate in humans. Your independent variable would be the stress and the dependent variable would be the heart rate. You can directly manipulate stress levels in your human subjects and measure how those stress levels change heart rate. 14) Pretest and posttest experimental and control group design? Pretest and Posttest Experimental and Control Group Design: Tee one control group and the other experimental group, are formed random'y: Both the groups are exposed to pretest and posttest. rol group is not. The experimental i t while the cont Pi group is exposed to treatmen' and pretests of Measuring the difference between the differences in the post: the two groups would give the net effects of the treatment. Experimental Group: Pretest (01) X Posttest (02) Control Group: Pretest (03) - Posttest (04) Randomization used for setting up the group. {(02 - 01) - (04 - 03)] = Treatment effect (could be anywhere between 0 to -1 or +1). 18) How would you differentiate between Frequency Distribution Table and Bivariate Table? arte es yr examp rize the data on For example we have data of 400 students. We can summa the gender of the students at a glance with raw count or a frequency distribution Table 1: Frequency distribution of students == ~ Gender Frequency Percent male Joo Male 300 75 Female 400 Female 100 25 Fh ( 40d rotal 400 100 an present the same information in a graphic form. Some common of graphic presentations are the histograms, bar chart, and pie chart. ple, a bivariate table shows that young people show more ‘attitude towards women empowerment. But the relationship ao Table under 40 40-60 6i+ F & FY Jn 30 22 20 Cp SO eo 1 20 20. SHO SY KD 28 Jocd [o® (000 1 a0 #O. Gander epee Pree as jue Tote aA Wm 3> peso 3S | 2. The majo jor results are presented. The key results regarding each purpose should be included. Its. There should be logical 3. . The conclusions that are based on the resul the stated conclusions. interpretation of the results which could lea to which are based on the ‘ The recommendations or suggestions for action, nclusions. The recommendations must logically emerge from the results. Parts of research report 3marks The Makeup of the Report - the Report Parts . fA _ . prefatory parts _ 1. Title fly page 2. Title page 3. Letter of transmittal . 4. Letter of authorization 5. Table of contents 6. Executive summary & . Main bod 4. Introduction Zs Methodology 3. Results endations checklist, interview guide, other 3, General tables 4, Other support material 5. Bibliography, if needed Components of bivariate tables 3 marks Bivariate Tables in cross- The bivariate contingency table is wid d, The table is based 0 tabulation (crossclassification); i anized in the table on the basis of two variables a i formed by cross-tabu because the cases in category of a second variable. T! multiple variables at the same tim category of one variable, are “con variables. tingent upon can use seconadry analysis? i How w: Secondary analysis is increasingly used by researches. it is relatively. ns across groups, nations, OF time; it i i not thought by the inexpensive; i permits comparison jts asking about issues * we and difficult. facilitates replication; and permi Driginal researchers. Large-scale data collection is expensive The cost and time required for ma. i ys that uses rigorous techniques are prohibitive for most researc organization, preservation, and dissemination © have improved. hers. Fortunately, the ¢ major survey data sets 53) Reference Formate 5 marks. Reference Formate ~ author: Abraham Maslow auth ternational journal of psycholo8y Name of, Journal: I Title: Need hierarchy theory = Page number: 20-23 aa Year of publish: 1946 a v What : rial and reference, 3 Lecture No 45 % ibliography : ase alps he listing of the works that are 7® f research interest + Areference list i abetical order ofthe last names of authors ¥ ie veer ot the biblegrapny, whch incuaes deals of) citations used I” survey and elsewhere in the report, in the alphabetical order of the last names of authors. levant to the topic o' arranged again, What ite i : do we write in executive summary of @ research report? Executive Summary of Research Report: it is observed that mostly bers rea t part of the report. And i lly and rest me! It is very importan mary report normal managers read sum report. r elements: The summary contains fou g the most im tives of the repo! nd specific purpos sented. The ke includin' 4. The objec rt are stated, es of the project. pose background a 2. The major results are pre should be included. 3. The conclusions that are based on the results. There should be logical interpretation of the results which could lead to the stated conclusions. r action, which are r suggestions fo dations must logically emerge from based on the the results. 4, The recommendations oO conclusions. The recommen nents of bivarients 3marks inte contingency table is widely U s ation); that is the of two wriables at th ne time. A contingen' ng the two or more . [tis contingent b ble get d tributed into ¢ ch catego! 5 cases into categories of multiple v4 able: ne CASES, by the category of one yariable, are he other V riables. The table is sed on CrOss~ re organized in the table on the table is formed by cross- sin each able. The ne time and Compo ecause the ¢ ; of a second at the “contingent upon” the