MAE612_RESEARCH METHODOLOGY(Draft 1)-converted

MASTER OF ARTS IN ENGLISH SEMESTER-II RESEARCH METHODOLOGY MAE612

CHANDIGARH UNIVERSITY Institute of Distance and Online Learning Course Development Committee Prof. (Dr.) R.S.Bawa Pro Chancellor, Chandigarh University, Gharuan, Punjab Advisors Prof. (Dr.) Bharat Bhushan, Director – IGNOU Prof. (Dr.) Majulika Srivastava, Director – CIQA, IGNOU Programme Coordinators & Editing Team Master of Business Administration (MBA) Bachelor of Business Administration (BBA) Coordinator – Dr. Rupali Arora Coordinator – Dr. Simran Jewandah Master of Computer Applications (MCA) Bachelor of Computer Applications (BCA) Coordinator – Dr. Raju Kumar Coordinator – Dr. Manisha Malhotra Master of Commerce (M.Com.) Bachelor of Commerce (B.Com.) Coordinator – Dr. Aman Jindal Coordinator – Dr. Minakshi Garg Master of Arts (Psychology) Bachelor of Science (Travel &Tourism Management) Coordinator – Dr. Samerjeet Kaur Coordinator – Dr. Shikha Sharma Master of Arts (English) Bachelor of Arts (General) Coordinator – Dr. Ashita Chadha Coordinator – Ms. Neeraj Gohlan Academic and Administrative Management Prof. (Dr.) R. M. Bhagat Prof. (Dr.) S.S. Sehgal Executive Director – Sciences Registrar Prof. (Dr.) Manaswini Acharya Prof. (Dr.) Gurpreet Singh Executive Director – Liberal Arts Director – IDOL © No part of this publication should be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording and/or otherwise without the prior written permission of the authors and the publisher. SLM SPECIALLY PREPARED FOR CU IDOL STUDENTS Printed and Published by: TeamLease Edtech Limited www.teamleaseedtech.com CONTACT NO:- 01133002345 For: CHANDIGARH UNIVERSITY Institute of Distance and Online Learning

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UNIT-1 CONTENT UNIT-2 FOUNDATION OF RESEARCH UNIT-3 1. Learning Objectives 2. Introduction 3. Definition of Research Methodology 4. Purpose of Research 5. Ethical Issues in Research 6. Utility and Relevance 7. Summary 8. Keywords 9. Learning activity 10. Unit end Questions 11. References PREPARATORY STAGES OF RESEARCH 1. Learning Objectives 2. Introduction 3. Research Problem 4. Characteristic of Research Problem 5. Components of Research problem 6. Steps to formulate Research Problem 7. Research problem statement example 8. Top seven benefits of using a robust research software 9. Advantages of formulating a research problem 10. The hypothesis in the scientific method 11. Types of Hypothesis 12. Parameters of Good Hypothesis 13. Summary 14. Keywords 15. Learning activity 16. Unit end Questions 17. References LITERATURE REVIEW AND PLAGIARISM

UNIT-4 1. Learning Objectives UNIT-5 2. Introduction 3. Research Problem 4. Literature Review In Research 5. Literature Review Sources 6. Sources of Information 7. Plagiarism 8. Plagiarism Detectors Work–Know All The Nitty-Gritty 9. Summary 10. Keywords 11. Learning Activity 12. Unit End Questions 13. References RESEARCH DESIGN 1. Learning Objectives 2. Introduction 3. Summary Characteristics Of Descriptive R 4. Descriptive Research 5. Types Of Research Design 6. Qualitative Research 7. Qualitative Research: Data Collection And Analysis 8. Keywords 9. Learning Activity 10. Unit End Questions 11. References SAMPLING 1. Learning Objectives 2. Introduction 3. Data collection methods 4. Types of Sampling 5. Sampling methods 6. Questionnaire : Explanation 7. Interview

UNIT-6 8. Data processing UNIT-7 9. Presentation of different types of Data 10. Summary 11. Keywords 12. Learning Activity 13. Unit End Questions 14. References DOCUMENTATION 1. Learning Objectives 2. Introduction 3. Data collection methods 4. Bibliography 5. Writing a Bibliography –APA format 6. Process Of Documentation 7. The Advantages Of Documentation 8. Summary 9. Keywords 10. Learning Activity 11. Unit End Questions 12. References PAPER WRITING 1.Learning Objectives 2. Introduction 3. Components Of Research Reports 3. Tips For Writing Research Reports 4.Layout Of Reports 5. The International Journal of English And Literature (ijel) 6.How To Publish Research Paper – Ijstr 7. Steps To Organizing Your Manuscript 8.Summary 9. Keywords 10. Learning Activity

UNIT-8 11. Unit End Questions 12. References UNIT-9 JOURNALS IN ENGLISH LITERATURE UNIT-10 1. Objectives 2. Introduction 3. Ways to write a journal 4. Ways to publish a research paper 5. Journals related to English literature 6. Impact factor in Journals 7. UGC Approval for journals 8. Tips for writing a research paper 9. Types for journal articles 10. Summary 11. Keywords 12. Learning Activity 13. Unit End Questions 14. References REPORT WRITING 1. Learning Objectives 2. Introduction 3. How to write a research paper 4. Tips to write a thesis statement 5. Summary 6. Keywords 7. Learning Activity 8. Unit End Questions 9. References PRESENTING A RESEARCH PROPOSAL, ACADEMIC WRITING 1. Learning Objectives 2. Introduction 3. Characteristic of Academic writing

4. Revise, Edit and proof read 5. Demonstrating balance 6. Correct tense usage 7. Build your argument 8. Types of Academic Writing 9. Research Proposal 10. Structure and Writing Style 11. Summary 12. Keywords 13. Learning Activity 14. Unit End Questions 15. References

UNIT 1: FOUNDATION OF RESEARCH STRUCTURE 1. Learning Objectives 2. Introduction 3. Definition of Research Methodology 4. Purpose of Research 5. Ethical Issues in Research 6. Utility and Relevance 7. Summary 8. Keywords 9. Learning activity 10. Unit end Questions 11. References LEARNING OBJECTIVES While studying this chapter we will learn about the following points: • The purpose of research and its different techniques to write a research. • The various important aspects that are a must for research. • Writing of research as an important factor and its guidelines. • Hypothesis –an important factor. • The different ways in which data can be collected and presented. INTRODUCTION Research is a process of systematic inquiry that entails collection of data; documentation of critical information; and analysis and interpretation of that data/information, in accordance with suitable methodologies set by specific professional fields and academic disciplines. Research is conducted to evaluate the validity of a hypothesis or an interpretive framework; to assemble a body of substantive knowledge and findings for sharing them in appropriate manners; and to generate questions for further inquiries. Research is systematic, controlled, empirical and critical investigation of hypothetical propositions about the presumed relations among natural phenomena. (Kerlinger, 1973). Research is the pursuit of truth with the help of

study, observation, comparison and experiment; the search for knowledge through objective and systematic method of finding solutions to a problem (Kothari, 2006). DEFINATION OF RESEARCH METHODOLOGY The term ‘research’ has been viewed with mystique by many people. It is seen to be the preserve of academicians and professional elite. In most people’s minds, the word ‘research’ conjures up the image of a scholar, laboratory work, university or other ‘academic’ setting. But research is simply the process of asking questions and answering them by survey or experiment in an organized way. It should not be confined to academicians alone. Every thinking person has the capacity and should do research. The fundamental requirement for research is an enquiring mind in order to recognize that there are questions that need answers. The quest for knowledge then is the basic idea behind research. The acquisition of knowledge is a continuous process from birth; an individual exploring the environment and asking questions. Information is provided by parents, associates and teachers. It is supplemented by books, magazines, newspaper, journals and the media. As an individual’s knowledge increases, questions become more complex and answers are sought from experts, reference books and specialized journals. Research is the examination of these limits of knowledge; assessing what is known up to that point, defining unanswered questions and devising ways of answering them in an organized and meaningful way. Research has been defined differently by different people. It is perhaps best understood through a clear description of its key characteristics. A few definitions are presented below followed by the key characteristics. Research is a systematic, formal, rigorous and precise process employed to gain solutions to problems or to discover and interpret new facts and relationships. (Waltz and Bausell, 1981). Research is the process of looking for a specific answer to a specific question in an organized, objective, reliable way. (Payton, 1979). Then these definitions are consolidated, it can be said that research is the systematic activity directed towards objectively investigating specific problems in order to discover the relationships between and among variables. It seeks to answer specific questions. PURPOSE OF RESEARCH Research in whatever field of inquiry has four purposes, i.e. describing, explaining and predicting phenomena and ultimately controlling events.

Describing and explaining This is the attempt to understand the world we live in. Research is concerned with acquiring knowledge, establishing facts and developing new methods. The way this understanding is shown is through the theories developed and their efficacy at explaining the world in which we live. Prediction In research, predictions are usually stated as hypotheses, i.e. clear unambiguous statements which can be subjected to scientific verification or refutation. When the hypotheses are accepted or rejected, we are able to make generalizations or theories concerning various situations. We are able to say that given these conditions then this is likely to happen. Control This follows from our knowledge and the successful verification of hypotheses. Control represents the way in which research can be applied to real problems and situations, thus helping us to shape our environment. When we understand the relationship between variables we are able to control our environment to suit our interests. This can be exemplified by research to find effective ways to deal with indiscipline in schools. Once identified, the effective strategies can be employed to reduce the incidence of indiscipline in schools and thus improve achievement. People do research for different reasons. In doing a particular research, a researcher may be motivated by one or more of the following among others reasons: • To fulfill an academic requirement for example as partial fulfillment for the award of a doctorate degree. • In an effort to solve practical problems of the society; for example to find a teaching approach that yields best performance in a given subject among students. • For enjoyment; some people enjoy the intellectual challenge of creative work • Delegation by some authority; a researcher may be called upon to study a specified phenomenon by some higher authority. For example, the minister of education can commission a group to carry out research to find out why and how examination irregularities occur and what can be done to reduce their incidence. • To generate new theories, confirm existing ones or disapprove them.

• To be informed; to contribute to the existing body of knowledge. This is mainly triggered by curiosity about a subject. The increasingly complex nature of our society has focused attention on the use of research in solving operational problems. Research as an aid to policy and planning has gained importance, both in government and business. Research provides the basis for nearly all government policies in our economic system. In this context, research becomes a tool for policy decision making. Research is equally important for social sciences in studying social relationships and in seeking answers to various social problems. It is concerned both with knowledge for its own sake and for what it can contribute to practical concerns. Research in the social sciences then is increasingly being looked to for practical guidance in solving immediate problems of human relations. ETHICAL ISSUES IN RESEARCH Codes of Ethics Government agencies who fund or commission research often publish codes of conduct for researchers, or codes of ethics. For example, the US National Institutes of Health (NIH) and Food and Drug Administration (FDA) both publish ethical codes. Some ethical codes may have the force of law behind them, while others may simply be advisable. Be aware that even if you do nothing illegal, doing something unethical may end your research career. Many or even most ethical codes cover the following areas: Honesty and Integrity This means that you need to report your research honestly, and that this applies to your methods (what you did), your data, your results, and whether you have previously published any of it. You should not make up any data, including extrapolating unreasonably from some of your results, or do anything which could be construed as trying to mislead anyone. It is better to undersell than over-exaggerate your findings. When working with others, you should always keep to any agreements, and act sincerely. Objectivity

You should aim to avoid bias in any aspect of your research, including design, data analysis, interpretation, and peer review. For example, you should never recommend as a peer reviewer someone you know, or who you have worked with, and you should try to ensure that no groups are inadvertently excluded from your research. This also means that you need to disclose any personal or financial interests that may affect your research. Carefulness Take care in carrying out your research to avoid careless mistakes. You should also review your work carefully and critically to ensure that your results are credible. It is also important to keep full records of your research. If you are asked to act as a peer reviewer, you should take the time to do the job effectively and fully. Openness You should always be prepared to share your data and results, along with any new tools that you have developed, when you publish your findings, as this helps to further knowledge and advance science. You should also be open to criticism and new ideas. Respect for Intellectual Property You should never plagiarise, or copy, other people’s work and try to pass it off as your own. You should always ask for permission before using other people’s tools or methods, unpublished data or results. Not doing so is plagiarism. Obviously, you need to respect copyrights and patents, together with other forms of intellectual property, and always acknowledge contributions to your research. If in doubt, acknowledge, to avoid any risk of plagiarism. Confidentiality You should respect anything that has been provided in confidence. You should also follow guidelines on protection of sensitive information such as patient records. Responsible Publication You should publish to advance to state of research and knowledge, and not just to advance your career. This means, in essence, that you should not publish anything that is not new, or that duplicates someone else’s work. Legality

You should always be aware of laws and regulations that govern your work, and be sure that you conform to them. Animal Care If you are using animals in your research, you should always be sure that your experiments are both necessary and well-designed. You should also show respect for the animals you are using, and make sure that they are properly cared for. Human Subjects Protection If your research involves people, you should make sure that you reduce any possible harm to the minimum, and maximise the benefits both to participants and other people. This means, for example, that you should not expose people to more tests than are strictly necessary to fulfil your research aims. You should always respect human rights, including the right to privacy and autonomy. You may need to take particular care with vulnerable groups, which include, but are not limited to, children, older people, and those with learning difficulties. The Role of the Ethics Committee Most universities have an ethics committee. This is required to scrutinise all research proposals, to ensure that they do not raise any ethical issues. This will generally include research for master’s and undergraduate degrees, although undergraduate research may be covered by a broader research proposal from your supervisor. There is likely to be a standard form to complete for ethical approval, which will cover who will be involved, how you will recruit your participants, and what steps you will take to ensure that they have provided informed consent. The ethics committee’s role is to consider that what you are doing is appropriate and proportionate to your research aims. If a research proposal raises ethical issues, the committee will ask the researcher to look again at the issue, and consider whether they could do it differently. For example, if you are proposing to carry out a study on a particular disease, and you want to ask all your participants whether they are married and have any children, the committee

may want to know why this is relevant. It may be relevant (for example, if you think the disease may be reduced by living in a family), in which case, you will need to justify this. The committee may also suggest alternative methods that they think are more suitable for the target group, or additional precautions that you should take. When you publish your research, whether as a thesis or in one or more journal articles, you will need to provide details of the ethical approval, including this number. THE IMPORTANCE OF RESEARCH ETHICS Research ethics are important for a number of reasons. They promote the aims of research, such as expanding knowledge. They support the values required for collaborative work, such as mutual respect and fairness. This is essential because scientific research depends on collaboration between researchers and groups. They mean that researchers can be held accountable for their actions. Many researchers are supported by public money, and regulations on conflicts of interest, misconduct, and research involving humans or animals are necessary to ensure that money is spent appropriately. They ensure that the public can trust research. For people to support and fund research, they have to be confident in it. They support important social and moral values, such as the principle of doing no harm to others. UTILITY AND RELEVANCE The present research has enormous social relevance and utility. It offers an opportunity to study the lives of women in the country particularly, the educated women and their personal struggle against hostile circumstances. It spreads across inter-disciplinary reference to sociology, history, psychology and religions exist in the country. The study will encourage the further research on cultural background and study of rational issues raised by them in their autobiographies. The present study is very much relevant as the approach to feministic literature and rise of feminism in India and abroad. SUMMARY

Research is any systematic investigation that aims to solve problems, to answer questions, or to make discoveries. The purpose of this foundational unit is to demystify the process of research and to introduce you to its fundamentals. Having a good research foundation and methodology are important because they determine the quality and soundness of your conclusion and recommendation. Having a poor research foundation will not build a strong, compelling support in creating a conclusion. KEYWORDS • Illegal- contrary to or forbidden by law, especially criminal law. • Exaggerate- represent (something) as being larger, better or worse than it really is. • Agreements- harmony or accordance in opinion or feeling. • Interpretation- the action of explaining the meaning of something. • Phenomena- a fact or situation that is observed to exist or happen. • Unambiguous- not open to more than one interpretation. • Refutation- the action of proving a statement or theory to be wrong or false. • Exemplified- illustrate or clarify by being an example. LEARNING ACTIVITY 1. What is ethics in research and why is it important? 2. Explain the 7 principles of ethics? UNIT END QUESTIONS (MCQ’S AND DESCRIPTIVE) A. Descriptive Questions 1. What is Foundation research? 2. What is the foundation of a research paper? 3. What are the 3 types of research? 4. What is the importance of research foundation and methodology? 5. What are the 5 purposes of research?

B. Multiple Choice Questions (Mcq’s) 1. Research is a. Searching again and again b. Finding solution to any problem c. Working in a scientific way to search for truth of any problem d. None of the above 2.Which of the following is the first step in starting the research process? a. Searching sources of information to locate problem. b. Survey of related literature c. Identification of problem d. Searching for solutions to the problem 3. ideally, the research participant's identity is not known to the researcher. This is called: a. Anonymity b. Confidentiality c. Deception 4. The act of publishing the same data and results in more than one journal or publication refers to which of the following professional issues: a. Partial publication b. Duplicate publication c. Full publication 5. Concerning \"authorship\" in educational research, intellectual ownership is predominantly a function of: a. Effort expended b. Creative contribution c. Level of higher education Answer 1. c

2. c 3. a 4. b 5. b REFERENCES • Quantitative Research Methods in the Social Sciences Paul S. Maxim • The SAGE Handbook of Qualitative Research • Kothari, C.R. Research Methodology: Methods and Techniques. 10th Ed. 2012, New Age International. • Sinha, S.C. and Dhiman, A.K., 2002. Research Methodology, EssEss Publications. 2 volumes. • Anthony, M., Graziano, A.M. and Raulin, M.L., Research Methods: A Process of Inquiry, Allyn and Bacon. 2009. • Leedy, P.D. and Ormrod, J.E., 2004 Practical Research: Planning and Design, Prentice Hall. • Fink, A., Conducting Research Literature Reviews: From the Internet to Paper. 2009, Sage Publications • Coley, S.M. and Scheinberg, C. A., \"Proposal Writing\", 1990, Sage Publications. • The Craft of Research, Third Edition Book by Gregory G. Colomb, Joseph M. Williams, and Wayne C. Booth • Berg, Bruce L., 2009, Qualitative Research Methods for the Social Sciences. Seventh Edition. Boston MA: Pearson Education Inc. • Creswell, J. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, California: Sage Publications.

UNIT 2:PREPARATORY STAGES OF RESEARCH STRUCTURE 1. Learning Objectives 2. Introduction 3. Research Problem 4. Characteristic of Research Problem 5. Components of Research problem 6. Steps to formulate Research Problem 7. Research problem statement example 8. Top seven benefits of using a robust research software 9. Advantages of formulating a research problem 10. The hypothesis in the scientific method 11. Types of Hypothesis 12. Parameters of Good Hypothesis 13. Summary 14. Keywords 15. Learning activity 16. Unit end Questions 17. References LEARNINGOBJECTIVES While studying this chapter we will learn about the following points: • The purpose of research and its different techniques to write a research. • The various important aspects that are a must for research. • Writing of research as an important factor and its guidelines. • Hypothesis –an important factor. • The different ways in which data can be collected and presented. INTRODUCTION Research is a process of systematic inquiry that entails collection of data; documentation of critical information; and analysis and interpretation of that data/information, in accordance with suitable methodologies set by specific professional fields and academic disciplines.

Research is conducted to evaluate the validity of a hypothesis or an interpretive framework; to assemble a body of substantive knowledge and findings for sharing them in appropriate manners; and to generate questions for further inquiries. Research is systematic, controlled, empirical and critical investigation of hypothetical propositions about the presumed relations among natural phenomena. (Kerlinger, 1973). Research is the pursuit of truth with the help of study, observation, comparison and experiment; the search for knowledge through objective and systematic method of finding solutions to a problem (Kothari, 2006). RESEARCH PROBLEM A research problem is a statement about an area of concern, a condition to be improved, a difficulty to be eliminated, or a troubling question that exists in scholarly literature, in theory, or in practice that points to the need for meaningful understanding and deliberate investigation. In some social science disciplines the research problem is typically posed in the form of a question. A research problem does not state how to do something, offer a vague or broad proposition, or present a value question. The purpose of a problem statement is to: 1. Introduce the reader to the importance of the topic being studied. The reader is oriented to the significance of the study and the research questions or hypotheses to follow. 2. Places the problem into a particular context that defines the parameters of what is to be investigated. 3. Provides the framework for reporting the results and indicates what is probably necessary to conduct the study and explain how the findings will present this information. A hypothesis is a tentative statement about the relationship between two or more variables. It is a specific, testable prediction about what you expect to happen in a study. For example, a study designed to look at the relationship between sleep deprivation and test performance might have a hypothesis that states, \"This study is designed to assess the hypothesis that sleep-deprived people will perform worse on a test than individuals who are not sleep-deprived.\"

CHARACTERISTICS OF A RESEARCH PROBLEM Make sure to fulfill these essential characteristics to have an effective research problem. Due to the variety of research we conduct, it is not possible to inculcate all these characteristics. However, ensure to consider and cover most of these characteristics to enable people to look at, examine, and understand the marketing research problem. • Covers the essential needs or issues: The researcher must have a specific problem statement in research. Unless you don’t address the crucial issues, the research will not carry much weightage. The research project may end up wasting time and money if these issues are not of high importance. Ensure you do not miss out on the more critical needs and concerns to get your marketing strategies right. • The problem is stated logically and clearly: If you can’t state the problem logically or clearly in the research proposal, the problem likely is a weak one or probably a non- problem. To test this, consolidate the specific problem into a paragraph and ensure it makes sense and covers all the crucial points. Share the problem with others and if this is not understood by even s few, consider a more logical approach to specify the issue or problem. • The research is based on actual facts and evidence (non-hypothetical): There is a difference between beliefs and facts. Keep fiction out of this. Research must be based on actual facts and not beliefs. Hypothetical events will not do the research any good. You can’t consider the findings of the research true or accurate if you don’t base it on facts and evidence. It must suggest a meaningful and testable hypothesis. • The research problem generates and encourages research questions: The research must create multiple questions. These questions should be more specific to the research that highlights different components or aspects of the problem. These questions must assist in addressing the issue better, providing a robust framework for the research. Formulating such questions is the challenge that needs to be addressed correctly. • It fits the budget and time frame: Ensure that the research activity is doable within the budget and time frame. Consider the logistical factors to ensure successful research. Losing out on the research due to the lack of money and manpower to complete it within a specified timeframe will be a colossal waste of time. Pursue only the problems that are feasible.

• Sufficient data can be obtained: Research is based on facts and findings and there must be multiple cases or findings to prove the research. A research that is based on limited data will do no good to test a theory or satisfy it. If data is unavailable to do research, it does not make sense to go ahead with the research. • The problem has an unsatisfactory answer or is a new problem: Ensure that there exists very little or no research on the topic. If the problem already has an existing answer to the problem, and this answer is tried and tested, it’s probably best to move on and not waste time finding what has already been found extensively. COMPONENTS OF A RESEARCH PROBLEM A research problem has the following components: 1. Research consumer: A group of individuals or various groups of individuals must have difficulty or must face a problem. The researchers may be a part of this group facing the problem. All the others who face the problem but are not included in the research form the research consumers. 2. Research-consumer’s objective: The research consumer must face a problem or should need an issue to be addressed. If there is no problem, there can be no basis for conducting research. 3. Alternative means to meet the objective: Always have a ‘Plan B’ when you address a marketing research problem. It means that the researcher must have at least two means or courses of action to fulfill the research objective. If there is an absence of choice or an alternative means to fulfill the research objective, the researcher cannot have a problem. 4. Doubts in the selection of alternatives: Having an alternative means to meet the objective is just one part of the problem. Both the means should be such that the researcher has doubts about which is the better approach out of the two. This truly makes the research more reliable. 5. There must be more than one environment: It is imperative that the problem exists in more than one environment. It can happen that a change in the environmental factors mitigates the problem. A researcher may be doubtful about the most efficient means in the environment ‘A’, but may not be so doubtful about the environment ‘B’. STEPS TO FORMULATE A RESEARCH PROBLEM Here are the five basic steps to formulate a research problem:

1. Identify the broad research area: Begin your research by identifying a broad research area based on your interest, specialty, profession, expertise, and knowledge. This area must possess some kind of significance regarding your knowledge interest and specialty. For example, a researcher studying sports education can select areas like football, soccer, hockey, and baseball. These are the broader areas that can be further subdivided into various research topics to figure out marketing strategies. 2. Divide the broad area into sub-areas: After you choose a broad area to study, drill down to a specific topic that is manageable and researchable. To do this, break down the broad area into sub-areas and choose a specific topic. For example, if your broad area is soccer, it can be further divided into the following subcategories: 1. Profile of soccer players 2. Profile of soccer clubs 3. Level of soccer clubs 4. Impact of the club on the city 5. Revenue generating areas 6. Sponsors of the soccer clubs 3. Choose a sub-area: It is not possible to study all the sub-areas due to time and money constraints. Thus, choose one sub-area of interest and one that is manageable and feasible for you. The area you select must have some research significance and must be significant to your research knowledge. 4. Formulate research questions: After you choose a specific sub-area, think about the areas you must explore and research about. Start noting down important questions that you deem important for the research study. Many questions may arise but narrow down and choose the most important and impactful questions. The length of the research depends on the number of questions you formulate. Choose the questions, depending on the expected length of your research. 5. Set research objectives: You must draw a plan about the objectives of the research that you need to explore. The objectives of the research study help to identify the research questions. There is a difference between the research question and the research objective. The difference is the way they are written. Research questions generally consist of an interrogative tone. On the other hand, the research objectives are aim-oriented. They include terms like to examine, to investigate, to explore, and to find out. RESEARCH PROBLEM STATEMENT EXAMPLE

A research problem question is the most important aspect of the research. You must spend time to refine and assess the research questions before getting started with the research activities. A research question must be straightforward, to the point, focused, and appropriately complex to capture the most relevant information. Having difficulty writing research problems? Follow these examples to write a problem statement: Incorrect: What are the effects of social media on people? Correct: What effect does using Facebook everyday have on teenagers? In the above example, the first question is not specific enough to capture accurate feedback. Nobody knows what social media you’re talking about and what ‘people’ you’re referring to. Let’s look at another marketing research problem example. Incorrect: Who has a better healthcare system? The US or the UK? Correct: How do low-income earning people feel about the healthcare system, and how does the UK and the US compare? The first question is comprehensive and does not draw a definite conclusion about the healthcare systems of both countries. The third example of how to write a problem statement is: Incorrect: What will help political parties address the issues of low voter turnout? Correct: What communication strategies can political parties apply to increase the voter turnout among people between the age of 25-30? Again, comparing both the statements, the second one is more direct and implies to only a specific group of people, thus collecting actionable information. Extensive research problem software, platform, and tool Formulating a marketing research problem is just one crucial part of the research process. Another essential aspect of marketing research is using a robust market research software tool that aids in your research activity. You can do a whole lot by choosing the right research platform to solve a specific problem. TOP SEVEN BENEFITS OF USING A ROBUST RESEARCH SOFTWARE Here are the benefits of using a robust research software tool

1. Powerful and efficient market research: You can collect actionable data from market research that aids in making accurate decisions. 2. Professional grade: Professional grade tools come with a host of survey features and questions that helps you probe your audience in detail. 3. Powerful survey logic: Data accuracy is vital to make decisions – both big and small. A good research design with powerful survey logic like branching and skip logic helps you pose the right questions to the right audience. 4. Collect unbiased data: Data, if biased, will lead to failure in decision making. It is necessary to capture unbiased data to make efficient decisions. 5. Data analysis: Why spend time manually analyzing data when you can automate the process from within the tool? A good survey platform provides for accurate data analysis that helps in decision making. 6. Advanced analysis techniques: Take your research a step forward with a powerful suite of techniques like maxdiff analysis, conjoint analysis, TURF analysis, and heatmap analysis. 7. Uncover brand insights: Acquire insights that your brand needs to excel in. Gather honest feedback that will help you drive your business to the next level. ADVANTAGES OF FORMULATING A RESEARCH PROBLEM Here are the advantages of formulating a research problem: • Understanding the research procedure: Writing research problems helps in understanding the research procedure in a better way. Many researchers think that formulating a research problem is simple, but that is not true. The researcher needs to put a lot of effort to create a specific problem and then understand the research procedure. • Determining the research objective: A research problem helps to understand the intention and goals of the research. The methodology cannot be defined without a clear research problem. • Design the research process: A research problem helps you identify the approach you must take for the research activity. It helps in the identification of each step you must take to do your research – the sampling strategy, the research design, research analysis, and research instruments to be used.

• Lays the foundation for research: Formulating a good research problem is compared to laying the foundation of a building. If the research problem is well identified, you will face fewer hiccups during the research process. THE HYPOTHESIS IN THE SCIENTIFIC METHOD In the scientific method, whether it involves research in psychology, biology, or some other area, a hypothesis represents what the researchers think will happen in an experiment.The scientific method involves the following steps: 1. Forming a question 2. Performing background research 3. Creating a hypothesis 4. Designing an experiment 5. Collecting data 6. Analyzing the results 7. Drawing conclusions 8. Communicating the results The hypothesis is a prediction, but it involves more than a guess. Most of the time, the hypothesis begins with a question which is then explored through background research. It is only at this point that researchers begin to develop a testable hypothesis. Unless you are creating an exploratory study, your hypothesis should always explain what you expect to happen.In a study exploring the effects of a particular drug, the hypothesis might be that researchers expect the drug to have some type of effect on the symptoms of a specific illness. In psychology, the hypothesis might focus on how a certain aspect of the environment might influence a particular behaviour.Remember, a hypothesis does not have to be correct. While the hypothesis predicts what the researchers expect to see, the goal of the research is to determine whether this guess is right or wrong. When conducting an experiment, researchers might explore a number of factors to determine which ones might contribute to the ultimate outcome. In many cases, researchers may find that the results of an experiment do not support the original hypothesis. When writing up these results, the researchers might suggest other options that should be explored in future studies.

Formulating a Hypothesis In many cases, researchers might draw a hypothesis from a specific theory or build on previous research. For example, prior research has shown that stress can impact the immune system. So, a researcher might hypothesize: \"People with high-stress levels will be more likely to contract a common cold after being exposed to the virus than people who have low- stress levels. “In other instances, researchers might look at commonly held beliefs or folk wisdom. \"Birds of a feather flock together\" is one example of folk wisdom that a psychologist might try to investigate. The researcher might pose a specific hypothesis that \"People tend to select romantic partners who are similar to them in interests and educational level.\" Elements of a Good Hypothesis When trying to come up with a good hypothesis for your own research or experiments, ask yourself the following questions: • Is your hypothesis based on your research on a topic? • Can your hypothesis be tested? • Does your hypothesis include independent and dependent variables? Before you come up with a specific hypothesis, spend some time doing background research. Once you have completed a literature review, start thinking about potential questions you still have. Pay attention to the discussion section in the journal articles you read. Many authors will suggest questions that still need to be explored. In order to form a hypothesis, you should take these steps: • Collect as many observations about a topic or problem as you can. • Evaluate these observations and look for possible causes of the problem. • Create a list of possible explanations that you might want to explore. • After you have developed some possible hypotheses, think of ways that you could confirm or disprove each hypothesis through experimentation. This is known as falsifiability. Falsifiability

In the scientific method, falsifiability is an important part of any valid hypothesis.1 In order to test a claim scientifically, it must be possible that the claim could be proven false. Students sometimes confuse the idea of falsifiability with the idea that it means that something is false, which is not the case. What falsifiability means is that if something was false, then it is possible to demonstrate that it is false. Operational Definitions A variable is a factor or element that can be changed and manipulated in ways that are observable and measurable. However, the researcher must also define how the variable will be manipulated and measured in the study.For example, a researcher might operationally define the variable \"test anxiety\" as the results of a self-report measure of anxiety experienced during an exam. A \"study habits\" variable might be defined by the amount of studying that actually occurs as measured by time. These precise descriptions are important because many things can be measured in a number of different ways. One of the basic principles of any type of scientific research is that the results must be replicable. By clearly detailing the specifics of how the variables were measured and manipulated, other researchers can better understand the results and repeat the study if needed.Some variables are more difficult than others to define. How would you operationally define a variable such as aggression? For obvious ethical reasons, researchers cannot create a situation in which a person behaves aggressively toward others.In order to measure this variable, the researcher must devise a measurement that assesses aggressive behaviour without harming other people. In this situation, the researcher might utilize a simulated task to measure aggressiveness. A Word from Verywell The hypothesis is a critical part of any scientific exploration. It represents what researchers expect to find in a study or experiment. In situations where the hypothesis is unsupported by the research, the research still has value. Such research helps us better understand how different aspects of the natural world relate to one another. It also helps us develop new hypotheses that can then be tested in the future. TYPES OF HYPOTHESIS

First, we must take a moment to define independent and dependent variables. Simply put, an independent variable is the cause and the dependent variable is the effect. The independent variable can be changed whereas the dependent variable is what you're watching for change. For example: How does the amount of makeup one applies affect how clear their skin is? Here, the independent variable is the makeup and the dependent variable is the skin. The six most common forms of hypotheses are: • Simple Hypothesis • Complex Hypothesis • Empirical Hypothesis • Null Hypothesis (Denoted by \"HO\") • Alternative Hypothesis (Denoted by \"H1\") • Logical Hypothesis • Statistical Hypothesis A simple hypothesis is a prediction of the relationship between two variables: the independent variable and the dependent variable. • Drinking sugary drinks daily leads to obesity. A complex hypothesis examines the relationship between two or more independent variables and two or more dependent variables. • Overweight adults who 1) value longevity and 2) seek happiness are more likely than other adults to 1) lose their excess weight and 2) feel a more regular sense of joy. A null hypothesis (H0) exists when a researcher believes there is no relationship between the two variables, or there is a lack of information to state a scientific hypothesis. This is something to attempt to disprove or discredit. • There is no significant change in my health during the times when I drink green tea only or root beer only. This is where the alternative hypothesis (H1) enters the scene. In an attempt to disprove a null hypothesis, researchers will seek to discover an alternative hypothesis. • My health improves during the times when I drink green tea only, as opposed to root beer only. A logical hypothesis is a proposed explanation possessing limited evidence. Generally, you want to turn a logical hypothesis into an empirical hypothesis, putting your theories or postulations to the test.

• Cacti experience more successful growth rates than tulips on Mars. (Until we're able to test plant growth in Mars' ground for an extended period of time, the evidence for this claim will be limited and the hypothesis will only remain logical.) An empirical hypothesis, or working hypothesis, comes to life when a theory is being put to the test, using observation and experiment. It's no longer just an idea or notion. It's actually going through some trial and error, and perhaps changing around those independent variables. • Roses watered with liquid Vitamin B grow faster than roses watered with liquid Vitamin E. (Here, trial and error is leading to a series of findings.) A statistical hypothesis is an examination of a portion of a population. • If you wanted to conduct a study on the life expectancy of Savannians, you would want to examine every single resident of Savannah. This is not practical. Therefore, you would conduct your research using a statistical hypothesis, or a sample of the Savannian population. PARAMETERS OF A GOOD HYPOTHESIS In order for a hypothesis to be sound, hold tight to these tips: Ask yourself questions. • Brainstorm. Define the independent and dependent variables very specifically, and don't take on more than you can handle. Keep yourself laser-focused on one specific cause-and- effect theory. Be logical and use precise language. • Keep your language clean and simple. State your hypothesis as concisely, and to the point, as possible. A hypothesis is usually written in a form where it proposes that, if something is done, then something else will occur. Usually, you don't want to state a hypothesis as a question. You believe in something, and you're seeking to prove it. For example: If I raise the temperature of a cup of water, then the amount of sugar that can be dissolved in it will be increased. Make sure your hypothesis is testable with research and experimentation.

• Any hypothesis will need proof. Your audience will have to see evidence and reason to believe your statement. For example, I may want to drink root beer all day, not green tea. If you're going to make me change my ways, I need some sound reasoning and experimental proof - perhaps case studies of others who lost weight, cleared up their skin, and had a marked improvement in their immunity by drinking green tea. • State Your Case Scientists can really change the world with their hypotheses and findings. In an effort to improve the world we live in, all it takes is an initial hypothesis that is well-stated, founded in truth, and can withstand extensive research and experimentation. Seek out your independent and dependent variables and go on out here and make this world a better place. SUMMARY A research problem statement is defined as an issue that needs to be addressed. It is described as the gap in knowledge about a particular problem or issue. A functional research problem helps close the gap in knowledge in a field that can lead to more research. An accurate statement to the problem helps you identify the motive of the research project. The American Heritage Dictionary defines a hypothesis as, \"a tentative explanation for an observation, phenomenon, or scientific problem that can be tested by further investigation.\" This means a hypothesis is the stepping stone to a soon-to-be proven theory. For a hypothesis to be considered a scientific hypothesis, it must be proven through the scientific method. Like anything else in life, there are many paths to take to get to the same ending. Let's take a look at the different types of hypotheses that can be employed when seeking to prove a new theory. KEYWORDS • Functional- of or having a special activity, purpose, or task. • Tentative- not certain or fixed; provisional. • Investigation- a formal or systematic examination or research. • Robust- strong and healthy; vigorous. • Interpretive- relating to or providing interpretation. • Empirical- based on, concerned with, or verifiable by observation or experience rather than theory or pure logic.

• Propositions- a statement or assertion that expresses a judgement or opinion. • Pursuit- the action of pursuing someone or something. LEARNING ACTIVITY 1. How do you identify a research problem? 2. Why is research problem important? UNIT END QUESTIONS (MCQ’S AND DESCRIPTIVE) A. Descriptive Questions 1. What is meant by a hypothesis? 2. What is an example of a hypothesis? 3. What is a hypothesis easy definition? 4. Write the he 3 types of hypothesis 5. What is a hypothesis in research? B. Multiple Choice Questions (Mcq’s) 1. A statement made about a population for testing purpose is called? a. Statistic b. Hypothesis c. Level of Significance d. Test-Statistic 2. If the assumed hypothesis is tested for rejection considering it to be true is called? a. Null Hypothesis b. Statistical Hypothesis c. Simple Hypothesis d. Composite Hypothesis

3. A statement whose validity is tested on the basis of a sample is called? a. Null Hypothesis b. Statistical Hypothesis c. Simple Hypothesis d. Composite Hypothesis 4. A hypothesis which defines the population distribution is called? a. Null Hypothesis b. Statistical Hypothesis c. Simple Hypothesis d. Composite Hypothesis 5. If the null hypothesis is false then which of the following is accepted? a. Null Hypothesis b. Positive Hypothesis c. Negative Hypothesis d. Alternative Hypothesis. Answer: 1. b 2. a 3. b 4. c 5. d REFERENCES • Quantitative Research Methods in the Social Sciences Paul S. Maxim • The SAGE Handbook of Qualitative Research • Kothari, C.R. Research Methodology: Methods and Techniques. 10th Ed. 2012, New Age International. • Sinha, S.C. and Dhiman, A.K., 2002. Research Methodology, EssEss Publications. 2 volumes.

• Anthony, M., Graziano, A.M. and Raulin, M.L., Research Methods: A Process of Inquiry, Allyn and Bacon. 2009. • Leedy, P.D. and Ormrod, J.E., 2004 Practical Research: Planning and Design, Prentice Hall. • Fink, A., Conducting Research Literature Reviews: From the Internet to Paper. 2009, Sage Publications • Coley, S.M. and Scheinberg, C. A., \"Proposal Writing\", 1990, Sage Publications. • The Craft of Research, Third Edition Book by Gregory G. Colomb, Joseph M. Williams, and Wayne C. Booth • Berg, Bruce L., 2009, Qualitative Research Methods for the Social Sciences. Seventh Edition. Boston MA: Pearson Education Inc. • Creswell, J. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, California: Sage Publications.

UNIT 3:LITERATURE REVIEW AND PLAGIARISM STRUCTURE 1. Learning Objectives 2. Introduction 3. Research Problem 4. Literature Review In Research 5. Literature Review Sources 6. Sources of Information 7. Plagiarism 8. Plagiarism Detectors Work–Know All The Nitty-Gritty 9. Summary 10. Keywords 11. Learning Activity 12. Unit End Questions 13. References LEARNING OBJECTIVES While studying this chapter we will learn about the following points: • The purpose of research and its different techniques to write a research. • The various important aspects that are a must for research. • Writing of research as an important factor and its guidelines. • Hypothesis –an important factor. • The different ways in which data can be collected and presented. INTRODUCTION Research is a process of systematic inquiry that entails collection of data; documentation of critical information; and analysis and interpretation of that data/information, in accordance with suitable methodologies set by specific professional fields and academic disciplines. Research is conducted to evaluate the validity of a hypothesis or an interpretive framework; to assemble a body of substantive knowledge and findings for sharing them in appropriate manners; and to generate questions for further inquiries. Research is systematic, controlled,

empirical and critical investigation of hypothetical propositions about the presumed relations among natural phenomena. (Kerlinger, 1973). Research is the pursuit of truth with the help of study, observation, comparison and experiment; the search for knowledge through objective and systematic method of finding solutions to a problem (Kothari, 2006). LITERATURE REVIEW A literature review is a survey of scholarly sources that provides an overview of a particular topic. Literature reviews are a collection of the most relevant and significant publications regarding that topic in order to provide a comprehensive look at what has been said on the topic and by whom. The basic components of a literature review include: • a description of the publication; • a summary of the publication’s main points; • a discussion of gaps in research; • an evaluation of the publication’s contribution to the topic. Difference between a literature review and an annotated bibliography An annotated bibliography is a list of your references with a summary of the content and the publication’s relationship to your research question. A literature review is an overview of the topic, an explanation of how publications differ from one another, and an examination of how each publication contributes to the discussion and understanding of the topic. Purpose of a literature review The purpose of a literature review is to provide a review of writings on the given topic in order to establish the reviewer’s own position in the existing field of scholarship on that topic. A literature review provides a reader with a comprehensive look at previous discussions prior to the one the reviewer will be making in his/her own research paper, thesis, or dissertation. In short, a literature review shows readers where the reviewer is entering the academic conversation on a particular topic in the context of existing scholarship. How to create a literature review? The length and depth of your literature review depends on the length of your project. If you are writing a 10-page argument paper, you may have room to include 5-6 sources to review,

because you will also be establishing your argument as well, but there’s no hard equation for how many or how much. Use your judgment and most importantly, consult your instructor about expectations. Here is a step-by-step approach to drafting your literature review: Define Your Goal If you are writing an argument paper, create a thesis statement with a clear position. If you are evaluating scientific theories, develop a hypothesis to examine. If you are providing a self-contained review of writings on a topic, state your project’s purpose. At the beginning of any paper, define your paper’s purpose so that the literature review will be anchored to a specific point of view. Do Your Research Review a number of texts that most closely pertain to your topic and position, and are written by relevant scholars Understand who the top voices are in your topic’s academic field, and be sure to include the most pertinent publications by those scholars. Ground Summary in Relevance As you summarize each publication, provide the context for that publication’s importance by tying its main points to your thesis, hypothesis, or project statement. How does it relate? Establish its relevance to the discussion. Develop Review Logically Think of your literature review as a development of an argument—what were the earliest ideas on the topic and how did they grow and evolve in the academic conversation of these publications? First things first. Include References/Works Cited List As you are writing the literature review you will mention the author names and the publication years in your text, but you will still need to compile comprehensive citations for each entry at the end of your review. Follow APA, MLA, or Chicago style guidelines, as your course requires. LITERATURE REVIEW SOURCES

Your literature review should integrate a wide range of sources such as: • Books. Textbooks remain as the most important source to find models and theories related to the research area. Research the most respected authorities in your selected research area and find the latest editions of books authored by them. For example, in the area of marketing the most notable authors include Philip Kotler, Seth Godin, Malcolm Gladwell, Emanuel Rosen and others. • Magazines. Industry-specific magazines are usually rich in scholarly articles and they can be effective sources to learn about the latest trends and developments in the research area. Reading industry magazines can be the most enjoyable part of the literature review, assuming that your selected research area represents an area of your personal and professional interests, which should be the case anyways. • Newspapers can be referred to as the main source of up-to-date news about the latest events related to the research area. However, the proportion of the use of newspapers in literature review is recommended to be less compared to alternative sources of secondary data such as books and magazines due to the fact that newspaper articles mainly lack depth of analyses and discussions. • Online articles. You can find online versions of all of the above sources. However, note that the levels of reliability of online articles can be highly compromised depending on the source due to the high levels of ease with which articles can be published online. Opinions offered in a wide range of online discussion blogs cannot be usually used in literature review. Similarly, dissertation assessors are not keen to appreciate references to a wide range of blogs, unless articles in these blogs are authored by respected authorities in the research area. SOURCES OF INFORMATION Journal Articles Currency: Current within a few months to a few years of publication. Look at the list of references used. What is the most recent date you can find? That should tell you when they stopped researching and started writing. But bear in mind that experimental/observational data they gathered may be a year or two older than that.

Type of Information: Most recent research within the subject of the journal. Scholarly journal articles are important in all academic subject areas, but especially in the sciences, where most researchers do not write books. Where to Find: Print journals are delivered to subscribers and libraries. Some journals are Open Access and make all their content online for free. Some journals allow authors to keep a copy of their articles online in a repository and you can usually find these through Google Scholar. Libraries subscribe to article databases. Those subscriptions make millions of articles available to users at those institutions. Magazine Articles Currency: News magazine articles should be current within a few days to a few months of publication. But many magazine articles are based on scholarly articles, so their information is not as new. Type of Information: Current events and editorials (news magazines). Non-scholarly articles about topics of interest within the subject of the magazine. Where to Find: Print magazines are delivered to homes and libraries. Some magazines have an online presence, but access to older articles may require a subscription. Some library databases have full-text articles from magazines. Newspaper Articles Currency: Current within a few minutes to a day of publication. Corrections made after the fact can change content later. Type of Information: Current events and editorials. Where to Find: Print newspapers are delivered to homes and libraries. Many newspapers have an online presence but access to older articles may require a subscription. Libraries can subscribe to newspaper databases. Monographs (a.k.a. Scholarly Books) Currency: Information may be two or three years old. Just like with journals, look for the most recent date in the bibliography, and that should tell you around when the author(s) were researching and writing. Bear in mind that experimental/observational data the author(s) gathered may be a year or two older than that.

Type of Information: Scholarly research on a topic. Not as recent as a journal article, but may address a whole subject rather than just a piece of it. Monographs are very important in the humanities. Where to Find: Monographs are primarily available through academic libraries. Some are in print, some are e-books. These e-books are not available to consumers, but are generally meant to be read via a web browser or downloaded as a PDF. Nonfiction Books Currency: Varies widely. Books on hot topics may be published within a few weeks but, as a result, they may contain errors. Other books take two or more years to get to print, and the research may be even older. Type of Information: Non-scholarly information and opinion. Where to Find: Nonfiction books are found in bookstores and mainly public libraries. e- book versions may be available for consumers via Kindle, Nook, iPad, etc. Nonfiction books on academically relevant topics that are of reasonably high quality are also collected by academic libraries. Some of them may be available through academic libraries in formats that are read in web browsers or downloaded as PDF. Reference Resources Currency: Print reference resources often have annual updates, so the information in them should be only about a year old. Online reference resources may be updated continuously. Many statistical resources have older data because it takes a long time to organize it all. Historical resources summarize and synthesize established knowledge, rather than keeping up with the newest findings. The important thing is that reference resources usually tell you how old their information is. Type of Information: Summary and synthesis of what is known about a topic. Materials to be referred to; for example, facts and figures, dates, names, measurements, statistics, quotations, instructions, equations, formulae, definitions, explanations, charts, graphs, diagrams, maps. Where to Find: Traditionally, reference resources are available as books or series of books. They can be purchased by consumers but are often far too expensive. They can be found in the reference sections of public and academic libraries. Not all print reference sources are

books; for example, there are also maps. More and more reference resources are available in online format, and as they go online, they become less and less linear, taking advantage of the ability to link and include multimedia. Online reference resources are available through specialized library databases, and there are also many of them on the web. Some are free and some require an individual subscription. Textbooks Currency: Varies widely. Some textbook editors publish a new edition every year, and their information should be current within a year or two of the edition's publication date. Other textbooks in less time-sensitive disciplines may contain information that is more historical in nature. Type of Information: Information on a topic arranged in such a way that a beginner can acquire knowledge about that topic systematically. Textbooks are meant to be used as part of taking a course, but are usually written so that they are complete and understandable on their own. Textbooks may have supplemental materials like questions to guide your reading or self-quizzes as well as accompanying multimedia material. Some e-textbooks come with fully integrated multimedia. Where to Find: In libraries that have a physical location and physical collection, some textbooks may be in the stacks or held on reserve for short-term loan. Most textbook publishers do not make textbooks available as e-books for libraries. Instead, textbooks, whether print or e-book, must be purchased by the individual student. Some textbooks may also be rented for the duration of the course. Gray Literature Gray literature is a huge category that encompasses a wide variety of documents that have not been published in the traditional sense. Gray literature includes: Unpublished conference papers Unpublished theses and dissertations Presentations Working papers Notes and logs kept by researchers

Academic courseware, professors' teaching notes, students' lecture notes Company annual reports Project and study reports Institutional reports Technical reports Reports put out by government agencies Data and statistics Unpublished letters and manuscripts Patents, technical standards Newsletters, product catalogues, and certain other types of ephemera with a strong informational value Preprints of articles PLAGIARISM \"Plagiarism: presenting others' work without adequate acknowledgement of its source, as though it were one’s own. Plagiarism is a form of fraud. We all stand on the shoulders of others, and we must give credit to the creators of the works that we incorporate into products that we call our own. Some examples of plagiarism: • a sequence of words incorporated without quotation marks • an unacknowledged passage paraphrased from another's work • the use of ideas, sound recordings, computer data or images created by others as though it were one’s own\" Types of Plagiarism With respect to the gravity and frequency of plagiarism, a survey of scientific researchers has produced a ranking of plagiarism types. While complete plagiarism represents the most

serious offense, paraphrasing is the one that is the most common. It is, thus, very important to consider and understand all the various types of plagiarism and how they occur. Complete Plagiarism Complete plagiarism is the most severe form of plagiarism where a researcher takes a manuscript or study that someone else created, and submits it under his or her name. It is tantamount to intellectual theft and stealing. Source-based Plagiarism Plagiarism may occur because of the different types of sources. For example, when a researcher references a source that is incorrect or does not exist, it is a misleading citation. Plagiarism also occurs when a researcher uses a secondary source of data or information, but only cites the primary source of information. Both these types lead to an increase in the number of references sources. This, in turn, increases the citation number of the references. Finally, data fabrication and falsification are also forms of plagiarism. Data fabrication is the making up of data and research findings, while data falsification involves changing or omitting data to give a false impression. The consequences of this type of plagiarism can be grave, particularly when it comes to medical research, because it can adversely affect clinical decisions. Direct Plagiarism Direct or verbatim plagiarism occurs when an author copies the text of another author, word for word, without the use of quotation marks or attribution, thus passing it as his or her own. In that way, it is like complete plagiarism, but it refers to sections (rather than all) of another paper. This type of plagiarism is considered dishonest and it calls for academic disciplinary actions. It is not as common, but it is a serious infraction of academic rules and ethics. Self or Auto Plagiarism Auto-plagiarism, also known as self-plagiarism or duplication, happens when an author reuses significant portions of his or her previously published work without attribution. Thus, this type of plagiarism is most likely to involve published researchers, rather than university students. The severity of this kind of infraction is under debate, depending on the copied content. Many academic journals, however, have strict criteria on the percentage of author’s

work that is reusable. Many journals run manuscripts through a plagiarism-detection software before considering them for review. Paraphrasing plagiarism This is, as published on Wiley, the most common type of plagiarism. It involves the use of someone else’s writing with some minor changes in the sentences and using it as one’s own. Even if the words differ, the original idea remains the same and plagiarism occurs. Because students often do not have a clear understanding of what constitutes plagiarism, there are recommendations for research and writing available to reduce the risk of paraphrasing plagiarism. Inaccurate Authorship Inaccurate authorship or misleading attribution can happen in two ways: In one form, when an individual contributes to a manuscript but does not get credit for it. The second form is the opposite: when an individual gets credit without contributing to the work. This type of plagiarism, whichever way it occurs, is a violation of the code of conduct in research. It is also possible to commit this form of plagiarism when someone else edits a manuscript, leading to substantive changes. In this case, the recommendation is to acknowledge the contributors at the time of publication, even if they are not listed as authors. Mosaic Plagiarism Mosaic plagiarism may be more difficult to detect because it interlays someone else’s phrases or text within its own research. It is also known as patchwork plagiarism and it is intentional and dishonest. Accidental Plagiarism Whether intended or unintended, there is no excuse for plagiarism and the consequences are often the same. However, plagiarism may be accidental if it occurred because of neglect, mistake, or unintentional paraphrasing. Students are likely to commit accidental plagiarism, so universities should stress on the importance of education about this form of plagiarism. One of the components of research is getting enough information about the research problem—the what, how, when and where answers, which is why descriptive research is an

important type of research. It is very useful when conducting research whose aim is to identify characteristics, frequencies, trends, correlations, and categories. This research method takes a problem with little to no relevant information and gives it a befitting description using qualitative and quantitative research methods. Descriptive research aims to accurately describe a research problem. In the subsequent sections, we will be explaining what descriptive research means, its types, examples, and data collection methods. PLAGIARISM DETECTORS WORK–KNOW ALL THE NITTY- GRITTY A plagiarism checker detects and exhibits a plagiarized content, whether intentional or not. With the introduction of plagiarism detectors, the identification of duplicate contents has turned more straightforward and thus providing a substantial solution to the issue. It has become particularly important for writers to know how plagiarism checkers work. Whether they are students submitting their term papers or research papers or are professional writers writing for some publication purpose, it always helps them to have proper knowledge of how do plagiarism detectors work. How Is Plagiarism Detected? Plagiarism detection software tools are not only readily available online but are also easy to use. Just copying and pasting the source document to the detection tool is all that it takes. Once the writers understand the mechanism of how these applications detect plagiarism, they will see how purposeful it is to clarify their work with these software applications. How Do Plagiarism Detectors Work? The basic functionality of these software tools is more or less similar. Usually, the text to be checked requires copying and pasting on the application window and subsequently pressing the required button. For the user, it is the only step required to be taken, and the rest is done by the software tool. Mostly they use the search engines to identify duplicate content. When the document to be

checked is fed to these software checkers, they break the text into smaller chunks of phrases and search for similarity into the search engines. On encountering similar content, the tool marks the phrase or words that are plagiarized. Some applications use the online directory to check the text further. Consequences of Plagiarism The consequences of plagiarism can be seen in various fields such as Students’ reputation: Plagiarism implication can cause a student to be suspended or expelled. Their scholastic information can display moral misdeed, causing the student to be prohibited from entering taking admissions in other educational institutions. Many students may get suspended due to plagiarism and their higher education or career may get affected because of this reason. Professional reputation: Plagiarism may affect a business owner who owns a website with quite a few numbers of contents in it. Duplicate content may ruin the prestige and harm the reputation of the firm. Academic reputation: Academic reputation may also get affected by plagiarism. Promulgating is an essential part of an academic career. So plagiarism should be stopped to avoid the distortion of the academic career. Monetary loss: Compensation should be paid in the form of money for being an accused of plagiarism. Legal Repercussions: Writing an article or document is the author’s creation and no one has the right to copy those writing and use it for their own purpose without acknowledging the author. Hence, the author has the right to sue the person who has been involved in such a heinous action in order to protect their content. Plagiarism destroys the reputation of students, content writers, business owners, and also the academic researchers and can even cause a monetary loss as well. Easy steps to avoid plagiarism Original ideas and expression – In order to avoid plagiarism, it is important to come up with original ideas. You can also repeat the relevant ideas.

Paraphrase: Using information from a source it’s a good idea to write it in your own words. Location of the site is important but do not cite the common knowledge like the sky is blue as we all the colour of the sky is blue. Cite your sources: It is very important to cite sources to avoid plagiarism. It may be journals, articles, blogs, books or websites. SUMMARY A literature review is a survey of scholarly sources that provides an overview of a particular topic. It generally follows a discussion of the paper's thesis statement or the study's goals or purpose. A literature review surveys books, scholarly articles, and any other sources relevant to a particular issue, area of research, or theory, and by so doing, provides a description, summary, and critical evaluation of these works in relation to the research problem being investigated. KEYWORDS • References- the action of mentioning or alluding to something. • Journals- a newspaper or magazine that deals with a particular subject or professional activity. • Analyses- examine (something) methodically and in detail, typically in order to explain and interpret it. • Reliability- the quality of being trustworthy or of performing consistently well. • Dissertation- a long essay on a particular subject, especially one written for a university degree or diploma. • Sequence- a particular order in which related things follow each other. • Offense- a breach of a law or rule; an illegal act. • Tantamount- equivalent in seriousness to; virtually the same as. LEARNING ACTIVITY 1. Can you avoid plagiarism? Explain how a researcher can do so. 2. Explain the 4 types of plagiarism that is a general concern for research.

UNIT END QUESTIONS (MCQ’S AND DESCRIPTIVE) A. Descriptive Questions 1. How do you write literature review? 2. What is literature review and example? 3. What type of study is a literature review? 4. What is done in literature review? 5. What is the aim of a literature review? B. Multiple Choice Questions (Mcq’s) 1.is the most severe form of plagiarism a. Complete plagiarism b. source-based plagiarism c. internet plagiarism 2. A.................... is a survey of scholarly sources that provides an overview of a particular topic. a. Complete plagiarism b. Literature review c. internet plagiarism 3.The purpose of a literature review is to provide a review of …………… a. Complete plagiarism b. writings on the given topic c. over-review

4.A.................... detects and exhibits a plagiarized content. a. Complete plagiarism b. source-based plagiarism c. plagiarism checker 5.articles mainly lack depth of analyses and discussions. a. newspapers b. books c. both Answer 1. a 2. b 3. b 4. c 5. a REFERENCES • Quantitative Research Methods in the Social Sciences Paul S. Maxim • The SAGE Handbook of Qualitative Research • Kothari, C.R. Research Methodology: Methods and Techniques. 10th Ed. 2012, New Age International. • Sinha, S.C. and Dhiman, A.K., 2002. Research Methodology, EssEss Publications. 2 volumes. • Anthony, M., Graziano, A.M. and Raulin, M.L., Research Methods: A Process of Inquiry, Allyn and Bacon. 2009. • Leedy, P.D. and Ormrod, J.E., 2004 Practical Research: Planning and Design, Prentice Hall.