Vinayak RM File

PRACTICAL FILE
ON
"BUSINESS RESEARCH METHODOLOGY"
Submitted in partial fulfilment of the requirement for the award

of the degree of BACHELOR OF BUSINESS ADMINISTRATION
To
GURU GOBIND SINGH INDRAPRASTHA UNIVERSITY
SUPERVISED BY: Mr. Deepak Kumar SUBMITTED BY: Vinayak Gupta
ROLL NO: - 10350601722
NEW DELHI INSTITUTE OF MANAGEMENT

61, TUGHLAKABAD, NEW DELHI-62
CERTIFICATE
This is to certify that the practical titled “Research methodology -Lab”

submitted by VINAYAK GUPTA to New Delhi Institute of Management,
Guru Gobind Singh Indraprastha University in partial fulfilment of
requirement for the award of the Bachelor of Business Administration
degree is an original piece of work carried out under my guidance and
may be submitted for evaluation.
The assistance rendered during the study has been duly acknowledged.
No part of this work has been submitted for any other degree.
Place: New Delhi Institute of Management

Faculty Guide: Mr. Deepak Kumar
ACKNOWLEDGEMENT
Any accomplishment requires the effort of many people, and this work
is not different. Regardless of the source, I wish to express my gratitude
to those who may have contributed to this work, even though they were
anonymous.
I would like to pay my sincere thanks to my Research Methodology

faculty Mr. Deepak Kumar under whose guidance I was able to complete
my Practical successfully. I have been fortunate enough to get all the
support, encouragement and guidance from him needed to explore,
think new and initiate.
My final thanks go out to my parents, family members, teachers and

friends who encouraged me countless times to persevere through this
entire process.
VINAYAK GUPTA
CONTENT
SL. NO. TOPIC
1 INTRODUCTION OF SPSS
2 OBJECTIVES AND HYPOTHESIS
3 GOOGLE FORM
4 EXCEL SPREADSHEET
5 DATA FEEDING IN SPSS

(a) DATA VIEW
(b)VARIABLE VIEW
6 DATA ANALYSIS
I.UNIVARIATE ANALYSIS
(a)FREQUENCY
(b)HISTOGRAMS
II.BIVARIATE ANALYSIS
(a)CROSS TAB
(b)CHI SQUARE
(c)ANOVA
(d)T-TEST
INTRODUCTION TO SPSS
1.1 Introduction to SPSS
SPSS (Statistical Package for the Social Sciences) is a versatile and responsive program designed
to undertake a range of statistical procedures. SPSS software is widely used in a range of
disciplines. The software name originally stood for Statistical Package for the Social Sciences
(SPSS), reflecting the original market, although the software is now popular in other fields as well,
including the health sciences and marketing.
 Statistical Package for the Social Science

 It is software used for data analysis in business research.
Can be used for;
 Processing Questionnaires
 Reporting in tables and graphs
 Analysing
For Small and Medium Enterprises (SME)

 Resources & best practices.
 Techniques for cleaning data.
 Access Data in Relational Databases.
For Large Scale Enterprises (LSE)
 Real time processing and online mapping.

 Online Database connectivity different networks.
 Data import & export data from different medium like SAS, Statistical.
 Compliances and Validations.
1.2 Advantages and Disadvantages of SPSS
Advantages of SPSS
 One can import data from other sources, when data is organized as a database, including
Excel.
 Comprehensive Data Management tools - The most critical part of any data analysis is the
initial data entry. IBM SPSS offers a simple spread sheet format for data entry that is
intuitive and easy to start with. More importantly, IBM SPSS provides a broad range of
data documentation (especially value labels) that will help you to ensure consistency in
your data entry.
 Excellent graphical display options. - IBM SPSS provides scatterplots, boxplots, and
histograms that help to see patterns in your data. These graphics will provide a general
framework for understanding your data and its interpretation
 IBM SPSS offers a broad range of highly flexible statistical models: most notably the
general linear model and a variety of logistic regression models. These allow you to have
a single program that will meet almost all your data analysis needs.
Disadvantages of SPSS
 Does not support Structural Equation Modelling (by and large, an extension method of
regression models based on covariance matrix)
 Does not allows for simultaneous estimation of regression parameters and associations
between independent (predictor) variables
 Does not provides model fit indices to evaluate how well data is represented
 Does not allows including latent traits without building composite scores or extracting
factor regression scores
1.2 Uses of SPSS
 Data Collection and Organisation - SPSS is often used as a data collection tool by
researchers. The data entry screen in SPSS looks much like any other spread sheet software.
You can enter variables and quantitative data and save the file as a data file. Furthermore,
you can organize your data in SPSS by assigning properties to different variables. For
example, you can designate a variable as a nominal variable, and that information is stored
in SPSS. The next time you access the data file, which could be weeks, months or even
years, you'll be able to see exactly how your data is organized.
 Data Output - Once data is collected and entered into the data sheet in SPSS, you can
create an output file from the data. For example, you can create frequency distributions of
your data to determine whether your data set is normally distributed. The frequency
distribution is displayed in an output file. You can export items from the output file and
place them into a research article you're writing. Therefore, instead of recreating a table or
graph, you can take the table or graph directly from the data output file from SPSS.
 Statistical Tests - The most obvious use for SPSS is to use the software to run statistical
tests. SPSS has all of the most widely used statistical tests built-in to the software.
Therefore, you won't have to do any mathematical equations by hand. Once you run a
statistical test, all associated outputs are displayed in the data output file. You can also
transform your data by performing advanced statistical transformations. This is especially
useful for data that is not normally distributed.
Layout of SPSS
2.1 Layout of SPSS
The Data Editor window has two views that can be selected from the lower left-hand side of the
screen. Data View is where you see the data you are using. Variable View is where you can specify
the format of your data when you are creating a file or where you can check the format of a pre-
existing file. The data in the Data Editor is saved in a file with the extension say. The other most
commonly used SPSS window is the SPSS Viewer window which displays the output from any
analyses that have been run and any error messages. Information from the Output Viewer is saved
in a file with the extension “spot”.
SPSS Menus and Icons
File includes all of the options you typically use in other programs, such as open, save, exit. Notice,
that you can open or create new files of multiple types as illustrated.
SPSS Data View

After opening data, SPSS displays them in a spreadsheet-like fashion as shown in the screenshot
below from freelancers Save.
This sheet called data view- always displays our data values. For instance, our first record seems
to contain a male respondent from 1979 and so on. A more detailed explanation on the exact
meaning of our variables and data values is found in a second sheet shown below.
SPSS Variable View

An SPSS data file always has a second sheet called variable view. It shows the metadata
associated with the data. Metadata is information about the meaning of variables and data values.
This is generally known as the "codebook" but in SPSS it's called the dictionary For non SPSS
users, the look and feel of SPSS' Data Editor window probably come closest to an Excel
workbook containing two different but strongly related sheets.
Data Analysis
Right, so SPSS can open all sorts of data and display them -and their metadata in two sheets in
its Data Editor window. So, how to analyse your data in SPSS? Well, one option is using SPSS'
elaborate menu options. For instance, if our data contain a variable holding respondents' incomes
over 2010, we can compute the average income by navigating to Descriptive Statistics as shown
below. Doing so opens a dialog box in which we select one or many variables and one or several
statistics we'd like to inspect.
SPSS Output Window

After clicking Ok, a new window opens up: SPSS' output viewer window. It holds a nice table
with all statistics on all variables we chose. The screenshot below shows what it looks like. As
we see, the Output Viewer window has a different layout and structure than the Data Editor
window we saw earlier. Creating output in SPSS does not change our data in any way, unlike
Excel, SPSS uses different windows for data and research outcomes based on those data. For
non-SPSS users, the look and feel of SPSS' Output Viewer window probably comes closest to a
Power point slide holding items such as blocks of text, tables and charts.
SPSS Reporting
SPSS Output items, typically tables and charts, are easily copy-pasted into other programs. For
instance, many SPSS users use a word processor such as MS Word, Open Office or Google Docs
for reporting. Tables are usually copied in rich text format, which means they'll retain their
styling such as fonts and borders. The screenshot below illustrates the result.
OBJECTIVES OF HYPOTHESIS
TOPIC:-
TO UNDERSTAND THE EFFECTIVENESS AND ACTIVENESS LEVEL OF ONLINE VS

OFFLINE CLASSES.
OBJECTIVES:-
 MY OBJECTIVE IS TO FINDOUT ARE OFFLINE CLASSES BETTER THAN

ONLINE CLASSES.
 TO COMPARE ON THE BASIS OF UNDERSTANDING.
 TO COMPARE ON THE BASIS OF ACTIVENESS.
 WHAT A STUDENT LIKES OFFLINE MODE OR ONLINE MODE.
 TO UNDERSTAND THE INTERACTIVENESS FOR OFFLINE MODE VS ONLINE
MODE.
 TO UNDERSTAND THE ATTENTION LEVEL IN COMPARISON TO OFLINE
MODE VS ONLINE MODE.
 DEPENDE
 NT VARIABLE:-
 .MODE OF TEACHING
 INDEPENDENT VARIABLE:-
 . EFFECTIVENESS
 . ACTIVENESS
 RESEARCH MODEL:-
INDEPENDENT VARIABLE
DEPENDENT VARIABLE
 EFFECTIVENESS OF TEACHING
MODE
OF TEACHING

ACTIVENESS OF TEACHING
RESEARCH DESIGN:-
 RESEARCH DESIGN USED IN THIS RESEARCH IS DESCRIPTIVE IN NATURE.

 MODE OF TEACHING IS THE DEPENDENT VARIABLE.
 EFFECTIVENES OF TEACHING AND ACTIVENESS OF TEACHING IS THE
INDEPENDENT VARIABLE.
HYPOTHESIS FRAMING:-
(1) NULL HYPOTHESIS (Ho):-
Ho1 THERE IS NO SIGNIFICANT DIFFERENCE ON THE BASIS OF

SUPERIORITY IN ONLINE MODE VS OFFLINE MODE OF TEACHING.
Ho2 THERE IS NO SIGNIFICANT DIFFERENCE IN LEVEL OF UNDERSTANDING

IN ONLINE MODE VS OFFLINE MODE OF TEACHING.
Ho3 THERE IS NO SIGNIFICANT DIFFERENCE IN LEVEL OF ACTIVENESS IN

ONLINE MODE VS OFFLINE MODE OF TEACHING.
Ho4 THERE IS NO SIGNIFICANT DIFFERENCE ON THE BASIS OF LIKE – DISLIKE IN

Ho5 THERE IS NO SIGNIFICANT DIFFERENCE IN LEVEL OF INTERACTIVENESS IN

Ho6 THERE IS NO SIGNIFICANT DIFFERENCE IN LEVEL OF ATTENTION IN ONLINE

MODE VS OFFLINE MODE OF TEACHING.
(2) ALTERNATIVE HYPOTHESIS (H):-
H1 THERE IS SIGNIFICANT DIFFERENCE ON THE BASIS OF SUPERIORITY IN

H2 THERE IS SIGNIFICANT DIFFERENCE IN LEVEL OF UNDERSTANDING IN

H3 THERE IS SIGNIFICANT DIFFERENCE IN LEVEL OF ACTIVENESS IN ONLINE

H4 THERE IS SIGNIFICANT DIFFERENCE ON THE BASIS OF LIKE – DISLIKE IN
H5 THERE IS SIGNIFICANT DIFFERENCE IN LEVEL OF INTERACTIVENESS IN

H6 THERE IS SIGNIFICANT DIFFERENCE IN LEVEL OF ATTENTION IN ONLINE

 TO UNDERSTAND THE EFFECTIVENESS AND

ACTIVENESS LEVEL OF ONLINE VS OFFLINE
CLASSES
(1)QUESTIONNAIRE:-
 GOOGLE FORM
 STEPS TO MAKE QUESTIONNAIRE

 Step 1. Open google form
 Step 2. Create a questionnaire
 Step 3. Edit the Form
 Step 4. Design the Form
 Step 5. Share your form with your friends or relatives

 Step 7. Analyze Response
 url link for my questionnaire

https://docs.google.com/forms/d/e/1FAIpQLSeKm2whjxMP4x8E3AUk9tGqnlWjx
J8Yu66VLAWy3g7J6sZHpg/viewform?usp=sf_link
 These are the responses obtained from the

google form
 Copy data to spreadsheet
 Transfer your data to excel sheet and apply
IF condition
IF FUNCTION FOR YES ,NO AND MAYBE:
If(B2=”YES”,1, IF(B2=”NO”,2,3))
VARIABLE VIEW OF SPSS
 DATA VIEW OF SPSS

STEPS TO FIND DESCRIPTIVE STATISTICS
.
FREQUENCIES
 Multiple modes exist. The smallest value is shown.
You feel active during online classes?
Frequency Percent Valid Cumulative
Percent Percent
no 7 87.5 87.5 87.5
Valid may be 1 12.5 12.5 100.0
Total 8 100.0 100.0
 In this table the first column lists the labels we assigned to the two levels of this variable i.e. 1:
no and 2: maybe. The Frequency column displays the frequency of each score (in this case,
category). This shows that out of the 8 Students, 7 Students don’t feel active during online class
while the rest 1 was not sure about his activeness in online class. These frequencies are
converted to percentages in the Percent column i.e. 87.5% for 1st category, 12.5% for 2nd
category. Valid Percent column shows values 87.5% for 1st category and 12.5% for 2nd
category.
Are online classes boring?

Frequenc Percent Valid Cumulative
y Percent Percent
strongly
2 25.0 25.0 25.0
agree
Vali
agree 3 37.5 37.5 62.5
d
neutral 3 37.5 37.5 100.0
Total 8 100.0 100.0
 In this table the first column lists the labels we assigned to the three levels of this variable
i.e.
1: strongly agree; 2: agree and 3: neutral. The Frequency column displays the frequency of
each score (in this case, category). This shows that out of the 8 Students, 2 Students strongly
agree that online classes are boring ; 3 Students agree that online class are boring while the
rest 3 was not sure about their answer whether they feel boring or not. These frequencies are
converted to percentages in the Percent column i.e. 25% for 1st category, 37.5% for 2nd
category and 37.5% for 3rd category. Valid Percent column shows values 25% for 1st
category, 37.5% for 2nd category and 37.5% for 3rd category.
Are offline classes
boring?
y Percent Percent
no 7 87.5 87.5 87.5
Vali may
1 12.5 12.5 100.0
d be
Total 8 100.0 100.0
 In this table the first column lists the labels we assigned to the two levels of this variable i.e. 1: no
and 2: maybe. The Frequency column displays the frequency of each score (in this case, category).
This shows that out of the 8 Students, 7 Students don’t find offline classes boring while the rest 1
was not sure about it. These frequencies are converted to percentages in the Percent column i.e.
87.5% for 1st category, 12.5% for 2nd category. Valid Percent column shows values 87.5%
for 1st category and 12.5% for 2nd category.
You like online classes?

y Percent Percent
no 6 75.0 75.0 75.0
Vali may
2 25.0 25.0 100.0
d be
Total 8 100.0 100.0
 In this table the first column lists the labels we assigned to the two levels of this variable i.e. 1: no
This shows that out of the 8 Students, 6 Students don’t like online classes while the rest 2 was not
sure about it. These frequencies are converted to percentages in the Percent column i.e. 75% for
1st category, 25% for 2nd category. Valid Percent column shows values 75% for 1st category
and 25% for 2nd category.
You like offline classes?
y Percent Percent
yes 6 75.0 75.0 75.0
Vali may
2 25.0 25.0 100.0
d be
Total 8 100.0 100.0
 In this table the first column lists the labels we assigned to the two levels of this variable i.e. 1: yes
This shows that out of the 8 Students, 6 Students like offline classes while the rest 2 was not sure
about it. These frequencies are converted to percentages in the Percent column i.e. 75% for 1st
category, 25% for 2nd category. Valid Percent column shows values 75% for 1st category and
25% for 2nd category.
Are online classes better understandable?

y Percent Percent
yes 1 12.5 12.5 12.5
no 5 62.5 62.5 75.0

Vali
d may
2 25.0 25.0 100.0
be
Total 8 100.0 100.0
 In this table the first column lists the labels we assigned to the three levels of this variable i.e. 1:
yes; 2: no and 3: maybe. The Frequency column displays the frequency of each score (in this case,
category). This shows that out of the 8 Students, 1 Student finds online classes better
understandable, 5 students don’t find online classes better understandable while the rest 2 was
not sure about it. These frequencies are converted to percentages in the Percent column i.e. 12.5%
for 1st category, 62.5% for 2nd category and 25% for 3rd category. Valid Percent column
shows values 12.5% for 1st category, 62.5% for 2nd category and 25% for 3rd category.
Are offline classes more understandable?

y Percent Percent
strongly
3 37.5 37.5 37.5
agree
Vali
agree 3 37.5 37.5 75.0
d
neutral 2 25.0 25.0 100.0
Total 8 100.0 100.0
i.e.
each score (in this case, category). This shows that out of the 8 Students, 3 Students strongly
agree that offline classes are more understandable; 3 Students agree that offline classes are
more understandable while the rest 2 was not sure about it. These frequencies are converted
to percentages in the Percent column i.e. 37.5% for 1st category, 37.5% for 2nd category
and 25% for 3rd category. Valid Percent column shows values 37.5% for 1st category,
37.5% for 2nd category and 25% for 3rd category.
Are online classes more understandable?

y Percent Percent
neutral 3 37.5 37.5 37.5
Vali disagree 4 50.0 50.0 87.5
d
strongly disagree 1 12.5 12.5 100.0
Total 8 100.0 100.0

i.e.
each score (in this case, category). This shows that out of the 8 Students, 3 Students finds
neutral understandable in online and offline both classes ; 4 Students disagree that offline
classes are more understandable while the rest 1 was not sure about it. These frequencies are
converted to percentages in the Percent column i.e. 37.5% for 1st category, 50% for 2nd
category and 12.5% for 3rd category. Valid Percent column shows values 37.5% for 1st
category, 50% for 2nd category and 12.5% for 3rd category.
Are offline classes better than online?

y Percent Percent
yes 6 75.0 75.0 75.0
no 1 12.5 12.5 87.5

Vali
d may
1 12.5 12.5 100.0
be
Total 8 100.0 100.0
i.e. 1: yes; 2: no and 3: maybe. The Frequency column displays the frequency of each
score (in this case, category). This shows that out of the 8 Students, 6 Student finds offline
classes better than online, 1 student don’t find offline classes better than online and 1
student was not sure about it. These frequencies are converted to percentages in the
Percent column i.e. 75% for 1st category, 12.5% for 2nd category and 12.5% for 3rd
category. Valid Percent column shows values 75% for 1st category, 12.5% for 2nd
category and 25% for 3rd category.
Do you leave online classes in between?

y Percent Percent
yes 3 37.5 37.5 37.5
Vali no 1 12.5 12.5 50.0
d
sometimes 4 50.0 50.0 100.0
Total 8 100.0 100.0

i.e. 1: yes; 2: no and 3: maybe. The Frequency column displays the frequency of each
score (in this case, category). This shows that out of the 8 Students, 3 Student leave online
classes in between, 1 student don’t leave classes while the rest 4 students leave online
classes sometimes. These frequencies are converted to percentages in the Percent column
i.e. 37.5% for 1st category, 12.5% for 2nd category and 50% for 3rd category. Valid
Percent column shows values 37.5% for 1st category, 12.5% for 2nd category and 50%
for 3rd category.
You think offline classes are much better than

online classes?
y Percent Percent
yes 6 75.0 75.0 75.0
Vali may
2 25.0 25.0 100.0
d be
Total 8 100.0 100.0
In this table the first column lists the labels we assigned to the two levels of this variable i.e.
1: yes and 2: may be. The Frequency column displays the frequency of each score (in this
case, category). This shows that out of the 8 Students, 6 Student finds offline classes better
than online classes and 2 students was not sure about it. These frequencies are converted to
percentages in the Percent column i.e. 75% for 1st category and 25% for 2nd category.
Valid Percent column shows values 75% for 1st category and 25% for 2nd category.
Is online classes better than offline classes?

y Percent Percent
no 5 62.5 62.5 62.5
Vali may be 2 25.0 25.0 87.5
d
sometimes 1 12.5 12.5 100.0
Total 8 100.0 100.0
i.e. 1: no; 2: maybe and 3: sometimes. The Frequency column displays the frequency of
each score (in this case, category). This shows that out of the 8 Students, 5 Student don’t
find online classes better than offline classes, 2 students are not sure about it while the
rest 1 student finds online classes better sometimes. These frequencies are converted to
percentages in the Percent column i.e. 62.5% for 1st category, 25% for 2nd category
and 12.5% for 3rd category. Valid Percent column shows values 62.5% for 1st category,
25% for 2nd category and 12.5% for 3rd category.
Are online classes more interactive than offline classes?

y Percent Percent
agree 1 12.5 12.5 12.5
neutral 2 25.0 25.0 37.5

Vali
disagree 4 50.0 50.0 87.5
d
strongly disagree 1 12.5 12.5 100.0
Total 8 100.0 100.0
 In this table the first column lists the labels we assigned to the four levels of this variable
i.e.
1: agree; 2: neutral, 3: disagree and 4: strongly disagree. The Frequency column displays the
frequency of each score (in this case, category). This shows that out of the 8 Students, 1
Students finds online classes more interactive; 2 Students finds both interactive, 4 students
finds offline classes more interactive, 4 students didn’t find online classes interactive while
the rest 1 also didn’t find online classes more interactive than . These frequencies are
converted to percentages in the Percent column i.e. 12.5% for 1st category, 25% for 2nd
category, 50% for 3rd category and 12.5% for 4th category. Valid Percent column shows
values 12.5% for 1st category, 25% for 2nd category 50% for 3rd category and 12.5% for
4th category.
Are offline classes more interactive than online classes?

y Percent Percent
neutral 1 12.5 12.5 12.5
strongly
Vali 4 50.0 50.0 62.5
agree
d
agree 3 37.5 37.5 100.0
Total 8 100.0 100.0
i.e.
1: neutral, 2: strongly agree and 3: agree. The Frequency column displays the frequency of
each score (in this case, category). This shows that out of the 8 Students, 1 Students finds
neutral interactive, 4 Students finds offline more interactive, while the rest 3 also finds offline
classes more interactive than online classes. These frequencies are converted to percentages
in the Percent column i.e. 12.5% for 1st category, 50% for 2nd category and 37.5% for
3rd. Valid Percent column shows values 12.5% for 1st category, 50% for 2nd category and
37.5% for 3rd category.
Histogram
Crosstabs
Case Processing Summary
Cases
Valid Missing Total
N Percent N Percent N Percent
Are online classes better
than offline classes? * Are
8 100.0% 0 0.0% 8 100.0%
online classes better
understandable?
than offline classes? * You
8 100.0% 0 0.0% 8 100.0%
feel active during online
classes
than offline classes? * Are 8 100.0% 0 0.0% 8 100.0%
online classes boring?
than offline classes? * Are 8 100.0% 0 0.0% 8 100.0%
offline classes boring?
than offline classes? * You 8 100.0% 0 0.0% 8 100.0%
like offline classes?
than offline classes? * You 8 100.0% 0 0.0% 8 100.0%
like online classes?
8 100.0% 0 0.0% 8 100.0%
offline classes more
understandable?
8 100.0% 0 0.0% 8 100.0%
online classes more
understandable?
than offline classes? * Do
8 100.0% 0 0.0% 8 100.0%
you leave online classes in
between?
8 100.0% 0 0.0% 8 100.0%
offline classes better than
online?
than offline classes? * You
think offline classes are 8 100.0% 0 0.0% 8 100.0%
much better than online
classes?
8 100.0% 0 0.0% 8 100.0%
online classes better than
offline classes?
online classes more 8 100.0% 0 0.0% 8 100.0%
interactive than offline
classes?
offline classes more 8 100.0% 0 0.0% 8 100.0%
interactive than online
classes?
The Case Processing Summary tells us what proportion of the

observations had non missing values for both the variables. In this
case, there were 3 cases that had a missing value for all the
variables).
Are online classes better than offline classes? * Are online classes
better understandable?
Crosstab
Are online classes better Total
understandable?
yes no may be
Count 0 1 0 1
% within Are online
classes better than 0.0% 100.0% 0.0% 100.0%
yes offline classes?
% within Are online
classes better 0.0% 20.0% 0.0% 12.5%
understandable?
Count 0 4 1 5
% within Are online
Are online classes classes better than 0.0% 80.0% 20.0% 100.0%
better than offline no offline classes?
classes? % within Are online
classes better 0.0% 80.0% 50.0% 62.5%
understandable?
Count 1 0 1 2
% within Are online
may
offline classes?
be
% within Are online
classes better 100.0% 0.0% 50.0% 25.0%
understandable?
Count 1 5 2 8
% within Are online
Total offline classes?
% within Are online
classes better 100.0% 100.0% 100.0% 100.0%
understandable?
So here we can conclude that:
80% of students finds offline classes more better than online classes
whereas 20% of students are not sure about their answer they find
both online and offline classes better.
Chi-Square Tests
Value df Asymp. Sig.
(2-sided)
Pearson Chi-Square 5.520a 4 .238
Likelihood Ratio 6.627 4 .157
Linear-by-Linear
.013 1 .908
Association
N of Valid Cases 8
a. 9 cells (100.0%) have expected count less than 5. The
minimum expected count is .13.
The Pearson Chi-spare indicates that there are no significant
differences between groups, given by the p-value more than 0.05
which is 0.238 therefore we can reject the alternative hypothesis.
Are online classes better than offline classes? * You feel active during
online classes
Crosstab
You feel active during Total
online classes
no may be
Count 1 0 1
% within Are online
classes better than 100.0% 0.0% 100.0%
yes offline classes?
% within You feel
active during online 14.3% 0.0% 12.5%
classes
Count 5 0 5
% within Are online
Are online classes classes better than 100.0% 0.0% 100.0%
better than offline no offline classes?
classes? % within You feel
classes
Count 1 1 2
% within Are online
may
offline classes?
be
% within You feel
classes
Count 7 1 8
% within Are online
Total offline classes?
% within You feel
classes
80% of students finds offline classes more better than online classes
both online and offline classes better.
Chi-Square Tests
(2-sided)
Linear-by-Linear
2.130 1 .144
Association
N of Valid Cases 8
a.
6 cells (100.0%) have expected count less than 5. The
Are online classes better than offline classes? * Are online classes
boring?
Crosstab
Are online classes boring? Total
strongly agree neutral
agree
Count 0 0 1 1
% within Are online
yes
offline classes?
% within Are online
0.0% 0.0% 33.3% 12.5%
classes boring?
Count 2 2 1 5
% within Are online
Are online classes
better than offline no
offline classes?
classes?
% within Are online
100.0% 66.7% 33.3% 62.5%
classes boring?
Count 0 1 1 2
% within Are online
may classes better than 0.0% 50.0% 50.0% 100.0%
be offline classes?
% within Are online
0.0% 33.3% 33.3% 25.0%
classes boring?
Count 2 3 3 8
% within Are online
Total
offline classes?
% within Are online
100.0% 100.0% 100.0% 100.0%
classes boring?
So here we can conclude that: 80% of students finds offline classes
more better than online classes whereas 20% of students are not
sure about their answer they find both online and offline classes
better equal.
Chi-Square Tests
Value df Asymp. Sig. (2-sided)

Linear-by-Linear Association .008 1 .930
N of Valid Cases 8
a.
9 cells (100.0%) have expected count less than 5. The minimum expected count is .25.
differences between groups, given by the p-value more than
0.05 which is 0.525 therefore we can reject the alternative
hypothesis.
Are online classes better than offline classes? * Are offline classes
boring?
Crosstab
Are offline classes Total
boring?
no may be
Count 1 0 1
% within Are online
yes
offline classes?
% within Are offline
14.3% 0.0% 12.5%
classes boring?
Count 5 0 5
% within Are online
Are online classes
offline classes?
classes?
71.4% 0.0% 62.5%
classes boring?
Count 1 1 2
% within Are online
may classes better than 50.0% 50.0% 100.0%
be offline classes?
14.3% 100.0% 25.0%
classes boring?
Count 7 1 8
% within Are online
Total
offline classes?
100.0% 100.0% 100.0%
classes boring?
71.4%% of students finds online classes boring whereas 28.6% of
students are not sure about their answer they find both online and
offline classes same.
Chi-Square Tests
(2-sided)
Linear-by-Linear
2.130 1 .144
Association
N of Valid Cases 8
Are online classes better than offline classes? * You like offline classes?
Crosstab
You like offline Total
classes?
yes may be
Count 1 0 1
% within Are online
yes
offline classes?
% within You like
16.7% 0.0% 12.5%
offline classes?
Count 4 1 5
% within Are online
Are online classes
offline classes?
classes?
% within You like
66.7% 50.0% 62.5%
offline classes?
Count 1 1 2
% within Are online
be offline classes?
% within You like
16.7% 50.0% 25.0%
offline classes?
Count 6 2 8
% within Are online
Total
offline classes?
% within You like
100.0% 100.0% 100.0%
offline classes?
80% of students likes offline classes whereas 20% of students are
not sure about their answer they find both online and offline classes
same.
Chi-Square Tests
(2-sided)
Linear-by-Linear
.913 1 .339
Association
N of Valid Cases 8
Are online classes better than offline classes? * You like online
classes?
Crosstab
You like online Total
classes?
no may be
Count 1 0 1
% within Are online
yes
offline classes?
% within You like
16.7% 0.0% 12.5%
online classes?
Count 4 1 5
% within Are online
Are online classes
offline classes?
classes?
% within You like
66.7% 50.0% 62.5%
online classes?
Count 1 1 2
% within Are online
be offline classes?
% within You like
16.7% 50.0% 25.0%
online classes?
Count 6 2 8
% within Are online
Total
offline classes?
% within You like
100.0% 100.0% 100.0%
online classes?
80% of student likes offline classes more than online classes
both online and offline classes same.
Chi-Square Tests
Value df Asymp. Sig. (2-sided)

Linear-by-Linear Association .913 1 .339
N of Valid Cases 8
a.
6 cells (100.0%) have expected count less than 5. The minimum expected count is .25.
The Pearson Chi-spare indicates that there are no significant differences
between groups, given by the p-value more than 0.05 which is 0.587
therefore we can reject the alternative hypothesis.

FEW ADDITIONAL EXERCISES ON T-TEST

Group Statistics
What is your Std. Std. Error
gender N Mean Deviation Mean
How often do you male 16 1.88 1.088 .272
use female 14 2.36 1.499 .401
perfumes/fragrances
Independent Samples Effect Sizes
95%
Confidence
Point Interval
Standardizer Estimate Lower Upper
a
How often do you Cohen's d 1.295 -.372 -1.093 .355

use Hedges' 1.331 -.362 -1.063 .345
perfumes/fragrances correction
Glass's 1.499 -.322 -1.043 .412
delta
a. The denominator used in estimating the effect sizes.
Cohen's d uses the pooled standard deviation.
Hedges' correction uses the pooled standard deviation, plus a correction
factor.
Glass's delta uses the sample standard deviation of the control group.
Independent Samples Test
Levene's
Test for
Equality
of
Variance
s t-test for Equality of Means
95%
Confidenc
e Interval
of the
Significa Difference
nce
On Two
e- - Std.
Sid Sid Mean Error
Sig ed ed Differen Differen Low Upp
F . t df p p ce ce er er
How often do Equal 1.86 .18 - 28 .15 .31 -.482 .474 - .489
you use varian 1 3 1.01 9 8 1.45
perfumes/fragra ces 7 3
nces assum
ed
Equal - 23.4 .16 .33 -.482 .484 - .519
varian .996 29 5 0 1.48
ces 3
not
assum
ed
An independent-samples t-test was conducted to determine whether
there is a difference in usage of perfumes between males and females.
The results indicate a not significant difference between male (M=1.88,
SD=1.088) and female (M=2.36, SD=1.499), [t(28) = -1.017, p = o.159 >
0.05]. The 95% confidence interval of the difference between means
ranged from [-1.453 to 0.489] and it indicate a difference between the
means of the sample. Consequently, we can accept the alternative
hypothesis .
ONEWAY ANOVA
ANOVA
Sum of df Mean F Sig.
Squares Square
Between
1.575 2 .788 1.193 .377
Groups
Are online classes
boring? Within Groups 3.300 5 .660
Total 4.875 7
Between
3.675 2 1.838 7.656 .030
Are offline classes Groups
more understandable? Within Groups 1.200 5 .240
Total 4.875 7
Between
1.500 2 .750 1.875 .247
Are online classes Groups
more understandable? Within Groups 2.000 5 .400
Total 3.500 7
Between
Are online classes 9.375 2 4.688 3.606 .107
Groups
more interactive than Within Groups 6.500 5 1.300
offline classes?
Total 15.875 7
Between
1.800 2 .900 2.647 .164
Are offline classes Groups
more interactive than Within Groups 1.700 5 .340
online classes?
Total 3.500 7
A one-way ANOVA was performed to compare the effect of

frequency of usage of perfumes on different gender. It
revealed that there was no statistically significant difference
in mean exam score between at least two groups (F(2, 5) =
[1.193], p = 0.377).Therefore we can accept the alternative
hypothesis.

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PRACTICAL FILE

Submitted in partial fulfilment of the requirement for the award

NEW DELHI INSTITUTE OF MANAGEMENT

This is to certify that the practical titled “Research methodology -Lab”

Place: New Delhi Institute of Management

I would like to pay my sincere thanks to my Research Methodology

My final thanks go out to my parents, family members, teachers and

2 OBJECTIVES AND HYPOTHESIS

5 DATA FEEDING IN SPSS

 Statistical Package for the Social Science

Can be used for;

For Small and Medium Enterprises (SME)

For Large Scale Enterprises (LSE)

 Real time processing and online mapping.

SPSS Menus and Icons

SPSS Data View

SPSS Variable View

SPSS Output Window

TO UNDERSTAND THE EFFECTIVENESS AND ACTIVENESS LEVEL OF ONLINE VS

 MY OBJECTIVE IS TO FINDOUT ARE OFFLINE CLASSES BETTER THAN

 RESEARCH DESIGN USED IN THIS RESEARCH IS DESCRIPTIVE IN NATURE.

(1) NULL HYPOTHESIS (Ho):-

Ho1 THERE IS NO SIGNIFICANT DIFFERENCE ON THE BASIS OF

Ho2 THERE IS NO SIGNIFICANT DIFFERENCE IN LEVEL OF UNDERSTANDING

Ho3 THERE IS NO SIGNIFICANT DIFFERENCE IN LEVEL OF ACTIVENESS IN

Ho4 THERE IS NO SIGNIFICANT DIFFERENCE ON THE BASIS OF LIKE – DISLIKE IN

Ho5 THERE IS NO SIGNIFICANT DIFFERENCE IN LEVEL OF INTERACTIVENESS IN

Ho6 THERE IS NO SIGNIFICANT DIFFERENCE IN LEVEL OF ATTENTION IN ONLINE

(2) ALTERNATIVE HYPOTHESIS (H):-

H1 THERE IS SIGNIFICANT DIFFERENCE ON THE BASIS OF SUPERIORITY IN

H2 THERE IS SIGNIFICANT DIFFERENCE IN LEVEL OF UNDERSTANDING IN

H3 THERE IS SIGNIFICANT DIFFERENCE IN LEVEL OF ACTIVENESS IN ONLINE

H5 THERE IS SIGNIFICANT DIFFERENCE IN LEVEL OF INTERACTIVENESS IN

H6 THERE IS SIGNIFICANT DIFFERENCE IN LEVEL OF ATTENTION IN ONLINE

 TO UNDERSTAND THE EFFECTIVENESS AND

 STEPS TO MAKE QUESTIONNAIRE

 Step 4. Design the Form

 Step 5. Share your form with your friends or relatives

 url link for my questionnaire

 These are the responses obtained from the

 DATA VIEW OF SPSS

no 7 87.5 87.5 87.5

Valid may be 1 12.5 12.5 100.0

Total 8 100.0 100.0

Are online classes boring?

Total 8 100.0 100.0

no 7 87.5 87.5 87.5

Total 8 100.0 100.0

You like online classes?

no 6 75.0 75.0 75.0

Total 8 100.0 100.0

yes 6 75.0 75.0 75.0

Total 8 100.0 100.0

Are online classes better understandable?

Frequenc Percent Valid Cumulative

yes 1 12.5 12.5 12.5

no 5 62.5 62.5 75.0

Total 8 100.0 100.0

Are offline classes more understandable?