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Research Methodology
September
2021 Examination
Q.1:
Take the inspiration from the suggested paper and prepare the
questionnaire by keeping the following Research Objective in mind.
A consultancy
team working on ‘customer’s satisfaction and needs’ of Indian travelers who
travel by air within Indian; this team wanted to study the following.
RO1: To Identify
the needs of Indian Airline customers (domestic Air tours).
RO2: To study
the customer’s satisfaction in airline industry, India. Note:
·
Target
group: Indian People who travel domestically by air.
·
We
are not going to choose Indian people who travel internationally. (10 Marks) Link:
https://ezproxy.svkm.ac.in:2296/login.aspx?direct=true&db=buh&AN=125835283&site=e
host-live
Ans 1.
Introduction:
Customers
who travel within India regularly via domestic airline may require a few
additional items. Any of the following image identification documents are
acceptable: a valid passport, a valid driving license, an election voter card,
a valid Ration Card, an Aadhar Card, a valid PAN Card, and any other photo
identification documents issued by the United States Department of Homeland
Security. A boarding
Q.2: 2: Follow the link mentioned here, you are advised to select village
data for any one state/ UT of your choice. Once you download data this way then
focus on the following columns
and write their measurement types
along with one justification. (10 Marks)
|
Column no
|
Variable name
|
|
24
|
Total Geographical Area (in
Hectares)
|
|
25
|
Total Households
|
|
114
|
Private Non Formal Training Centre
(Status A(1)/NA(2))
|
|
220
|
Hand Pump (Status A(1)/NA(2))
|
|
242
|
Open Pucca Drainage Uncovered
(Status A(1)/NA(2))
|
|
253
|
Post Office (Status A(1)/NA(2))
|
|
314
|
ATM (Status A(1)/NA(2))
|
|
370
|
Agricultural Commodities (First)
|
|
387
|
Net Area Sown (in Hectares)
|
|
396
|
Nearest Town Distance from Village
(in Km.)
|
https://www.censusindia.gov.in/2011census/dchb/DCHB.html
Ans 2.
Introduction:
Maharashtra is considered to be one of the most developed states in
terms of both urban and rural development. It is one of India's oldest and most
populous highlands, and it is also one of the world’s most populous. Even
though the state has become increasingly industrialized, agriculture continues
to be the primary source of revenue in many parts of the state.
Q 3: Read the following research Paper and Answer the following questions:
Part A: Write Suitable Title,
and
2 key Words. (5 Marks) Part B: Write an
Abstract based on
that.
(5 Marks) “1. Introduction
There is a crying
need for
professional
accountants in
South
Africa.
This has
been confirmed in
a
study commissioned by the
South
African
Institute
of
Chartered
Accountants (SAICA) in 2008 who then estimated that South Africa was short of 17 000 accountants
and
5 000 chartered accountants (CAs) (Enslin-Payne, 2011; Innocenti, 2009;
PricewaterhouseCoopers, 2012). A CA candidate can qualify within seven years, but this is
not the norm in South Africa as on average only one out of five students who start will
successfully pass
through university
within
the
allotted timeframe (Van der Post,
2010). This results in an annual growth in the CA profession of only around 5% (Bates & Poole,
2003; Bates, 2005;
Bean & Eaton, 2000:48; Enslin-Payne, 2011) which will definitely not
ease the shortage soon.
Before a CA candidate can write SAICA’s qualifying examination (QE) in South Africa, the candidate must obtain a BCom Accounting (CA stream) degree and pass a Certificate
in Theory of Accounting (CTA) postgraduate qualification
at
an accredited university (Van der Post, 2010). These undergraduate and postgraduate qualifications are offered by most
residential universities as
well
as the
University
of South Africa
(Unisa), the largest
distance
education (DE) and open distance learning (ODL) institution in the country
(University of South Africa, 2013). Although Unisa
has
been offering its undergraduate BCompt degree (the required BCom Accounting degree for the
CA
stream) and the
CTA postgraduate qualification for many years, the number of
Unisa students passing the
QE examination has been low (2009–37.8%) when compared to residential universities (2009–
62.2%) (Olivier & Bulman, 2009). There is thus an urgent need to
increase the success rate
of both the BCompt and the CTA postgraduate DE students at Unisa
as
this will inevitably help to
alleviate the shortage of accountants and
CAs in
South
Africa.
Research by a variety of scholars in
the
DE and ODL fields have established that students’ success depends not only
on the quality of the learning package, but also on the quality and
scope of support given
to these
students (Bates, 2005; Birch
& Volkov, 2007:291;
Garrison & Vaughan, 2008; Simonson, Smaldino, Albright & Zvacek, 2012; Simpson,
2008:159; Waddoups & Howell, 2002:1). An important theory which focuses on students’
support and success
is Holmberg’s
theory of didactic
conversation
(Saba,
2003:4).
Holmberg is of the opinion that if facilitators practice an empathetic approach in DE, their students’ learning outcomes will improve (Bernath & Vidal, 2007:432; Simonson et al.,
2012:48). Holmberg further argues that communication within a natural conversation can
be understood and remembered easily and that the
concept of conversation can be
successfully translated for use by media and made available to DE students (Holmberg,
2003;
Simonson et al., 2012). Holmberg’s theory further states
that this feeling of connectedness tends to promote study pleasure and motivation, particularly if well- developed instructional materials exist and two-way communication supports study (Holmberg, 2003; Simonson
et al., 2012).
Two-way conversation
is
indeed necessary in the field of accounting studies,
as
students often struggle to
understand different concepts and calculations. Although the use of computers and the internet have given DE a new dimension,
this
is
not always the case in
South
Africa as many of the registered students at Unisa come from historically
disadvantaged backgrounds and live in remote areas which have poor infrastructure and lack sustained electricity supply. Research conducted in the past confirmed that not all
the students in a second-year Accounting course (FAC2602) have access to computers and to
the internet (Prinsloo &
Van Rooyen, 2007:59). If the
FAC2602 lecturers thus want to
increase communication between lecturers and students, they have to
consider making use of a technology to
which almost all students have access and
which they can afford. As
previous research indicated
that
most students
have a mobile phone (Van Rooyen,
2010:47), the FAC2602 lecturers decided to
make use of mobile phones and social media
application
software (apps) such as Facebook, Twitter,
Blackberry Messaging
(BBM), Whatsapp and MXit to
assist students. The FAC2602 students registered during the first semester of 2012
were invited to make use of the apps to ask the lecturers questions and to communicate with
other students via these platforms. This research project explored the possibilities of assisting these students in a more synchronous manner. Students were able to discuss problems with their lecturers during the day, at night and over weekends via these social media apps. Students also formed study groups and regularly communicated
with
other students on the same module. Limited research has been conducted on the use if social media
to
enhance student support through deductive conversation in the
field of accounting education and more particularly in South Africa. The research project reported
in this paper was part of a case study examining the impact of technologies on Accounting students’ retention
and
success rate at Unisa.
Obtaining
both quantitative and
qualitative
data from students, this paper reports on Accounting students’ perceptions on the possibilities of using social media apps
to support them with their studies.
1. Research design and method
As explained
previously, during the first semester of 2012, social media was introduced in the FAC2602 module to assist students with their studies. At the end of the first semester of 2012, these students were asked to provide feedback regarding their perceptions and experiences
on the possibilities
of using social media to assist with teaching
and
learning.
1.1. Research design
As part of
a case
study, this project used a
mixed-method design which combined both qualitative and quantitative approaches for data collection and analysis. An online
LimeSurvey questionnaire (LimeSurvey, 2014) with both closed and open ended questions
was
designed and the link to the
questionnaire was send to all students registered for the FAC2602 module. In addition
to a
few demographic questions,
the
students were asked to
give feedback on the following five questions:
a. With regard to the use of different technologies in the FAC2602 module, with
which
one of the following statements
do you agree?
x I would prefer to study without technology interventions.
x I would prefer fewer technology interventions in the
module. x I would prefer the use of technology as is currently the case. x I would prefer the use of more technologies in
the
module.
b. What are your perceptions with regard to the use of technologies in the FAC2602 module?
c. With regard to the use of technologies in a Unisa module, with which one of the following
do you agree?
x I think the use of technologies makes
studying at Unisa easier and more interesting.
x I do not think the use of technologies in Unisa modules is helping
me.
x I think the use of technologies interferes
with my studies.
d. What would
you change with regard the use of technologies at Unisa?
e. What are your perceptions on the use of social media (Facebook, Twitter, BBM,
Whatsapp,
MXit
etc) in academic support?
2.2 Participants
The participants in
the
study were the second-year Accounting students registered in
die first semester of 2012. The link to the questionnaire was made available to students
between 2 June 2012 and 6 August 2012. A total of
2 121 students were registered for
the FAC2602 module during the first semester of 2012;
155 students completed the questionnaire which represents 7.3% of the registered students during that semester.
Although this was a small percentage, the data obtained
assisted the lecturers to plan future student support strategies.
2.3 Data analysis
The quantitative data were analysed using SPSS Statistics version 21 and
the
three open- ended questions using Atlas.ti®. All data are reported anonymously, the
extracts are direct
quotes
and grammar, punctuation
and spelling errors
have not been corrected.
2. Findings
Both quantitative and qualitative data were received from the FAC2602 students and are discussed
below.
2.1. Results and discussion of the quantitative data
Feedback from the first question regarding the use of
technologies in the
FAC2602
indicated a large number of participants in favour of
the
use of technologies in the module. The fact that almost 94% of the participants supported the use of technologies in
the FAC2602
module, created opportunities for lecturers to incorporate even more
technologies into the module to assist students (See Figure 1).
Figure 1. Use of technologies
in the FAC2602 module
Subsequently, the participants were asked to indicate the effect the use of technologies had
on their studies at Unisa. Once again a
large number of participants (93.63%) said it made studying
at
Unisa easier and
more interesting (See Figure 2).
Figure 2. Use of technologies at Unisa
3.2 Results
and
discussion of the qualitative data
The results from the
open-ended questions are briefly presented here according to three main
themes
that emerged:
x Perceptions on
the
use of technologies
in the FAC2602 module
x Perceptions on
the
use of social media for academic support at Unisa x Possible changes
regarding
the
current use of technologies at Unisa
It was evident from the feedback that most
of the participants perceived the current use of technologies in the
FAC2602 module positively. Many of the participants emphasised the
greater access they have to study materials, as
may
be seen
in the following responses:
The use of technologies in the FAC2602 module was helpful and something I would like to see more of. It created greater access to
more study
material and tools.
as well as It is helpful. Not everyone has access to all technologies. Therefore, it is good to
try
and accommodate all technologies so that you can have access to
those you do
can use.
Some of the participants confirmed the problems they often encounter with online technologies but by
using mobile technologies they could overcome some of these
problems, for example As a full time working student, I do not always have access to my e-mails, but with the mobile
technologies, it
was much easier, as I believe that 95%
of all students have cell phones, so it is
much
more accessible.
And Problems are solved anywhere and anytime students don’t have to go home
or cafe to access
computers and
internet.
Participants were of the opinion that students enjoy the use of social media, as expressed by one participant Students always got smile when they get messages from their social
media, this reduces the frustration and emotional tension not to able to access information
as
required. and others praised the incorporation of mobile technologies in the following
manner.
The world is fast becoming all online, and it is enterprising of
UNISA to try adapting and
keeping up by making use of mobile technologies and social networks and cell phones, and
I am sure many students
appreciate this.
as they perceive this way of communication
being
effective at Unisa as is evident in
Mobile technologies are an excellent form of communication, as almost every UNISA
students has a cell phone, and
it
brings the students
at
different places.
On the other hand, there were also some negative comments from participants regarding the current use of technologies, as
seen in the following
responses:
using
a mobile phone is not my preference to communicate with the lecturer or other student. as well as Those
would interrupt my studies. You cannot seriously expect me
to follow FAC2602 on
twitter. Sorry I do
not agree with that.
Social media and studies do not
go together.
Concerns regarding connectivity and
access were
once again emphasised,
as
one participant mentioned internet and cell phone connectivity may not be available in the more rural area.
and another said
As much as the facilities are there on the FAC2602 but I do not have access
to some always.
However,
perceptions obtained from the participants regarding the use of social media
for academic support at Unisa were generally positive,
as
may be seen from the following responses:
It is beneficial because the technology is within reach
and
can be accessed at any
time.
And Easier and
cheaper form of communication and
fast access. Much
preferred.
Many of the participants also highlighted the fact that they use some of the social media apps already and are thus familiar with the apps, for example I like it, especially BBM and
Whatsapp,
because I got access on them. And I found
BBM very useful, and also
found the group
to be inspiring and
supportive. as well as
It is a great idea as some of us use it and some are cheaper most students can afford them. I Prefer BBM,
Twitter and Whatsapp.
Participants were of the opinion that mobile technology can play an important role, as some of the participants emphasized Well the use of mobile technologies is the way to go, because student and/or employees are working off their blackberries, ipads, smartphones.
Etc.
but what about the students who don’t have access
to
these technologies.
and
I also
think
that more students have access to
MXit, Facebook,
etc. via
their mobile
phones than they have to a computer with internet connection, which also makes it a better form of communication.
and also
Mobile technologies are an excellent form of communication, as almost every UNISA
students has a cell phone and it brings the students
at
different places.
Once again some
of the feedback reflected a less enthusiastic view on the possibilities of
using social media for academic support,
as
some were saying
I hate chatting
apps, especially
blackberry, I do
have Facebook but
I hardly log on. as
well as
Some are a waste of time, I only use Whatsapp to communicate with my family and colleagues and
the
few close friend
I have.
and
None - I am not on
Facebook, Twitter etc. AND I do not
want to be on
it.
Regarding the changes participants would recommend on the use
of technologies at Unisa,
the
following are ideas
received from the participants:
I won’t really change
anything, and UNISA
can
certainly use
technology to communicate with
students as much as they can, just don't take away our good old fashioned hard copy
study material!!!!
and
Great potential. Lecturers who can be actively (on a daily basis) be involved on something like
a Facebook page for the module can build a relationship with the students in the same way public questions in a classroom situation
can
be addressed. Great potential there. Also build a student community feeling.
Some of the participants also want other modules to
make use of these apps,
as
was seen in
the
following responses:
Facebook page per module will be useful. Students
can
have conversations
on the page's wall post suggestions in
the
same way as the myUnisa forums, just with
better usability.
and
I think it is
a wonderful idea and definitely think the other modules should consider doing
this as
wel.
as well as
I would recommend the use of technologies in other modules, because it makes it easier, for student to
stay
encouraged and abreast with the module and schedule.
Three of the participants almost summarised
the
whole project by saying
Most of students
almost all do have the mobile and social media you have mentioned so it
for
their convenience
to have good quality
of communication and clear contact with their
lecturer.
Whatsapp
and Facebook are
good two- way
of
communication, but not all students
might have access to Whatsapp because certain type of cell phones can accept
Whatsapp.
and
Because most students have social media, and with
Unisa being a distance
learning institution; mobile
technology
plays an important
role that serves a link between
the lecturer and student. Firstly it’s cheaper to write a message/comment/questions/clarity
regarding
the module, and
the lecturer can
then answer/advise,
thus making it an interactive session.
and finally Most students are more familiar with MXit, Whatsapp, etc., than with email - I
think they also feel more comfortable using this type of media to communicate, which will
give them the confidence to speak up if they struggle with a concept. I also think that more
students have access to
MXit, Facebook, etc. via their mobile phones than they have to a computer with internet connection, which also
makes it a better form of communication.
3. Conclusion
In general, feedback received from the participants were
positive regarding
the possibilities of using
technologies and more specific social media for academic support at Unisa. The fact that Accounting modules at Unisa need to
increase students’ success rates and the possibilities these
social media apps now provide to lecturers, make this indeed an
opportunity to
explore
more rigorously. These
readily available and affordably technologies have the capability
to
increase didactic conversation, which is a critical ingredient for student
success in the DE and ODL environment. Technologies are fast
becoming a part of the instructional process and although the use of social media for academic support has only just begun, it
can
be a valuable tool as can be seen by the response of a participant who said I have not used social media for academic support but I believe there is a place for it seeing that social media is part of our everyday life. Therefore
lecturers need to remind themselves that students are, as a
participant correctly stated, part
of a generation
that mostly communicates via mobile technologies. Social media can indeed assist Accounting lecturers at Unisa to
answer to the cry for more professional
Accountants in South Africa.
“
Ans 3a).
Introduction:
From 2019
to 2029, the number of accounting businesses in South Africa is predicted to
expand by 8%, roughly the same rate as the general growth rate for all
professions combined. Accounting and auditing services are expected to be in
high demand in the future due to globalization, a growing economy, and a
sophisticated tax and regulatory environment, among
Ans 3b) Abstract:
Introduction:
It was
decided to use a mixed-method approach for data collection and analysis in this
project, which was part of a case study, and the results were quite promising.
The mixed-methodologies process utilized both qualitative and quantitative
methods in the research. The quantitative data were analyzed using SPSS
Statistics version 21 to answer the three open-ended questions from
Dear students, get latest
Solved NMIMS assignments and case study help by professionals.
Mail us at :
help.mbaassignments@gmail.com
Call us at : 08263069601
