Q1 :- Explain the steps involved in a research Process ?

Ans.: Steps of the Research process Scientific research involves a systematic process that focuses on being objective and gathering a multitude of information for analysis so that the researcher can come to a conclusion. This process is used in all research and evaluation projects, regardless of the research method (scientific method of inquiry, evaluation research, or action research). The process focuses on testing hunches or ideas in a park and Recreation setting through a systematic process.. Step 1: Identify the Problem Research problem may be something the agency identifies as a problem, some knowledge or information that is needed by the agency, or the desire to identify a Recreation trend nationally. In the example in table 2.4, the problem that the agency has identified is childhood obesity, which is a local problem and concern within the community. This serves as the focus of the study. Step 2: Review the Literature Now that the problem has been identified, the researcher must learn more about the topic under investigation. To do this, the researcher must review the literature related to the research problem. This step provides foundational knowledge about the problem area. Step 4: Clearly Define Terms and Concepts We should define clearly terms and concepts. Words or phrases used in the purpose statement of the study or the description of the study. These items need to be specifically defined as they apply to the study. Terms or concepts often have different definitions depending on who is reading the study. To minimize confusion about what the terms and phrases mean, the researcher must specifically define them for the study. Step 5: Define the Population Research projects can focus on a specific group of people, facilities, park development, employee evaluations, programs, financial status, marketing efforts, or the integration of technology into the operations. Step 6: Develop the Instrumentation Plan The plan for the study is referred to as the instrumentation plan. The instrumentation plan serves as the road map for the entire study, specifying who will participate in the study; how, when, and where data will be collected; and the content of the program. This plan is composed of numerous decisions and considerations that are addressed in chapter 8 of this text. In the obesity study, the researcher has decided to have the children participate in a walking program for six months. The group of participants is called the sample, which is a smaller group selected from the population specified for the study. The study cannot possibly include every 10- to 12-year-old child in the community, so a smaller group is used to represent the population. Step 8: Analyze the Data In the instrumentation plan, the researcher specified how the data will be analyzed. The researcher now analyzes the data according to the plan. The results of this analysis are then reviewed and summarized in a manner directly related to the research questions. In the obesity study, the researcher compares the measurements of weight, percentage of body fat, and cholesterol that were taken at the first meeting of the subjects to the measurements of the same variables at the final program session. These two sets of data will be analyzed to determine if there was a difference between the first measurement and the second measurement for each individual in the program. Then, the data will be analyzed to determine if the differences are statistically significant. If the differences are statistically significant, the study validates the theory that was the focus of the study. The results of the study also provide valuable information about one strategy to combat childhood obesity in the community.

Q2 : What are descriptive research designs ? Explain the different kind of descriptive research designs ? Ans:
The main goal of this type of research is to describe the data and characteristics about what is being studied. The idea behind this type of research is to study frequencies, averages, and other statistical calculations. Although this research is highly accurate, it does not gather the causes behind a situation. Descriptive research is mainly done when a researcher wants to gain a better understanding of a specific topic. Descriptive research is the exploration of the existing certain phenomena. The details of the facts won't be known. The existing phenomena's facts are not known to the person

The Descriptive Method of Research Design

The descriptive method of research design helps researchers plan and carry out descriptive studies, designed to provide rich descriptive details about people, places and other phenomena. This type of research is often associated with anthropology, sociology and psychology, but researchers in other fields, such as education, use it. The descriptive method often involves extensive observation and note-taking, as well as in-depth narrative..

Instructions Preparing a Descriptive Research Study

Identify the subject or phenomenon you wish to study and make sure it is appropriate for a descriptive design. Descriptive research design aims to observe and describe a subject without affecting its normal actions. Examples include an anthropologist who wants to study members of a tribe in another culture without affecting their normal behavior or an education researcher who wants to describe a new instructional method for teaching math to students at risk of dropping out. Decide on the type of descriptive research design that will be most appropriate for your study. The most basic type is the single-subject case study, an in-depthnarrative that contains extensive details and description of the subject observed. Another type of descriptive design is a comparative study, in which a researcher describes two or more sets of subjects. For example, an education researcher may want to study the implementation of a new instructional method by comparing its use in three different classrooms or three separate campuses. Articulate your key research questions. For example, you may want to describe how an instructional method's delivery differs across campuses or how members of a particular tribe interact with one another. Knowing the research questions you want to answer will help focus your observation and other field research. Without a clear research question, descriptive research runs the risk of becoming unfocused, with the researcher taking notes or making recordings of everything being observed without knowing how to use the information collected.

Conducting Descriptive Research

Read over your field notes, interview transcripts, survey information and other data collected for your study. Keep your research questions in mind as you read the material, looking for patterns and trends in the material collected. Some researchers organize their field research by using index cards organized by specific themes or patterns that emerge in the analysis. Condense the data by drafting memos or summaries that organize extensive field notes and other information into a more concise form, which will help you write your report. Include specific examples of incidents or events you observed that help illustrate important points you want to make. Write a report that states your research questions, describes the methods used to collect and analyze the data and reports the findings. Write in clear, concise language that conveys rich detail while keeping scientific jargon to a minimum. In the conclusions of your report, identify areas and issues for future, more rigorous scientific research.

Q3 :- Expalin th concept of Reliability , validity and Sensitivity ? Ans :

Program evaluation is a systematic method for collecting, analyzing, and using information to answer questions about projects, policies and particularly about their effectiveness and efficiency. In both the public and private sectors, stakeholders will want to know if the programs they are funding, implementing, voting for, receiving or objecting to are actually having the intended effect (and to what cost).

Reliability, validity and sensitivity in program evaluation

It is important to ensure that the instruments (for example, tests, questionnaires, etc.) used in program evaluation are as reliable, valid and sensitive as possible. According to Rossi et al. (2004, p. 222), 'a measure that is poorly chosen or poorly conceived can completely undermine the worth of an impact assessment by producing misleading estimates. Only if outcome measures are valid, reliable and appropriately sensitive can impact assessments be regarded as credible'.

Reliability
The reliability of a measurement instrument is the 'extent to which the measure produces the same results when used repeatedly to measure the same thing' (Rossi et al., 2004, p. 218).The more reliable a measure is, the greater its statistical power and the more credible its findings. If a measuring instrument is unreliable, it may dilute and obscure the real effects of a program, and the program will 'appear to be less effective than it actually is' (Rossi et al., 2004, p. 219)Hence, it is important to ensure the evaluation is as reliable as possible.

Validity
The validity of a measurement instrument is 'the extent to which it measures what it is intended to measure' (Rossi et al., 2004, p. 219). This concept can be difficult to accurately measure: in general use in evaluations, an instrument may be deemed valid if accepted as valid by the stakeholders (stakeholders may include, for example, funders, program administrators, et cetera).

Sensitivity
The principal purpose of the evaluation process is to measure whether the program has an effect on the social problem it seeks to redress; hence, the measurement instrument must be sensitive enough to discern these potential changes (Rossi et al., 2004). A measurement instrument may be insensitive if it contains items measuring outcomes which the program couldn't possibly effect, or if the instrument was originally developed for applications to individuals (for example standardized psychological measures) rather than to a group setting (Rossi et al., 2004).These factors may result in 'noise' which may obscure any effect the program may have had.

Q4:- Explain the questionnaire design process . Ans:A good questionnaire should not be too lengthy. Simple English should be used and the question shouldnt be difficult to answer. A good questionnaire requires sensible language, editing, assessment, and redrafting. State the information required- This will depend upon the nature of the problem, the purpose of the study and hypothesis framed. The target audience must be concentrated on. State the kind of interviewing technique- interviewing method can be telephone, mails, personal interview or electronic interview. Telephonic interview can be computer assisted. Personal interview can be conducted at respondents place or at mall or shopping place. Mail interview can take the form of mail panel. Electronic interview takes place either through electronic mails or through the internet. Decide the matter/content of individual questions- There are two deciding factors for thisIs the question significant? - Observe contribution of each question. Does the question contribute for the objective of the study? Is there a need for several questions or a single question? - Several questions are asked in the following cases: When there is a need for cross-checking When the answers are ambiguous When people are hesitant to give correct information. Decide on the structure of the question- Questions can be of two types: Structured questions- These specify the set of response alternatives and the response format. These can be classified into multiple choice questions (having various response categories), dichotomous questions (having only 2 response categories such as Yes or No) and scales (discussed already). Unstructured questions- These are also known as open-ended question. No alternatives are suggested and the respondents are free to answer these questions in any way they like. Determine the question language/phrasing- If the questions are poorly worded, then either the respondents will refuse to answer the question or they may give incorrect answers. Thus, the words of the question should be carefully chosen. Ordinary and unambiguous words should be used. Avoid implicit assumptions, generalizations and implicit alternatives. Avoid biased questions. Define the issue in terms of who the questionnaire is being addressed to, what information is required, when is the information required, why the question is being asked, etc. Properly arrange the questions- To determine the order of the question, take decisions on aspects like opening questions (simple, interesting questions should be used as opening questions to gain co-operation and confidence of respondents), type of information (Basic information relates to the research issue, classification information relates to social and demographic characteristics, and identification information relates to personal information such as name, address, contact number of respondents), difficult questions (complex, embarrassing, dull and sensitive questions could be difficult), effect on subsequent questions, logical sequence, etc. Recognize the form and layout of the questionnaire- This is very essential forselfadministered questionnaire. The questions should be numbered and pre-coded. The layout should be such that it appears to be neat and orderly, and not clattered. Reproduce the questionnaire- Paper quality should be good. Questionnaire should appear to be professional. Pre-test the questionnaire- The questionnaire should be pre-tested on a small number of respondents to identify the likely problems and to eliminate them. Each and every dimension of the questionnaire should be pre-tested. The sample respondents should be similar to the target respondents of the survey. Finalize the questionnaire- Check the final draft questionnaire. Ask yourself how much will the information obtained from each question contribute to the study. Make sure that irrelevant questions are not asked. Obtain feedback of the respondents on the questionnaire.

Q5 :-The procedure of testing hypothesis requires a researcher to adopt serval steps . Describe in brief al such steps . Ans :_ Introduction
Hypothesis testing is generally used when you are comparing two or more groups. For example, you might implement protocols for performing intubation on pediatric patients in the pre-hospital setting. To evaluate whether these protocols were successful in improving intubation rates, you could measure the intubation rate over time in one group randomly assigned to training in the new protocols, and compare this to the intubation rate over time in another control group that did not receive training in the new protocols. When you are evaluating a hypothesis, you need to account for both the variability in your sample and how large your sample is. Based on this information, you'd like to make an assessment of whether any differences you see are meaningful, or if they are likely just due to chance. This is formally done through a process called hypothesis testing. Five Steps in Hypothesis Testing: Specify the Null Hypothesis Specify the Alternative Hypothesis Set the Significance Level (a) Calculate the Test Statistic and Corresponding P-Value Drawing a Conclusion

Step 1: Specify the Null Hypothesis

The null hypothesis (H0) is a statement of no effect, relationship, or difference between two or more groups or factors. In research studies, a researcher is usually interested in disproving the null hypothesis. Examples: There is no difference in intubation rates across ages 0 to 5 years. The intervention and control groups have the same survival rate (or, the intervention does not improve survival rate).

Step 2: Specify the Alternative Hypothesis

The alternative hypothesis (H1) is the statement that there is an effect or difference. This is usually the hypothesis the researcher is interested in proving. The alternative hypothesis can beonesided (only provides one direction, e.g., lower) or two-sided. We often use two-sided tests even when our true hypothesis is one-sided because it requires more evidence against the null hypothesis to accept the alternative hypothesis. Examples: The intubation success rate differs with the age of the patient being treated (two-sided). The time to resuscitation from cardiac arrest is lower for the intervention group than for the control (one-sided). There is an association between injury type and whether or not the patient received an IV in the prehospital setting (two sided). \l

Step 3: Set the Significance Level (a)

The significance level (denoted by the Greek letter alpha a) is generally set at 0.05. This means that there is a 5% chance that you will accept your alternative hypothesis when your null hypothesis is actually true. The smaller the significance level, the greater the burden of proof needed to reject the null hypothesis, or in other words, to support the alternative hypothesis.

Q6 a) What are the different of research reports available to the researcher? Ans:There are many ways to categorize the different types of research. For example, research in different fields can be called different types of research, such as scientific research, social research, medical research, environmental research and so forth. The research methods that are used and purposes of the research also can be used to categorize the different types of research. A

Quantitative and Qualitative

Quantitative research is the collecting of objective numerical data. Features are classified and counted, and statistical models are constructed to analyze and explain the information that has been gathered. Some of the tools used for this type of research include questionnaires that are given to test subjects, equipment that is used to measure something and databases of existing information. The goal of quantitative research is to compile statistical evidence, so the questionnaires used in this method typically include yes-or-no questions or multiple-choice questions rather than openended questions such as essay questions.

Observational and Experimental

Observational research is the collection of information without interference or input from the researcher. It is the examination of things as they naturally or inherently are. The researcher simply observes, measures or records what occurs. That information is then analyzed and used to draw conclusions. This is in contrast with experimental research, in which the researcher sets the parameters or conditions and is able to change them to determine their effects. Experimental research often occurs in laboratories but can occur anywhere. It merely requires the researcher to be able to control one or more conditions of the experiment. This method helps researchers understand how certain variables the different aspects or conditions that can change can affect whatever it is they are studying.

Basic, Applied and Developmental

When the purpose of research is simply to reveal or discover what is true, it can be called basic research. This type of research involves exploring that which is not known or understood. Applied research is taking what is already known and looking for ways to use it, such as to solve problems. Developmental research is similar to applied research but focuses on using what is already known to improve products or existing technology or to create something new.

b) What should be the ideal structure of a research report ?

Most research projects share the same general structure. You might think of this structure as following the shape of an hourglass. The research process usually starts with a broad area of interest, the initial problem that the researcher wishes to study. For instance, the researcher could be interested in how to use computers to improve the performance of students in mathematics. But this initial interest is far too broad to study in any single research project (it might not even be addressable in a lifetime of research). Once the basic data is collected, the researcher begins to try to understand it, usually by analyzing it in a variety of ways. Even for a single hypothesis there are a number of analyses a researcher might typically conduct. At this point, the researcher begins to formulate some initial conclusions about what happened as a result of the computerized math program. Components of a Study What are the basic components or parts of a research study? Here, we'll describe the basic components involved in a causal study. Because causal studies presuppose descriptive and relational questions, many of the components of causal studies will also be found in those others. The problem with such a question is that it is still too general to be studied directly. Consequently, in most research we develop an even more specific statement, called an hypothesis that describes in

operational terms exactly what we think will happen in the study. For instance, the hypothesis for our employment study might be something like: The Metropolitan Supported Employment Program will significantly increase rates of employment after six months for persons who are newly employed (after being out of work for at least one year) compared with persons who receive no comparable program. Notice that this hypothesis is specific enough that a reader can understand quite well what the study is trying to assess. Finally, in a causal study we usually are comparing the effects of our cause of interest (e.g., the program) relative to other conditions (e.g., another program or no program at all). Thus, a key component in a causal study concerns how we decide what units (e.g., people) receive our program and which are placed in an alternative condition. This issue is directly related to the research design that we use in the study. One of the central questions in research design is determining how people wind up in or are placed in various programs or treatments that we are comparing. These, then, are the major components in a report study: The Research Problem The Research Question The Program (Cause) The Units The Outcomes (Effect) The Design