8375 - Lec. 9 - ICA 9 - Instructions W20 PDF

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ICA 9 – Analysis of the Data from a Questionnaire Name: Mohil DHuliya

Section no.: 10

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This assignment is part 2 of the analysis of a questionnaire given to BUS8370 students in the GBM program in February 2019. The purpose was to obtain information in order to assist the redesign of the course to create a new course titled Business Research and Data Analysis. In part 1 (ICA 8) last week, you critiqued the design of the questionnaire. In part 2 (ICA 9) this week, you will critique the compilation of the raw data and the analysis of this data. The ICA 9 documentation on eConestoga MUST BE READ before the upcoming lecture. By using the material taught in the Questionnaire and the Sampling lectures, critique the compilation of the data that was handed to you. Ensure that you are using the components discussed in the PowerPoint presentations. Use the material taught in class as a check list against which you are to analyse the approach, efficiency and quality of the compilation and the analysis of the raw data. Note that all researchers critique their work so that the next time, they will produce a better compilation and analysis. Please use the point form provided, where you will first write the topic that you are analysing, followed by your observations. You have 20 minutes, which will be followed by a class discussion.

Compilation ► Certainty level – There was an absence of certainty level between students taking 2nd course in conestoga and students completing Level 2 and nobody could address the reason behind it which showed decreased involvement which ended up having absence of similarities in their opinions. ►Time to answer – The participants were allotted equal time to understand both difficult and easy subjects which should be more because hard subjects takes more time to understand unlike easy ones. ► Assumptions - More number of students drove from cities ranging more than 100km on regular basis to study according to research. ►Version A and Version B are two variations of an equivalent scientific assessment that is given in the course. In the central structure, 69% got awful assessments compared to 52% who scored 0,1 or 2 game plans in Version B. Analysis ►In reference to first issue where contorted answers were attained considering nonappearance of responses from nonattending understudies, a poll that is in type of elective could have tackled the reason in lines to email or a mail survey so as to get moderately more responses. ► The time allotted to students should be reconsidered once again because having assumptions in a business isn’t right and makes the responses incapacitated.

► The above concept can be applied where the assumptions were made in number of students driving more than 100 km on regular basis and a better model could have been implemented to attain accurate results. ►Another disadvantage of the survey which we find hard to believe is that the same survey when conducted in two parts A & B extracted out 2 different results (69% & 52%) which shows us that there might be uncertainty while achieving the survey results. If the survey was dependable these results should have been similar and they have a huge difference between then. JPB.191107...