RESEARCH METHODOLOGY LAB PROJECT REPORT

SUBMITTED TOWARDS THE PARTIAL FULFILLMENT OF

BACHELOR OF COMMERCE (HONOURS)

RESEARCH METHODOLOGY FOR COMMERCE LAB PROJECT REPORT

Batch: 2022-2025

Submitted By: PROJECT GUIDE

Name of student: Sahil Jain Name: Dr. Pramod Kumar Nayak

Enrollment No: 01219588822 Designation: Associate Professor

Don Bosco Institute of Technology

Affiliated to Guru Gobind Singh Indraprastha University, New Delhi

Page 1 of 8
 CERTIFICATE

TO WHOM SO EVER IT MAY CONCERN

This is to certify that the Research Methodology for Commerce project work “Research Methodology
Lab Project” made by Sahil Jain, B. Com (Hons), 01219588822 is an authentic work carried out by
his/her under guidance and supervision of

The project report submitted has been found satisfactory for the partial fulfillment of the degree of
Bachelor of Commerce (Hons.).

Project Supervisor

Signature

Name

Page 2 of 8
 ACKNOWLEDGEMENT

It is in particular that I am acknowledging my sincere feeling towards my mentors who graciously gave
me their time and expertise.

They have provided me with valuable guidance, sustained efforts, and friendly approach. It would have
been difficult to achieve the results in such a short span of time without their help.

I deem it my duty to record my gratitude towards the Dr. Pramod Kumar Nayak who devoted his/her
precious time to interact, guide and gave me the right approach to accomplish the task and also helped me
to enhance my knowledge and understanding of the project.

Signature:

Name of Student:

Sahil Jain

Enroll. No:

01219588822

Course:

B. Com (Hons)

Class/Section:

Semester:3rd

Page 3 of 8
 DECLARATION

I hereby declare that the following documented Project report titled “Research Methodology Lab
Project” is an original and authentic work done by me for the partial fulfillment of Bachelor of
Commerce (Hons.) degree program.

I hereby certify that all the Endeavour put in the fulfillment of the task are genuine and original to the best
of my knowledge & I have not submitted it earlier elsewhere.

Signature:

Name of Student:

Sahil Jain

Enroll. No:

01219588822

Course:

B. Com (Hons)

Class/Section:

Semester:3rd

Page 4 of 8
 Index for Research Methodology Lab Project Report

Sl. Description Page

No. No.
1 Cover page
Index page
Certificate
Declaration
Acknowledgement

2 Introduction to Research MethodologyTypes

of Research
Types of Data
Data Collection methods
Variables
Hypothesis
Questionnaire
Coding

3 Research Methodology Lab

a. Hardware Requirement details
b. Software Requirement details
4 Introduction to Statistical Software ‘R’ for Data Analysis

Page 5 of 8
Sl. Description Page
No. No.
5 Screen Shots and Descriptions
a. Installation of R & R Studio (Screenshots)
b. Opening of R Studio (Description and screen shots)
c. Details of Consoles/Environments (Description andscreen
shots)
d. Details of Working in R Studio (Description andscreen
shots)
 Features
 Operators
 Functions
 Vectors
 Matrix
 Array
 List
 Data frames
 Data Management (Import/Export)
 Packages
6 Introduction to the Research Topic

7 Objectives of Research

Hypothesis formulation
8 Data Preparation
 Preparation of Questionnaire( Questionnaire to be
attached as Annexure)
 Data Collection (description of sampling used, sample sizeand
method of data collection)
 Coding( description)
 Tabulation (description and excel sheet screen shots)
 Editing (description)
9 a. Analysis of Data using R Studio
i. Descriptive Statistics (Screen shots and description)
1. Frequency
2. Chart/Graphs
3. Mean, Median, Max, Min etc.
ii. Inferential Statistics (any one or more test Can be doneFor
Project as per hypothesis and outputs can be obtained and described)

Page 6 of 8
Sl. Description Page
No. No.
1. t- test
2. ANOVA
3. Correlation analysis
4. Regression Analysis
b. Findings
c. Summary
10 Annexure

Page 7 of 8
 Introduction to Research Methodology
Research methodology is a systematic process that outlines the strategies, procedures, and techniques used to
conduct scientific inquiry and investigation. It serves as a structured framework for planning, executing, and
evaluating research studies, ensuring the reliability and validity of the findings. The following components
are essential to understanding research methodology:
1) Research Design:
 Experimental Design: Involves manipulating variables to observe their effect on an outcome.
 Non-Experimental Design: Focuses on observing and describing phenomena without intervention.
2) Types of Research:
 Basic Research: Conducted to enhance understanding of fundamental concepts and theories.
 Applied Research: Aims to solve practical problems and contribute to real-world applications.
 Research Process:
 Problem Formulation: Identifying a research problem and formulating research questions or
hypotheses.
 Literature Review: Reviewing existing literature to understand the current state of knowledge and
identify gaps.
 Research Design: Selecting the research design, population, and sampling techniques.
 Data Collection: Gathering information using various methods such as surveys, experiments,
interviews, or observations.
 Data Analysis: Applying statistical or qualitative methods to interpret the collected data.
 Conclusion and Recommendations: Summarizing findings and providing recommendations for
further research or practical applications.
3) Sampling Techniques:
 Random Sampling: Each member of the population has an equal chance of being selected.
 Stratified Sampling: Dividing the population into subgroups and then randomly sampling from each
subgroup.
 Convenience Sampling: Choosing participants based on their availability and accessibility.
 Data Collection Methods:
 Quantitative Methods: Involves numerical data and statistical analysis.
 Qualitative Methods: Focuses on non-numerical data, often involving interviews, observations, or
content analysis.
4) Data Analysis Techniques:
 Descriptive Statistics: Summarizing and describing data using measures like mean, median, and
standard deviation.
 Inferential Statistics: Making predictions or inferences about a population based on a sample.
 Qualitative Analysis: Analyzing non-numerical data to identify patterns, themes, or trends.
 Validity and Reliability:
 Validity: The degree to which a study accurately measures what it intends to measure.
 Reliability: The consistency and stability of measurement over time.
 Ethical Considerations:
 Informed Consent: Participants must be fully informed about the study and agree to participate
voluntarily.
 Confidentiality: Protecting the privacy of participants by keeping their information confidential.
Page 8 of 8
  Research Ethics: Adhering to ethical standards and guidelines in the conduct of research.
5) Research Writing:
 Research Proposal: Outlining the research plan, objectives, and methods.
 Research Report: Documenting the entire research process, including findings, analysis, and
conclusions.

A well-designed research methodology is crucial for producing reliable and valid results, contributing to the
advancement of knowledge in various fields. Researchers must carefully consider each element and tailor
their approach based on the nature of the research question and the characteristics of the study.

Types of Research
Research can be broadly classified into two main types: basic research and applied research. These types
differ in their goals, methods, and the potential impact of their findings. Additionally, within these broad
categories, there are various research methodologies and approaches. Here are the main types of research:

1. Basic Research (Pure or Fundamental Research):

 Objective: To expand knowledge and understanding of fundamental principles.
 Focus: Investigating theoretical concepts and building a foundation for future research.
 Characteristics: Often exploratory, with no immediate practical application.
 Example: Research on the behavior of subatomic particles in physics.
2. Applied Research:
 Objective: To solve specific problems or address practical issues.
 Focus: Applying existing knowledge to develop solutions and innovations.
 Characteristics: Goal-oriented, seeking to have a direct impact on real-world situations.
 Example: Developing new medical treatments or improving agricultural practices.
3. Quantitative Research:
 Objective: To gather numerical data and analyze it statistically.
 Methods: Surveys, experiments, structured observations.
 Data Analysis: Involves statistical techniques and mathematical modeling.
 Example: Conducting a survey to analyze consumer preferences.
4. Qualitative Research:
 Objective: To explore and understand underlying meanings, motivations, and experiences.
 Methods: In-depth interviews, focus groups, content analysis, ethnography.
 Data Analysis: Involves non-numerical data and may use thematic analysis.
 Example: Studying the social dynamics within a community through participant observation.
5. Descriptive Research:
 Objective: To describe the characteristics of a phenomenon or population.
 Methods: Surveys, observations, case studies.
 Characteristics: Focus on presenting facts and details without manipulation.
 Example: Describing the demographic profile of a specific region.

Page 9 of 8
 6. Correlational Research:
 Objective: To examine the relationship between two or more variables.
 Methods: Statistical analysis of existing data to identify patterns or associations.
 Characteristics: Does not imply causation; correlation does not prove causation.
 Example: Investigating the relationship between study time and academic performance.
7. Experimental Research:
 Objective: To establish cause-and-effect relationships between variables.
 Methods: Controlled experiments with manipulation of variables and random assignment.
 Characteristics: Involves an independent variable, dependent variable, and control group.
 Example: Testing the effectiveness of a new drug through a clinical trial.
8. Cross-Sectional Research:
 Objective: To collect data from participants at a single point in time.
 Methods: Surveys, observations, or experiments conducted at a specific time.
 Characteristics: Snapshot of a population's characteristics or behaviors.
 Example: Surveying employees in a company to assess job satisfaction at a particular
moment.
9. Longitudinal Research:
 Objective: To study subjects over an extended period to observe changes.
 Methods: Collecting data at multiple time points.
 Characteristics: Allows for the analysis of trends, development, and changes over time.
 Example: Tracking the academic performance of a group of students from kindergarten to
graduation.

Types of Data

Data can be classified into two main types: qualitative and quantitative. These types of data are distinguished
based on the nature of the information they provide, and the methods used for their analysis.

1. Qualitative Data:
 Nature: Descriptive, non-numeric information.
 Examples: Text, images, audio, video, observations, interviews.
 Characteristics: Provides insights into the quality or attributes of a phenomenon.
 Analysis: Involves interpreting patterns, themes, and meanings.
 Methods: Content analysis, thematic analysis, grounded theory.
2. Quantitative Data:
 Nature: Numeric and measurable information.
 Examples: Numbers, counts, measurements, percentages.
 Characteristics: Provides information about quantities and relationships.
 Analysis: Involves statistical procedures and mathematical modeling.
 Methods: Surveys, experiments, structured observations, statistical analysis.

Page 10 of
8
 Data Collection methods

Data collection methods refer to the techniques and procedures used to gather information for research
purposes.

1. Surveys and Questionnaires:

 Description: Participants respond to a set of predetermined questions.
 Advantages: Efficient for collecting data from a large number of participants.
 Considerations: Designing clear and unbiased questions is crucial.
2. Interviews:
 Description: Researchers ask open-ended or structured questions to participants.
 Advantages: Allows for in-depth exploration of responses and clarification.
 Considerations: Time-consuming; interviewer bias may be a concern.
3. Observations:
 Description: Systematic watching and recording of behavior or events.
 Advantages: Provides direct, real-time data; minimizes reliance on self-reporting.
 Considerations: Observer bias; may alter natural behavior if participants are aware.

Variables

Variables can be classified into different types based on their nature and role in the study. Here are the main
types of variables:

1. Independent Variable (IV):

 Definition: The variable that the researcher manipulates or controls.
 Role: It is presumed to cause a change in the dependent variable.
 Example: In a study on the effects of a new drug, the dosage of the drug is the independent
variable.
2. Dependent Variable (DV):
 Definition: The variable that is observed or measured to assess the effects of the independent
variable.
 Role: It is presumed to be influenced by changes in the independent variable.
 Example: In a drug study, the level of pain relief is the dependent variable.
3. Control Variables:
 Definition: Variables that are held constant to prevent them from influencing the relationship
between the independent and dependent variables.
 Role: Ensure that observed effects are due to the manipulation of the independent variable.
 Example: In a study on the impact of a teaching method on student performance, the students'
prior knowledge might be controlled.
4. Categorical Variables:
 Definition: Variables that represent categories or groups.
 Types: Nominal variables (categories with no inherent order) and ordinal variables
(categories with a meaningful order).
 Example: Gender (nominal) or education level (ordinal).

Page 11 of
8
 5. Continuous Variables:
 Definition: Variables that can take any value within a given range.
 Example: Age, height, weight, temperature.
6. Extraneous Variables:
 Definition: Unintended variables that may affect the relationship between the independent
and dependent variables.
 Role: Can introduce confounding factors if not controlled.
 Example: In a study on the impact of a new teaching method, the teacher's enthusiasm could
be an extraneous variable.
7. Mediating Variables:
 Definition: Variables that explain the process or mechanism through which the independent
variable influences the dependent variable.
 Role: Provide insight into the underlying causal pathway.
 Example: In a study on the relationship between stress and health outcomes, coping
mechanisms might be a mediating variable.
8. Moderating Variables:
 Definition: Variables that influence the strength or direction of the relationship between the
independent and dependent variables.
 Role: Identify conditions under which the relationship is stronger or weaker.
 Example: In a study on the impact of exercise on mood, the moderating variable could be the
level of social support.

Hypothesis

Hypotheses are formulated based on existing knowledge, theories, or observations and are used to direct the
collection and analysis of data. There are two main types of hypotheses: null hypotheses and alternative
hypotheses.

1. Null Hypothesis (H0):

 Definition: The null hypothesis asserts that there is no significant difference, relationship, or
effect.
 Symbol: Often denoted by H0.
 Example: H0: There is no difference in test scores between the two teaching methods.
2. Alternative Hypothesis (Ha or H1):
 Definition: The alternative hypothesis proposes a specific difference, relationship, or effect.
 Symbol: Often denoted by Ha or H1.
 Example: Ha: Students taught using Method A will have higher test scores than those taught
using Method B.

The process of hypothesis testing involves collecting data and using statistical methods to determine whether
the observed results provide enough evidence to reject the null hypothesis in favor of the alternative
hypothesis. This process typically involves the following steps:
Page 12 of
8
 1. Formulation of Hypotheses:
 Clearly state the null hypothesis (H0) and the alternative hypothesis (Ha or H1) based on the
research question.
2. Data Collection:
 Collect data through experiments, surveys, observations, or other research methods.
3. Statistical Analysis:
 Use statistical tests or methods to analyze the data and determine whether the results are
consistent with the null hypothesis or provide evidence to reject it.
4. Decision Making:
 Make a decision about whether to reject the null hypothesis based on the statistical analysis.

5. Conclusion:
 Draw conclusions and communicate the findings, including whether the results support or
contradict the initial hypotheses.
6. Type I and Type II Errors:
 Type I Error: Incorrectly rejecting a true null hypothesis (false positive).
 Type II Error: Failing to reject a false null hypothesis (false negative).
7. Significance Level (α):
 The predetermined level of probability at which the researcher is willing to reject the null
hypothesis. Common values include 0.05 or 0.01.
8. P-value:
 The probability of obtaining results as extreme as those observed, assuming the null
hypothesis is true. A smaller p-value suggests stronger evidence against the null hypothesis.
9. Critical Region:
 The range of values that, if obtained, would lead to the rejection of the null hypothesis.

Questionnaire

A questionnaire is a research instrument consisting of a set of questions designed to gather information from
respondents.

Elements of a Questionnaire:

1. Introduction:
 Provides information about the purpose of the questionnaire and assures respondents of
confidentiality.
2. Instructions:
 Clearly outlines how respondents should answer the questions and any specific guidelines
they should follow.
3. Demographic Questions:
 Collect information about respondent characteristics such as age, gender, education, and
occupation.
4. Main Body of Questions:
 Contains the core set of questions related to the research objectives. Questions can be open-
ended or closed-ended. Page 13 of
8
  Open-ended Questions: Allow respondents to provide free-form responses, giving more
depth and nuance to their answers.
 Closed-ended Questions: Provide a set of predetermined response options, making data
analysis more structured and quantitative.

5. Scaling and Response Formats:

 In closed-ended questions, the response options may include Likert scales, multiple-choice,
yes/no, or semantic differential scales.
6. Skip Patterns/Branching:
 Determines the sequence of questions based on the respondent's previous answers. This helps
tailor the questionnaire to individual responses.
7. Validity and Reliability:
 Ensures that the questionnaire measures what it intends to measure (validity) and produces
consistent results (reliability).
8. Length:
 Strives for an appropriate balance between gathering sufficient data and not overwhelming
respondents with a lengthy questionnaire.
9. Piloting:
 Conducting a small-scale test of the questionnaire to identify and address any issues with
clarity, wording, or response options.
10. Ethical Considerations:
 Respects respondent privacy and ensures voluntary participation. Informed consent is often
included.

Coding

In various contexts, "coding" can refer to different processes. Here, I'll cover a few common meanings
of the term:

1. Programming Code:
 Definition: Writing instructions in a programming language to create software, applications,
or scripts.
 Example: Writing code in Python to develop a web application.
2. Data Coding (Quantitative Research):
 Definition: Assigning numerical values or codes to qualitative data for analysis.
 Example: Assigning numerical codes to responses in a survey for statistical analysis.
3. Content Coding (Qualitative Research):
 Definition: Systematically categorizing and labeling qualitative data to identify themes or
patterns.
 Example: Analyzing interview transcripts by coding segments of text into thematic
categories.

Page 14 of
8
 4. Medical Coding:
 Definition: Transforming healthcare diagnoses, procedures, and services into alphanumeric
codes for documentation and billing.
 Example: Using the International Classification of Diseases (ICD) codes to represent medical
conditions.
5. Machine Learning Code:
 Definition: Developing algorithms and models using code for machine learning applications.
 Example: Writing code in Python to implement a neural network for image recognition.
6. Encryption Code:
 Definition: Creating algorithms to secure information by converting it into a coded or
encrypted format.
 Example: Writing code to encrypt sensitive data before transmission.
7. Ethnographic Coding:
 Definition: Analyzing qualitative data in ethnographic research by assigning codes to
recurring themes or behaviors.
 Example: Coding field notes from participant observations during an ethnographic study.
8. Source Code:
 Definition: The human-readable version of a computer program before it is compiled into
machine code.
 Example: Viewing and editing the source code of a website to make modifications.

Research Methodology Lab

A Research Methodology Lab typically refers to a dedicated space or facility where researchers, often in
academic or institutional settings, conduct practical exercises and experiments related to research methods.
The purpose of such a lab is to provide hands-on training and experience in various research techniques,
methodologies, and tools. The lab may cover a range of research disciplines, including social sciences,
natural sciences, engineering, and more. Here are some key components and activities that might be found in
a Research Methodology Lab:

1. Training Workshops:
 Conducting workshops on research design, data collection methods, statistical analysis, and
other relevant topics.
2. Experimental Setups:
 Providing setups for conducting experiments, simulations, or demonstrations related to
specific research methodologies.
3. Data Collection Tools:
 Offering access to tools and equipment used in data collection, such as survey software,
laboratory instruments, or observation tools.
4. Statistical Software:
 Providing access to statistical analysis software for data processing and interpretation.

Page 15 of
8
 5. Interview and Observation Rooms:
 Facilities for conducting interviews, focus group discussions, or observations, equipped with
recording tools if necessary.
6. Computational Resources:
 Access to computers and computational resources for tasks such as coding, simulation, or
modeling.
7. Research Ethics Training:
 Offering resources and training on research ethics, ensuring that researchers understand and
adhere to ethical standards in their work.
8. Qualitative Research Tools:
 Resources for conducting qualitative research, such as transcription software, qualitative data
analysis tools, and interview recording devices.
9. Experimental Design Tools:
 Software or tools for designing experiments, creating surveys, and planning research studies.
10. Library and Reference Materials:
 Access to a library or digital resources containing relevant books, journals, and articles on
research methods.

11. Collaborative Spaces:

 Spaces where researchers can collaborate, discuss, and share ideas, fostering a collaborative
research environment.
12. Workstations for Data Entry and Analysis:
 Providing dedicated workstations equipped with software for data entry, cleaning, and
analysis.
13. Methodological Consultation Services:
 Offering consultation services where researchers can seek guidance on their research design,
methodology, and data analysis.
14. Research Project Support:
 Supporting researchers in planning and executing their research projects, providing resources
and guidance throughout the research process.
15. Seminars and Guest Lectures:
 Inviting experts to deliver seminars or guest lectures on various research methodologies and
their practical applications.

Hardware Requirement details

Hardware requirements vary depending on the specific context, application, and purpose. Below are general
categories of hardware requirements for different types of systems and applications:

1. Personal Computer:
 Minimum Requirements:
 Processor: Dual-core or higher.
 RAM: 4 GB or more.
 Storage: 256 GB SSD or HDD.
 Graphics: Integrated or dedicated graphics card.
Page 16 of
8
  Display: 14-inch or larger.
 Input: Keyboard and mouse or touchpad.
 Connectivity: Wi-Fi, USB ports, Bluetooth.
2. Gaming PC:
 Minimum Requirements:
 Processor: Quad-core or higher.
 RAM: 8 GB or more.
 Storage: 512 GB SSD.
 Graphics: Dedicated gaming GPU (e.g., NVIDIA GeForce GTX or AMD Radeon RX
series).
 Display: Full HD (1920x1080) or higher.
 Input: Gaming keyboard and mouse or controller.
 Connectivity: Ethernet for optimal gaming experience.
3. Server:
 Minimum Requirements:
 Processor: Multi-core, server-grade CPU.
 RAM: 16 GB or more.
 Storage: RAID-configured hard drives or SSDs for redundancy and performance.
 Network: Gigabit Ethernet.
 Rack-mounted or tower form factor depending on the deployment.

4. Mobile Device:
 Minimum Requirements:
 Smartphone or Tablet.
 Processor: Varies by model but usually quad-core or higher.
 RAM: Varies (typically 2 GB or more for entry-level devices).
 Storage: Varies (16 GB or more for entry-level devices).
 Display: Varies (HD resolution or higher for most devices).
 Connectivity: Cellular, Wi-Fi, Bluetooth.
5. Network Equipment:
 Router:
 Dual-band or tri-band for better wireless performance.
 Gigabit Ethernet ports.
 Switch:
 Number of ports depending on network size.
 Gigabit or 10 Gigabit Ethernet.
 Access Points:
 Dual-band or tri-band for better coverage and performance.
6. Workstation for Graphics Design:
 Processor:
 High-performance multi-core CPU.
 Graphics:
 High-end graphics card (e.g., NVIDIA Quadro or AMD Radeon Pro).
 RAM:
 16 GB or more.

Page 17 of
8
  Storage:
 SSD for faster data access.
 Display:
 High-resolution and color-accurate monitor.
7. Embedded Systems:
 Microcontroller:
 Depending on the complexity of the application (e.g., Arduino, Raspberry Pi).
 Sensors/Actuators:
 Varied based on the specific use case.
 Connectivity:
 Wi-Fi, Bluetooth, or other communication protocols.
8. Data Center:
 Servers:
 Rack-mounted servers with multiple processors.
 Storage:
 High-capacity, high-speed storage systems.
 Networking:
 High-performance switches and routers.
 Cooling:
 Specialized cooling systems for maintaining optimal temperatures.

Software Requirement details

Software requirements vary depending on the specific application or system being used. Here are some
general categories of software requirements for different types of systems:

1. Operating System:
 Desktop/Laptop:
 Windows (e.g., Windows 10), macOS, Linux (e.g., Ubuntu).
 Server:
 Windows Server, Linux distributions (e.g., Ubuntu Server, CentOS).
2. Development Environment:
 Integrated Development Environment (IDE):
 Visual Studio, Eclipse, IntelliJ IDEA.
 Text Editors:
 Visual Studio Code, Sublime Text, Atom.
 Compiler/Interpreter:
 Depends on the programming language (e.g., GCC for C/C++, Python interpreter).
3. Web Browsers:
 Chrome, Firefox, Safari, Edge.
 Consider compatibility with the specific web application.

Page 18 of
8
4. Database Management System (DBMS):
 MySQL, PostgreSQL, Microsoft SQL Server, Oracle Database.
 NoSQL databases like MongoDB for certain applications.
5. Server Software:
 Apache, Nginx for web servers.
 Tomcat, JBoss for Java-based applications.
 Node.js for JavaScript-based applications.
6. Virtualization Software:
 VMware, VirtualBox, Hyper-V.
 Used for running virtual machines for testing and development.
7. Networking Tools:
 Wireshark for network analysis.
 PuTTY for SSH and Telnet.
 Cisco Packet Tracer for network simulation.
8. Security Software:
 Antivirus software (e.g., Windows Defender, McAfee).
 Firewall software (e.g., Windows Firewall, iptables).
9. Version Control:
 Git, SVN (Subversion).
 Platforms like GitHub, GitLab for hosting repositories.
10. Project Management Tools:
 Jira, Trello, Asana.
 Microsoft Project for more comprehensive project management.
11. Collaboration Tools:
 Slack, Microsoft Teams.
 Zoom, Microsoft Teams for virtual meetings.

12. Office Productivity Suite:

 Microsoft Office (Word, Excel, PowerPoint).
 Google Workspace (Docs, Sheets, Slides).
13. Graphics Design Software:
 Adobe Creative Cloud (Photoshop, Illustrator, InDesign).
 GIMP (GNU Image Manipulation Program).
14. Statistical Analysis Software:
 SPSS, SAS, R, Python (with libraries like NumPy, Pandas).
15. Content Management System (CMS):
 WordPress, Joomla, Drupal.
 Used for managing website content.
16. Enterprise Resource Planning (ERP):
 SAP, Oracle ERP, Microsoft Dynamics.
 Used for integrated business process management.
17. Customer Relationship Management (CRM):
 Salesforce, HubSpot, Zoho CRM.
 Used for managing customer interactions.

Page 19 of
8
 18. E-commerce Platforms:
 Shopify, WooCommerce, Magento.
 Used for setting up and managing online stores.

Introduction to Statistical Software ‘R’ for Data Analysis

R is a powerful and open-source statistical programming language and software environment designed for
statistical computing and graphics. It is widely used by statisticians, data analysts, researchers, and data
scientists for data analysis, visualization, and statistical modeling. Here's an introduction to the key features
and concepts of R:

1. Open Source:
 R is an open-source software, which means it is freely available for anyone to use, modify,
and distribute. This has contributed to its widespread adoption in the academic and business
communities.
2. Statistical Computing:
 R provides a comprehensive set of statistical and mathematical functions for data analysis. It
includes a wide range of statistical techniques, from basic descriptive statistics to advanced
modeling methods.
3. Data Handling and Manipulation:
 R is proficient in handling and manipulating data. It supports various data structures such as
vectors, matrices, data frames, and lists, allowing users to efficiently organize and analyze
data.
4. Data Visualization:
 One of R's strengths is its rich set of tools for data visualization. The ggplot2 package, for
example, is widely used for creating high-quality and customizable plots, charts, and graphs.
5. Packages and Libraries:
 R has a vast ecosystem of packages and libraries contributed by the R community. These
packages extend R's functionality for specialized tasks, such as machine learning (e.g., caret,
randomForest), data manipulation (e.g., dplyr, tidyr), and time series analysis (e.g., xts,
forecast).
6. Programming Language:
 R is not just a point-and-click interface; it is a full-fledged programming language. Users can
write scripts and functions, making it highly customizable and suitable for automation.
7. Reproducibility:
 R promotes reproducibility in data analysis. By using scripts and version control systems,
researchers can document and share their analyses in a way that allows others to reproduce the
results.
8. Community Support:
 R has a large and active community of users and developers. This community contributes to
the development of packages, provides support through forums and mailing lists, and
continuously enhances the capabilities of R.
9. Integration with Other Tools:
 R can be integrated with other programming languages and tools. For example, it can
interface with databases, connect to web APIs, and incorporate code written in languages like
C, C++, or Java. Page 20 of
8
10. Command-Line and GUI Interfaces:
 R can be used through a command-line interface (R Console) or through integrated
development environments (IDEs) like RStudio, which provides a user-friendly interface with
features such as script editor, console, and plot viewer.
11. Machine Learning:
 R is a popular choice for implementing and experimenting with machine learning algorithms.
Several machine learning libraries, such as caret, mlr, and randomForest, are available in R.

Screen Shots and Descriptions

1. Go to the R website and click “Download R” under “Getting Started”

2. Choose a place to download R. Even though we’re on the limitless and borderless interweb, choosing
a location close to you helps speeds things up.

3. Choose which R package to download based on your operating system in the first box. If you are
Unix or Mac user, I apologize but this is where we now go our separate ways.

Page 21 of
8
4. Click on “install R for the first time” then download the file with the biggest font on the top. Open

that puppy up.

5. Windows might be paranoid and say the publisher could not be verified. Click “run”. Then choose
your language.

Page 22 of
8
6. Click “next” to start the installation, agree to all their legal writings, and selection an installation

window.

Page 23 of
8
Page 24 of
8
7. Select “Core Files” and then either 32-bit or 64-bit files depending on your computer system.

(To check, hit Start, right click Computer and select Properties. Look at System Type).

8. Now you have a choice for Startup Options. I prefer to view the program in multiple separate
windows so that I can arrange them on my screen while also have an internet browser or a notepad
type program open as well.

Page 25 of
8
 If you like what you see in the
photo above, click “Yes (customized setup)”. If you prefer to have one window with all the
components of the program viewed inside that window click “No (accept defaults)” and skip to Step
12.

Page 26 of
8
9. If you said yes to Step 8, click ”SDI (separate windows)”.

10. Next, you can specify plain text or HTML help. I would suggest HTML help because it is easier to
view than plain text, which appears in the window.

Page 27 of
8
11. If you are at an institution that utilizes Internet2.dll, select “Internet 2.” If not or if you are unsure,

select “Standard”.
12. Go ahead and create a program shortcut by clicking “Next“.
13. Choose if you want to have another icon clutter your desktop and/or Quick Launch toolbar. I suggest
leaving the two options under “Registry Entries” selected.

Page 28 of
14. 8
15. Let it do its thing. Go on Facebook, write a Tweet or run to the bathroom really quick.

16. Things should be all done! Go update your status or Tweet how excited you are to have installed R.

Page 29 of
8
b) Opening of R Studio (Description and screen shots):

Open R Studio:
 Once R Studio is installed, you can open it. The exact process depends on your operating system.
 On Windows:
 Double-click the R Studio shortcut on your desktop or find it in the Start menu.
 On macOS:
 Open the Applications folder and find R Studio. Double-click on the R Studio icon.
 On Linux:
 Use your system's application launcher or open a terminal and type rstudio to start R Studio.

Details of Working
Page 30 of in R Studio
8
I can provide you with a textual overview of working in R Studio, covering features, operators, functions,
and various data structures. Unfortunately, I can't provide actual screenshots, but I'll describe the process and
features in detail.

Features of R Studio:
1. Script Editor:
 The script editor is where you write and edit R scripts. It supports syntax highlighting, code
completion, and various other features to enhance your coding experience.
2. Console:
 The console is where you can execute R commands interactively. You can type commands directly
and see the output immediately.
3. Environment Pane:
 Displays information about the current R environment, including loaded datasets, variables, and
functions.
4. Plots Pane:
 Allows you to view and manage plots generated during your R session.
5. Packages Pane:
 Helps you manage R packages. You can install, load, and unload packages from here.
6. Help Pane:
 Provides access to documentation and help files for R functions and packages.
Operators:
1. Arithmetic Operators:
 +, - , *, /, ^ (exponentiation), %% (modulo).
2. Logical Operators:
 >, <, >=, <=, == (equality), != (inequality), & (and), | (or), ! (not).
3. Assignment Operators:
 <- , =, ->.
4. Special Operators:
 %in% (matches elements in a vector), %*% (matrix multiplication).
Functions:
1. Basic Functions:
 print() , summary() , length() , str() (structure), class(), typeof() .
2. Mathematical Functions:
 sqrt() , log() , exp() , sin() , cos(), tan() .
3. Statistical Functions:
 mean() , median() , sd() (standard deviation), quantile() .
4. Data Manipulation Functions:
 subset(), merge() , reshape() , aggregate() .
Vectors:
 Vectors are one-dimensional arrays that can hold numeric, character, or logical data.
 Create vectors using the c() function.

Page 31 of
8
Matrix:
 A matrix is a two-dimensional array with rows and columns.
 Create matrices using the matrix() function.

Array:
 An array is a multi-dimensional extension of a matrix.
 Create arrays using the array() function.
R

List:
 A list is a versatile data structure that can hold elements of different types.
 Create lists using the list() function.

Page 32 of
8
Data Frames:
 A data frame is a two-dimensional table similar to a spreadsheet.
 Create data frames using the data.frame() function.
R

Data Management (Import/Export):

 Use functions like read.csv(), read.table(), write.csv(), and write.table() to import and export data
in various formats (CSV, text, Excel, etc.).

Packages:
 Use the install.packages() function to installPage
packages,
33 of and library() to load them.
8
 Introduction to the Research (Decathlon)

 Decathlon is a global sporting goods retailer that was founded in France in 1976. The company designs,
manufactures, and sells a wide range of sporting equipment and apparel, with a focus on providing affordable
and high-quality products for customers of all ages and abilities.

 Decathlon operates over 1,600 stores in more than 60 countries around the world, including a growing number
of locations in North America. The company's stores are typically large and spacious, offering a wide variety
of products for sports including running, cycling, swimming, hiking, camping, and more.

 One of the unique aspects of Decathlon is its emphasis on sustainable and environmentally friendly practices.
The company is committed to reducing waste, using recycled materials in its products, and promoting healthy
and active lifestyles.

 At a Decathlon store, customers can expect to find a wide range of products for sports and outdoor activities,
as well as knowledgeable staff who can provide advice and guidance on choosing the right equipment and
apparel. With its affordable prices and commitment to quality, Decathlon has become a popular choice for
athletes, fitness enthusiasts, and outdoor adventurers around the world.

 Decathlon offers a wide range of sporting goods, including clothing, shoes, equipment, and accessories for
various sports such as running, cycling, swimming, football, basketball, tennis, and many others. The company
is known for its affordable prices and high-quality products, which are designed with the needs of sports
enthusiasts in mind.

 In addition to its physical stores, Decathlon also operates an online store, making it easy for customers to
browse and purchase their products from the comfort of their own homes. The company prides itself on its
customer service and strives to make the shopping experience as smooth and enjoyable as possible.

 Decathlon stores are known for their wide range of affordable sporting goods and equipment, catering to a
variety of sports and activities such as running, cycling, swimming, football, basketball, tennis, and more. The
company prides itself on offering high-quality products at affordable prices, making sport accessible to
everyone.

Page 34 of
8
  In addition to its retail operations, Decathlon also designs and manufactures its own products, with a focus on
innovation and sustainability. The company has a strong commitment to reducing its environmental impact
and promoting sustainability throughout its operations.

 Overall, Decathlon is a popular destination for sports enthusiasts and athletes, offering a vast selection of
products and a commitment to affordability, quality, and sustainability.

RESEARCH OBJECTIVE

 Decathlon is a multinational sports equipment and apparel retailer that aims to make sports accessible to
everyone by providing affordable, high-quality, and innovative products. Therefore, some of the research
objectives for the Decathlon Store might include:

 Decathlon may conduct research to develop new products or improve existing ones. For example, researching
customer preferences, identifying gaps in the market, or testing new materials and designs.

 Decathlon may conduct research to better understand its customers, their needs, and buying habits. This
research could help the company tailor its marketing, product selection and services to meet customer
expectations.

 Decathlon may conduct research to keep up-to-date on the competition, understand their strengths and
weaknesses and identify potential opportunities or threats to their business.

 Decathlon may conduct research to optimize its supply chain and logistics operations. For example,
researching transportation methods, warehouse management, or inventory forecasting.

 Decathlon is committed to sustainability and eco-friendliness. Therefore, the company may conduct research
to develop more sustainable products, reduce its carbon footprint, or improve its environmental impact.

 Overall, Decathlon Store's research objectives are likely to be focused on improving its products, customer
experience, and business operations while maintaining its commitment to accessibility, affordability, and
sustainability.

Hypothesis formulation

Formulating a hypothesis is a critical step in the research process. A hypothesis is a specific, testable
statement or prediction about the relationship between variables. It serves as a guide for the research and
provides a basis for designing the study and collecting data. Here are the key steps in formulating a
hypothesis:

Page 35 of
8
1. Identify the Research Problem:
 Clearly define the problem or question you want to address through your research. What is the
phenomenon or relationship you are interested in?
2. Review Existing Literature:
 Conduct a literature review to understand what is already known about the topic. Identify gaps,
contradictions, or areas where further exploration is needed.
3. Specify Variables:
 Clearly define the variables involved in your study. Identify the independent variable (the one you
manipulate or categorize) and the dependent variable (the one you measure).
4. Formulate a Research Question:
 Based on your understanding of the problem and variables, develop a specific research question. This
question should guide the formulation of your hypothesis.
5. Null and Alternative Hypotheses:
 Null Hypothesis (H0):
 States that there is no significant effect, difference, or relationship. It often includes phrases
like "no effect," "no difference," or "no relationship."
 Alternative Hypothesis (Ha or H1):
 States the specific effect, difference, or relationship you expect to find. It is what you are
testing in your study.
6. Directional vs. Non-Directional Hypotheses:
 Directional Hypothesis:
 Predicts the direction of the effect (e.g., "The more X, the more Y" or "X has a
positive/negative effect on Y").
 Non-Directional Hypothesis:
 Does not specify the direction of the effect, only that there is a significant relationship or
difference.
7. Use Measurable Terms:
 Express your hypotheses in a way that allows for empirical testing. Use measurable terms and define
how you will measure or observe the variables.
8. Testability:
 Ensure that your hypothesis is testable through empirical observation or experimentation. If it cannot
be tested, it is not a valid hypothesis.
9. Consider Ethical and Practical Constraints:
 Be mindful of ethical considerations and practical constraints when formulating hypotheses. Ensure
that your research can be conducted within ethical guidelines and logistical limitations.
Example:
 Research Question: Does regular exercise impact weight loss in adults?
 Null Hypothesis (H0): There is no significant difference in weight loss between adults who engage
in regular exercise and those who do not.
 Alternative Hypothesis (Ha): Adults who engage in regular exercise will experience a significant
difference in weight loss compared to those who do not.

Page 36 of
8
QUESTIONNAIRE ON CONSUMER SATISACTION ON
DECATHLON STORE

1. What is your name? *

2. What is your age group? *

18-21

22-25

26-30

31 and above

3. What is your gender? *

Male

Female

Others

4. What is your occupation? *

Self -Employed

Govt. Employee

Pvt. Employee

Page 37 of
8
5. What is your family annual income? *

0-100000

100001-500000

500001-1000000

1000001-above

6. How often do you shop at Decathlon?

Weekly

Monthly

Rarely

Never

7. What is your favorite product category at Decathlon?

Fitness

Cycling

Running

Team sports

Water sports

8. How satis fi ed are you with the quality of products sold at Decathlon?

Very satisfied

Somewhat satisfied
Neutral

Somewhat dissatisfied

Very dissatisfied

Page 38 of
8
9. Have you ever had any issues with products purchased at Decathlon?

Yes

No

10. How would you rate the customer service at Decathlon?

Good

Excellent

Poor

Very poor

11. Have you ever participated in any sports events organized by Decathlon?

Yes

No

12. How likely are you to recommend Decathlon to a friend or colleague?

Very likely

Somewhat likely

Neutral

Somewhat unlikely

Very unlikely

13. What improvements would you suggest to Decathlon to enhance your shopping
experience?

More product variety

Better customer service

Better product quality

Lower prices
Page 39 of
8
14. What factors are most important to you when choosing where to shop for sports
equipment?

Price Quality

Brand reputation

Customer service

Product Variety

15. How likely are you to return to decathlon for future purchases?

Very likely Somewhat likely

Neutral

Somewhat unlikely

Very unlikely

16. Were the checkout lines too long or too short?

Much too long

Somewhat too long

About right

Somewhat too short

Much too short

17. How satis fi ed are you with the warranty and return policies at decathlon?

Very satisfied

Somewhat satisfied
Neutral

Somewhat dissatisfied

Page 40 of
8
DATA COLLECTION
Data collection is a process of collecting information from all the relevant sources to find.
answers to the research problem, test the hypothesis and evaluate the outcomes. Data collection
methods can be divided into two categories: primary methods of data collection and secondary
methods of data collection.
Primary Data Collection Method- Primary data also called firsthand or raw data which is
collected by the investigator himself for the purpose in mind. Primary data collection methods
can be divided into two groups: quantitative and qualitative.

a) Quantitative data collection methods are based in mathematical calculations in various

formats. Methods of quantitative data collection and analysis include questionnaires with
closed-ended questions, methods of correlation and regression, mean, mode and median and
others. Quantitative methods are cheaper to apply, and they can be applied within shorter
duration of time compared to qualitative methods. Moreover, due to a high level of
standardization of quantitative methods, it is easy to make comparisons of findings.
b) Qualitative research methods, on the contrary, do not involve numbers or mathematical
calculations. Qualitative research is closely associated with words, sounds, feeling, emotions,
colors and other elements that are non-quantifiable.

Secondary Data Collection Method- Secondary data is a type of data that has already.
been published in books, newspapers, magazines, journals, online portals etc. There is an
abundance of data available in these sources about your research area in business studies,
almost regardless of the nature of the research area. Therefore, the application of appropriate
set of criteria to select secondary data to be used in the study plays an important role in terms of
increasing the levels of research validity and reliability.

Data Collection Instruments: - I used both sources of data as I obtained data through soft
copy i.e. (E-Questionnaires) consisting of both open ended and close ended questions have
been designed to obtain the required information from the respondents keeping in mind the
objectives of the study and used secondary data via websites, books, articles.

Meaning of Sampling:
a) Sampling is the process of selecting enough elements from the population with the purpose
of collecting data about their attributes.
b) A Sampling is a part of the total population. It can be an individual element, or a group of
elements selected from the population.
c) Methods of Sampling: -
Probability Sampling: Probability sampling is a sampling method that selects random.
members of a population by setting a few selection criteria.

Non-probability Sampling: This sampling method is not a fixed or pre-defined selection

process which makes it difficult for all elements of a population to have equal opportunities to
be included in a sample.
Page 41 of
8
Sampling Used: In my research I used non-probability sampling technique and convenience
sampling method which means sample drawn at the convenience of the people tend to make
the selection at familiar location and choose respondents who are like themselves.

3) Sample Size: A good sample must be adequate in size and reliable. The sample size should
be such that the inferences drawn from the sample are accurate to a given level of confidence
to represent the entire population under study. The size of sample depends on number of
factors, and I take size of 50 respondents.

4) Sample Frame: A sampling frame refers to the collection of the elements from which
samples will be drawn and sampling frame is my locality i.e., area of “Rohini.”

Page 42 of
8
Coding of questionaire
Name

Email

1. What is your age group? *

18-21

22-25

26-30

31 and above

[“18-21-1”] [“22-25-2”] [“26-30-3”] [“31 and above -4”]

2. What is your gender? *

Male

Female

Others

[“Male -1”] [“Female -2”] [“Others -3”]

3. What is your occupation? *

Self -Employed

Govt. Employee

Pvt. Employee

[“Self -Employed -1”] [“Govt. Employee-2”] [“Pvt. Employee -3”]

Page 43 of
8
4. What is your family annual income? *

0-100000

100001-500000

500001-1000000

1000001-above

[“1-100000-1”] [“100001-500000-2”] [“500001-1000000-3”] [“1000001-above-4”]

6. How often do you shop at Decathlon?

Weekly

Monthly

Rarely

Never

[“Weekly -1”] [“Monthly -2”] [“Rarely-3”] [“Never -4”]

7. What is your favorite product category at Decathlon?

Fitness

Cycling

Running

Team sports

Water sports

[“Fitness -1”] [“Cycling -2”] [“Running -3”] [“Team sports-4”] [“Water sports-5”]

Page 44 of
8
 8. How satis fi ed are you with the quality of products sold at Decathlon?

Very satisfied

Somewhat satisfied
Neutral

Somewhat dissatisfied

Very dissatisfied

[“Very satisfied -1”] [“Somewhat satisfied-2”] [“Neutral-3”] [“Somewhat dissatisfied-

4”] [“Very dissatisfied-5”]

10. Have you ever had any issues with products purchased at Decathlon?

Yes

No

[“Yes-1”] [“No-2”]

11. How would you rate the customer service at Decathlon?

Good

Excellent

Poor

Very poor

[“Good -1”] [“Excellent -2”] [“Poor-3”] [“Very Poor-4”]

12. Have you ever participated in any sports events organized by Decathlon?

Yes

No

[“Yes-1”] [“No-2”]

Page 45 of
8
 13. How likely are you to recommend Decathlon to a friend or colleague?

Very likely

Somewhat likely

Neutral

Somewhat unlikely

Very unlikely

[“Very likely -1”] [“Somewhat likely -2”] [“Neutral-3”] [“Somewhat unlikely - 4”]
[“Very unlikely -5”]

14. What improvements would you suggest to Decathlon to enhance your

shopping experience?

More product variety

Better customer service

Better product quality

Lower prices

[“More product variety -1”] [“Better customer service -2”] [“Better product quality -
3”] [“Lower prices - 4”]

15. What factors are most important to you when choosing where to shop for
sports equipment?

Price Quality

Brand reputation

Customer service

Product Variety

[“Very satisfied -1”] [“Somewhat satisfied-2”] [“Neutral-3”] [“Somewhat dissatisfied-

4”] [“Very dissatisfied-5”]

Page 46 of
8
 16. How likely are you to return to decathlon for future purchases?

Very likely Somewhat likely

Neutral

Somewhat unlikely

Very unlikely

[“Very likely Somewhat likely -1”] [“Neutral -2”] [“Somewhat unlikely -3”] [“Very
unlikely - 4”]

17. Were the checkout lines too long or too short?

Much too long

Somewhat too long

About right

Somewhat too short

Much too short

[“Much too long -1”] [“Somewhat too long -2”] [“About right -3”] [“Somewhat too
short - 4”] [“Much too short -5”]

18. How satis fi ed are you with the warranty and return policies at decathlon?

Very satisfied

Somewhat satisfied
Neutral

Somewhat dissatisfied

[“Very satisfied -1”] [“Somewhat satisfied-2”] [“Neutral-3”] [“Somewhat dissatisfied-

4”]

Page 47 of
8
TABULATION

Page 48 of
8
 ANALYSIS OF DATA
What is your age?

age_groups <- c("18-21", "22-25", "26-30", "Above 31")

respondents <- c(24, 5, 5, 10)
pie_percentages <- round(respondents / sum(respondents) * 100, 1)
labels <- paste(age_groups, "\n", pie_percentages, "%")
colors <- c("skyblue", "lightgreen", "lightcoral", "lightgoldenrod")
pie(respondents, labels = labels, col = colors, main = "Age Group Distribution")

What is your Occupation?

occupations <- c("Govt. Job", "Private Job", "Self employed")

respondents <- c(6, 9, 29)
pie_percentages <- round(respondents / sum(respondents) * 100, 1)
labels <- paste(occupations, "\n", pie_percentages, "%")
colors <- c("skyblue", "lightgreen", "lightcoral")
pie(respondents, labels = labels, col = colors, main = "Occupation Distribution")
Page 49 of
8
What is your Gender?

genders <- c("Male", "Female")

respondents <- c(32, 12)
pie_percentages <- round(respondents / sum(respondents) * 100, 1)
labels <- paste(genders, "\n", pie_percentages, "%")
colors <- c("skyblue", "lightcoral")
pie(respondents, labels = labels, col = colors, main = "Gender Distribution")

Page 50 of
8
What is your family annual income ?

income_categories <- c("Less than Rs. 1,00,000", "Rs. 1,00,001-5,00,000", "Rs.

5,00,001-10,00,000", "Above Rs. 10,00,000")
respondents <- c(9, 14, 11, 10)
pie_percentages <- round(respondents / sum(respondents) * 100, 1)
labels <- paste(income_categories, "\n", pie_percentages, "%")
colors <- c("skyblue", "lightgreen", "lightcoral", "lightgoldenrod")
pie(respondents, labels = labels, col = colors, main = "Annual Income
Distribution")

Page 51 of
8
How often do you shop at decathlon?

membership_levels <- c("Daily", "Weekly", "Monthly", "Rarely", "Never")

respondents <- c(2, 7, 7, 18, 10)
pie_percentages <- round(respondents / sum(respondents) * 100, 1)
labels <- paste(membership_levels, "\n", pie_percentages, "%")
colors <- c("skyblue", "lightgreen", "lightcoral", "lightgoldenrod", "lightsalmon")
pie(respondents, labels = labels, col = colors, main = "Membership Distribution")

Page 52 of
8
What is your favourite product at decathlon ?

categories <- c("Fitness", "Cycling", "Running", "Team sports", "Water sports")

respondents <- c(17, 9, 9, 6, 3)
pie_percentages <- round(respondents / sum(respondents) * 100, 1)
labels <- paste(categories, "\n", pie_percentages, "%")
colors <- c("skyblue", "lightgreen", "lightcoral", "lightgoldenrod", "lightsalmon")
pie(respondents, labels = labels, col = colors, main = "Category Distribution")

Page 53 of
8
How satisfied are you with the quality of proucts sold at decathon ?

quality_levels <- c("Very satisfied", "Somewhat Satisfied", "Neutral", "Somewhat

Dissatisfied", "Very dissatisfied")
respondents <- c(0, 13, 13, 4, 1)
pie_percentages <- round(respondents / sum(respondents) * 100, 1)
labels <- paste(quality_levels, "\n", pie_percentages, "%")
colors <- c("lightgreen", "skyblue", "lightcoral", "lightgoldenrod", "lightsalmon")
pie(respondents, labels = labels, col = colors, main = "Quality Satisfaction
Distribution")

How you ever had any issues with products purchased at decathlon ?

issues_response <- c("Yes", "No")

respondents <- c(24, 17)
pie_percentages <- round(respondents / sum(respondents) * 100, 1)
labels <- paste(issues_response, "\n", pie_percentages, "%")
colors <- c("lightcoral", "lightgreen")
pie(respondents, labels = labels, col = colors, main = "Issues Response
Distribution")

Page 54 of
8
Have you ever participated in any sports events organized by decathlon?

participation_response <- c("Yes", "No")

respondents <- c(13, 30)
pie_percentages <- round(respondents / sum(respondents) * 100, 1)
labels <- paste(participation_response, "\n", pie_percentages, "%")
colors <- c("lightcoral", "lightgreen")
pie(respondents, labels = labels, col = colors, main = "Participation Response
Distribution")

Page 55 of
8
What improvements would you suggest to decathlon to enhance your shopping
experience?

suggestions <- c("More product variety", "Better customer service", "Better product
quality", "Lower prices")
respondents <- c(19, 8, 6, 7)
pie_percentages <- round(respondents / sum(respondents) * 100, 1)
labels <- paste(suggestions, "\n", pie_percentages, "%")
colors <- c("lightcoral", "lightgreen", "lightblue", "lightsalmon")
pie(respondents, labels = labels, col = colors, main = "Suggestions Response
Distribution")

Page 56 of
8
What factors are most important to you when choosing where to shop for sports
equipment?

equipment_factors <- c("Price", "Quality", "Brand reputation", "Customer service",

"Product Variety")
respondents <- c(9, 17, 7, 5, 3)
pie_percentages <- round(respondents / sum(respondents) * 100, 1)
labels <- paste(equipment_factors, "\n", pie_percentages, "%")
colors <- c("lightcoral", "lightgreen", "lightblue", "lightsalmon", "lightgoldenrod")
pie(respondents, labels = labels, col = colors, main = "Equipment Factors
Distribution")

Page 57 of
8
How likely are you to return to decathlon for future purchases?

return_policy_responses <- c("Very likely", "Somewhat likely", "Neutral",

"Somewhat unlikely", "Very unlikely")
respondents <- c(14, 9, 12, 4, 2)
pie_percentages <- round(respondents / sum(respondents) * 100, 1)
labels <- paste(return_policy_responses, "\n", pie_percentages, "%")
colors <- c("lightcoral", "lightgreen", "lightblue", "lightsalmon", "lightgoldenrod")
pie(respondents, labels = labels, col = colors, main = "Return Policy Response
Distribution")

Page 58 of
8
How would you rate the customer service at decathlon?

service_ratings <- c("Good", "Excellent", "Poor", "Very poor")

respondents <- c(21, 1, 1, 19)
pie_percentages <- round(respondents / sum(respondents) * 100, 1)
labels <- paste(service_ratings, "\n", pie_percentages, "%")
colors <- c("lightgreen", "lightblue", "lightsalmon", "lightcoral")
pie(respondents, labels = labels, col = colors, main = "Service Ratings
Distribution")

Page 59 of
8
Where the checkout lines too long or too short ?

checkout_lines_feedback <- c("Too long", "Somewhat too long", "About right",

"Somewhat too short", "Too short")
respondents <- c(8, 8, 18, 6, 0) # Assuming Too short has 0 respondents
pie_percentages <- round(respondents / sum(respondents) * 100, 1)
labels <- paste(checkout_lines_feedback, "\n", pie_percentages, "%")
colors <- c("lightcoral", "lightgoldenrod", "lightgreen", "lightsalmon", "lightblue")
pie(respondents, labels = labels, col = colors, main = "Checkout Lines Feedback
Distribution")

Page 60 of
8
How satisfied are you with the warranty and return policies at decathlon?

return_policy_satisfaction <- c("Very satisfied", "Somewhat Satisfied", "Neutral",

"Somewhat Dissatisfied")
respondents <- c(17, 15, 7, 2)
pie_percentages <- round(respondents / sum(respondents) * 100, 1)
labels <- paste(return_policy_satisfaction, "\n", pie_percentages, "%")
colors <- c("lightgreen", "lightblue", "lightcoral", "lightsalmon")
pie(respondents, labels = labels, col = colors, main = "Return Policy Satisfaction
Distribution")

Page 61 of
8
 MEAN, MEDIAN, MAX AND MIN
1)

Age Group No. of % of respondents

respondents
18-21 24 56.8

22-25 5 11.4

26-30 5 11.4

Above 31 10 20.5

Total 44 100

Page 62 of
8
2)

Occupation No. of % of
respondents respondents

Govt. Job 6 13.6

Private Job 9 18.2

Self employed 29 68.2

Total 44 100

Page 63 of
8
3)

Gender No. of Respondents % of Respondents

Male 32 65.9

Female 12 34.1

Total 44 100

Page 64 of
8
4)

Annual Income No. of Respondents %of respondents

Less than Rs. 9 20.5
1,00,000
Rs. 1,00,001- 14 31.8
5,00,000
Rs. 5,00,001- 11 25
10,00,000
Rs. 10,00,001- 10 22.7
10,00,000
Total 44 100

Page 65 of
8
 5)

Member No. of respondents % of respondents

Daily 2 4.6

Weekly 7 16.3

Monthly 7 16.3

Rarely 18 44.2

Never 10 18.6

Total 44 100

Page 66 of
8
6)

Category No. of respondents % of respondents

Fitness 17 37.5

Cycling 9 20

Running 9 20

Team sports 6 17.5

Water sports 3 5

Page 67 of
8
 Total 44 100

7)

Quality No. of respondents % of respondents

Very satisfied - 0

Somewhat Satisfied 13 31.7

Neutral 13 31.7

Somewhat Dissatisfied 4 7.3

Very dissatisfied 1 29.3

Page 68 of
8
 Total 41 100

8)

Issues No. of respondents % of respondents

Yes 24 43.9

No 17 56.1

Total 41 100

Page 69 of
8
9)

Participation No. of respondents % of respondents

Yes 13 32.6

No 30 67.4

Total 43 100

Page 70 of
8
10)

Suggestion No. of respondents % of respondents

More product variety 19 47.5

Better customer service 8 20

Better product quality 6 15

Lower prices 7 17.5

Total 40 100

Page 71 of
8
11)

Equipment No. of respondents % of respondents

Price 9 22

Quality 17 41.5

Brand reputation 7 19.5

Customer service 5 12.2

Product Variety 3 4.8

Total 41 100

Page 72 of
8
12)

Return Policy No. of respondents % of respondents

Very likely 14 34.1

Somewhat likely 9 22

Neutral 12 31.7

Somewhat unlikely 4 9.8

Very unlikely 2 2.4

Page 73 of
8
 Total 41 100

13)

Service No. of respondents % of respondents

Good 21 50

Excellent 1 2.4

Poor 1 2.4

Page 74 of
8
 Very poor 19 45.2

Total 42 100

14)

Checkout lines No. of respondents % of respondents

Too long 8 20

Somewhat too long 8 20

About right 18 45

Page 75 of
8
 Somewhat too short 6 15

Too short - 0

Total 40 100

15)

Return policy No. of respondents % of respondents

Very satisfied 17 41.5

Somewhat Satisfied 15 34.1

Neutral 7 19.5

Somewhat Dissatisfied 2 4.9

Page 76 of
8
 Total 41 100

T TEST

When conducting a t-test in a research context, it's important to have clear research
questions and hypotheses. Let's assume you want to compare the mean satisfaction
scores for clothing quality and the mean importance scores for purchasing from
sustainable brands between two groups (e.g., Group A and Group B).

Let's say you want to test whether there is a significant difference in the
average running times of two groups of Decathlon athletes (Group A and
Group B). Here's how you might set up the t-test

Page 77 of
8
This example assumes you have two independent groups (Group A and Group B) with
running time data. The t.test() function is used to perform an independent samples t-test.
The result will include the t-statistic, degrees of freedom, and p-value.

compare the mean satisfaction scores for the availability of different sizes and
styles and the mean likelihood to recommend a favorite sports brand between two
groups (e.g., Group X and Group Y)

Page 78 of
8
compare the mean satisfaction scores for the price of sports equipment and the
mean frequency of returning items due to dissatisfaction between two groups
(e.g., Group P and Group Q)

Page 79 of
8
compare the mean frequency of using online shopping for sports equipment and
items and the mean satisfaction scores for the accuracy of sizing information
provided by online retailers between two groups (e.g., Group O and Group S)

Page 80 of
8
 ANNOVA

ANOVA (Analysis of Variance) is a statistical test used to analyze the

differences among group means in a sample. In the context of Decathlon or
any other sport, you might use ANOVA to compare the performance scores
of athletes in different groups or categories. For example, you could
examine whether there's a significant difference in performance scores
among athletes in different Decathlon events or categories?" There is no
significant difference in the mean performance scores among different
Decathlon events or categories. There is a significant difference in the mean
performance scores among different Decathlon events or categories.

In this example, the Event variable represents different Decathlon events or categories,
and the Performance variable represents the corresponding performance scores. The
aov() function is used to perform one-way ANOVA.

Page 81 of
8
 CORRELATIONAL ANAYLSIS
Correlational analysis is used to examine the relationship between two or
more variables. In the context of Decathlon, you might want to explore
correlations between different performance metrics, such as the correlation
between running times and throwing distances. Below is a general outline of
how you might perform correlational analysis in R. For example, you could
examine whether there's a correlation between significant correlation
between different performance metrics in Decathlon?"

In this example, Running Time, Throwing Distance, and Jumping Height represent
different performance metrics. The cor() function is used to calculate the Pearson
correlation coefficients between these variables.

Page 82 of
8
 REGRESSION ANALYSIS
Regression analysis can be used to model the relationship between one or more
independent variables and a dependent variable. In the context of Decathlon, you might
want to predict a performance score based on various factors such as running time,
throwing distance, and jumping height. Below is a general outline of how you might
perform a simple linear regression analysis in R for example Can we predict Decathlon
performance scores based on running times, throwing distances, and jumping heights?

In this example, Running Time, Throwing Distance, and Jumping Height are
considered independent variables, and Performance Score is the dependent variable.
The lm () function is used to fit a linear regression model.

The summary () function provides detailed information about the regression model,
including coefficients, standard errors, t-values, and p-values. You can use this
information to assess the significance of each predictor variable.

Make sure to replace the hypothetical data with your actual data and adjust the context
based on your specific research question. If you have more complex models or
additional predictors, you can extend the formula accordingly.
Page 83 of
8