Research can be one of the most interesting features of any degree course

as it offers you a measure of control and autonomy over what you learn.

It gives you an opportunity to confirm, clarify, pursue – or even discover –

new aspects of a subject or topic you are interested in.

RESEARCH IS…

… a process of enquiry and investigation; it is systematic, methodical and

ethical; research can help solve practical problems and increase

knowledge.

THE PURPOSE OF RESEARCH IS TO…

 Review or synthesize existing knowledge

 Investigate existing situations or problems

 Provide solutions to problems

 Explore and analyse more general issues

 Construct or create new procedures or systems

 Explain new phenomenon

 Generate new knowledge

 …or a combination of any of the above!

RESEARCH APPROACHES:

Research can be approached in the following ways:

 Quantitative/Qualitative

 Applied/Basic

 Deductive/Inductive

Many research projects combine a

number of approaches, e.g. may

use both quantitative and

qualitative approaches

DIFFERENT TYPES OF RESEARCH:

Exploratory Descriptive Analytical Predictive

Exploratory research

is undertaken when

few or no previous

studies exist. The

aim is to look for

patterns, hypotheses

or ideas that can be

tested and will form

the basis for further

research.

Typical research

techniques would

include case studies,

observation and

reviews of previous

related studies and

data.

Descriptive research

can be used to

identify and classify

the elements or

characteristics of
the subject, e.g.

number of days lost

because of

industrial action.

Quantitative

techniques are most

often used to

collect, analyse and

summarise data.

Analytical research

often extends the

Descriptive

approach to

suggest or explain

why or how

something is

happening, e.g.

underlying causes

of industrial

action.

An important

feature of this type

of research is in

locating and

identifying the
different factors

(or variables)

involved.

The aim of

Predictive research

is to speculate

intelligently on

future possibilities,

based on close

analysis of

available evidence

of cause and

effect, e.g.

predicting when

and where future

industrial action

might take place

The term methodology refers to the overall approaches & perspectives to the research

process as a whole and is concerned with the following main issues:

 Why you collected certain data

 What data you collected

 Where you collected it

 How you collected it

 How you analysed it

(A research method refers only to the various specific tools or ways data can be collected

and analysed, e.g. a questionnaire; interview checklist; data analysis software etc.).

1. Establish a general field of interest:

It is very important that the research subject will be of real

interest to you. You will spend a lot of time on the research so a strong

interest in the chosen topic is vital. A strong interest will carry you over

the difficulties, delays and irritations that most researchers will

experience.

2. Background & Preparatory Reading

This is an essential stage of the research process, for the following

reasons:

 It is essential to know what work has been done previously in the

topic area. There is no point in you spending hours, weeks and

months to produce a research outcome that someone else has already

achieved!

 It will help you therefore identify research possibilities and to tailor or

slant your particular research project to gain new insights or

perspectives on the chosen topic

 This in turn will help you develop a research methodology appropriate

to the chosen project

 It will help you to justify your choice of research topic at the project

proposal stage to your supervisor/tutor.

3. Gather Information & Data

Your research project should include empirical research (i.e. primary

research) data. The ways that data can be gathered include:

 One-to-one interviews with key informants in an organisation

(these might be face to face or by telephone)

 Focus groups: discussion & interviews

 Participant observation in a relevant social situation, e.g.

supermarket

 A questionnaire survey, e.g. of relevant people in an organisation,

or of consumers, customers etc. This can be done using printed or

electronic questionnaires

However, other approaches can be used too, e.g. autobiography, diary

methods, Internet etc.

The purpose of the discussion is introduced and discussion ground-rules

agreed. The researcher encourages free discussion, but is ready to

intervene if necessary to resolve group problems.

research definition the systematic investigation into and study of materials and sources in order to
establish facts and reach new conclusions.

Research Problem Solving

There may not be a problem, only interest in answering a question or a query There is always a
problem to be solved.

A research problem is more rigorous and broader in scope. A problem to be solved is less rigorous
and less broad

The research problem is not necessarily defined specifically The problem to be solved has to be
defined specifically and identified definitely

All research is intended to solve some kind of problem, but this is not the primary aim. Problem solving
does not always involve research

Research is conducted not primarily to solve a problem but to make a contribution to general knowledge
Problem-solving is always intended to solve a problem

Research is concerned with broad problems, recurrent phenomena and wide application through
generalization. It is concerned with defining and outlining the properties of phenomena, with
forecasting future occurrences so that they may be predicted and controlled, and with describing the
relationship or phenomena by explaining how and why certain events occurred or could have occurred.
In this process research also generates more problems to explore. Problem-solving is concerned
with a specific problem and once the problem is solved that is the end of

A research problem refers to some difficulty either of a theoretical or practical character which an
individual or organization is experiencing and wants to obtain a solution for the same. There are a
number of elements (components) which a problem must have before it becomes a research problem
ready for study.

Guidelines in writing the research title

According to rhetoric scholars Hairston and Keene, making a good title involves ensuring that the
research title accomplishes four goals. First, a good title predicts the content of the research paper.
Second, a good title should be interesting to the reader. Third, it should reflect the tone of the writing

An assumption is an unexamined belief: what we think without realizing we think it. Our inferences (also
called conclusions) are often based on assumptions that we haven't thought about critically. A critical
thinker, however, is attentive to these assumptions because they are sometimes incorrect or misguided.

A hypothesis is merely a proposition that is presented or put forward by a scientist to explain a natural
phenomenon. It does not become a theory until it is proved and tested under different conditions and
circumstances. At best, it is an assumption that has been made working

The process of the scientific method involves making conjectures (hypotheses), deriving predictions
from them as logical consequences, and then carrying out experiments or empirical observations based
on those predictions. A hypothesis is a conjecture, based on knowledge obtained while seeking answers
to the question.

Gamit ng Wika Bilang Koda sa Komunikasyon

Ang paggamit ng regulatori ay pagkontrol at paggabay sa kilos o asal ng iba. Ito ay kinabibilangan ng
pagbibigay-panuto, paalala, babala o direksyon.

Tumutukoy sa relasyong sosyal ang interaksyunal. Kasama rito ang pangungumusta, pagbibiro, pagbati,
pagpapakilala, pagpapasalamat at paghingi ng paumanhin.

Ang gamit imahinatibo ay pagbuo o paglikha ng imahe. Ang malikhaing pagbuo ng iba't ibang genre ng
panitikan o literari ay kasama rito.

Kapag nagbabahagi ng sariling damdamin, ang gamit ng wika ay personal. Kasama rito ang pagsang-
ayon, pagsalungat, pagpuri, paglibak at paninisi.
PAGKAKAIBA NG WIKANG PASALITA AT WIKANGPASULAT

WIKA

PASULAT

1. KADALASAN AY GINAGAWA NGMANUNULAT HABANG SIYA AY NAG-IISA NA KINAKAILANGANG MAG-

IMAGINE SIYA KUNG SINO ANG KANYANG MAMBABASA

.2. MAY TIYAK NA ISTRUKTURANGKINAKAILANGANG SUNDIN (LINEAR

)3. KADALASAN AY NATUTUTUNAN SA PAARALAN NGMGA MAG-AARAL.

1. MAY SOCIAL CONTEXT NA DAHILAN SA PRESENYA NG TAGAPAKINIG.

2. MAAARING MAGPABALIK-BALIK ANG NAGSASALITA SA KANYANG SINASABI (RECURSIVE

)3. NATUTUTUNAN SA ISANG PROSESONG NATURAL NA TILA WALANG HIRAP.

4 teorya ng pagbasa

a. Teoryang Bottom-Up

- Ito ay isang traditional na pagbasa. Ito ay bunga ngteoryang behaviorist na higit na nagbibigay pokus sa
kapaligiran sa paglinang ngkomprehension sa pagbasa. Ayon sa teoryang ito, ang pagbasa ay pagkilala ng
serye ngnakasulat na mga simbolo upang maibigay ang katumbas nitong tunog. Nananalig angteoryang
ito na ang pagkatuto sa pagbasa ay nagsisimula sa pagkilala sa mga titik, salita,parirala, at pangungusap
bago malaman ang kahulugan ng teksto. Sinasabi nitong angpagbasa ay pagkilala ng mga salita, at ang
teksto ang pinakamahalaga sa pagbasa. Angmambabasa ay isang pasib na partisipant lamang sa proseso
ng pagbasa dahil ang tangintungkulin niya ay ulitin ang lahat ng mga detalyeng nakasaad sa tekstong
kanyang binasa.Ang proseso ng pag-unawa ayon sa teoryang ito, ay nagsisimula sa teksto
(bottom),patungo sa mambabasa (up), kaya tinawag itong bottom up. Tinatawag din itong "outside-in" o
"data driven" sapagkat ang impormasyon sa pag-unawa ay hindi nagmula sa tagabasakundi sa teksto.

b. Teoryang Top-Down

- Nabuo ito bilang reaksyon sa naunang teorya. Ito ay dahilnapatunayan ng maraming dalubhasa na ang
pag-unawa ay hindi nagsisimula sa tekstokundi sa mambabasa tungo sa teksto. Ito ay impluwensya ng
sikolohiyang Gestalt nananiniwalang ang pagbasa ay isang prosesong holistik. Ayon dito, ang
mambabasa aynapakaaktib na partisipant sa proseso ng pagbasa, na siya ay may taglay na
datingkaalamang nakaimbak sa kanyang isipan ay may sariling kakayahan sa wika na kanyangginagamit
habang nakikipagtalastasan sa may-akda sa pamamagitan ng teksto. Tinatawagdin ang teoryang ito na
"inside out" o "conceptually-driven" dahil ang kahulugan oimpormasyon ay nagsisimula sa mambabasa
patungo sa teksto. Ito ay nangyayari dahil angmambabasa ay gumagamit nga kanyang mga dating
kaalaman at ng konseptong nabuo sakanyang isipan mula sa kanyang mga karanasan at pananaw sa
paligid. Bunga nito,nakakabuo siya nga kanyang mga palagay at hinuha na kanyang iuugnay sa mga
ideyanginilalahad ng awtor ng isang teksto.

c. Teoryang Interaktib

- Bunga naman ito ng pambabatikos ng mga dalubhasa saikalawang teorya. Ayon sa mga proponent nito,
ang top-down at maaaring akma lamang samga bihasa nang bumasa at hindi sa mga baguhan pa
lamang. Higit na angkop daw angkombinasyong top-down at bottom-up na nagpapahiwatig ng dalawang
direksyon ngkomprehensyon, itaas-pababa at ibaba-pataas. Ayon sa teoryang ito, ang teksto
aykumakatawan sa wika at kaisipan. Dito nagaganap ang interaksyong awtor-mambabasa
atmambabasa-awtor.. kung gayon, ang interaksyon ay may dalawang direksyon o bi-directional.
Masasabing ang teoryang ito ay isang pagbibigay-diin sa pag-unawa sa pagbasabilang isang proseso at
hindi bilang produkto. Sa teoryang itong, mahalaga ang larangan ngmetakognisyon na nahihinggil sa
kamalayan at kabatiran sa taglay na kaalaman at saangking kasanayan ng mambabasa.

d. Teoryang Iskima

- Mahalaga ang tungkuling ginagampanan sa pagbasa ng datingkaalaman ng mambabasa. Ito ang

batayang paniniwala ng teoryang iskima. Bawat bagongimpormasyong nakukuha sa pagbabasa ay
naidaragdag sa dati nang iskima. Samakatuwid,bago pa man basahin ng isang mambabasa ang teksto,
siya ay may taglay nang ideya sanilalaman ng teksto mula sa kanyang iskima sa paksa. Maaaring
binabasa na niya lamang