Research

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In conclusion research is very vital to our everyday decision making. It arms you from wrong informations and save time and money. It is important to your success as you take on life’s challenges and career decisions making. But be careful though because too much research without action on what you’ re learning is not good either. The question is how much information is enough? How much information can you afford? Information obesity can be research problem just my advice. Research plus action will most likely guarantee a successful research. RESEARCH Why do we need research RESEARCH, WRITTEN ANALYSIS OF CASE RESEARCH, WHAT IS IT? AND HOW CAN WE MAKE USE OF IT? Research is a topic that many find intimidating. Over the years, we have been acquainted to research, either as a project we have to accomplish in school even as a grade school student until now in a college, or as a way for us to find new ways of making things more comfortable for us. We could define research as in may ways such as: 1. the systematic investigation into and study of materials, sources, etc, in order to establish facts and reach new conclusions. b. an endeavor to discover new or collate old facts etc by the scientific study of a subject or by a course of critical investigation. (2003, Oxford Concise Dictionary) 2. the search for knowledge, or as any systematic investigation, with an open mind, to establish novel facts, usually using a scientific method. The primary purpose for applied research (as opposed to basic research) is discovering, interpreting, and the development of methods and systems for the advancement of human knowledge on a wide variety of scientific matters of our world and the universe (Jan 2011, Wikipedia, the Free Encyclopedia) 3. the systematic process of collecting and analyzing information to increase our understanding of the phenomenon under study. It is the function of the researcher to contribute to the understanding of the phenomenon and to communicate that understanding to others. (2009, Leedy P.D., Practical Research: Planning and Design, Prentice Hall Pub.) 4. a scientific investigation of phenomena which includes collection, analysis, and interpretation of facts that links man’s speculation to reality. (2003, Calmorin L.P., Methods of Research and Thesis Writing, Rex Bookstore) There are new materials and techniques that can be used for procedures that YOU can invent The way to do research is to attack the facts at the point of greatest astonishment. -- Celia Green BAUTISTA, JOHN LORENZO T. BSCS31

Transcript of Research

Page 1: Research

In conclusion research is very vital to our everyday decision making.  It arms you from wrong informations and save time and money.  It is important to your success as you take on life’s challenges and career decisions making.  But be careful though because too much research without action on what you’ re learning is not good either.  The question is how much information is enough?  How much information can you afford?  Information obesity can be research problem just my advice.  Research plus action will most likely guarantee a successful research.

RESEARCHWhy do we need

rese

arch

RESEARCH,WRITTEN ANALYSIS OFCASE

RESEARCH, WHAT IS IT? AND HOW CAN WE MAKE USE OF IT?Research is a topic that many find intimidating.

Over the years, we have been acquainted to research, either as a project we have to accomplish in school even as a grade school student until now in a college, or as a way for us to find new ways of making things more comfortable for us.

We could define research as in may ways such as:

1. the systematic investigation into and study of materials, sources, etc, in order to establish facts and reach new conclusions. b. an endeavor to discover new or collate old facts etc by the scientific study of a subject or by a course of critical investigation. (2003, Oxford Concise Dictionary)

2. the search for knowledge, or as any systematic investigation, with an open mind, to establish novel facts, usually using a scientific method. The pr imary purpose for appl ied research (as opposed to basic r e s e a r c h ) i s d i s c o v e r i n g , interpreting, and the development of methods and systems for the advancement of human knowledge on a wide variety of scientific matters of our world and the universe (Jan 2011, Wikipedia, the Free Encyclopedia)

3. the systemat ic process of collecting and analyzing information to increase our understanding of the phenomenon under study. It is the function of the researcher to contribute to the understanding of

t h e p h e n o m e n o n a n d t o communicate that understanding to others. (2009, Leedy P.D., Practical Research: Planning and Design, Prentice Hall Pub.)

4. a scientific investigation of p h e n o m e n a w h i c h i n c l u d e s c o l l e c t i o n , a n a l y s i s , a n d interpretation of facts that links man’s speculation to reality. (2003, Calmorin L.P., Methods of Research and Thesis Writing, Rex Bookstore)

There are new materials and

techniques that can be used for procedures that YOU can invent

The way to do research is to attack the facts at the point of greatest astonishment.-- Celia Green

BAUTISTA, JOHN LORENZO T.BSCS31

“ ”

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What makes research different from classroom learning?Research differs from classroom learning in many ways, First, research starts by one’s

personal interest or will of satisfying his thirst for knowledge. Second, it can start with unintentional incidents, or a spur of a movement. Third, the information that are needed are not easily supplied. The researcher must use his own skills to garner the data. Last but not the least, research - most of the time, gathers first hand information.

What makes a good research paper?In order to write a good research paper, one should " identify a broad area of

research..., focus the topic through some general background reading, identify a clear research question, marshal primary and secondary resources to answer the question, and present the argument in a clear and creative manner, with proper citations". (http://www9.georgetown.edu/ faculty/ kingch/ How_to_Write_a_Research_Paper.htm)

There are many definitions of a research paper. Most of them have certain elements which are common, which one may conclude are its basic characteristics. The common elements are the following (a) a presentation and/or (b) a point of view which is new or amplification of the old, of limited scope and of one specified subject based on a study of the existing work or on a survey or interview containing logical arguments to oppose, to support , to synthesize and to conclude using one of the accepted methods of presentation of facts, data, arguments, conclusions , footnotes, reference to sources, existing literature etc ( bibliography)

From what is understood and accepted as a research paper, it is obvious that there are basically two elements which are of critical importance. These are the subject of the paper and the presentation thereof. In terms of painting, these would be the soul of the painting and its technical perfection- without the other, each by itself is not complete. One may conclude and state what constitutes a good research paper on these two axes.

One axis is "Subject". (a) The paper should have a clear objective and should state it clearly, (b) It should state what the existing work or literature have said on the subject and what it seeks to prove or establish, (c) It should also state the line of research, methodology and reasoning, (d) It should logically arrive at its findings unambiguously, and (e) Many times, it also talks about scope for further research on the matter.

The other axis is "Presentation" which is seen to have three aspects, namely, (a) the first relates to the style of the author in terms of language- easy to read, non complex, sentence lengths, etc. (Dr. Fletcher M. Green, ), (b) the second relates to the coherence which stems from the flow of the subject in logical sequencing of thoughts and arguments. This would include the step down from Introduction to Conclusion, and (c) the third aspect relates more to the structural documentation aspects such as putting down quotations, bibliography, footnotes.

It can be a fun process where you can learn a lot that is not taught in the classroom

Basic Elements of

RESEARCH

1. INTRODUCTION Outline your thesis, problem, question, etc. The most important point is that you are stating a thesis/t h e o r y ( r e l a t i o n s h i p a m o n g variables), examining a problem, investigating a question, or the like. You are not simply describing. In terms of the “Ws”, above and beyond the What, When, and Where, the most important is Why.

2. REVIEW OF RELATED LITERATURE Summarize the state of the current literature relevant to your topic. What have been the major articles and books? What have been their critical findings? How does your research expand upon the relevant literature?

3. ANALYSIS AND SUBSTANTIATION This section is the body of your paper. You are presenting your evidence and developing your argument. I f appropr iate, you analyze your data, outline your evidence, and apply your research design.

4. CONCLUSION Summarize your major findings.

5. BIBLIOGRAPHY You should alphabetize your bibliography by author’s last name. Each citation should include author’s name(s), date of publication, title of publication, publisher, title of journal (if applicable), and page numbers (if applicable). You should uti l ize footnotes in your content whenever you are directly quoting or borrowing from a particular publication. (2003, University of Texas at Arlington, Basic Elements of a Research)

There are many options for research opportunities – from laboratory to clinical to behavioral (depending on your interest)

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KINDS OF RESEARCHGenera l l y speak ing , i n second language research it i s u se fu l t o d i s t i ngu i sh b e t w e e n B A S I C ( o r theoretical ), APPLIED, and PRACTICAL research.

A useful way to look at the relationships among these three research types is illustrated in the diagram below. Each of the three di f ferent types of research contributes to the other in helping revise and frame the research from each category.

Basic Applied PracticalKINDS OF RESEARCHGenera l l y speak ing , i n second language research it i s u se fu l t o d i s t i ngu i sh b e t w e e n B A S I C ( o r theoretical ), APPLIED, and PRACTICAL research.

A useful way to look at the relationships among these three research types is illustrated in the diagram below. Each of the three di f ferent types of research contributes to the other in helping revise and frame the research from each category.

concerned with knowledge for the sake of theory. Its design is not controlled by the practical usefulness of the findings.

concerned with showing how the findings can be applied or summarized into some type of teaching methodology.

goes one step further and applies the findings of research to a specific "practical" teaching situation.

KINDS OF RESEARCHGenera l l y speak ing , i n second language research it i s u se fu l t o d i s t i ngu i sh b e t w e e n B A S I C ( o r theoretical ), APPLIED, and PRACTICAL research.

A useful way to look at the relationships among these three research types is illustrated in the diagram below. Each of the three di f ferent types of research contributes to the other in helping revise and frame the research from each category.

Basic research or fundamental research (sometimes pure research) is research carried out to increase understanding of fundamental principles.

research that is applied, accessing and using some part of the research communities' (the academy's) accumulated theories, knowledge, methods, and techniques, for a specific, often state, commercial, or client driven purpose.

KINDS OF RESEARCHGenera l l y speak ing , i n second language research it i s u se fu l t o d i s t i ngu i sh b e t w e e n B A S I C ( o r theoretical ), APPLIED, and PRACTICAL research.

A useful way to look at the relationships among these three research types is illustrated in the diagram below. Each of the three di f ferent types of research contributes to the other in helping revise and frame the research from each category.

Many times the end results have no direct or immediate commercial benefits: basic research can be thought of as arising out of curiosity.

Applied research is often opposed to pure research in debates about research ideals, programs, and projects.

Research your idea. See if there's a demand. A lot of people have great ideas, but they don't know if there's a need for it. You also have to research your competition.

Values and Benefits of Research

Research is of great value to man. Through research, the quality of a man’s life is improved from conventional to modern because life becomes not only meaningful but enriching as well. Research is valuable for:

1.Research improves the quality of life. It has led man to search for ways in improving his life. It has led him to focus on improving processes and mean by which he must love. The quality of life has improved through research because man is a dreamer, is ambitious, and is industrious in achieving his dreams.

2.Research improves instruction. Research has no beginning and end. It is a never ending task. Through research, instruction has improved because the modern teacher introduces innovations not only return to the basics but also right conduct, rational thinking, and research well.

3. Research satisfies man’s needs

4. Research reduces the burden of work

5. Research had deep-seated psychological aspects. It stimulates and ennobles the human spirit.

Advantages of Research to Students

Research improves student’s achievements. The student’s achievements could be improved through research if the modern teacher studies and understands the student’s characteristics, problems, and need on basis of which he fits his methods accordingly. Further, research supplies large amount of knowledge that are very helpful for the students. In addition, research makes a student to think critically.

BASIC

RESEARCH

APPLIED

RESEARCH

PRACTICAL

RESEARCH

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ETHICAL STANDARDS * AVO I D A N Y R I S K O F CONSIDERABLY HARMING PEOPLE, THE E N V I R O N M E N T , O R P R O P E R T Y UNNECESSARILY. THE TUSKEGEE SYPHILIS STUDY IS AN EXAMPLE OF A STUDY WHICH SERIOUSLY VIOLATED THESE STANDARDS.

* NOT USE DECEPTION ON PEOPLE PARTICIPATING, AS WAS THE CASE WITH THE ETHICS OF THE STANLEY MILGRAM EXPERIMENT

* OBTAIN INFORMED CONSENT FROM ALL INVOLVED IN THE STUDY.

* PRESERVE PRIVACY AND C O N F I D E N T I A L I T Y W H E N E V E R POSSIBLE.

* TAKE SPECIAL PRECAUTIONS WHEN I N V O LV I N G P O P U L AT I O N S O R A N I M A L S W H I C H M AY N OT B E CONSIDERED TO UNDERSTAND FULLY THE PURPOSE OF THE STUDY.

* NOT OFFER BIG REWARDS OR ENFORCE BINDING CONTRACTS FOR THE STUDY. TH IS IS ESPECIALLY IMPORTANT WHEN PEOPLE ARE SOMEHOW RELIANT ON THE REWARD.

* NOT PLAGIARIZE THE WORK OF OTHERS

* NOT SKEW THEIR CONCLUSIONS BASED ON FUNDING.

* NOT COMMIT SCIENCE FRAUD, FALSIFY RESEARCH OR OTHERWISE CONDUCT SCIENTIFIC MISCONDUCT. A CON-STUDY, WHICH DEVASTATED THE PUBLIC VIEW OF THE SUBJECT FOR DECADES, WAS THE STUDY OF SELLING MORE COKE AND POPCORN BY UNCONSCIOUS ADS.

THE RESEARCHER SAID THAT HE HAD F O U N D G R E AT E F F E C T S F R O M SUBLIMINAL MESSAGES, WHILST HE HAD, IN FACT, NEVER CONDUCTED THE EXPERIMENT.

* NOT USE THE POSITION AS A PEER REVIEWER TO GIVE SHAM PEER REVIEWS TO PUNISH OR DAMAGE FELLOW SCIENTISTS.

BASICALLY, RESEARCH MUST FOLLOW ALL REGULATIONS GIVEN, AND ALSO

2. Narrowing Down The research stage, through a process

of elimination, will narrow and focus the research area.

This will take into account budgetary restrictions, time, available technology and practicality, leading to the proposal of a few realistic hypotheses.

Eventually, the researcher will arrive at one fundamental hypothesis around which the experiment can be designed.

3. Designing the Experiment This stage of the scientific method

involves designing the steps that will test and evaluate the hypothesis, manipulating one or more variables to generate analyzable data.

The experiment should be designed with later statistical tests in mind, by making sure that the experiment has controls and a large enough sample group to provide statistically valid results.

4. Observation This is the midpoint of the steps of the

scientific method and involves observing and recording the results of the research, gathering the findings into raw data.

The observation stage involves looking at what effect the manipulated variables have upon the subject, and recording the results.

5. AnalysisThe scope of the research begins to

broaden again, as statistical analyses are performed on the data, and it is organized into an understandable form.

The answers given by this step allow the further widening of the research, revealing some trends and answers to the initial questions.

6. Conclusions and Publishing This stage is where, technically, the

hypothesis is stated as proved or disproved.

However, the bulk of research is never as clear-cut as that, and so it is necessary to filter the results and state what happened and why. This stage is where interesting results can be earmarked for further research and adaptation of the initial hypothesis.

Even if the hypothesis was incorrect, maybe the experiment had a flaw in its design or implementation. There may be trends that, whilst not statistically significant, lead to further research and refinement of the process.

The results are usually published and shared with the scientific community, allowing verification of the findings and allowing others to continue research into other areas.

7. CyclesThis is not the final stage of the steps of

the scientific method, as it generates data and ideas to recycle into the first stage.

The initial and wider research area can again be addressed, with this research one of the many individual pieces answering the whole question.

Building up understanding of a large area of research, by gradually building up a picture, is the true path of scientific advancement. One great example is to look at the work of J J Thomson, who gradually inched towards his ultimate answer.

BASIC STAGES OF

RESEARCH1. Formulation of the Problem

The starting point of most new research is to formulate a general question about an area of research and begin the process of defining it.This initial question can be very broad, as the later research, observation and narrowing down will hone it into a testable hypothesisFor example, a broad question might ask ‘whether fish stocks in the North Atlantic are declining or not’, based upon general observations about smaller yields of fish across the whole area. Reviewing previous research will allow a general overview and will help to establish a more specialized area.Unless you have an unlimited budget and huge teams of scientists, it is impossible to research such a general field and it needs to be pared down. This is the method of trying to sample one small piece of the whole picture and gradually contribute to the

The steps of the scientific method are a structure that has been developed over the millennia since the time of the ancient Greek and Persian philosophers.

Whilst there are always minor variations between different scientific disciplines, they all follow the same path.

Bautista, John Lorenzo Tirados

BSCompterScience31For Research, Written Analysis of Case (2011)바우티스타 러렌조