“ The way to do research is to attack the facts

”
research
at the point of greatest astonishment.
-- Celia Green

RESEARCH,
WRITTEN
ANALYSIS OF
CASE
BAUTISTA, JOHN
LORENZO T.
BSCS31

RESEARCH, WHAT IS IT? AND HOW CAN WE MAKE USE OF IT?

the phenomenon and to
Research is a topic that
2. the search for knowledge, or as communicate that understanding to
many find intimidating. any systematic investigation, with an others. (2009, Leedy P.D., Practical Research:
Over the years, we have been open mind, to establish novel facts, Planning and Design, Prentice Hall Pub.)

acquainted to research, either as a usually using a scientific method. The

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)
primar y purpose for applied 4. a scientific investigation of
research (as opposed to basic phenomena which includes
research) is discovering, collection, analysis, and
interpreting, and the development of interpretation of facts that links
me t hods and syst ems f or t he man’s speculation to reality. (2003,
Calmorin L.P., Methods of Research and Thesis
advancement of human knowledge Writing, Rex Bookstore)
on a wide variety of scientific
matters of our world and the
universe (Jan 2011, Wikipedia, the Free
Encyclopedia)
There are new
3. t h e s y s t e m a t i c p ro c e s s o f
materials and
collecting and analyzing information techniques that can be
to increase our understanding of the
phenomenon under study. It is the used for procedures
function of t he researc her to
contribute to the understanding of that YOU can invent

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
Why do we need 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

RESEARCH 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.
 It can be a fun process where
Basic Elements of you can learn a lot that is not
taught in the classroom
RESEARCH

1. INTRODUCTION
Outline your t hesis, problem,
question, etc. The most important
point is that you are stating a thesis/
theory (relationship among
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 What makes research different from classroom learning?
This section is the body of your
Research differs from classroom learning in many ways, First, research starts by one’s
paper. You are presenting your
personal interest or will of satisfying his thirst for knowledge. Second, it can start with
evidence and developing your
unintentional incidents, or a spur of a movement. Third, the information that are needed are
a r gum ent. If appro pr i at e , yo u
not easily supplied. The researcher must use his own skills to garner the data. Last but not the
analyze your data, outline your
least, research - most of the time, gathers first hand information.
evidence, and apply your research
design.

4. CONCLUSION
Summarize your major findings.
5. BIBLIOGRAPHY
You should alphabe tize 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 utilize
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)
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.

KINDS OF
RESEARCH
Generally speaking, in
second language research it
is useful to distinguish
between BASIC (or
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
d i f f e re n t t y p e s o f re s e a rc h
contributes to the other in helping
revise and frame the research
from each category.
BASIC APPLIED
RESEARCH RESEARCH
PRACTICAL
RESEARCH
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
Basic Applied Practical
concerned with knowledge concerned with showing how goes one step further and
for the sake of theory. Its the findings can be applied applies the findings of
design is not controlled by or summarized into some research to a specific
the practical usefulness of the type of teaching "practical" teaching situation.
findings. methodology.
Basic research or research that is applied,
fundamental research accessing and using some
(sometimes pure research) is part of the research
research carried out to communities' (the academy's)
increase understanding of accumulated theories,
fundamental principles. knowledge, methods, and
techniques, for a specific,
often state, commercial, or
client driven purpose.
Many times the end results Applied research is often
have no direct or immediate opposed to pure research in
commercial benefits: basic debates about research
research can be thought of ideals, programs, and
as arising out of curiosity. projects.
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.
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.
 BASIC STAGES OF 1. Formulation of the Problem

RESEARCH
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.
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 hypothesis
For 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

2. Narrowing Down The answers given by this step allow

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
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
ETHICAL STANDARDS
* AVO I D A N Y R I S K O F
CONSIDERABLY HARMING PEOPLE, THE
ENVIRONMENT, OR PROPERT Y
U N N E C E S S A R I LY. T H E T U S K E G E E
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
CONFIDENTIALITY WHENEVER
POSSIBLE.

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.
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. Cycles
This 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.
* TAKE SPECIAL PRECAUTIONS WHEN
I N VO 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 O T B E
CONSIDERED TO UNDERSTAND FULLY
THE PURPOSE OF THE STUDY.
* NOT OFFER BIG REWARDS OR
ENFORCE BINDING CONTRACTS FOR
T H E S T U DY. T H I S I S E S P E C I A L LY
I M P O R TA N T W H E N P E O P L E A R E
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
M O R E C O K E A N D P O P C O R N BY
UNCONSCIOUS ADS.
THE RESEARCHER SAID THAT HE HAD
FOUND GREAT EFFECTS FROM
SUBLIMINAL MESSAGES, WHILST HE
HAD, IN FACT, NEVER CONDUCTED THE
EXPERIMENT.

* NOT USE THE POSITION AS A PEER

Building up understanding of a large Bautista, John
5. Analysis area of research, by gradually building up a
REVIEWER TO GIVE SHAM PEER
Lorenzo Tirados
REVIEWS TO PUNISH OR DAMAGE
The scope of the research begins to picture, is the true path of scientific FELLOW SCIENTISTS.
BSCompterScience31
broaden again, as statistical analyses are advancement. One great example is to look For Research, Written
BASICALLY, RESEARCH
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(2011)
performed on the data, and it is organized at the work of J J Thomson, who gradually ALL REGULATIONS바우티스타
GIVEN, 러렌조 AND ALSO
into an understandable form. inched towards his ultimate answer.