ARC325-18

RESEARCH METHOD
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Second Semester 2023 - 2024

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AR. RICHARD T. MATACUBO

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3AR- 1

ASSIGNMENT NO. 1

SANARES, RESTON JOHN G.

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 TABLE OF CONTENTS

What is RESEARCH?.……………………………………………………………….. 1

Quality of Good Researcher………………………………………………………. ..1

Quality of Good Researcher………………………………………………………..2

Quality of Good Research……………………………………………………………3

What is the “So What” Factor in Research………………………………………4

References………………………………………………………………………………5
WHAT IS RESEARCH? 1

Research is a systematic process of research or enquiry that seeks to find, understand,

and advance knowledge in a certain field of study. It is the process of gathering,
analyzing, and interpreting data in order to answer a specific question or solve an issue.
Science, social sciences, humanities, business, and other disciplines are all possible
areas of research. Depending on the study's aims and nature, research can take
several forms such as fundamental research, applied research, quantitative research,
qualitative research, and mixed methodologies research.

QUALITY OF GOOD RESEARCHER

Curiosity

They ask queries. A never-ending quest for knowledge distinguishes the greatest of the
best from the rest. Good researchers are continually seeking to learn more, not only
about their own subject, but also about other fields. The world around us is intriguing,
whether it's the mechanics of how light refracts or the anthropological structures of our
civilization. A competent researcher continues to explore the world and look for
solutions.

Analytical capability and insight

They search for connections. Information is pointless without interpretation. Making

sense of our observations and data is what propels science ahead. Good researchers
analyse data from all angles and look for trends. They investigate cause and effect and
disentangle the complex web that connects everyday events. Then go one step farther
and ask, "What is the big picture?" How will the research go in the future?

Determination

They try and try again. Researching may be a difficult affair. Experiments may not turn
out as we expect. Even worse, some trials may run nicely until they reach 95%
 2

completion before failing. What distinguishes an ordinary researcher from a very good
one? A very good researcher perseveres. They accept the setback, learn from it, review
their experiment, and continue on.

Collaboration

Teamwork is essential for making the ideal a reality. Contrary to popular belief, research
is a very collaborative process. Simply put, there is too much to accomplish for one
person to do. Furthermore, research is becoming more diverse. One individual cannot
be an expert in all of these subjects. In general, research is carried out in groups, with
each researcher assigned their own duties and responsibilities. The ability to organize,
communicate, and get along with team members is an important aspect in one's
success as a researcher.

Communication

They get their point across. Every researcher needs strong communication abilities. Not
only must they interact with their teammates, but also with co-authors, journals,
publishers, and funder. Communication occurs in every aspect of a researcher's life,
whether it is writing a concise and effective abstract, speaking at a conference, or
drafting a convincing grant request to get research funding. The message in the ancient
proverb, "If a tree falls in the forest but no one is there to hear it, does it make a
sound?"It also applies to research.
QUALITIES OF GOOD RESEARCH 3

1. Commitment to a Theoretical Attitude - The researcher strives for impartiality, setting

aside personal ideas and judgement in order to understand the truth. The truth claim is
only true or valid if it is "objectively valid".

2. Research should offer significant information to the profession; research should serve
a meaningful goal, rather than just obtaining a degree or achieving personal prestige.
Should not be insignificant, but rather a vital contribution.

3. Reflects acknowledgement of guiding interest - adds value to the profession via

understanding. This information aids in explaining the goal of the study and determining
how it should be conducted.

4. The researcher is aware about the subject area and other relevant studies; this
ensures that the researcher knows the subject area and has a deeper comprehension
of the issue, allowing for a better understanding and capacity to interpret and critically
analyse data.

5. A comprehensive grasp of symbol systems is required, as is an openness to

questioning and revision - symbols are subjective, and the researcher must appreciate
the diverse knowledge and perceptions of the individuals being researched. Additionally,
strong research can survive enquiry and criticism.

6. Conclusions contain reasonable reasoning and are supported by evidence -

conclusions are made from the study undertaken, and there is data to support the
researcher's statements.

7. Responds to challenge - Good research can withstand questions and criticism from
others. A researcher should be able to defend their findings and conclusions.

8. Researchers are socially accountable and adhere to ethical norms; they are required
to follow societal ethical standards as they apply to their subjects, coworkers, employers,
and society as a whole.
WHAT IS THE “ SO WHAT” FACTOR IN RESEARCH? 4

The "so what" element in research refers to the importance or practical consequences
of the study's findings. In other terms, it answers the question: Why is this research
important? Researchers must evaluate the larger consequences and real-world
applicability of their work in addition to the study's immediate focus.

When someone asks about the "so what" element, they are primarily interested in
understanding the research's practical or theoretical contributions and how they add
value to current knowledge in the subject. This element contributes to the research
results' larger applications, prospective benefits, or implications for policy, practice, or
future research.

In academics and scientific writing, the "so what" aspect is frequently addressed in the
conclusion or discussion portion of a study article. This is where researchers address
the relevance of their results, how they contribute to the field, and prospective areas for
further study or practical applications

In general, the "so what" element encourages researchers to explain why their research
is significant and what influence it may have on the field or the larger community. It
stimulates thinking on the research's significance and applicability outside of the study's
immediate setting.
REFERENCES: 5

https://ideascale.com/blog/what-is-research/

https://scientific-publishing.webshop.elsevier.com/research-process/top-5-qualities-good-
researcher/

https://rummardeduc500.weebly.com/qualities-of-good-research.html

https://www.tandfonline.com/doi/full/10.1080/13803611.2019.1863214