ENGLISH-10-4th-QUARTER-1 HAHAHAHAHAHAHAH

ENGLISH

1. WRITING A RESEARCH REPORT TECHNICAL TERMS USED IN RESEARCH ENGLISH 10 | 4th QUARTER

2. R_ _ _ _ _ _ H An art of scientific investigation. A careful and detailed study into specific concern, or issue using the scientific method. regarded as a systematic effort to gain new knowledge. A careful investigation or inquiry especially through search for new facts in any branch of knowledge.

3. RESEARCH An art of scientific investigation. A careful and detailed study into specific concern, or issue using the scientific method. regarded as a systematic effort to gain new knowledge. A careful investigation or inquiry especially through search for new facts in any branch of knowledge.

4. RESEARCH is an ORGANIZED and SYSTEMATIC way of FINDING ANSWERS to QUESTIONS . SYSTEMATIC because there is a definite set of procedures and steps which you will follow. ORGANIZED in that there is a structure or method in going about doing a research. FINDING ANSWERS is the end of all research. QUESTIONS are central to research.

5. R_ _ _ _ _ _ H P_ _ _ R A piece of academic writing that provides analysis, interpretation, and argument based on in-depth independent research.

6. RESEARCH PAPER A piece of academic writing that provides analysis, interpretation, and argument based on in-depth independent research.

7. A_ _ _ _ _ _ T A short summary of your completed research. Intended to describe your work without going into detail. It should be self-contained and concise explain your work as briefly and clearly as possible.

8. ABSTRACT A short summary of your completed research. Intended to describe your work without going into detail. It should be self-contained and concise explain your work as briefly and clearly as possible.

9. I _ _ _ _ _ _ _ T _ _ _ The next part after the title and abstract. It leads the reader from a general subject area to a particular topic of inquiry. It establishes the scope, context, and significance of research being conducted.

10. INTRODUCTION The next part after the title and abstract. It leads the reader from a general subject area to a particular topic of inquiry. It establishes the scope, context, and significance of research being conducted.

11. L _ _ _ _ _ _ _ _ E R _ _ _ _ W provides an overview of sources you have explored including books, scholarly aticles and any other sources relevant to a particular issue , area of research. It provides an overview of current knowledge allowing you to identify relevant theories, methods and gaps in the existing research.

12. LITERATURE REVIEW provides an overview of sources you have explored including books, scholarly aticles and any other sources relevant to a particular issue , area of research. It provides an overview of current knowledge allowing you to identify relevant theories, methods and gaps in the existing research.

13. H _ _ _ T _ E _ _ S A statement of expectation or prediction that will be tested by research. Commonly known as the researcher's intellectual guess or wild guess about the possbile result of the study.

14. HYPOTHESIS A statement of expectation or prediction that will be tested by research. Commonly known as the researcher's intellectual guess or wild guess about the possbile result of the study.

15. SAMPLE HYPOTHESIS HYPOTHESIS #1 Quality of sleep affects the Academics Performance. HYPOTHESIS #2 People exposed to high levels of ultraviolet light have a higher incidence of cancer than the norm.

16. M _ _ _ _ _ _ _ _ _ Y The systematic method to resolve a research problem through data gathering using various techniques, providing an interpretation of data gathered, and drawing conclusions about the research data.

17. METHODOLOGY The systematic method to resolve a research problem through data gathering using various techniques, providing an interpretation of data gathered, and drawing conclusions about the research data.

18. METHODOLOGY AIM: To ensure valid and reliable results that address the research aims and objectives. It is where the researcher will decide: What data to collect Who to collect it from How to collect it How to analyze it

19. P _ _ _ _ _ _ _ _ N The entire group that you want to draw conclusions about In research, it doesn't always refer to people. It can mean a group containing elements of anything you want to study, such as objects, events, organizations, countries, species, organisms, etc.

20. POPULATION The entire group that you want to draw conclusions about In research, it doesn't always refer to people. It can mean a group containing elements of anything you want to study, such as objects, events, organizations, countries, species, organisms, etc.

21. S _ _ _ _ E a smaller part or sub-group of population The specific group within a population that you will collect data from. The group of individuals who will participate in your study. They are the ones who will answer your surveys or interviews.

22. SAMPLE a smaller part or sub-group of population The specific group within a population that you will collect data from. The group of individuals who will participate in your study. They are the ones who will answer your surveys or interviews.

23. REASONS FOR SAMPLING PRACTICALITY Sometimes it's simply not possible to study the whole population due to its size or inaccessibility. NECESSITY It is easier and more efficient to collect data from a sample.

24. REASONS FOR SAMPLING MANAGEABILITY There are fewer participants, laboratory equipment, and researcher costs involved. COST-EFFECTIVENESS Storing and running statistical analyses on smaller data sets is easier and reliable

25. SAMPLING CLASSIFICATION PARTICIPANTS answer ( respond to questionnaires) usually quantitative research RESPONDENTS Participate and answer questions in qualitative research (eg. interviews and focus groups) SUBJECTS the people in the researcher's experiement

26. V _ _ _ _ _ _ E any factor, trait, or condition that can be manipulated, controlled for or measured in an experiment.

27. VARIABLE any factor, trait, or condition that can be manipulated, controlled for or measured in an experiment.

28. KINDS OF VARIABLE IN RESEARCH DEPENDENT The variable in an experiement that is changed or manipulated Assumed to have a direct effect on the dependent variable INDEPENDENT The variable that responds to the changes The variable being tested and measured

29. Hypothesis: Quality of sleep affects the academic performance VARIABLES Independent Dependent Hypothesis: Quality of sleep affects the academic performance QUALITY OF SLEEP ACADEMIC PERFORMANCE

30. RESEARCH INSTRUMENT Any tool that you may use to collect or obtain data, measure data, and analyze data that is relevant to the subject of your research. The format may consist of: Questionnaires Surveys Interviews Checklist Simple tests

31. What Makes A Good Research Instrument? A good research instrument is one that has been validated and has proven reliability . It should be one that can collect data in a way that’s appropriate to the research question being asked.

32. PROCESS OF A RESEARCH PROJECT Research projects are structured processes that enable us to explore and uncover knowledge about a specific topic. Let's take a closer look at the key steps involved in conducting a successful research project:

33. RESEARCH PROCESS OVERVIEW 5. Drawing Conclusions and Presenting Findings Based on your analysis and synthesis, draw conclusions that address your research question. Finally, present your findings through written reports, presentations, or other creative means. Research projects are structured processes that enable us to explore and uncover knowledge about a specific topic. Let's take a closer look at the key steps involved in conducting a successful research project: The Power of Research Skills: Learn to analyze information critically and evaluate its credibility. Develop skills to identify and address real-world problems through research. Broaden your understanding of complex issues by exploring multiple perspectives. Enhance your ability to present ideas clearly and persuasively.

34. THE POWER OF A RESEARCH QUESTION A well-formulated research question is like a compass that guides your entire research journey. Let's explore the art of crafting research questions that ignite curiosity and lead to meaningful discoveries!

35. CHARACTERISTICS OF A STRONG RESEARCH QUESTION Clarity and Specificity A good research question should be clear and specific, leaving no room for ambiguity. Avoid broad or vague questions that lack focus. Relevance and Interest Choose a question that aligns with your interests and the objectives of your research project. A compelling question motivates and engages you throughout the process. Feasibility Ensure that your research question is realistic and feasible within the given time and resources. Avoid questions that are too complex to answer effectively.

36. THE "5 W'S AND H" APPROACH Who: Identify the subject or participants of your research. What: Define the main focus or topic of investigation. When: Determine the time frame or period relevant to your research. Where: Specify the location or context of your study. Why: Understand the purpose or significance of your research. Why: Explore the methods and approaches to address your question. Once you have your research question, consider these questions to evaluate its effectiveness: Is it clear and specific? Does it align with the research topic and objectives? Can it be answered through available resources and methods? Does it spark curiosity and interest?

37. LET'S DO IT! In groups, take a few minutes to brainstorm and formulate research questions related to the given research topic. Remember to consider the "5 W's and H" approach to guide your thinking. Research Question 01 Research Question 02 Research Question 03 Who: What: When: Where: Why: Why:

38. NARROWING AND BROADENING THE INQUIRY Once you have your research question, it's essential to evaluate its scope. Depending on the depth and breadth of your topic, you may need to narrow or broaden your inquiry to achieve the most effective research outcomes.

39. WHEN TO NARROW YOUR INQUIRY Too Broad or Ambiguous If your research question covers too many aspects or lacks specificity, consider narrowing it down. A focused question leads to more in-depth and meaningful findings. Limited Resources and Time If your research project has time constraints or limited access to resources, a narrower inquiry allows you to explore a manageable aspect of your topic effectively. BENEFITS OF NARROWING YOUR INQUIRY In-depth Analysis Focusing on specific details allows for a more comprehensive examination of the chosen topic. Detailed Findings Narrow inquiries often yield more precise and insightful conclusions. Enhanced Clarity A focused question ensures a clearer and more coherent research direction.

40. WHEN TO BROADEN YOUR INQUIRY BENEFITS OF BROADENING YOUR INQUIRY New Perspectives Exploring related topics allows you to consider different viewpoints and gain a holistic understanding of your subject. Fresh Insights Broadening your inquiry often leads to unexpected discoveries and original ideas. Limited Information If you find that there is limited research or information available on your initial question, consider broadening your inquiry to explore related topics. Interesting Connections If you discover intriguing connections between your research question and other areas, broadening your inquiry might lead to new and exciting insights. Comprehensive Context A broader perspective provides a well-rounded context for your research findings.

41. SYNTHESIZING MULTIPLE SOURCES As researchers, we have the exciting opportunity to synthesize information from various sources and gain a deeper understanding of our chosen topic. Let's explore the art of synthesizing multiple sources to create a cohesive and well-informed research project.

42. THE PROCESS OF SYNTHESIS Organizing Your Findings Begin by organizing the information you've collected from different sources. Create a system, such as note-taking or outlining, to keep track of key points, evidence, and insights. Identifying Patterns Look for patterns, themes, and connections among the information. Identify common threads that link various sources together. Comparing Viewpoints Analyze the differing viewpoints and perspectives presented in the sources. Compare and contrast these viewpoints to gain a comprehensive understanding of your topic. Consider: A Venn diagram can be a helpful tool for visualizing connections and overlaps between different sources. It allows you to see where ideas converge and diverge, aiding the synthesis process.

43. CRITICAL EVALUATION OF SOURCES As you synthesize information from multiple sources for your research project, it is crucial to engage in critical evaluation to ensure the credibility and reliability of the information you incorporate. Here are essential aspects to consider when evaluating your sources: Credibility and Reliability Assess the credibility and reliability of each source. Be cautious of sources with a lack of transparency or those that present unverified claims. Biases and Objectivity Be mindful of biases in the sources you use. Consider the author's perspective and any potential conflicts of interest that may influence their presentation of information. Authority and Expertise Authors with relevant credentials are more likely to provide accurate and insightful information. Check if the authors are affiliated with reputable institutions. Currency and Timeliness Check the publication date of the source to ensure its currency and relevance. Some topics evolve rapidly, and older sources may not reflect the most current information.

44. PRESENTING YOUR RESEARCH Communicate your findings effectively through various means: Research Paper Write a clear and well-organized research paper that presents your insights and conclusions. Oral Presentation Deliver a compelling oral presentation, highlighting the key points and implications of your research. Visual Representations Use visual aids such as charts, graphs, or infographics to enhance your presentation.

45. THANK YOU FOR LISTENING! ELA with Rosa Maria Aguado

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