Module 1 Technical Terms Used in Research, Study notes of English Philology

Download Module 1 Technical Terms Used in Research and more Study notes English Philology in PDF only on Docsity! 0 X Republic of the Philippines Department of Education Regional Office IX, Zamboanga Peninsula ENGLISH Quarter 4 – Module 1 Technical Terms Used in Research Zest for Progress Zeal of Partnership 10 Name of Learner: ___________________________ Grade & Section: ___________________________ Name of School: ___________________________ 1 You are now on the final phase of your Junior High School. In this stage, you will still make a lot of discoveries that will help you become more enhanced in thinking critically and more inquisitively through research. This module was designed to help you distinguish the technical terms used in research. The scope of this module permits it to be used in many different learning situations especially in conducting research to aid you to become more creative and have the sense to work systematically to increase your knowledge. The language used recognizes the diverse vocabulary level of students, and the lessons are arranged to follow the standard sequence of the course. This module contains a lesson that will lead you to: Learning Competency: Distinguish technical terms used in research (EN10V-Iva-30) After going through this module, you are expected to: • Define research; • Familiarize the technical terms used in research; • Distinguish technical terms used in research; and • Formulate interview guide questions or survey questionnaire. What I Know Activity 1 What You Know is What You Get Directions: In this activity, you are going to check what you already know about the lesson. Solve the crossword puzzle by writing the correct terms used in research that correspond to their meaning. Clues are also provided. Down 1. Contains related information such as graphs, charts, tables, lists 2. Lists all the sources in the research 3. Summarizes all sections and helps readers decide whether or not to read the entire report Across 4. Establishes facts and new findings through a systematic investigation 5. Presents background information, scope, and focus of the research paper 2 F 3 1A R B 4R S R E 5 N T N X What I Need to Know KKKKKKKKKKkkkkkkkn KNOW 4 In this part of the module, you will develop thoughts or knowledge that will help you understand better the discussion of the lesson. This ensures that you will discover and understand new concepts and skills. Moreover, this section will provide you more information about the terms used in research. It is expected that you will be guided by the tasks or activities in assessing your knowledge. What Is It Research establishes facts and new findings through a systematic investigation to contribute to an existing body of knowledge Technical Terms Used in Research • Research Title is a subject or topic that researcher finds interesting when conducting research. This needs to be narrowed down which will focus on the main idea. • Abstract summarizes all sections and helps readers decide whether or not to read the entire report. • Introduction presents background information, scope, and focus of the research paper. • Literature Review provides a review of what others have written or researched on concerning the topic. In some research reports, concept literature, research literature, theoretical framework, conceptual framework, research hypothesis, and definition of terms are also included. • Methodology explains how the research was conducted. These include the research design, population and sampling procedure, research instrument, data gathering procedure, and data analysis procedure. • Discussion presents the information gathered through the research. • Conclusion provides the summary of the research. It brings the report to closure by giving emphasis to ideas stated previously. • Results contain other related information such as graphs, charts, tables, and lists. 5 • Cultural mapping refers to a research tool to holistically understand the cultural assets of a place based on the local knowledge of the people. • Interview is a conversational practice where knowledge is produced through the interaction between an interviewer and an interviewee or a group of interviewees. • Interview Guide summarizes the content that researchers cover during interviews. At one extreme, it may provide very minimal directions, leading to “less structured” interviews that are designed primarily to explore the participant’s own perspective on the research topic. Tips for Formulating Questions ✓ Pose open, rather than closed questions. ✓ Sequence interview questions from broad to narrow. ✓ Avoid the inclusion of possible responses in questions. ✓ Pose one question at a time. ✓ Avoid posing multi-part questions. • Questionnaire is a set of questions to gather information in a survey. It may be in a form of open-end format that allows the respondents to answer in any way he or she wishes in his or her term, multiple choice format that presents a question which is followed by a set of options pre-determined by the researcher, or checklist format that is used exclusively or with some use of free-response option. Tips for Writing a Great Survey Questionnaire 1. Focus on asking closed-ended questions. 2. Keep your survey questions neutral. 3. Keep a balanced set of answer choices. 4. Don’t ask for two things at once. 5. Keep your questions different from each other. 6. Let most of your questions be optional to answer. • Survey is a statistical analysis of answers to a poll of a sample of a population, e.g. to determine opinions, or knowledge. • Plagiarism occurs when ideas, information, and even pictures are used without proper acknowledgement of the original sources. Providing in-text citation or parenthetical text from another source is a surefire method to avoid plagiarism. ✓ Running Text According to Shane (2021), use of in-text citation shows that the idea is not yours and that you acknowledge its rightful source. ✓ Within Parenthesis The use of in-text citation shows that the idea is not yours and that you acknowledge its original source (Shane, 2001). • Reference is a list of all sources used in research. • Appendix contains related information such as graphs, charts, tables, lists. 6 Activity 5: Identify Me Directions: Read the following statements very well. Distinguish the terms used in research that correspond to the statements. Choose your answer from the pool of terms in the box. Write your answer on the space provided. _____________________ 1. It pertains to the inclusion of question-based or topic based. This may be used in the form of general questions. _____________________ 2. It discusses published information in a particular subject area. _____________________ 3. It is the part where you indicated the research instrument. _____________________ 4. It is placed where you remember that it is important to give credit where it is due. This means you acknowledge the author’s work. _____________________ 5. It refers to the process of using the information without giving due credit to the writer. Activity 6: What Do You Think Directions: Study the sample terms applied in writing research report. Distinguish how the terms were used based on the content provided. Answer the question for each item by writing the letter on the space before the number. A. _______ 1. What technical term in research was applied in the example above? A. Abstract B. Body C. Plagiarism D. Questionnaire What’s More Interview Guide Reference Plagiarism Methodology Literature Review Research Title This study was conducted to determine the possible correlation among language learning attitudes, linguistic competence, and academic performance in English among the Grade 10 students of Geras Integrated School, Isabela City, Zamboanga Peninsula during the school year 2016-2020. This was done to provide empirical data to support Gardner’s Socio-educational Model of Second Language Acquisition. Gardner (1985) hypothesized that L2 learners with positive learning attitudes toward the target culture and people will learn the target language more effectively than those who do not have positive attitudes. Source: Garil, Benigno . 2017. “Language Learning Attitudes, Linguistic Competence, and Academic Performance of Grade 10 Students.” Thesis, Western Mindanao State University. 9 B. Sample Questionnaires Survey on My Writing Disposition Indicate your level of awareness on the following environmental conservation measures using the scale below. Place a check mark on the space provided. 1 – Very much aware 2 – Much aware 3 – Aware 4 – Not fully aware 5 - No knowledge at all Statements 1 2 3 4 5 1. Implement agroforestry 2. Formulate a policy to prevent degradation of habitat 3. Aspire for sustainable agriculture like land tenure 4. Impose watershed protection changes 5. Use transferrable development rights and conservation 6. Conduct environment training in the barangay Environmental Conservation Measures Questionnaire for Grade 10 Students A. Please check the measures that you undertake or practice. Rank them in the order of their frequency, with number 1 being the most frequent practice. ______1. Avoid kaingin system ______2. Implement government policies like no dynamite fishing ______3. Implement reforestation ______4. Have a regular coastal clean-up drive ______5. Practice solid waste management through the 3 Rs ______6. Control population ______7. Do not abuse our natural resources 10 Interview Guide Rubrics in formulating the interview guide Category Expert (20 points) Intermediate (15 points) Beginner (10 points) Score Format The learner correctly filled out all the information in given format. The learner correctly filled out some of the information in the given format. The learner incorrectly filled out some of the information in the given format. Guide Questions All guide questions are appropriate and related to the main topic. Some guide questions are appropriate and related to the main topic. All Guide questions are inappropriate and related to the main topic. Grammar and Punctuations All statements are written correctly following the grammatical structures and punctuations. Some statements are written correctly following the grammatical structures and punctuations. All statements are written incorrectly following the grammatical structures and punctuations. Total /60 __________________________________________________________________ __________________________________________________________________ _______________________________________________________________ Guide Questions 1. (Question) ______________________________________________________ ______________________________________________________ 2. (Question) _____________________________________________________ ______________________________________________________ 3. (Question) ______________________________________________________ ______________________________________________________ 4. (Question) ______________________________________________________ ______________________________________________________ 5. (Question) ______________________________________________________ ______________________________________________________ 11 Rubrics in formulating the Survey Questionnaire Category Excellent 20 points Average 15 points Beginner 10 points Score Content The content is related to the main topic. All pieces of information are relevant to the main topic. Some pieces of information are relevant to the main topic. The pieces of information are not relevant to the main topic. Accuracy The type of questionnaire used is accurate. The type of questionnaire helps answer the given problem/issue. The type of questionnaire used somehow helps answer the given problem/issue. The type of questionnaire used does not help answer the given problem/issue. Grammar and Punctuations The statements are written correctly following grammatical structures and punctuations. All statements are grammatically written. Some of the statements are grammatically written. None of the statements are grammatically written. Total /60 Survey Questionnaire 14 References: Academic Paper Garil, Benigno,A.“Language Learning Attitudes, Linguistic Competence, and Academic Performance of Grade 10 Students.” Master’s Thesis, Western Mindanao State University, 2017. Books Almonte, Liza R., Flandez, Lerma L., Hermosa, Angelina Lourdes, Nedia Lagustan, Liberty A. Mangaluz, Elenita R. Miranda, Paul Anthony B. Mendoza, Lito A. Palomar, Grace B. Annette Barradas-Soriano, and Karen B. Villanueva, Celebrating Diversity through World Literature. Pasig City: Rex Book Store, Inc. 2015, 466-470. Almonte, Liza R., Flandez, Lerma L., Hermosa, Angelina Lourdes, Nedia Lagustan, Liberty A. Mangaluz, Elenita R. Miranda, Paul Anthony B. Mendoza, Lito A. Palomar, Grace B. Annette Barradas-Soriano, and Karen B. Villanueva, Celebrating Diversity through World Literature:English Teacher’s Guide. Pasig City: Rex Book Store, Inc. 2015, 423-424. Bermudez, Virginia , Ed.D, Josephine Cruz Ph.D., Eugenia Gorgon Ed.D, Remedios Nery, and Milagros San Juan Ph.D, English Expressways,Quezon City: SD Publications, Inc. 2010, 167. Portillo, Reynaldo R, Ma. Consuelo S. Quindara, Mila E. Isles, Clarita O. Manzano, Amelia O. Bacungan, Vivian B. Flores, Carolina G. Alberca, and Imelda K. Gamboa, Research and Technical Writing, Bulacan: Trinitas Publishing, Inc.2003, 63. Sarno, Emerlita, Tips and Techniques in Writing Research, Manila: Rex Book Store. 2010, 71- 75. Online Sources “How to Develop an Interview Guide (Part 1).” 2018. QualPage. February 8. https://qualpage.com/2018/02/08/how-to-develop-an-interview-guide-part-1/. “How to Write Good Survey & Poll Questions | SurveyMonkey.” 2021. SurveyMonkey. Accessed February 12. https://www.surveymonkey.com/mp/writing-survey-questions/ DEVELOPMENT TEAM Writers: Joyce Ethel L. Sienes,Basilan National High School Sherma T.P Ajul, Basilan National High School Editor: Language Editor: Proofreader: Violeta M. Sta. Elena, EPS Illustrators: Layout Artist: Joyce Ethel L. Sienes Management Team: Julieto H. Fernandez, Ed. D., CESO VI SDS-Isabela City Maria Laarni T. Villanueva, Ed. D., CESE ASDS-Isabela City Henry R. Tura, CID Chief Elsa A. Usman, LR Supervisor Helen De Leon, EdD, EPS-English, Module Coordinator 15 Region IX: Zamboanga Peninsula Hymn – Our Eden Land Here the trees and flowers bloom Here the breezes gently Blow, Here the birds sing Merrily, The liberty forever Stays, Here the Badjaos roam the seas Here the Samals live in peace Here the Tausogs thrive so free With the Yakans in unity Gallant men And Ladies fair Linger with love and care Golden beams of sunrise and sunset Are visions you’ll never forget Oh! That’s Region IX Hardworking people Abound, Every valleys and Dale Zamboangueños, Tagalogs, Bicolanos, Cebuanos, Ilocanos, Subanons, Boholanos, Ilongos, All of them are proud and true Region IX our Eden Land Region IX Our.. Eden... Land... My Final Farewell Farewell, dear Fatherland, clime of the sun caress'd Pearl of the Orient seas, our Eden lost!, Gladly now I go to give thee this faded life's best, And were it brighter, fresher, or more blest Still would I give it thee, nor count the cost. On the field of battle, 'mid the frenzy of fight, Others have given their lives, without doubt or heed; The place matters not-cypress or laurel or lily white, Scaffold or open plain, combat or martyrdom's plight, T is ever the same, to serve our home and country's need. I die just when I see the dawn break, Through the gloom of night, to herald the day; And if color is lacking my blood thou shalt take, Pour'd out at need for thy dear sake To dye with its crimson the waking ray. My dreams, when life first opened to me, My dreams, when the hopes of youth beat high, Were to see thy lov'd face, O gem of the Orient sea From gloom and grief, from care and sorrow free; No blush on thy brow, no tear in thine eye. Dream of my life, my living and burning desire, All hail ! cries the soul that is now to take flight; All hail ! And sweet it is for thee to expire ; To die for thy sake, that thou mayst aspire; And sleep in thy bosom eternity's long night. If over my grave some day thou seest grow, In the grassy sod, a humble flower, Draw it to thy lips and kiss my soul so, While I may feel on my brow in the cold tomb below The touch of thy tenderness, thy breath's warm power. Let the moon beam over me soft and serene, Let the dawn shed over me its radiant flashes, Let the wind with sad lament over me keen ; And if on my cross a bird should be seen, Let it trill there its hymn of peace to my ashes. Let the sun draw the vapors up to the sky, And heavenward in purity bear my tardy protest Let some kind soul o 'er my untimely fate sigh, And in the still evening a prayer be lifted on high From thee, 0 my country, that in God I may rest. Pray for all those that hapless have died, For all who have suffered the unmeasur'd pain; For our mothers that bitterly their woes have cried, For widows and orphans, for captives by torture tried And then for thyself that redemption thou mayst gain And when the dark night wraps the graveyard around With only the dead in their vigil to see Break not my repose or the mystery profound And perchance thou mayst hear a sad hymn resound 'T is I, O my country, raising a song unto thee. And even my grave is remembered no more Unmark'd by never a cross nor a stone Let the plow sweep through it, the spade turn it o'er That my ashes may carpet earthly f loor, Before into nothingness at last they are blown. Then will oblivion bring to me no care As over thy vales and plains I sweep; Throbbing and cleansed in thy space and air With color and light, with song and lament I fare, Ever repeating the faith that I keep. My Fatherland ador'd, that sadness to my sorrow lends Beloved Filipinas, hear now my last good -by! I give thee all: parents and kindred and fr iends For I go where no slave before the oppressor bends, Where faith can never kil l, and God reigns e'er on high! Farewell to you all, from my soul torn away, Friends of my childhood in the home dispossessed! Give thanks that I rest from the wearisome day! Farewell to thee, too, sweet friend that l ightened my way; Beloved creatures all, farewell! In death there is rest! I Am a Filipino, by Carlos P. Romulo I am a Filipino–inheritor of a glorious past, hostage to the uncertain future. As such I must prove equal to a two-fold task–the task of meeting my responsibility to the past, and the task of performing my obligation to the future. I sprung from a hardy race, child many generations removed of ancient Malayan pioneers. Across the centuries the memory comes rushing back to me: of brown-skinned men putting out to sea in ships that were as frail as their hearts were stout. Over the sea I see them come, borne upon the billowing wave and the whistling wind, carried upon the mighty swell of hope–hope in the free abundance of new land that was to be their home and their children’s forever. I am a Filipino. In my blood runs the immortal seed of heroes–seed that flowered down the centuries in deeds of courage and defiance. In my veins yet pulses the same hot blood that sent Lapulapu to battle against the first invader of this land, that nerved Lakandula in the combat against the alien foe, that drove Diego Silang and Dagohoy into rebellion against the foreign oppressor. The seed I bear within me is an immortal seed. It is the mark of my manhood, the symbol of dignity as a human being. Like the seeds that were once buried in the tomb of Tutankhamen many thousand years ago, it shall grow and flower and bear fruit again. It is the insignia of my race, and my generation is but a stage in the unending search of my people for freedom and happiness. I am a Filipino, child of the marriage of the East and the West. The East, with its languor and mysticism, its passivity and endurance, was my mother, and my sire was the West that came thundering across the seas with the Cross and Sword and the Machine. I am of the East, an eager participant in its spirit, and in its struggles for liberation from the imperialist yoke. But I also know that the East must awake from its centuried sleep, shake off the lethargy that has bound his limbs, and start moving where destiny awaits. I am a Filipino, and this is my inheritance. What pledge shall I give that I may prove worthy of my inheritance? I shall give the pledge that has come ringing down the corridors of the centuries, and it shall be compounded of the joyous cries of my Malayan forebears when first they saw the contours of this land loom before their eyes, of the battle cries that have resounded in every field of combat from Mactan to Tirad Pass, of the voices of my people when they sing: “I am a Filipino born to freedom, and I shall not rest until freedom shall have been added unto my inheritance—for myself and my children and my children’s children—forever.”