Educ.

201-( CORDOVA)
FOUNDATION OF EDUCATION

1. Definition of growth and development

Growth is the progressive increase in the size of a child or parts of a child.
Development is progressive acquisition of various skills (abilities) such as head
support, speaking, learning, expressing the feelings and relating with other
people. Growth and development go together but at different rates.

2. Full Definition of TECHNOLOGY

plural technologies
1.

1a : the practical application of knowledge especially in a

particular area : engineering 2<medical technology> b : a capability
given by the practical application of knowledge <a car's fuelsavingtechnology>
2.
2: a manner of accomplishing a task especiall y
using technical processes, methods, or
knowledge <new technologies for information storage>
3.
3: the specialized aspects of a particular field of
endeavor <educational technology>

4.

THE HISTORY OF THE PHILIPPINES EDUCATION

2. CAN ANYONE GIVE ME A LITTLE KNOWLEDGE ABOUT THE HISTORY OF
PHILIPPINES EDUCATION ? QUESTION
3. PRE-HISPANIC The education of Pre-Hispanic Filipinos was fit for the needs of their
times. There was no formal schooling. Parents trained their children informally . Mothers
educated their female children in housekeeping, weaving, basket-making and other
agriculture-related activities. Fathers trained their male children in hunting, carpentry,
agriculture, shipbuilding and mining. Skills taught would vary on their industries and
locations, i.e., whether highland, lowlands or along seashores. Education was oral,
practical and hands-on
4. ALIBATA Alibata is an ancient writing system that was used in what is now the
Philippines. Although it was all but extinguished by Western colonization,variants of it
are still used in parts of Mindoro and Palawan, and it is also increasingly used by
Filipino youth as a way to express their identity.
5. While controlled by colonial rule for several years, once the Philippines gained their
independence they took over control of the educational system and began to move it in
their own direction. Children in the Philippines are educated in the primary and
secondary school systems for about thirteen to fourteen years, depending on when they
start, after which they complete the College Entrance Examinations, that allow them to
qualify for one of the many institutions of higher learning. There are both private and

public schools in the Philippines, and on the whole the education provided by the private
schools is much more comprehensive than that provided by the public school system.
In fact, the Philippines was home to the first modern public schooling system in Asia. It
is also home to the oldest universities, colleges, and vocational schools. Education
has been a priority in the Philippines for decades, and this is evidenced in the fact that
many of the advancements in education in Asia have been pioneered in the Philippines.
6. It also known as the alibata, were in it is the ancient writing system that was used
before by the Filipinos.The term Baybay literally means "to spell in Tagalog. During
the Pre-Spanish period, education was still decentralized. Children were provided more
vocational training but lesser academics, which were headed by their parents or by their
tribal tutors. They used a unique system of writing known as the baybayin. Pre-Spanish
Period BAYBAYIN
7. Inadequate, suppressed and controlledBoys and girls school are separated
Spanish is compulsory education for the elite only education was religioncentered Children were provided with vocational training and less academics by
parents and houses of tribal tutors SPANISH MISSIONARIESSPANISH
MISSIONARIES Education was informal and unstructured . The pre-Spanish
system of education underwent major changes during the Spanish colonization The
tribal tutors were replaced by the Spanish Missionaries TRIBAL TUTORSTRIBAL
TUTORS
8. SPANISH When the Spanish first arrived in the Philippines, education of the
indigenous people was mainly viewed as the duty of religious organizations. Parish
friars put forth great effort to teach the indigenous people to read believing that literacy
was the key to better lifestyles. EDUCATION DURING THE SPANISH REGIME
9. EDUCATION DURING THE SPANISH REGIME The Friars establish parochial
schools linked with Churches to teach catechism to the natives. Education was manage,
supervised, and controlled By the friars. Spanish education played a major role in that
transformation. The oldest universities, colleges, vocational schools and the first
modern public education system in Asia were created during the colonial period The
focus of education during the Spanish Colonization of the Philippines was mainly
religious education. The Catholic doctrine schools that were set up initially became
parochial schools which taught reading and writing along with catechism
10. The Spanish missionaries established schools immediately after reaching the
islands. The Augustinians opened a school in Cebu in 1565. The Franciscans, in
1577, immediately took to the task of teaching improving literacy, aside from the
teaching of new industrial and agricultural techniques. Jesuits followed in 1581 The
Dominicans in 1587, which they started a school in their first mission at Bataan.
11. In 1863, an educational decree mandated the establishment of free primary schools
in each town, one for boys and one for girls, with the precise number of schools
depending on the size of the population. There were 3 grades: entrada, acenso, and
termino. The curriculum required the study of Christian doctrine, values and history as
well as reading and writing in Spanish, mathematics, agriculture, etiquette, singing,
world geography, and Spanish history. Girls were also taught sewing. The decree also
provided for a normal school run by the Jesuits to educate male teachers in Manila.
Normal schools for women teachers were not established until 1875, in Nueva Caceres.
Despite the Decree of 1863, basic education in the Philippines remained inadequate for
the rest of the Spanish period. Often, there were not enough schools built. Teachers
tended to use corporal punishment.

12. After the Spanish colonial government was overthrown, the schools established
during the Spanish era were closed down for a time by Emilio Aguinaldos government.
The Malolos Constitution made elementary education compulsory and provided for free
schooling. The Universidad Literaria de Filipinas, which provided courses in law,
medicine, surgery, pharmacy, and notarianship, was established by Aguinaldo on 19
October 1898. He also set up the Military Academy of Malolos and decreed that all
diplomas awarded by UST after 1898 be considered null and void. The curricula of
schools were not much different from those under Spanish domination. While
Tagalogwas established as the national language by the Constitution of Biak-na-Bato,
reading, writing and literary studies in Spanish were still given emphasis.
13. QUESTION WHY IS IT IMPORTANT FOR US TO GO BACK AND RECALL AND
THE PAST EDUCATION OF THE PHILIPPINES ? It give us not only a glimpse of the
past but also what we could learn from it. History of Education will help you to
understand how the past events shaped the present education systems, theories and
related phenomenon in the area of teacher education in particular and education in
general. Secondly, it will enable you to appreciate the importance of education to
mankind since time immemorial across the generations.
14. WHAT COULD BE THE BENEFITS THAT US FUTURE TEACHER THAT MAY
HAVE AFTER STUDYING THE HISTORY OF THE PHILIPPINES ? QUESTION
15. 1. The study of history of education helps teachers in training to appreciate the
various aspects of their past educational process so as to link them to the present; 2. It
enables teachers in training to know what type of education we had and the purpose it
served in the past; 3. It gives teachers in training the opportunity of knowing our past
mistakes in our education with the view to making necessary amends; 4. History of
education gives teachers in training the opportunity of studying other peoples
educational ideas and programmes with the aim of developing ours; 5. It also gives
teachers in training a solid foundation to plan for our present and future educational
development; 6. History of education guides teachers in training to proffer some positive
solution to our present day educational problems 7. It helps teachers in training to
understand some major trends and developments in our educational system; 8. It helps
teachers in training to formulate and implement better philosophies of education; 9.
History of education is a good academic exercise to improve teachers in training
knowledge; 10.It widens the scope and knowledge of the teacher and makes him more
comfortable and competent in his class

#2
Education in the Philippines evolved from early settlers to the present. Education in the
country is in great importance because it is the primary avenue for upward social and
economic mobility. Philippine educational system has a very deep history from the past in
which it has undergone several stage of development going to the present system of
education.

Education from Ancient Early Filipinos

The education of pre-Spanish time in the Philippines was informal and unstructured. The
fathers taught their sons how to look for food and other means of livelihood. The mothers
taught their girls to do the household chores. This education basically prepared their children
to became good husband and wives.

Early Filipino ancestors valued education very much. Filipino men and women knows how to
read and write using their own native alphabet called alibata. The alibata was composed of
17 symbols representing the letters of the alphabet. Among these seventeen symbols were
three vowels and fourteen consonants.

Educational System During Spanish Period

The educational system of the Philippines during the Spanish times was formal. The
Religious congregations paved the way in establishing schools from the primary level to the
tertiary level of education. The schools focused on the Christian Doctrines. There was a
separate school for boys and girls. The wealthy Filipinos or the Ilustrados were
accommodated in the schools. Colonial education brought more non-beneficial effects to the
Filipinos.
Educational Decree 1863
The first educational system for students in the country was established by virtue of the
Education Decree of 1863. In furtherance, the decree required the government to provide
school institutions for boys and girls in every town. As a consequence, the Spanish schools
started accepting Filipino students. It was during this time when the intellectual Filipinos
emerged. The Normal School was also established which gave men the opportunity to study
a three-year teacher education for the primary level.
* Education during the Spanish Regime and Its Colonial Effects to the Filipinos

Educational System During American Period

Like the Spaniards, the Americans brought many changes in their 45 years of reign in the
country. Until now, these American influences can still be seen in our lifestyle or way of life.
The Commonwealth provided free education in public schools all over the country, in
accordance with the 1935 constitution. Education also emphasized nationalism so the
students were taught about the life of the Filipino heroes. Vocational education and some
household activities like sewing, cooking, and farming were also given importance. Good
manners and discipline were also taught to the students. The institute of Private Education
was established in order to observe private schools. In 1941, the total number of students
studying in the 400 private schools in the country reached 10,000. There was also the
existence of "Adult Education" in order to give formal education even to adults.
* American government gave importance to Education

Changes in Education During the Japanese Occupation

The government made some changes in the system of education in February, 1942. These
changes were:
To stop depending on western countries like the U.S., and Great Britain. Promote and enrich
the Filipino culture.
To recognize that the Philippines is a part of the Greater East Asia Co-Prosperity Sphere so
that the Philippines and Japan will have good relations.
To be aware of materialism to raise the morality of the Filipinos.

To learn and adopt Nippongo and to stop using the English language.
To spread elementary and vocational education.
To develop love for work.
Educational System in the Present Period

Philippine education is patterned after the American system, with English as the medium of
instruction. Schools are classified into public (government) or private (non-government). The
general pattern of formal education follows four stages: Pre-primary level (nursery,
kindergarten and preparatory) offered in most private schools; six years of primary education,
followed by four years of secondary education.
College education usually takes four, sometimes five and in some cases as in medical and
law schools, as long as eight years. Graduate schooling is an additional two or more years.
Classes in Philippine schools start in June and end in March. Colleges and universities follow
the semestral calendar from June-October and November-March. There are a number of
foreign schools with study programs similar to those of the mother country. An overall
literacy rate was estimated at 95.9 percent for the total population in 2003, 96 %
for males and 95.8 % for females.

Filipino 701 (PERALTA)

PANIMULANG LINGGWISTIKA

Wika at Komunikasyon
Ang komunikasyon o pakikipagtalastasan ay
isang proseso ng pagpapalitan ng impormasyon na kadalasan na ginagawa sa
pamamagitan ng karaniwang sistema ng mga simbolo. Ang Araling
pangkomunikasyon ang disiplinang pang-akademya na pinag-aaralan ang
komunikasyon. Ito rin ay ang interaksyon ng mga tao sa isat isa.
Ibat ibang kahulugan
Diksyunaryong Webster: Ang komunikasyon ay pagpapahayag, pagpapabatid o
pagbibigay ng impormasyon sa mabisang paraan, isang pakikipag-ugnayan,
pakikipagpalagayan o pakikipag-unawaan.
Barnhart (American College Dictionary): Ang komunikasyon ay pagpapahayag at
pagpapalitan ng ideya, opinyon o impormasyon sa pamamagitan ng pagsasalita,
pagsulat, o pagsenyas.
Sikologo: Napiling pagtugon o reaksyon.
Dalubwika: Ang komunikasyon ay ang pakikibahagi ng tao sa kanyang kapwa at
pakikibagay niya sa kanyang kapaligiran.
Aristotle: Nagsasalita, sinasabi, nakikinig
Wilbur Schurman:
Pinanggalingan - taong nagsasalita, sumusulat, gumuguhit, kumukumpas atbp.
Mensahe pamamagitan ng simbolo, mga usapan, liham atbp.
Destinasyon taong nakikinig, nagbabasa, nanonood atbp.
Richard Swanson at Charles Marquandt:
Ang pinanggalingan ng mensahe (participant na nagsulat o nagbasa)
Ang ideya o mensahe (binuong kaisipan)
Kodigo (wika, kumpas, ekspresyon ng mukha)
Tsanel (paraan ng paghahatid sa pamamagitan ng telepono, teleponong selular,
liham, karaniwang usapan, atbp.)
Tumatanggap ng mensahe (kasali na nagbabasa o nakikinig)

Ayon kay aristotole ang sangkap ng komunikasyon ay ang nagbibigay ng

mensahe, ang mensahe, at ang tumanggap ng mensahe.ano ang ibig sabihin
nito
Ang wika ay isang bahagi ng pakikipagtalastasan. Kalipunan ito ng mga simbolo,
tunog, at mga kaugnay na batas upang maipahayag ang nais sabihin ng
kaisipan. Ginagamit ang pamamaraang ito sa pagpapaabot ng kaisipan at
damdamin sa pamamagitan ng pagsasalita at pagsulat. Isa rin itong likas na
makataong pamamaraan ng paghahatid ng mga kaisipan, damdamin at mga
hangarin sa pamamagitan ng isang kaparaanang lumilikha ng tunog; at kabuuan
din ito ng mga sagisag sa paraang binibigkas. Sa pamamagitan nito,
nagkakaugnayan, nagkakaunawaan at nagkakaisa ang mga kaanib ng isang
pulutong ng mga tao
. Ang wika ayon kay WEBSTER ay ang wika ayisang sistema ng komunikasyon
sa pagitan ng mga tao sa pamamagitan ng mga pasulat o pasalitang simbulo.

2.Istruktura

ng Wikang Filipino

Ang wikaay isang masistemang balangkas dahil ito ay binubuo ng

mgamakabuluhang tunog(fonema) na kapag pinagsama-sama sa makabyluhang
siwens aymakakalikha ng mga salita (morfema)na bumabagay sa iba pang mga
salita(semantiks)upang makabuo ng mga pangungusap. Ang pangungusap ay
isang istraktyur (sintaks)nanagiging basehan sa pagpapakahulugan sa paggamit
ng wika.Ang pag-aaral ng istruktura ng wikang Filipino ay nagsisimula sa pagaaral ng ponolohiya, ito ay ang pag-aaral ng fonema o makabuluhang yunit ng
binibigkas na tunogsa isang wika.
Ang Morpolohiya o morfoloji
naman ay ang pag-aaral ng morfema; ito ay tawagsa pinakamaliit na
makabuluhang yunit ng salita sa isang wika. Sa Filipino, mayroongtalong uri ng
morfema, ito ay ang salitang ugat, panlapi at fonema. Halimbawa Sa salitang
mag-laba, ang salitang ugat ay ang laba, mag naman ang panlapi at a ang
fonema
Sintaksis
ang tawag sa pag-aaral ng sintaks o ang formasyon ng mga pangungusapsa
isang wika. Sa Filipino, maaaring mauna ang paksa sa panaguri at possible
naming pagbaligtarin ito. Samantalang sa ingles ay lagging nauuna ang paksa.
Bilang halimbawaay gamitin natin ang pangungusap na Ang puno ay mataas.
Maaari natin itong balgtarinna Mataas ang puno. Sa ingles ito ay The tree is
tall, at ito ay hindi maaring baligtarinna Tall the tree.
Ang Semantiksay ang pag-aaral ng relasyon ng salita sa bawat isa sa
iisang pangungusap; ang mga salita sa pagbuo ng pangungusap ay bumabagay
sa iba pang salitasa pangungusap upang maging malinaw ang nais ipahayag.
Ang Sintaks ay tumutukoy sa set ng mga tuntunin na pumapatnubay kung
paanomaaring pagsama-samahin o pag-ugnayin ang mga salita sa pagbuo ng
parirala o pangungusap. Ang parirala ay tawag sa lipon ng mga salita na walng
paksa at panaguri naginagamit para makabuo ng pangungusap. Sugnay ay ang
lipon din ng mga salita namaaring may diwa at maari ring wala. Maaari rin itong
magkaroon ng paksa at pang-uir at maari ring wala. Mayroog dalawang uri ng
sugnay, ito ay ang sugnay na makapag-iisa,ang sugnay na ito ay mayroong diwa

at ang sugnay na hindi makapag-iisa na tinatawagding pantulong na sugnay

sapagkat ito ay walang diwa kung hindi ito isasama sa punongsugnay o sugnay
na makapag-iisa.
Ang Hugnayan naman ay nagpapahayg ng isang punong kaisipan at
isang pantulong na kaisipan. Halimbawa ; Magiting na ipinagtanggol ni Benjie aN
g kanyangkakayahang kumanta nang siyay pagtawanan ng buong klase
Langkapan naman ang
3. May dalawang uri ng ponema: ang segmental at suprasegmental.
1. Ponemang segmental
Ang ponemang segmental ay binubuo ng ponemang katinig at patinig.
a) Labing-lima ang orihinal na kasama sa palabaybayan ngunit isinama ang impit
na tunog o glottal stop (?) sapagkat ito ay itinuturing na isang ponemang katinig
dahil napagbabago nito ang kahulugan ng isang salita. Ang dating bigkas nito ay
malumi o maragsa.
b) /p, b, m, w, d, t, l, s, n, r, y, k, g, ng, h, ?/ ang bumubuo sa ponemang katinig
Halimbawa:
ba: tah - housedress
tub: boh - pipe
ba: ta? - child
tub: bo? - profit
c) Ang ponemang patinig ay lima : a, e, i, o, u.
d) May mga salitang nagkakapalit ang ponemang /u/ at /o/, gayundin ang /i/ at /e/
ngunit hindi nagbabago ang kahulugan ng salita.
Halimbawa:
babae - babai
kalapati - kalapate
lalaki - lalake
noon - nuon
e) Mayroon din namang mga salitang itinuturing na hiwalay na ponema ang
/u/, /o/, /i/, at /e/ dahil nagbibigay ito ng magkaibang kahulugan at hindi maaaring
pagpalitin.
Halimbawa:
uso - modern
mesa - table
oso - bear

misa mass

2. Ponemang Suprasegmental
Ang Diin, bilang ponemang suprasegmental, - ay lakas, bigat o bahagyang
pagtaas ng tinig sa pagbigkas ng isang pantig sa salitang binibigkas.
Halimbawa :
sa salitang /kamay/, ang diin ay nasa huling pantig na /may/
-ay isang ponema sapagkat sa mga salitang may iisang tunog, ang pagbabago
ng diin ay nakapagbabago sa kahulugan nito.
Halimbawa:
1. Hiram lamang ang /BUhay/ ng tao.
2. Sila /LAmang/ ang /buHAY/ sa naganap na sakuna, kaya masasabing
/LAmang/siya.
Ponema
Mula sa Wikipediang Tagalog, ang malayang ensiklopedya
Ang ponema ay isa sa mga yunit ng tunog na nagpapakita ng kaibhan ng isang
salita mula sa isa pang salita ng partikular na wika. Ang pagkakaiba ng
kahulugan ng mga salitang Filipino na "baha" at "bahay" ay bunga ng
pagkakaroon ng dagdag na ponemang /y/ sa salitang "bahay". Kung gayon,
ang ponema[1] ay ang pundamental at teoretikong yunit ng tunog na
nagbubuklod ng salita. Nakakabuo ng ibang kahulugan kapag pinapalitan ang
isang ponema nito.
Ponemang Malayang Nagpapalitan
Sa Filipino, may mga tunog (ponema) na malayang nakapagpapalitan.
Halimbawa: sa kaso ng d at r sa mga salitang mariin at madiin at gayundin
sa marumi at madumi. Mga ponemang malayang nagpapalitan ang d at r sa
salitang "marumi", "madumi", "mariin", at "madiin".
Mahalaga sa "pagpapadulas" ng mga salita at pagpapabilis ng komunikasyon
ang paggamit ng ponemang malayang nagpapalitan. Kadalasan ding ginagamit
ang ponemang malayang nagpapalitan upang mabigyang diin ang mga salitang
nagiiba ang tunog, depende sa lugar na pinaggagamitan. Sa iba't ibang pulo o
pook sa Pilipinas, iba-iba ang mga diyalekto
Ponemang suprasegmental
Mayroon apat na ponemang suprasegmental:

haba (length) - tumutukoy sa haba ng bigkas sa patinig ng isang pantig

tono (pitch) - tumutukoy sa pagbaba at sa lakas ng bigkas ng pantig

antala (juncture) - tumutukoy sa pansamantalang pagtigil ng ating

ginagawa sa pagsasalita

diin (stress o emphasis) - ang lakas o bigat sa pagbigkas ng isang salita o

pantig na makakatulong sa pagunawa sa kahalagahan ng mga salita

FILIPINO 703 (SALAZAR)

PANIMULANG PANANALIKSIK

KAHALAGAHAN NG PANANALIKSIK
Nagpapayaman ng kaisipan- Lumalawak angkaisipan ng isang
mananaliksik dahil sa walanghumpay na pagbasa , nag-iisip, nanunuri
atnaglalahad o naglalapat ng interpretasyon.

Lumalawak ang karanasan- napapalawak angeksperyensya ng isang

manunulat sa mundo ngpananaliksik dahil sa marami siyang
nakasalamuhasa pagkalap ng mahahalagang datos,
pagbabasa,paggalugad sa mga kaugnay na literatura.

Nalilinang ang tiwala sa sarili- tumaas ang respetoat tiwala sa sarili kung
maayos at matagumpay nanaisakatuparan ang alinmang pag-aaral
naisinagawa.

Nadaragdagan ang kaalaman- ang gawaingpananaliksik ay isang bagong

kaalaman kaninumandahil nahuhubog dito ang kanyang kamalayan
salarangan ng pananaliksik.

Mga Katangian ng Mabuting Pananaliksik

Ang mga sumusunod na katangian ng mabuting pananaliksik na binigyan ng
sapat na pagpapaliwanag sa mga kasunod na talataan:
1. Ang pananaliksik ay sistematiko
a. May sinusunod itong proseso o magkakasunod-sunod na mga hakbang tungo
sa pagtuklas ng katotohanan, solusyon ng suliranin, o ano pa mang nilalayon
sa pananaliksik.

2.Ang pananaliksik ay kontrolado

a. Lahat ng baryabol na sinusuri ay kailangang mapanatiling constant.
b. Hindi dapat ito baguhin upang kahit ano mang pagbabagong maganap ay
maiuugnay sa eksperimental na baryabol.
c. Kailangan sa eksperimental na pananaliksik.
3. Ang pananaliksik ay empirical
a. Kailangang maging katanggap-tanggap ang mga pamamaraang ginagamit sa
pananaliksik, maging ang mga datos na nakalap.
4. Ang pananaliksik ay mapanuri
a. Ang mga datos ay kailangang suriin nang krikital upang hindi magkamali ang
mananaliksik sa paglalapat ng interpretasyon sa mga datos na kanyang
nakalap.
b. Gumagamit ang mananaliksik ng mga nabalideyt nang pamamaraang pangestadistika upang masabing analitikal ang pananaliksik.
5. Ang pananaliksik ay obhetibo, lohikal, at walang pagkiling.
a. Lahat ng findings ay kailangang lohikal na nakabatay sa empirical na datos at
walang pagtatangkang ginawa upang baguhin ang resulta ng pananaliksik.
b. Walang puwang ang pagkiling..
6. Ang pananaliksik ay gumagamit ng kwantiteytib o istatistikal na metodo.
a. Ang mga datos ay dapat mailahad sa pamamaraang numerikal at masuri sa
pamamagitan ng istatistikal na tritment.
7. Ang pananaliksik ay isang orihinal na akda
a. Ang mga datos na nakalap ay sarili nyang tuklat at hindi mula sa panulat,
tuklas, o lathala ng ibang mananaliksik.

8. Ang pananaliksik ay isang akyureyt na imbestigasyon, obserbasyon, at

deskripsyon.
a. Bawat aktibidad na pampananaliksik ay kailangang maisagawa nang tumpak o
akyureyt nang ang tuklas ay humantong sa pormulasyon ng mga
siyentipikong paglalahat.
b. Lahat ng kongklusyon ay kailangang nakabatay sa mga aktwal na ebidensya.
9. Ang pananaliksik ay matiyaga at hindi minamadali.
a. Kailangang pagtiyagaan ang bawat hakbang
b. Pag itoy minadali hindi matibay na kongklusyon at paglalahat
10. Ang pananaliksik ay pinagsisikapan
a. Walang pananaliksik na isinasagawa nang walang pagsisikap.
b. Kailangang paglaanan ng panahon, talino, at sipag.
11. Ang pananaliksik ay nangangailangan ng tapang
a. Kailangan ang tapang sapagkat maaaring makaranas ng hazards at
discomforts
sa pananaliksik
b. May mga pagkakataon ding maaari siyang dumanas ng di-pagsang-ayon ng
publiko at lipunan.
c. Maaaring magkaroon ng di pagkakaunawaan.

12. Ang pananaliksik ay maingat na pagtala at pag-uulat

a. Lahat ng datos ay Kailangang maingat na mailathala
b. Maliit na pagkakamali ay maaaring makaapekto sa mga tuklas ng
pananaliksik.
c. Kailangang maiulat sa pasulat na paraan sa anyo ng isang papel
pampananaliksik at kadalasan, sa pasalitang paraan o ang oral defense
o presentation.

KONSIDERASYON SA PAGPILI NG PANANALIKSIK

1. Dapat may kaugnayan ito sa inyong disiplina o sa personal na interes.
Simple lang ang dahilan kung bakit. Kung kaugnay ito ng inyong disiplina, siguro
naman ay marami na kayong paunang kaalaman tungkol sa paksang nais
ninyong pag-aralan. Halimbawa, kung ikaw ay isang civil engineering major,
pwede ka ba magsaliksik tungkol sa ship mechanics? Siyempre, hindi.
Mahalaga rin na interesado kayo talaga sa paksang gusto ninyong isulat para
hindi kayo mawalan ng gana na ipagpatuloy ito kalaunan. Ito rin ang dahilan

kung bakit hanggang maaari ay suhestiyon lang ang binibigay naming guro
ninyo.
2. Limitadong panahon
Kamakailan ay may nagtanong sa akin kung bakit research paper at hindi
thesis ang tawag sa proyekto niyong ito. Ang thesis ay siyang pinal na
proyektong dapat ninyo magawa bago kayo mag-graduate. Umaabot yan ng 100
pahina o higit pa kaya isang taon ang nakalaan para matapos ito.
Sa kabilang banda, mayroon na lamang kayong dalawang buwan para matapos
ang inyong pamanahong papel (term paper). Iwasan ninyo ang mga malalawak
na paksang baka hindi naman ninyo mapapanindigan. Halimbawa, Mga Batang
Ina sa Cubao, Quezon City. Talaga bang may panahon ka na mag-panayam ng
mga batang ina sa buong Cubao?
3. Kakayahang Pinansyal
Iwasan ang pagpili ng paksa kung saan mapapagastos kayo ng malaki. Walang
kaso yung paggastos sa pagpapaprint ng mga sources ninyo galing sa Internet
at sa pagpapa-photocopy ng survey forms. Okay lang din yung gumastos kayo
sa pamasahe para mag-panayam o magsaliksik pero hanggat maaari, sana dito
lang sa Metro Manila o malapit lang kung saan kayo nakatira.

4. Mapagkukuhaan ng Sapat na Datos at Impormasyon

Kung matatandaan ninyo, sinabi ko dati na kapag kayo ay magpapasa nan g
inyong mga panukalang paksa, dapat ay ilagay niyo rin ang inyong mga paunang
reperensya (initial references).
Ito ay upang malaman ko kung saan-saan kayo maaaring makakuha ng
impormasyong may kinalaman sa inyong planong pag-aaral. Pwedeng galing sa
mga aklat, artikulo, thesis, at iba pang sanggunian. Ang importante, hindi kayo
gagawa ng pananaliksik mula sa wala.
5. Kabuluhan ng Paksa
Ito ang pinakamahalagang tanong na dapat ninyong masagot sa pagpapanukala
ng paksa. Bakit ninyo napili ang paksang iyan? Meron ba iyang kahalagahan
para sa iyo, sa iyong disiplina, o kaya ay sa pamayanan? Gugustuhin niyo bang
pagbuhusan ng panahon ang isang bagay na wala namang kabuluhan?

Pahabol:
Ang #2 at #3 ay magiging bahagi ng Saklaw at Limitasyon (Scope and Limitation)
na nasa Kabanata I ng inyong pamanahong papel.
Ipapaliwanag niyo rin sa Kabanata I ang #5 sa bahagi ng kahalagahan ng Pagaaral (Significance of the Study). Ang #4 naman ay magiging basehan ng inyong
Kabanata III o ang Metodolohiya (Methodology).

EDUC 203 (DECANO)

RESEACH MEATHODS IN EDUCATION

Qualitative Research is primarily exploratory research. It is used to

gain an understanding of underlying reasons, opinions, and
motivations. It provides insights into the problem or helps to develop
ideas or hypotheses for potential quantitative research. Qualitative
Research is also used to uncover trends in thought and opinions, and
dive deeper into the problem. Qualitative data collection methods vary
using unstructured or semi-structured techniques. Some common
methods include focus groups (group discussions), individual
interviews, and participation/observations. The sample size is typically
small, and respondents are selected to fulfill a given quota.
Quantitative Research is used to quantify the problem by way of
generating numerical data or data that can be transformed into
useable statistics. It is used to quantify attitudes, opinions, behaviors,
and other defined variables and generalize results from a larger
sample population. Quantitative Research uses measurable data to
formulate facts and uncover patterns in research. Quantitative data
collection methods are much more structured than Qualitative data
collection methods. Quantitative data collection methods include
various forms of surveys online surveys, paper surveys, mobile
surveys and kiosk surveys, face-to-face interviews, telephone
interviews, longitudinal studies, website interceptors, online polls, and
systematic observations.
Snap Survey Software is the ideal solution for a Quantitative
Research tool where structured techniques such as large numbers of
respondents and descriptive findings are required. Snap Survey
Software has many robust features that will help your organization
effectively gather and analyze quantitative data.

#2

Quantitative Research is considered to have as its main purpose the quantification of

data. This allows generalizations of results from a sample to an entire population of
interest and the measurement of the incidence of various views and opinions in a given
sample. Yet, quantitative research is not infrequently followed by qualitative research
which then aims to explore select findings further.

Qualitative research is considered to be particularly suitable for gaining an in-depth

understanding of underlying reasons and motivations. It provides insights into the
setting of a problem. At the same time, it frequently generates ideas and hypotheses for
later quantitative research.
The main differences between quantitative and qualitative research consist in respect to
data sample,data collection, data analysis, and last but not least in regard to outcomes.
Data collection in qualitative research is not seldom based on unstructured or semistructured, but methodologically flexible techniques, e.g. individual depth interviews or
group discussions, that are suited to elicit great detail and a comprehensive view.
Quantitative research uses highly structured, rigid techniques such as online
questionnaires, on-street or telephone interviews. Unlike qualitative research, which
allows unlimited expression from respondents, quantitative research relies responses to
pre-formulated questions.
Outcomes: Qualitative research typically is exploratory and/or investigative in nature. Its
findings are often not conclusive and cannot automatically be used to make
generalizations. However, it is indispensable in developing a deep understanding of a
given thematic complex and sound rationale for further decision making. Quantitative
research is essential for providing a broad base of insight on which typically a final
course of action is recommended.
Sample selection in qualitative research is usually based on a smaller number of notnecessarily representative cases. Respondents are frequently selected with the
expectation that they fulfill certain criteria. In quantitative research, sample selection
seeks out a large number of cases that are expected to best represent the population of
interest. Individual respondents are selected at random.
Qualitative data analysis is non-statistical, its methodological approach is primarily
guided by the concrete material at hand. In quantitative research, the sole approach to
data is statistical and takes places in the form of tabulations. Findings are usually
descriptive in nature although conclusive only within the numerical framework.
It is a frequently held prejudice that quantitative research is objective vs. qualitative is
subjective. This is, of course, a gross oversimplification. Rather, one could compare
the two approaches as follows: Quantitative research seeks out explanatory laws
whereas qualitative research aims more at in-depth description. Qualitative research
measures, in hopes of developing universal laws where qualitative research can be
described as an exploration of what is assumed to be a dynamic reality. Qualitative

research does not claim that what is discovered in the process is universal, and thus,
replicable. Common differences usually cited between these types of research include.
In general, qualitative research generates rich, detailed and valid process data that
contribute to the in-depth understanding of a context. Quantitative research, on the
other hand, generates reliable population-based and generalizable data that is suited to
establishing cause-and-effect relationships. The decision of whether to choose a
quantitative or a qualitative design is ultimately a philosophical question. Which
methods to choose will depend on the nature of the project, the type of information
needed the context of the study and the availability of resources (time, money, and
human).
Qualitative analysis involves a continual interplay between theory and analysis. In
analyzing qualitative data, we seek to discover patterns such as changes over time or
possible causal links between variables.
Combining of qualitative and quantitative research is becoming more and more
common. It is important to keep in mind that these are two different philosophies, not
necessarily polar opposites. In fact, elements of both designs can be used together in
mixed-methods studies.

Nursing Resources: Types of Research

within Qualitative and Quantitative
Aspects of Quantative (Empirical) Research
Statement of purposewhat was studied and why.

Description of the methodology (experimental group, control group, variables, test conditions,
test subjects, etc.).
Results (usually numeric in form presented in tables or graphs, often with statistical analysis).
Conclusions drawn from the results.

Footnotes, a bibliography, author credentials.

Hint: the abstract (summary) of an article is the first place to check for most of the above
features. The abstract appears both in the database you search and at the top of the actual
article.

Types of Quantitative Research

There are four (4) main types of quantitative designs:

descriptive,
correlational,
quasi-experimental
and experimental.

Types of Qualitative Research

Main Types of Qualitative Research

Case study

Grounded theory

Phenomenology

Attempts to shed light on a phenomena by studying

indepth a single case example of the phenomena.
The case can be an individual person, an event, a
group, or an institution.

To understand the social and psychological processes

that characterize an event or situation.

Describes the structures of experience as they

present themselves to consciousness, without
recourse to theory, deduction, or assumptions from
other disciplines

Ethnography

Focuses on the sociology of meaning through close

field observation of sociocultural phenomena.
Typically, the ethnographer focuses on a community.

Historical

Systematic collection and objective evaluation of

data related to past occurrences in order to test
hypotheses concerning causes, effects, or trends of
these events that may help to explain present events
and anticipate future events. (Gay, 1996)

Defining components of the research process needed to conduct

and critique studies.
Summers S.

Abstract
The research process consists of a five-chapter approach. Chapters one through three
are written during the planning stages of a study. Chapter one consists of problem,
purpose, hypotheses or research questions, definitions, theoretical framework, and
significance for nursing. Chapter two consists of the review of literature. Chapter three
consists of the methodology: sample, setting, design, data analysis methods, and
ethical concerns. Chapters four and five are written after the study is completed.
Chapter four consists of results of data analysis. Chapter five consists of a discussion of
results, conclusions, implications for nurses, and recommended future studies. It is
important for nurses to review and apply this five-chapter approach when conducting or
critiquing research studies.