ADVANCED ENGLISH - E-BOOK

S A L E

Advanced English E-Book

Best ;

English for Beginners

English for Call Centers

English for Enhancement

Business English

for professionals and students in all levels

Excellent supplement to lessons, assignments, quarterly and qualifying exams.

Effective aid in writing requirements and/or in preparation for local or international English proficiency tests!

AVAIL NOW AT A VERY AFFORDABLE PRICE!

GRAB YOUR E-BOOK SLOTS NOW!

For inquiries, call at 0930-747-2395 / 7342-6221

or you can pm me.

--

You will have an account to utilize the E-BOOK once you AVAIL..

You can merge with your friend to avail the E-BOOK. 💗

Preface

    The Advanced English- Think and Grow Smart E-Book is a reference for everyone who wants to learn English grammar and use thoroughly. It is a must-have for kids from elementary school through college, as well as professionals who want to improve their English skills.

    Each topic is presented in a straightforward manner in this book. It includes straightforward explanations, examples, and pictures of the many parts of speech, sentence sections, capitalization, and punctuation usage. It also includes instructions on how to spot sentence faults and expand one's vocabulary. It also gives background information on literature and on figures of speech. And, for quick reference, and appendix, a glossary, and an index are provided.

    Students will now have a fantastic supplement to classes, assignments, and qualifying tests with Advanced English- Think and Grow Smart E-Book. Professionals, too, now have a useful tool for completing writing assignments and/or studying for local and international English proficiency tests.

                                                                                                                                    -Emmanuel B. Tan

-----------------------------------------------------------------------------------------------------------------

See sample

👇 CLICK THE LINK BELOW 👇

https://online.fliphtml5.com/yrivf/hdot/

 

Types of Research Questions

 

TYPES OF RESEARCH QUESTIONS:

 

NON-RESEARCHABLE questions are questions of value and are answerable by “YES” or “NO”

 

Examples:

Is there an a need for the teachers to take Master’s Degree?

Do the Philippines need an additional 2 more years as Basic Education requirement?

                     Are the factors like difficulty in the course subject and teachers’ competency helpful to address the need for educational planning?

 

RESEARCHABLE QUESTIONS are questions of value, opinions, or policy. The 5Wh and “how” question words are significantly contributing to this. (Cristobal, 2017)

 

THESE QUESTIONS ARE DIVIDED INTO FOUR (4) RESEARCH QUESTIONS TYPES.

a.    Factor – Isolating

b.    Factor – Relating

c.     Situation – Relating

d.    Situation - Producing

 

a.    FACTOR – ISOLATING questions are also called factor naming questions. They isolate, categorize, describe, or name factors and situations. (What is this?)

Example:

1. What is the level of description of the study habits of senior high school students in terms of:

                        1.1 review time;

                        1.2 place of review; and

                        1.3 techniques in studying?

 

2. What is the level of school effectiveness in terms of:

                        2.1 teacher’s performance;

                        2.2 school performance;

                                    a. drop-out rate,

                                    b. completion rate,

                                    c. survival rate,

                                    d. achievement rate, and

                                    e. awards received by students?

 

b.    In FACTOR – RELATING QUESTIONS, these determine the relationships among factors identified in the problem. These are usually the questions raise for non-experimental study. (What is happening here?)

Example:

 

1. What is the relationship of the level of performance of the college instructors to the OJT performance of the HRM students of the Tacloban School of Business?

2. What relationships are observed between and among the following variables?

                        a. intrapersonal competency;

                        b. interpersonal competency; and

                        c. school effectiveness?

 

3. How does the study habits influence the achievement level of the Grade 11 students in their major subjects?

c.     In SITUATION – RELATING QUESTIONS, the hypothesis testing or experimental designs are usually applied. The researchers manipulate the variables to find out what will happen. (What will happen if….?)

 

Example:

                     1.What are the effects of the traditional methods of teaching on the level of performance of the ABM students?

                     2.            How significantly different is the performance of the morning call center agents to that of the evening call center agents?

                     3.            What is the most effective food supplements to be given to increase the productivity of tilapia farming?

                     4.            How does the management procedures applied by the store managers affect the level of customer satisfaction as experienced by selected regular clients of Jollibee stores in the Province of Leyte?

 

d.    SITUATION PRODUCING QUESTIONS. These questions require a proposed output. It suggests developmental and action plans where the researchers have to establish areas for proposals of plans to achieve the goals – to solve problems. (How can I make it happen?)

Example:

                     1. What policy is to be formulated to manage the effective involvement of high school students in social media?

                     2. How can counselling services be organized to promote family bonding among parents and elementary school pupils?

                     3. Based on the findings, what human relation intervention program can be adopted to enhance or improve school effectiveness?

                     4. What developmental plan is to be implemented to improve the teacher – parent relationship in the senior high school of the University of Cebu – Banilad Campus.

PURPOSE/OBJECTIVE OF THE STUDY

       This part of the introduction is confined with a broader explanation behind the reasons for doing the study. In this section, you also discuss your intention for conducting it. More so, you state the results that you expect to discover from your study. Usually, your purpose or objective of the study is related to your statement of the problem and your hypotheses.

     Example: The objective of this study is to determine which of the coaching styles, specifically autocratic and participative, will best influence dancers in increasing dance performance.

Significance of the study is written as part of the introduction section of a thesis.

                      It provides details to the reader on how the study will contribute such as what the study will contribute and who will benefit from it. It also includes an explanation of the work’s importance as well as its potential benefits.  It is sometimes called rationale.

TIPS IN WRITING THE SIGNIFICANCE OF THE STUDY

                     Statement of the problem will guide you to write a significance of the study.  Based on your statement of the problem you will see the potential benefits of your study. Just answer this question, “What are the benefits or advantages of the study based on statement of the problem?”

                     Determine the specific contribution of your thesis study to the society as well as to the individual

           Below is an example of significance of the study of thesis entitled, “Development of a Source Material in Food Dehydration Craft Technology for the Secondary Schools” by Mary Rose Florence S. Cobar.

The Background of the study

THE BACKGROUND OF THE STUDY

            The background of the study establishes the context of the research. This section explains why this particular research topic is important and essential to understanding the main aspects of the study. Usually, the background forms the first section of a research article/thesis and justifies the need for conducting the study and summarizes what the study aims to achieve.

HOW TO STRUCTURE THE BACKGROUND?

          In this section, the author usually outlines the historical developments in the literature that led to the current topic of research concisely. If the study is interdisciplinary, it should describe how different disciplines are connected and what aspects of each discipline will be studied.

          Additionally, authors should briefly highlight the main developments of their research topic and identify the main gaps that need to be addressed. In other words, this section should give an overview of your study.

 

THE SECTION SHOULD BE ORGANIZED AS:

a.    What is known about the broad topic?

b.    What are the gaps or missing links that need to be addressed?

c.     What is the significance of addressing those gaps?

d.    What are the rationale and hypothesis of your study?

                     The background section, therefore, should provide general information about the topic of your research and emphasize the main aims of the study. Please ensure that you only discuss the main and relevant aspects of the studies that have led to your aims. Do not elaborate on them as this should be done in the literature review section. The background section should discuss your findings in a chronological manner to accentuate the progress in the field and the missing points that need to be addressed. The background should be written as a summary of your interpretation of previous research and what your study proposes to accomplish.

HOW TO MAKE THE BACKGROUND ENGAGING?

               As the background includes a lot of information, it can become a long drag, causing the readers to lose interest. To ensure that your background is engaging, you should try to build a story around the central theme of your research.

              Ensure that the story adheres to the core idea and does not digress into a broad literature review. Each idea should lead to the next so that readers are able to grasp the story and themselves identify the gaps that your study is going to address.

 

HOW TO AVOID COMMON MISTAKES IN WRITING THE BACKGROUND? While writing an effective background, you ought to steer clear of some mistakes.

 

 THE MOST COMMON MISTAKES IN WRITING THE BACKGROUND INCLUDE THE FOLLOWING:

 

a.    DON’T WRITE A BACKGROUND THAT IS TOO LONG OR TOO SHORT. Focus on including all the important details but write concisely.

b.    DON’T BE AMBIGUOUS. Writing in a way that does not convey the message to the readers defeats the purpose of the background, so express yourself keeping in mind that the reader does not know your research intimately. 

c.     DON’T DISCUSS UNRELATED THEMES. Try and center your discussion around the pivotal aspects of your research topic i.e. highlight the gaps in the literature, state the novelty of the study, and the need to conduct the study.

d.    DON’T BE DISORGANIZED. Not discussing the themes in a chronological manner can confuse the reader about the progress in the field, so try and organize your writing carefully.

 

STEPS TO FOLLOW IN WRITING THE NATURE AND BACKGROUND OF THE STUDY.

 

THREE SUGGESTED STEPS TO FOLLOW:

 

1.    PRESENT THE GENERAL STATEMENT OF FACT RELATED TO THE STUDY. You may use the definition of terms in stating general knowledge.

2.    INDICATE A MORE SPECIFIC STATEMENT ABOUT THE ISSUES OR PROBLEMS ALREADY PROVEN IN OTHER RELATED RESEARCHERS. You may compare or contrast the methods and finding discussed in the related studies.

 

3.    USE STATEMENTS THAT LEAD TO THE NEED FOR MORE INVESTIGATION. You must emphasize the rationale of doing your research by using statements such as the following: ''Previous investigations related hardly provide evidences that may explain the existence of such phenomena; hence, the dearth of information motivation the researcher to conduct this study.

Types of Qualitative Research and examples

 

TYPES OF QUALITATIVE RESEARCH

1.    ETHNOGRAPHY is the most familiar and applicable type of qualitative research. It refers to the investigation of a culture through an in-depth study of the members of the cultural society. It involves the systematic collection, description, and analysis of data for development of theories of cultural behavior. Its main purpose is to preserve the cultural heritage of an ethnic group.

The examples of ethnography are :

 

         “Cultural Awareness and Integration of Peace Education in the Indigenous          Peoples (IP) Communities”

 

               “Folklores and Cultural Presentation of Maguindanaon’’

 

                “Kulintang Ensemble of Maguindanaon: Reflection and Preservation of their                Cultures and Traditions”

              

               “Traditional Marry-Making of Indigenous Peoples (IP’s)”

 

               “Inaul: Maguindanaon Fabric of Pride and Heritage”

 

                “T’nalak: Reflection of T’bolis’ Dreams, Beliefs, Myths and Religion”

 

2.    GROUNDED THEORY is designed to discover what problems exist in a given social environment and how the persons involved handle these problems. It is a naturalistic and exploratory research used primarily to generate theory through relevant information taken from very reliable sources. In other words, its focus is theory development.

              

               In Grounded Theory, data collection and analysis occur simultaneously until “saturation” is reached. If little things are known for the topic and no available review of related literature from printed materials, Grounded Theory is very useful.

 

               It requires extensive and repeated sifting through the gathered data and analyzing and re-analyzing multiple times in order to identify new theory. It is an approach best suited to research projects where the phenomenon to be investigated has not been previously explored. This means that Grounded Theory can be best employed if there is no available review of related literature regarding the phenomenon

 

The examples of Grounded Theory are:

 

               “The Life of Bangsamoro People Before Spanish Colonial Period”

              

                “The Story Behind the Migration of Christians from Visayas and Luzon to                Mindanao”

 

                “How the Land Areas in Mindanao are Dominantly Owned by the Christians”

 

                “Bangsamoro People: Minorities in their Homeland”

              

     “The Magical Powers of Christians in Developing the Fertile Island of     Mindanao”

 

               “Life and Struggle of Bangsamoro People Living along the Rio Grande de                Mindanao”

 

               NOTE: The above research titles are just only examples to let you conceptualize your Qualitative Research Titles. Little things are known for that stated topics. So, Grounded Theory is very applicable.

 

3.    PHENOMENOLOGY is designed to focus on the commonality of a lived experience with a particular group. The fundamental goal of this research is to arrive at a description of the nature of the particular phenomenon. The common gathering method is this research is Participatory Rapid Appraisal (PRA).

 

               Phenomenology aims to determine what an experience means for the persons who have had the experience of living in a certain community which is the

subject of the research.

               Phenomenology seeks reality from individuals’ narratives of their experiences and feelings, and to produce in-depth descriptions of the phenomenon.

The examples of phenomenology are:

                “Life without Gadgets”

               “Post-Traumatic Experiences in the Battle Fields of Maguindanao: A                Phenomenological Study”

               “Resilience of Indigenous Peoples (IP’s) in their Mountainous Homeland”

               “Students Today and Students Now: A Phenomenological Study”

4.    CASE STUDY is an exploration of a “bounded system” or a “case” or “multiple cases” over time through detailed, in-depth data collection involving multiple sources of information rich in interesting stories. The context of the case involves situating the case within its natural setting, which may be physical, social, historical and/or

economic.

 

The examples of case study are:

                      “Teenage Pregnancy in the Public High Schools”

                      “Fly-By-Night Schools: Quality Education or Quantity of Enrolment?”

                      “He Does, I Do: A Crab Mentality in the Workplace”

                     “Bringing Home Office Goodies”

                      “Health Behavior Tracking via Mobile Games: A Case Study among Students”

                      “Students’ Discipline and Academic Performance through Child-Friendly                      School (CFS) Environment: A Case Study”

                      “Victims of Love: A Case Study”

.

 

 

 

5.    DISCOURSE ANALYSIS is defined as the analysis of language “beyond the sentence”. It deals with texts, interactions and social practices at the local, institutional and societal levels. It is a broad term for the study of the ways in which language is used by the people, both written and spoken contexts. It melds linguistics and sociology by taking into account the social and cultural context that language is used.

 

               Materials that are suitable for Discourse Analysis include books, newspapers, periodicals, brochures and advertisements. Topics for Discourse Analysis include sounds or intonations, gestures, syntax, lexicon, style, rhetoric, meanings, speech acts, moves, strategies and other aspects of interaction or communication.

The examples of discourse analysis are:

                “The Music of Everyday Speech: Prosody and Discourse Analysis”

              

               “Talk that Counts: Age, Gender and Social Class Differences in Speaking   English”

                “What Good Speakers Do in Conversation: A Discourse Analysis”

                “A Discourse Analysis on the Impact of Modern Technologies on        Communication”

6.    HISTORICAL RESEARCH is a method of examination of evidence in understanding the past events. It is particularly applied to evidence contained in documents, although it can be applied to all artefacts. It involves studying, understanding and interpreting past events. The purpose of historical research is to reach insights or conclusions about past persons or occurrences.

 

               The examples of historical research are:

 

                “The Cold War and Its Consequences for the World”

                “The Impact of Martin Luther King’s Speech”

                “The Crusades and the Jihads: Similarities and Differences”

                “The Bangsamoro Identity Struggle and Bangsamoro Basic Law as the Path to                Peace: Historical Analysis”.

7. NARRATIVE REPORT is designed to present things or events that have

happened in the past through a logical progression of the relevant information. The

main purpose of a narrative report is to present a factual depiction of what has

occurred.

 

               The examples of narrative report are:

 

                “High School Life: The Most Unforgettable Life of Students”

 

               “Finding Love: How I Met my Soulmate”, Finding Beauty in the Printed Word:                How I Learn Poetry”

 

         “Vocabulary Building of Students Through Proper Solid Waste Management” a

 

          “My First Love: Never Dies”.

 

8.    BIOGRAPHY is the study of an individual’s life and struggles and how they reflect cultural themes of the society. It deals with an interesting story found in documents and archival materials. It is concerned with the reconstruction of life histories and the constitution of meaning based on biographical narratives and documents.

 

               Five common types of biography are (a) Scholarly Chronicles; (b)  Intellectual Biography; (c) Life History  Writing; (d) Memoir Biography; and (e) Narrative Biography.

 

 

(a) SCHOLARLY CHRONICLE is the most fundamental (common) type of biographical

research with focus on the historical portrayal of an individual life. The basic research orientation constitutes telling the subject’s story in chronological order with emphasis upon the development of plot (life-pattern stages) and the description of acts of recognition or achievement.

 

                              The examples of this type of scholarly chronicle are “The Secrets of

               Outstanding Teachers of Esperanza NHS” and “Biography of Dr. Eskak M.

               Delna, the First Muslim Principal of Esperanza National High School”.

 

(b) INTELLECTUAL BIOGRAPHY is another genre of biographical research which forsakes the need for basic chronological structure and it develops a narrative of a life through the conceptual analysis of the subject’s motives and beliefs within the world of

ideas.

         Intellectual Biographer recognizes and accepts the invasive yet justifiable analysis and it overcomes the intrusive nature of inquiry with care and resulting in self-reflective thoughtfulness and insight. The example of intellectual biography is “Life and Works of Dr. Jose Rizal”.

 

(c) LIFE HISTORY WRITING is the recording of life memories, experiences, whether one’s or another’s. This applies to many genres and practices such as autobiography, diaries, letters, testimonies, personal essays and more recently, digital forms such as blogs and emails. The purpose of life history writing is to enable family information as well as emotions and feelings about history to be remembered.

                     The examples of life history writing are “Behind the Effective Leadership of Dr. Eskak M. Delna”, “My Story: Your Story and the Story of All”, “Sunshine Behind the Clouds: The Picture of My Life” and “The Sacrifices of Overseas Filipino Workers (OFW’s)”.

 

(d) MEMOIR BIOGRAPHY is designed to give emphasis on the stylistic presentation of the biographer’s reflections and insights in relation to the factual account of life. An interpretive narrative of the writer, alongside the presentation of the biographical subject, becomes part of the research. A life story is told, yet in relation to the transactional experiences of the biographer that in turn influences and foreshows similar experiences of the reader.

                     The examples of memoir biography are “Memories of Consecutive Earthquakes in Mindanao: A Biographical Analysis”, “Millennial Students: Full of Modern Gadgets and Lack of Study Habits”, “The Experiences of Maguindanaon Students in the Conflict Areas of Maguindanao”, “The Worst Nightmare in My Life” and “Life Before and After Maguindanao Massacre”.

 

(e) NARRATIVE BIOGRAPHY is a nonfiction account of life experiences of a person. In this type of writing, the description of a person is through the eyes of the writer. This type of narrative writing relies on concrete or key facts or events within a person’s life.

 

9. ACTION RESEARCH is a classroom-based or school-based research that seeks transformative change through the simultaneous process of taking action and doing research, which are linked together by critical reflection. This type of research is commonly conducted by the teachers to give solutions to the existing problems to improve students’ academic performance and positive attitudes.

                     Action research is usually qualitative in nature. Most of the time, action research  uses natural language rather than numbers: the use of natural language suits a paradigm which is participative and responsive to the situation.