MODULE 1

Traditional Literacies
Traditional literacy

❖ the ability to read the written word to gain understanding and meaning
What is literacy education?
◦ Traditionally, it has focused on teaching reading comprehension, writing and effective
communication.
◦ However, as modern forms of communication, collaboration and research shift increasingly to
digital formats, giving way to digital literacy which has become an important facet of overall
literacy education
What is Functional Literacy?

❑ the capacity of a person to engage in all those activities in which literacy is required for effective
function of his or her group and community

❑ enables him or her also to continue to use reading, writing and calculation for his or her own
and the community’s development
Functional Literacy

❑ refers to the practical skill set needed to read, write, and do math for real-life purposes, so
people can function effectively in their community (UNESCO)
Literacy Levels
1) Below Basic Literacy: reading and writing words and numbers in very simple documents
Examples:

❖ locating easily identifiable information on a chart

❖ signing a form

❖ adding a dollar amount to a deposit slip.

2) Basic Literacy: performing simple skills to understand short texts
Examples:

❖ reading a pamphlet

❖ using a TV guide

❖ comparing ticket prices

Literacy Levels
3) Intermediate Literacy: performing challenging skills to understand long texts
Examples:
 ❖ looking up information in a reference book

❖ summarizing a long article

❖ placing an order and calculating the cost.

4) Proficient Literacy: performing creative and critical thinking skills to understand dense or complex
texts.

❖ Examples: comparing viewpoints in editorials; interpreting statistical graphs; measuring and

calculating the costs of food items per ounce.
Note:

❖ As we advance from Below Basic to Basic, Intermediate, and Proficient literacy, we go from
simple tasks to more and more complex skills.
Functional literacy is more than getting a job. It’s also about preserving skills our whole society needs to
function. If we don’t have individuals with mathematical knowledge, reading and writing skills, or
analytical abilities, we won’t have functioning businesses, governments, or communities. In other
words, we need functional literacy to have a functional society.
Kinds of Functional Literacy
Media Literacy

❑ ability to access, evaluate, and create messages through different types of media

❑ Purpose: to turn people from mass consumers into thoughtful citizens who aren’t susceptible to
propaganda or advertising.
Religious Literacy

❑ is the ability to interpret religious scriptures and communicate with different faiths

❑ important for combating fundamentalism (e.g., religious fanaticism) and prejudice (e.g.,
Islamophobia)
Financial Literacy

❑ the ability to manage finances and make decisions about money.

❑ Whether you’re a consumer, a business owner, or a voter, understanding financial budgets,

interest rates, and savings is an essential life skill.
Computer Literacy

❑ the ability to use computers

❑ can range from basic competency (i.e., using applications like email and Microsoft Office) to
advanced knowledge (e.g., programming and computer science)
Legal Literacy

❑ the ability to comprehend laws so you are able to follow policies and legal procedures.
Scientific Literacy

❑ does not necessarily mean memorizing facts; rather, it’s knowing how to conduct experiments
and identify evidence that supports or contradicts preconceived beliefs or hypotheses.
Health Literacy

❑ the ability to understand healthcare information, particularly for making medical decisions or
lifestyle choices about nutrition, exercise, sleep, and other factors that affect physical and
mental well-being.
Civic Literacy (a.k.a. Civics)

❑ awareness of how government works as well as your rights and responsibilities as a citizen and
voter.
Functional Literacy and Technology
Two key points about functional literacy and technology are being emphasized:
1. Functional literacy is primarily about skills or applied knowledge. It’s only secondarily about
facts or subject-matter knowledge. For example, scientific literacy doesn’t mean you’ve
memorized the intricacies of how quantum computers work. Instead, it means you know how
to ask questions and apply methods of verification or falsification that make such technologies
possible.
2. Functional literacy keeps our high-tech society functioning.
◦ The kinds of functional literacy mentioned are relative to today’s highly complex, technological
society, but that doesn’t make them any less valid. For
Emergent Literacy
Emergent literacy is the idea that learning literacy actually begins at a very early age, long
before official lessons in school.
This term is used to describe the knowledge a child has of reading and writing before reaching
the age where those skills are taught.
Emergent literacy argues that right after birth, children are already in the process of becoming
literate
Characteristics of Emergent Literacy
The key factors that support emergent literacy include how some children come into their
school years already familiar with the reading and writing process.
These children do not know how to combine letters to make words, but they do know some
important things about literacy
Characteristics of Emergent Literacy
Example:
Most children learn from the modeling of parents reading to them at bedtime. Usually, children
easily notice their mom or dad read their bedtime stories from left to right.
 So during this stage, children learn about directionality, or the left to right, top to bottom
direction used for reading.
At this stage, they do not yet finger point or track words accurately but later on, when learning
to read in school, they already know how to start at the left of the page.
Secondly, emergent literacy involves learning basic phonemic awareness. Phonemes are units of
sound. Young children can begin to realize that blended sounds require more complex
combinations.
Example:
‘Fr' is a phoneme and it is the first unit of sound in words like 'friend', 'frame', and 'freeze’.
At an early age, children do not relate the letters to that specific sound, but they will begin to
pick up on acceptable phonemes within reading and writing. 'Fr' is an acceptable phoneme, but
something like 'tsw' is not. There is no word in the English language that combines those letters to
make one sound.
During emergent literacy, children begin to learn the acceptable phonemes to increase their
phoneme awareness. This knowledge is very important when they enter school and start to learn to
read.

❑ knows some letters of the alphabet

❑ understands that writing conveys a message

❑ uses "scribble" writing when writing

❑ may recognize some words or letters in their environment (words like "stop" or "exit" or letters
like the giant "K" signifying Kmart or the golden arches "M" signifying McDonald's)
Theories on Emergent Literacy
Several important beliefs within the idea of emergent literacy. These theories are based on approximate
age boundaries of when certain literacy skills develop.
1. stage 0 - extends from birth to first grade. These first five years of life display emergent literacy.
2. stage 1 - lasts from first to second grade when children learn how to sound out words and
translate the letters into blended sounds.
Letter recognition is complete and all acceptable phonemes are realized. Once in this stage, the
child has left emergent literacy.
Literacy and Basic Skills
Top 5 Skills Needed for Childhood Literacy
Literacy skills are all the skills needed for reading and writing. They include such things as awareness of
the sounds of language, awareness of print, and the relationship between letters and sounds. Other
literacy skills include vocabulary, spelling, and comprehension.
1. Phonemic awareness (awareness of sounds)
 - the ability to hear and play with the individual sounds of language, to create new words using
those sounds in different ways.
- usually occurs within the natural course of a child's development.
2. Awareness of Print
- can be attained by exposing children to books and other reading materials from a very young
age
- begins in the home and the child's everyday environment
Reading to children is crucial in order to foster this awareness and to introduce them to the
letters of the alphabet.
Children also pick up print awareness from environmental print, such words found on road signs, cereal
boxes, and the like.
It's important for children to have at least some print awareness before entering first grade to
ensure they don't struggle when learning to read. 
3.Vocabulary
Children learning to read (and most people) typically have two kinds of vocabulary, which is the
collection of all the words a person knows and uses in conversation. 
active vocabulary - words a person uses regularly in speech and writing. Words in the active vocabulary
are those which a person can define and use in context.
passive vocabulary - those which a person knows, but whose meaning he may have interpreted through
context and use by others.
4. Spelling - the arrangement of letters to make a word.
The way words are spelled and understanding concepts behind irregular spellings help
children learn to read earlier, particularly if they're encountering new words.
5. Reading Comprehension
If a child can read and understand the meaning of something he reads, he's said to have reading
comprehension. More than just being able to read the words, reading comprehension includes the
ability to draw inferences and identify patterns and clues in a text

MODULE 2

21st Century Literacies

21st Century Literacies and Skills

1. The Arts and Creativity Literacy

 ❑ can be manifested in creative ways of problem- solving and expressed through the production
of various art works.

❑ being more adept in the arts and manifesting creativity in various activities.
2. Eco literacy

❑ entails acquiring knowledge about climate change, pollution, loss of natural habitats and
biodiversity as well as the impacts of environmental problems on human lives.

❑ solutions on how these environmental problems could be addressed must also be practiced.

❑ developing awareness of the environment.

3. Cyber-literacy/Digital Literacy (Information and ICT Knowledge)

❑ based on the reality that societies and workplaces have now become more information-driven.

❑ Workplaces of the 21st century rely heavily on electronic (digital) forms of data storage and
management as well as in the area of communications.

❑ A need to develop familiarity and skills in the use of computers, the internet and other
information technologies.
4. Financial Literacy

❑ being knowledgeable about the basics of economics and financial management.

❑ involves skills in livelihood activities, entrepreneurship, and wise handling of personal finances.
5. Media Literacy

❑ being knowledgeable and skilled in the area of communications particularly the media.

❑ learning how to discern news and information based on the form and content as to how these
information being transmitted via various forms of media.
Media Literacy
Teachers and students:

❑ are expected to be knowledgeable and skilled in the area of communications particularly the
media.

❑ must learn how to discern news and information based on the form and content as to how
these information being transmitted via various forms of media.
6. Globalization and Multicultural Literacy

❑ developing a culture of respect for cultural diversity.

❑ There is value in having a perspective as a global citizen whose local actions can have an impact
on the wider global arena.
 ❑ understanding how world events may also affect you and your community at the local level
(http://iflex.innotech.org/GURO21/module1/l1_25.html).
Global Literacy

❑ Aim: to address issues of globalization, racism, diversity and social justice (Guo, 2014).

❑ requires awareness and action, consistent with a broad understanding of humanity, the planet,
and the impact of human decision on both.

❑ empowers students with knowledge and take action to make a positive impact in the world and
their local community (Guo, 2014).
A global citizen should:
⮚ Respect for humans no matter their race, gender, religion or political perspectives.
⮚ Respect for diversity and various perspectives.
⮚ Promote sustainable patterns of living, consumption, and production.
⮚ Appreciate the natural world and demonstrate respect towards the rights of all living things.
Multicultural Literacy consists of the skills and ability to:

❑ identify the creators of knowledge and their interests (Banks, 1996)

❑ to uncover the assumptions of knowledge

❑ to view knowledge from diverse ethnic and cultural perspective

❑ to use knowledge to guided action that will create a humane and just world (Boutte, 2008)
Multicultural literacy, then, brings attention to

❖ diversity

❖ equity

❖ social justice
to foster cultural awareness by addressing difficult issues like discrimination and oppression towards
other ethnicities (Boutte, 2008).
Every classroom contains students of different race, religion, and cultural groups. Students embrace
diverse behaviors, cultural values, patterns of practice, and communication. Yet they all share one
commonality: their educational opportunity (Guo, 2014).
Therefore:

❑ Teachers should teach their students that other cultures exist and that these deserve to be
acknowledged and respected.

❑ Integrating a variety of cultural context into lessons and activities teaches students to view the
world from many angles, creates a respect for diversity and enables students to learn exciting
information (Guo, 2014).
 ❑ As classrooms become increasingly more diverse, it is important for educators to acknowledge
and address diversity issues and to integrate multiculturalism information into the classroom
curriculum (Guo, 2014).
6. Social/Emotional Literacies

❑ acquiring social skills that are attuned to the norms of the current society.

❑ Emotional intelligence - must also be developed to be able to effectively manage the stresses of
a fast-paced 21st century society.
Social Literacy

❑ a student’s successful performance and understanding of social skills, organizational skills, and
communication skills

❑ the student’s ability to connect effectively with those around them.

spans across interacting with peers, family, coworkers, teachers, and even people we may not have met
face to face
Why is social literacy is so crucial in a person’s success?
The ability to communicate and voice opinions and thoughts, as well as listening to opinions and
thoughts of others, is essential in learning.
Firmly grasping social cues and norms is extremely beneficial. In literacy, every single setting of our lives
(school, home, work, clubs and activities, interacting with people - whether face to face or behind
technology), we use our social literacy.
We play so many roles every day and we socially need to understand how to play those roles
appropriately.
Social literacy means the presence of social skills, knowledge and positive human values that support
ability in human beings to act positively and responsibly in range of complex social settings and their
ability to successfully and deliberately mediate his/her world as family member, worker, citizen and
lifelong learner

MODULE 3
Critical Attributes of 21st Century Education
What is the 21st century teacher?
Attribute - a quality or feature regarded as a characteristic or inherent part of someone or something
THE CRITICAL ATTRIBUTES

1. Integrated and Interdisciplinary

❑ Teachers need to review the school curriculum and identify strategies or ways on how different
subjects can be effectively linked to enhance the learning experiences of students.
 ❑ An integrated curriculum is described as one that connects different areas of study by cutting
across subject-matter lines and emphasizing unifying concepts.

Integration

❑ focuses on making connections for students, allowing them to engage in relevant, meaningful
activities that can be connected to real life
2. Technologies and Multimedia

❑ The school will need to acquire and use computers and various multimedia equipment to
enhance learning to the best extent possible.

❑ Training is also needed for teacher-users as part of a bigger “technology plan.”

3. Global Classrooms

❑ Teachers need to include current global issues/concerns, such as peace and respect for cultural
diversity, climate change, and global warming, in classroom discussions.
3. Creating/Adapting to Constant Personal and Social Change, and Lifelong Learning
❑ Teachers should facilitate students’ acquisition of KSAVs that go beyond academics
❑ Learning should take place not only for the purpose of passing exams, but also for transferring
knowledge to real life situations.
❑ The curriculum should be planned in such a way that the students will continue to learn even
outside the school’s portals.

❑ What is lifelong learning?

Refers to the potential for continuous learning of individuals along the areas of critical thinking and
problem-solving, creativity, collaboration, cross-cultural understanding, communication,
computing, and career and learning self-reliance

❑ the development of human potential through a continuously supportive process which

stimulates and empowers individuals to acquire all knowledge, values, skills, and understanding
they will require throughout their lifetimes and to apply with confidence, creativity, and
enjoyment in all roles, circumstances, and environments.
5. Student-Centered

❑ Teachers should act as facilitators of learning — not as “sages on the stage” but as “guides on
the side.”

Learners should be given opportunities:

❑ to discover new knowledge

❑ to learn with one another

❑ to create their own learnings

6. 21st Century Skills

❑ Education in the 21st century promotes the skills needed to be productive members of today’s
society.

❑ It is not enough for students to learn the basic skills of reading, writing, and numeracy, but
should develop in themselves skills that would help them cope with life and work in 21st century
communities.

What skills shall they develop?

❑ critical and creative thinking skills

❑ problem solving and decision making

❑ ICT literacy and skills.

As a teacher, you are expected to possess these 21st century skills before you can help your
students develop these skills.

7. Project-Based and Research-Driven

❑ 21st century education emphasizes the use of data, information, and evidence-based decision
making.

❑ relies heavily on student-driven activities to encourage active learning.

❑ Teachers of the 21st century need to be knowledgeable about research to guide their students’
learning through self-directed activities, such as learning projects within and outside their
classrooms

❑ Examples = Investigatory projects

8. Relevant, Rigorous and Real-world

❑ This implies that topics are taught using current and relevant information and linked to
real-life situations and context.

❑ A teacher needs to be updated on the current trends, developments, and issues in school,
community, and in the world, so that his or her teaching will be relevant to the lives of students.

❑ Newspapers, TV and radio news, and the internet are good sources of relevant and up-to-date
information that you can access.

MODULE 5

LESSON 1 - STUDENT-LED LEARNING (COOPERATIVE LEARNING)

What is Cooperative Learning?

❑ Cooperative Learning is an instructional method in which students work in small groups to

accomplish a common learning goal under the guidance of the teacher.
❑ It also offer students the possibility to learn by applying knowledge in an environment more
similar to the one they will encounter in their future work life.

Strategies can be used both in pairs and groups and are designed to fulfil all the so-called PIES
principles:

❑ Positive interdependence

❑ Individual accountability

❑ Equal participation

❑ Simultaneous interaction

1. Positive interdependence

 In general, we talk about positive interdependence when a gain for one is a benefit for the
other. Pair and group members experience themselves as a team and are on the same side
working toward the same goal.
2. Individual Accountability

 In the cooperative classroom, students work together as a team to create and to learn, but
ultimately every individual student is responsible for his or her own performance.
3. Equal Participation
 This make sure every student in each team or pair is equally contributing to the final
achievement. They are actually designed to make students interact and to have everyone at
every step of the activity fulfil a specific task.
4. Simultaneous Interaction
 This cooperative learning strategies are designed to produce simultaneous interaction, so to
engage as many students as possible simultaneously.

Cooperative Learning and Classroom Management

❑ Cooperative learning, reducing students’ disengagement and favoring the natural need of
students for social interaction instead of contrasting it, helps also minimize classroom
management issues.
❑ It also helps to create a better community and therefore a warmer atmosphere in the
classroom.

In Cooperative Learning Classroom teaching goals are:

❑ To provide opportunities for natural way of learning through the use of interactive pair and
group activities

❑ To provide opportunities for learners to develop successful learning and communication

strategies

❑ To enhance learner motivation and reduce learner stress to create a positive affective classroom
climate
 Learner roles in cooperative learning

❑ The primary role of the learner is a member of group who must work collaboratively on tasks
with other group members.

❑ Learners are also directors of their own learning. They are taught to plan, monitor, and
evaluate their own learning, which is viewed as a compilation of lifelong learning skills.

Teacher roles in cooperative learning

❑ The teacher has to create highly structured and well-organized learning environment in the
class room, setting goals, planning and structuring tasks, establishing the physical
arrangement of the classroom, assigning students to groups and roles, and selecting material
and time

❑ Teacher becomes a facilitator of learning in true sense. The teacher must move around the
class helping students and groups as needs arise:

LESSON 2- INQUIRY-BASED CLASSROOM ENVIRONMENT

INQUIRY-BASED LEARNING
Inquiry-based learning (IBL) is that it starts from a place of questioning.

It is a learning process that engages students by making real-world connections through

exploration and high-level questioning. It is an approach to learning that encourages
students to engage in problem-solving and experiential learning.
For example:

A math teacher might demonstrate how to solve a problem in a traditional lesson,

but during an inquiry-based lesson the teacher can see how each student views a
problem and the steps they take to get a solution in their own unique way.

The 4 Types of Inquiry-Based Learning

1. Confirmation Inquiry - You give students a question, its answer and the method
of reaching this answer. Their goal is to build investigation and critical-thinking
skills, learning how the specific method works.
-
2. Structured Inquiry  the method to craft an evidence-backed conclusion.
3. Guided Inquiry- You give students an open question. Typically, in groups, they
design investigation methods to reach a conclusion.
4. Open Inquiry -You give students time and support. They pose original
questions that they investigate through their own methods, and eventually
present their results to discuss and expand.
 ACTIVITIES YOU MIGHT USE IN INQUIRY-BASED LEARNING:
⮚ Case studies
⮚ Group projects
⮚ Research projects
⮚ Field work, especially for science lessons
⮚ Unique exercises tailored to your students
The Benefits of Inquiry-Based Learning

❑ Students in an inquiry-based environment know that their voices matter and that their curiosity
is important to their teacher.
❑ Because inquiry-based learning starts with questions, students are often very authentically
motivated to learn.
❑ Inquiry-based learning is easy to differentiate because it is accessible to students at a wide range
of levels.
❑ An inquiry-based classroom environment is also very inclusive because everyone is able to
access learning through the questions they are asking.

Teachers need to become the CEO of their classroom with many projects happening under
them
In an inquiry classroom a teacher’s role is to:
✔  Take Risks – be ok with failure.
✔ Expose students to new ideas and issues that are in our world.
✔ Provide opportunities for their students outside of the classroom
✔ Help ignite passion within their students.
✔ Support their students in finding ways to explore those passions.
Help their students learn where and how to find credible information
✔ Help ignite passion within their students.
✔ Support their students in finding ways to explore those passions.
✔ Help their students learn where and how to find credible information.
✔ Support students on learning time management skills.
✔ Connect curriculum to their passion projects.
✔ Connect students to experts and community members that can support their projects.
✔ Model the love of learning and promote lifelong learning.

LESSON 3 - Collaborative Activities

Collaborative Learning
❑ Collaborative learning is an approach that can be planned and used to enhance student
engagement by incorporating the social aspects of active learning
❑ It is also an educational approach of using groups to enhance learning through working
together.
Collaborative Activities
❑ Collaborative activities are any activities where learners are working co-operatively in pairs or
groups. It involves learners in working together in order to complete a task.
 Examples of Collaborative activities
 Group or pair discussion
❑ Listening triangles
❑ Talk partners
Think-Pair-Share
Working on shared tasks, e.g. matching, sorting, ranking
❑ Working collaboratively on a task encourages use of the vocabulary of the curriculum area, and
at the same time encourages use of the language of making suggestions, justifying opinions,
agreeing and disagreeing, etc.
Games and activities with a competitive element
❑ Games can be very effective in motivating learners, and in revising or consolidating curriculum
content. They also practice the language of turn-taking and negotiating.
Drama and role play
❑ Drama is a very valuable tool for exploring issues, making learning memorable, encouraging co-
operation and empathy.
Games and activities with a competitive element
❑ Games can be very effective in motivating learners, and in revising or consolidating curriculum
content. They also practice the language of turn-taking and negotiating.

How collaborative activities work

Team-based learning
❑  is distinguished from small group learning in that a student team works on a given project or
problem that may span one to many classes during a teaching period. 
Large group activities
❑ These are most often led by a teacher and can be used to break up didactic content delivery
with learning activities that consolidate and test knowledge as it is developed.
Small group activities
❑ This can occur in any space where a manageable number of cooperative groups can be
implemented with appropriate supportive resources, space, and technology.

LESSON 4 - HOTS ACTIVITIES

What is HOTS?
-Higher-order thinking skills (HOTS)
❑ It is a concept popular in American education. It distinguishes critical thinking skills from low-
order learning outcomes, such as those attained by rote memorization. HOTS include
synthesizing, analyzing, reasoning, comprehending, application, and evaluation.

What are HOTS activities?

❑ These activities move children beyond the problems in front of them by training them to ask
important questions and consider possibilities that might exist outside the evidence that has
been presented.
Venn Diagrams (Analyzing)
❑ Venn diagrams prompt students to compare and contrast.
Cooperative Decision-making (Evaluating)
❑ Such a task inspires students to collaborate and draw conclusions supported by evidence.
Teachers can use similar higher order thinking activities in almost any subject -- e.g.
Mock Trials (Analyzing, Evaluating)
❑ Trials encourage students to form evidence-based arguments and examine their credibility, and
both tasks require higher order thinking skills.
Engineering Challenges (Creating)
❑ Children of all ages can hone their higher order thinking skills with engineering activities. Turning
engineering tasks into challenges that will engage students' critical thinking skills.

Some interesting activities that provide focus on these ‘21st century skills’ to the students are:
✔ Draw pictures to show a particular event / make a coloring book
✔ Make up a puzzle or a game about the topic of study
✔ Write a biography of any one of the characters
✔ Dramatize the content
✔ Conduct a debate about an issue of special interest
✔ Write a different ending to the story /play

LESSON 5 - CREATIVE LEARNING

Creative Learning
❑ It is not memorizing information. It’s building knowledge and developing skills using creative
techniques.
❑ Creative learning pertains to the development of new and meaningful contributions to one’s
own and others’ learning and lives.
Types of Creative Learning

Analogy
❑ Explaining things with analogy or asking learners to develop an analogy.
Improvisation
❑ This includes games and exercises designed to stimulate improvisation.
Introspection
❑ This is about examining thoughts and emotions. For example, asking learners to explain how a
musical composition makes them feel.
Storytelling
❑ This is the art of making information interesting. For example, asking learners to tell a fictional
story that illustrates a problem.
Open-end questions
❑ This includes questions that allow for an unconstrained answer.
“Creativity belongs everywhere, not just in childhood games and extracurricular. It involves all of
your senses and creates new knowledge that didn’t exist before”.
GEC 11
Pagbasa at Pagsulat Tungo sa Pananaliksik
Kabanata 1 - Kahulugan ng Pagbasa
 Ang pagbasa ay pagkilala at pagkuha ng mga ideya at kaisipan sa mga nakalimbag na simbolo. Ito
ay proseso ng pag-unawa sa mga mensaheng nais ibahagi ng may-akda sa babasa ng kanyang
isinulat. Ang gawaing pagbasa ay isang mental na hakbangin tungo sa pagkilala,
pagpapakahulugan at pagtaya sa mga isinulat ng may-akda (Babasoro, et. Al)
 ang pagbasa ay interpretasyon ng nakalimbag na simbolo sa kaisipan. Ito ay pagpapakahulugan
sa nakatalang sagisag ng mga kaisipan (Belvez)
Kahulugan ng Pagbasa
 Si Badayos (2007) ay nagpaliwanag naman tungkol sa sinabi ni Goodman (1967,1971,1973) na
ang pagbasa ay isang psycholinguistic guessing game, kung saan ang nagbabasa ay nagbubuo
muli ng isang mensahe o kaisipang hango sa tekstong binasa. Nilinaw niya na sa ganitong
pagpapakahulugan, hindi na kailangang basahin lahat ng teksto upang maunawaan ito, lalo na
kung higit na magaling ang tagabasa sa paghula o pagbigay ng haka .
 Idinagdag ni Badayos buhat sa kaisipan ni Coady (1979), na para sa lubusang pag-unawa ng isang
teksto, kailangan ang dating kaalaman ng tagabasa ay maiugnay niya sa kanyang kakayahang
bumuo ng mga konsepto/kaisipan at kasanayan sa pagproseso ng mga impormasyong
masasalamin sa teksto.
 Ang pagbasa ay ang tiyak at madaling pagkilala ng ayos at pagkakasunod-sunod ng mga salita
upang makabuo ng mga ideya at kahulugan (Carmelita S. Lorenzo, et al).
 Ang pagbasa ay maituturing na pundasyon ng edukasyon. Pinakamahalagang kakayahang
maituturing kung kaya nararapat na linangin ng mga kabataan upang makasabay sa mabilis na
pagtakbo ng panahon (Conan sa Lalunio 1985).
Kahalagahan ng pagbasa
1. Ang talinong makakamit ay maaaring magamit sa paghahanap ng ikabubuhay ng magbubunga
ng kaunlaran sa kabuhayan.
2. Magagamit din ito sa paghubog ng kagandahang asal at wastong pakikitungo sa kapwa;
3. Binubuksan din ng pagbabasa ang mga daan sa lahat ng disiplina.
4. Nakapaglalakbay ang isipan at imahinasyon ng isang nagbabasa.
5. Magkakaroon ng kaalaman sa kultura, tradisyon at kaugalian ng iba’t ibang lahi at
nararamdaman niyang siya’y napapalit sa mga ito.
6. Napapalawak ang bokabularyo ng pagbabasa.
7. Nakapagpapalawak din ng karanasan.
Mga Uri ng pagbasa
1. Masusing pagbasa. Ito ay mapanuri at kritikal. Ang tuon ay sa pag-aaral ng nilalalaman at
istruktura ng teksto. Ang mga tiyak na detalye sa akda ay maingat na sinusuri at binibigyan ng
wastong interpretasyon. Saklaw nito ang pagbibigay ng sariling reaksiyon at paghatol sa kaisipang
nabasa.
2. Masaklaw na pagbasa. Isa itong pag-aaral sa kabuuan ng teksto at hindi lamang sa baha-bahagi
nito, ang pangkalahatang nilalaman ng binasa at hindi ang mga tiyak na detalye ng akda ang tuon
nito.
3. Pasalitang pagbasa. Ito ay pagbabasa na inaangkupan ng tamang bigkas ng mga salita at sapat na
lakas ng tinig upang ito’y marinig at maunawaan ng mga tagapakinig. Ang tuon ng uring ito ay upang
sanayin ang mag-aaral sa wastong pagbigkas at tamang paglapat ng tinig.
4. Tahimik na pagbasa. Mata lamang ang ginagamit sa uring ito. Walang interaksiyon na mangyayari
dahil ito ay pansariling pagbasa.
5. Mabagal na pagbasa. Sa uring ito, ang mag-aaral ay binibigyan ng guro ng sapat na panahon
upang maisa-isang basahin at mapagtuunan ng pansin ang mga salitang bumubuo sa teksto.
6. Mabilis na pagbasa. Ang uring ito ang ginagamit na paraan sa pagkuha at pagpili ng pangunahin
at tiyak na detalye o kaisipan sa akdang binasa. Tinutukoy ito sa Ingles na skimming o scanning. Ang
scanning ay paghahanap sa isang tiyak na impormasyon sa aklat o babasahin. Isinasagawa ito
upang matukoy agad ang partikular na impormasyon. Ang skimming naman ay ang pinakamabilis na
pagbasang nagagawa ng tao. Ginagawa ito sa pagtingin sa kabuuan ng akda bago tuluyang basahin.
Pagriribyu ito sa aklat ng mga kakailanganing impormsyon kaugnay sa paksang saliksikin.
Hakbang sa Pagbasa:
1. Persepsiyon= ito ay estado ng pagkilala o pagtukoy sa kamalayan sa isang bagay sa mga
nakalimbag na simbolo at kakayahan sa pagbigkas ng mga tunog.
2. Komprehensyon = ang kakayahang maunawaan ang nilalaman ng teksto sa pamamagitan ng
pagbuo ng isang konsepto
3. Reaksyon = nangangailangan ito ng paghuhusga at pagwawari tungkol sa kung ano ang sinabi ng
awtor.
Ayon kina Aban at Cruz, may dalawang paraan ang pagsasagawa ng reaksiyon. Ang intelektwal at
emosyonal.
4. Integrasyon/Asimilasyon= ang kakayahang maiangkop sa buhay ng mambabasa ang anomang
konseptong nauunawaan upang maging mahalagang bahagi ng kanyang karanasan para sa
kinabukasan.
Dimensiyon ng pagbasa:
1. Pag-unawang Literal (Unang Dimensyon)
2. Interpretasyon (Ikalawang Dimensyon)
3. Mapanuring Pagbasa (Ikatlong Dimensyon)
4. Aplikasyon sa pagbasa (Ikaapat na Dimensyon)
5. Pagpapahalaga (Ikalimang Dimensyon)
1. Pag-unawang Literal (Unang Dimensyon) = Ito ay tumutukoy sa pinakamababaw na kahulugan
ng salita o alinmang pahayag. Lantad ang kahulugan na tinutukoy ng ganitong pang-unawa.
a. Pagpuna sa mga detalyeng nakalahad
b. Pagpuna sa wastong pagkakasunod-sunod ng mga pangyayari sa teksto.
c. Pagsunod sa panutong nabanggit
d. Pagbubuod o paglalagom sa binasang teksto
e. Paggawa ng balangkas
f. Pagkuha ng pangunahing diwa o kaisipan
g. Paghanap ng tugon sa mga tiyak na katanungang inilahad
h. Pagbibigay ng katotohanan
i. Paghahanap ng katibayan para sa o laban sa isang pansamantalang kongklusyong inilahad.
j. Pagkilala sa mga tauhang gumanap.
2. Interpretasyon (Ikalawang Dimensyon) = Naiibibigay sa antas na ito ang paghihinuha kaugnay
sa mga ideyang natagpuan sa pagbasa maging ang paglalahad sa ilang kaisipan na hindi malinaw
na binanggit sa teksto. Kailangan itong suriin ng bumabasa upang makapagbigay siya ng
interpretasyon ukol sa nakatagong kahulugan.
a. Pagdama sa katangian ng tauhang gumanap
b. Pag-unawa sa mga tayutay at patalinhagang salita
c. Paghihinuha ng mga katuturan o kahulugan
d. Pagbigay ng kuro-kuro at opinion sa talataan
e. Paghula sa kalalabasan ng nobela/teksto
f. Paghinuha sa mga sinundang pangyayari
g. Pagbibigay ng solusyon o kalutasan
h. Pagkuha ng pangkalahatang kahulugan ng isang binasa
i. Pagbibigay ng pamagat
3. Mapanuring Pagbasa (Ikatlong Dimensyon) = Nakakapaloob sa antas na ito ang malalim na
pagsusuri sa ideya o impormasyon ng binabasang teksto kung saan maaaring ibigay ang kapasyahan
kung ang inilalahad ng teksto ay makatotohanan o kathang isip lamang at iba pa.
a. Pagbigay ng reaksiyon sa teksto
b. Pag-iisip ng masaklaw at malawak na talasalitaan
c. Pagbibigay ng pagkakaiba at pagkakatulad ng pahayag
d. Pagdama o pagkaalam sa pananaw ng awtor
e. Pag-unawa sa mga impresyon o kakintalang nadarama
f. Pagkilala sa pagkakaroon o kawalan ng kaisahan ng diwa ng mga pangungusap na nasasaad.
g. Pagkilala sa pagkakaugnay-ugnay ng mga pangungusap sa talata
h. Pagtatalakayan tungkol sa mabuting katangian ng kuwentong binasa
i. Pagpapasiya tungkol sa katumpakan ng pamagat ng binasang seleksyon sa aklat
j. Pagpapasiya tungkol sa kabisaan ng paglalahad na isinasagawa.
4. Aplikasyon sa pagbasa (Ikaapat na Dimensyon) = Inilalapat ng mambabasa ang mga kaisipang
nakuha sa pagbasa. Inuugnay niya ito sa mga kaisipang hango sa teksto sa mga tunay na karanasan
sa buhay. Sa gayon, nakabuo siya ng panibagong pananaw o perspektiba mula sa mga pangyayaring
nababasa.
a. Pagbibigay opinyon at reaksyon sa binasa
b. Pag-uugnay ng binasang kaisipan sa kanyang sariling karanasan at sa tunay na pangyayari sa
buhay ng mag-aaral
c. Pagpapayaman ng talakayan sa aralin sa pamamagitan ng paglalahad ng mga kaugnay na
karanasan sa talakayan.
d. Pag-alala sa mga kaugnay na impormasyon sa pag-aaral.
e. Pagpapaliwanag sa nilalaman o kaisipang binasa batay sa sariling karanasan.
 5. Pagpapahalaga (Ikalimang Dimensyon) = Nakapaloob sa antas na ito ang pagsasabi sa mga
damdaming maaaring nakapaloob sa teksto ayon sa kasiyahan, interes at iba pa. Ang bahaging ito ay
pagpapahalaga sa mga kaisipang nabasa sa teksto.

a. Pagbabago ng panimula ng kuwento o lathalain

b. Pagbabago ng wakas ng teksto
c. Pagbabago ng pamagat ng teksto
d. Pagbabago ng mga katangian ng mga tauhang gumanap
e. Pagbabago ng mga pangyayari sa teksto
f. Paglikha ng sariling kwento batay sa binasang teksto.
 
Kabanata 2 – Kasanayang pagsulat
Kahulugan ng Pagsulat
 Ito ay pagsasalin sa papel o sa anumang kasangkapang na maaaring magamit na mapagsasalinan
ng mga nabuong salita, simbolo at ilustrasyon ng isang tao o mga tao sa layuning maipahayag
ang kanyang kaisipan (Bernales, et. al.).
 Ang pagsulat ay isang sistema ng humigit kumulang sa permanenteng panandang
ginagamit upang kumatawan sa isang pahayag kung saan maaari itong muling makuha nang
walang interbensyon ng mga nagsasalita (Peter T. Daniels).
 Ito ay isang set ng makikitang simbolong ginagamit upang kumatawan sa mga yunit ng wika sa
isang sistematikong pamamaraan, na may layuning maitala ang mga mensahe na maaaring
makuha o mabigyang-kahulugan ng sinuman na may alam sa wikang ginagamit at mga
pamantayang sinusunod sa pag-eenkoda (Florian Coulmas).
 Ito ay isang proseso ng pag-iisip na inilalarawan sa pamamagitan ng mahusay na pagpili at pag-
oorganisa ng mga karanasan (Arapoff).
 Ang pagsulat ay komunikasyong tao sa tao na ang layunin ay ang pagpapahayag ng isang
ideya sa isang tiyak na kalagayan para sa isang particular na indibidwal (Smith, 1976).
 Sa sosyo-kultural na konteksto, ito ay isang proseso ng pag-aaral at produktong konteksto na
nakaaapekto sa pagkatuto; maipahiwatig ang ating nadarama na di natin kayang sabihin.
 Dagdag pa ni Badayos, ang pagsulat nang mabisa ay isang bagay na totoong mailap para sa
nakararami sa atin maging ito’y pagsulat sa unang wika o pangalawang wika man (Badayos).
Elemento ng Pagsulat
1. Paksa (topic). Ang pangkalahatang kaisipang iniikutan ng mga ideya ng teksto. Mahalaga ang
kawastuan, katumpakan, at kasapatan ng kaalaman ng may-akda ukol sa tinatalakay na paksa
2. Layunin (Aim). Binibigyan-tugon nito ang tanong na “Bakit tayo nagsusulat?”
Batay sa pag-aaral ni James Kinneavy (1971), may limang layunin sa pagsulat:
- Ekspresiv: nagpapahayag ng niloob o naramdaman ng isang tao.
2. Layunin (Aim)
- Imaginativ: malikhaing pagsulat na pinag-uugatan ng mga tula, maikling kwento, dula, awit at
iba pa.
- Formulari: pagsulat ng mga kasulatan, kasunduang pangnegosyo, mga transaksyong legal at
political.
- Informativ: pagsulat ng mahahalagang impormasyon at ebidensya tulad ng balita at iba pang
sulatin na batay sa mga tiyak na paksa at pangyayari.
- Persweysiv: pagsulat upang makahikayat.

3. Wika (Code). Napapaloob dito ang uri ng wikang gagamitin at ang paraan ng paggamit nito.
Ginagamit ang wika sa pinakasining, payak, at tiyak na kaanyuan.
4. Kombensyon (convention). Tinutukoy nito ang estilo ng pagsulat na karaniwan sa mambabasa at
manunulat. Ang paggamit sa isang kinasanayang paraan ng pagsulat ang makapagbibigay ng
maluwag na daluyan ng kaisipan sa bumabasa sapagkat ito’y pamilyar sa kanya.
5. Kasanayang pampag-iisip. Kabilang rito ang mga sumusunod:
 Analisis- pagtukoy sa kung ano ang mahalaga o hindi.
Lohika- kakayahan sa mabisang pangangatwiran.
Imahinasyon- paglalangkap ng mga malikhain at kawili-wiling kaisipan.
6. kasanayan sa Pagbuo. Tumutukoy sa kakayahan ng manunulat na maisulat ang buong piyesa na
taglay ang kasiningan at maayos na sikwens ng mga kaisipan.
7. Kabatiran sa Prosidyur ng Pagsulat. Ang tamang ispeling, pagbabantas at wastong pagkakasunod-
sunod ng mga kaisipan ay mahalagang pagtuunan ng pansin sa paglikha ng magandang piyesa.
Proseso ng Pagsulat - Ayon kina Graves (1982), Murray (1985), at Arrogante (2000), ang pagsulat
ay binubuo ng mga sumusunod na hakbang:
1. Bago Sumulat (Pre-Writing). Ito ang unang hakbang na isasagawa sa pagpapaunlad ng paksang
isusulat. Sa yugtong ito ay nagtatala, gumagawa ng balangkas, nagtatanong-tanong, at
nagkaklaster ang manunulat.
2. Pagsulat ng Burador (Draft Writing). Ito ay aktwal na pagsulat nang tuloy-tuloy na hindi
isinaalang-alang ang maaaring pagkakamali.
3. Pagrebisa ( Revising). Pangunahing konsern ng rebisyon ang paglilinaw sa mga ideya. Ginagawa
ito upang suriin ang teksto at nilalaman para matiyak ang kawastuhan, kalinawan at kayarian ng
katha na madaling maunawaan ng nagbabasa. Sa bahaging ito, iniwawasto ang mga inaakalang
kamalian, binabago ang dapat baguhin at pinapalitan ang dapat palitan.
4. Pag-eedit (Editing). Ang bahaging ito ay pagwawasto sa gramatika, ispeling, estruktura ng
pangungusap, wastong gamit ng salita at mga mekaniks sa pagsulat. Pinapakinis ang papel upang
matiyak na ang bawat salita at pangungusap ay naghahatid ng tamang kahulugan.
5. Paglalathala (Final Document). Ang paglalathala ay pakikibahagi ng nabuong sulatin sa mga
target na mambabasa.
Uri ng Pagsulat:
1. Teknikal na pagsulat. Isang uri ng tekstong ekspositori na nagbibigay ng impormasyon para sa
teknikal o komersiyal na layunin (ulat panlaboratoryo, kompyuter)
 
2. Referensiyal na pagsulat. Naglalayong magrekomenda ng iba pang sanggunian hinggil sa isang
paksa. (bibliography, index, note cards)
Isaalang-alang ang sumusunod:
2.1 Sumulat ng tesis na nagpapahayag ng kabuuang impormasyon na nais iharap sa mambabasa
2. Referensiyal na pagsulat.

Isaalang-alang ang sumusunod:

2.2 Iharap ang wasto at komprehensibong katibayan na sumusuporta sa tesis
 2.3 Upang maging kumprehensibo, ang impormasyon ay kailangang sumasagot sa tanong na
sino, ano, kalian, saan at paano. Sa pagbibigay ng interpretasyon, ang kongklusyon ay kailangang
sumasagot sa tanong na bakit
2.4Huwag magbigay ng haka-haka o pala-palagay
2.5Sikaping maging obhektibo at walang kinikilingan
2.6Huwag gumagamit ng panghalip sa una at ikalawang panauhan sa paglalahad ng
impormasyon
2.7Maaaring gumamit ng pormal at di-pormal na wika
3. Jornalistik na pagsulat. Saklaw nito ang pagsulat ng balita, editorial, kolum, anunsyo at iba pang
akdang karaniwang makikita sa mga pahayagan o magasin.
Isaalang-alang ang sumusunod (Jami Cameron):
3.1 Kunin agad ang punto ng istorya.
3.2 Huminga. Iwasan ang mahahabang pangungusap hanggat maaari.
3.3 Sumulat nang malinaw. Kailangang maliwanag, tama ang mga impormasyon at maiikli ngunit
malaman.
4. Akademikong pagsulat. Ito ay isang intelektwal na pagsulat dahil layunin nitong pataasin ang
antas at kalidad ng kaalaman ng mga mag-aaral (kritikal na sanaysay, laboratory report,
eksperimento, pamanahong papel, thesis at disertasyon)
Mga katangian:
4.1 pormal
4.2 obhetibo
4.3 maliwanag
4.4 may paninindigan
4.5 may pananagutan
5. Profesyunal na pagsulat. Nakatuon o ekslusiv sa isang tiyak na propesyun. (police report,
investigative report, legal forms, medical report)
6. Malikhain na Pagsulat. Masining ang uring ito ng pagsulat. Ang pokus dito ay imahinasyon ng
manunulat bagamat maaaring fiksyonal at di-fiksyonal ang akdang isinusulat. (pagsulat ng tula,
nobela, maikling kuwento, at iba pa)
7. Personal na Pagsulat. Impormal. Walang tiyak na balangkas, at pansarili. (dyornal, diary, liham,
at mga invitation letters)
Kabanata 3– Makabuluhang pananaliksik
 Ayon kay Bernales, et al. (2018), ang mga sumusunod ay katangian ng mabuting pananaliksik:
1. Sistematiko. Ito ay sumusunod sa maaayos at makabuluhang proseso na nagbubunsod sa
pagtuklas ng katotohanan, solusyon sa suliranin o anuman na naglalalyong matuklasan ang
bagay na hinahanapan ng kasagutan.
2. Kontrolado. Ito ay hindi ordinaryong problema na madaling lutasin. Pinaplano itong mabuti at
ang bawat hakbang ay pinag-iisipan.
3. Empirikal. Kailangang maging katanggap-tanggap ang mga pamamaraang ginagamit sa
pananaliksik, maging ang datos na nakalap.
4. Mapanuri. Ang mga datos ditto ay kailangang suriin nang kritikal upang hindi magkamali ang
mananaliksik sa paglalapat ng interpretasyon sa mga datos na kanyang nakalap. Kadalasan ay
gumagamit ang mga mananaliksik ng mga na-validate nang pamamaraang estadistika sa
pagsusuri.

5. Obhetibo, Lohikal, Walang Pagkiling. Lahat ng tuklas at mga kongklusyon ay kailangang lohikal
na nakabatay sa mga empirical na datos at walang pagtatangkang ginawa uoang baguhin ang
resulta ng pananaliksik.

6. Gumagamit ng Kwantitatibo o Estadistikal na Metodo. Ang mag datos ay dapat mailahad sa

pamamamaraang numerical at masuri sa pamamagitan ng estadistikal na tritment upang
matukoy ang kanilang gamit at kahalagahan.

7. Orihinal na Akda. Maliban sa historical na pananaliksik, Ang mga datos na nakalap ng

mananaliksik ay sarili niyang tuklas at hindi mula sa panulat, tuklas o lathala ng ibang
mananaliksik.

8. Akyuret na Imbestigasyon, Obserbasyon at Deskripsiyon. Dapat na maisagawa ang pananaliksik

nang tumpak o akyuret nang ang tuklas ay humantong sa pormulasyon ng mga siyentipikong
paglalahat.

9. Matiyaga at Hindi Minamadali. Ang pananaliksik ay kailangang pagtiyagaan ang bawta hakbang
nito.

10. Pinagsisikapan. Walang pananaliksik na isinasagawa nang walang pagsisikap. Kailangan itong
paglaanan ng panahon, talino, at sipag upang maging matagumpay.

11. Nangangailangan ng Tapang. Kailangan ng tapang ang mananaliksik sapagkat maaaring

makaranas siya ng mga hazards at discomforts sa kanyang pananaliksik.

12. Maingat na Pagtatala at Pag-uulat. Lahat ng datos na nakalap ay kailangang maingat na

maitala. Ang maliit na pagkakamali ay maaaring makakaapekto sa mga tuklas ng pananaliksik.

LAYUNIN NG PANANALIKSIK

Ayon kina Good at Scates(1972 binanggit ni Bernales, et al. 2018):

1. Upang makadiskubre ng mga bagong kaalaman hinggil sa mga batid nang penomena.
2. Upang makakita ng mga sagot sa mga suliranin na hindi pa ganap na nalulutas ng mga umiiral
na metodo at impormasyon.

3. Mapagbuti ang mga umiiral na teknik at makadevelop ng mga bagong instrument o produkto.

4. Makatutuklas ng hindi pa nakikilalang substances at elements.

5. Higit na muunawaan ang kalikasan ng dati ng kilalang substances at elements.

6. Makalikha ng mga batayan ng pagpapasya sa kalakalan, industriya, edukasyon, pamahalaan at

iba pang larangan.

7. Ma-satisfy ang kuryosidad ng mananaliksik.

8. Mapalawak o ma-verify ang mga umiiral na kaalaman.

MGA URI NG PANANALIKSIK :

1. Pananaliksik na Pangkasaysayan. Ito ay isang uri ng mapanuring pagsisiyasat sa mga

pangyayari, pagtalunton sa mga kabuluhan ng nakalipas na panahon, pagtaya sa kahalagahan ng
mga datos ng nakalipas. Naisasakatuparan na rin ang ganitong pananaliksik dahil na rin sa
pagdududa sa ilang talang pangkasaysayan o ang mananaliksik ay nakakalap ng isang datos na
maaaring lalo pang lilinaw sa tala ng kasaysayan (Orsal, 2006).

2. Pananaliksik na Deskriptib. Ninanasa ng ganitong pananaliksik na mabatid ang kasalukuyang

nagaganap na pangyayari. Makita ang kaugnayan ng mga paniniwala at kuru-kuro, proseso at
epekto nito, paglulunsad ng kalakaran. Maaari ring maging bahagi ito ng maagham na pag-aaral
kung saan sinusuri ang relasyon ng mga baryabol, limiin ang sanhi ng mga pangyayari, subukin
ang mga hipotesis at gumawa ng mga paglalahat o teorya.

2. Mga kaparaanan ng deskriptib na pananaliksik :

a. Pagsisiyasat o sarbey. Ito ay pinakagamiting paraan upang ilarawan ang mga populasyon ng
inimbestigahan o tingnan ang kasalukuyang kondisyon at relasyon ng mga pangyayari. Ang
sarbey ay nagsisiyasat sa pamamagitan ng mga palatanungan o pakikipanayam.

b. Case studies. Ginagamit ito kung ang layon ay magkaroon ng higit na malalim,
komprehensibong pag-unawa sa kalagayan ng tao o lupon ng mga tao gaya ng kamag-anakan,
kaurian, samahan o pamayanan.

c. Pag-aaral ng Nilalaman (Content Analysis). Ito ay madalas gamitin sa mga gawaing

pangkomunikasyon o pag-aaral na pampanitikan. Ayon kay Berelson (1979), ito ay obhektibo,
sistematikong paglalarawan ng mga manipestasyon ng komunikasyon. Nilalayon nito ang
masinsin na nilalaman ng mga mensahe o ang mga paksang kinawiwilihan, ganun din ang mga
penominal na pangyayari sa isang sakop ng panahon. Nagagamit na sanggunian ang mga
dokumentong may kinalaman sa sinasaliksik gaya ng diary, aklat, bulletin, desisyon sa korte,
health records, pelikula, mga larawan o babasahin.

d. Feasibility Study. Ito ay isang pag-aaral na naglalayong Makita ang potensyal na pagbubukas
ng isang negosyo, o pagtatayo ng isang establishimento, pagbuo ng isang program o pagtayo ng
isang organisasyon.
e. Pag-aaral na Pagpapahalaga (Evaluation Studies). Ang layon nito ay Makita ang
kinahantungan ng mga programang inilunsad ng isang institusyon. Nakaangkla ang pag-aaral sa
mga misyon at bisyon ng pagkakalunsad ng mga programa.

f. Pag-aaral na Pang-etnograpiya. Ito naman ay pagdadalumat ng kakanyahan ng lupon ng tao

hinggil sa kanilang pamumuhay, mga paniniwala, gawi at kultura. Ang nagsasaliksik ay
nakikisalamuha at nakikisanib sa komunidad ng pinag-aaralang grupo. Gumagamit ng
pagmamasid at pagbuo ng anecdotal na tala. (Pertierra, 2002:120).

g. Paraang Eksperimental. Ang paraang ito ay gumagamit ng makaagham na pamamaraan kung

saan ay inilalarawan kung ano ang hinahanap. Karaniwang ginagamit sa mga likas na agham.

h. Genetic Study. Pinag-aaralan at sinusuri nito ang pagsulong at pag-unlad ng isang paksa.
Maiibigay na halimbawa nito ay ang pag-aaral sa yugto ng pagdadalaga/pagbibinata ng isang
tao. (Sauco, et al. 2004).

3. Aksyon riserts (Action Research). Ito ay may kinalaman sa pananaliksik na nangangailangan

ng kagyat na pagpapasya o desisyon at ito ay ginagamitan ng makaagham na pamamaraan
bilang pagtugon sa dagliang pagbabago sa kasalukuyang kalagayan (San Juan, et al. 2007).

Mga katangiang dapat taglayin ng mananaliksik :

Ayon kina Paler-

Calmorin & Calmorin-Piedad (2008 nasa Arnilla, 2015), ang mga sumusunod ay katangian ng
mahusay na mananaliksik:

1. Malikhain

2. Matapat

3. Maingat

4. Tumatanggap ng mga puna

5. Kritikal o Mapanuri

6. Sistematiko

Mga pananagutan ng mananaliksik :

1. Kinikilala ng mananaliksik ang lahat ng pinagkukunan niya ng datos.

2. Bawat hiram na termino at ideya ay kanyang ginagawan ng karampatang tala.

3. Hindi siya nagnanakaw ng mga salita ng iba kundi sinisipi ito at binibigyan ng karampatang
pagkilala.

4. Hindi siya nagkukubli ng datos para lamang palakasin o pagtibayin ang kanyang argumento o
para ikiling ang kanyang pag-aaral sa isang partikular na pananaw (Atienza, et al., 1996).
5. Sinusunod niya ang prosesong inaprubahan ng tagapayo sa paggawa ng pananaliksik. Sa
ganitong paraan, maiiwasan ang anumang pagtatangka na manipulahin at dayain ang
isinasagawang pag-aaral (Astorga, et al. 2013).

Isyu ng Plagyarismo:

Ang plagyarismo ay pangongopya ng datos, mga ideya, mga pangungusap, buod at balangkas ng
isang akda, programa, himig at iba pa, nang hindi kinikilala ang pinagmulan o kinopyahan. Ito ay
isang uri ng pagnanakaw at pagsisinungaling dahil inaangkin mo ang hindi iyo, (Atienza et al.,
1996).

Isyu ng Plagyarismo:

Sina Atienza, et al.,(1996) ay nagtala ng ilang halimbawa ng plagyarismo Ilan sa mga halimbawa
ay ang mga sumusunod:

1. Kung ginamit ang orihinal na termino o mga salita, hindi ipinaloob sa panipi (o hindi gumamit
ng tipong italicized) o hindi itinala ang pinagkunan;

2. Kung hiniram ang ideya o mga pangungusap at binago ang pagkapahayag, ngunit hindi kinilala
ang pinagmulan;

3. Kung namulot ng mga ideya o mga pangungusap mula sa iba’t ibang akda at pinagtagpi-tagpi
ang mga ito ngunit hindi kinilala ang mga pinagkunan;

4. Kung isinalin ang mga termino, ideya, pahayag, at dahil nasa ibang wika na ay inangkin na at
hindi tinala na salin ang mga ito;

5. Kung ninakaw ang mga bahagi ng isang disenyo, balangkas, himig at hindi kinilala ang
pinagkunan ng “inspirasyon”; at

6. Kung ginamit ang isang mananaliksik ang mga datos na pinaghirapan ng iba at pinalabas
niyang siya ang nangalap ng mga datos.