Chapter 1

TITLE: Basic Concepts in Research

INTRODUCTION

The mere mention of the word “research “usually brings terror to the minds of educators

as well as to the students. Many feel that conducting research is too complicated, painstaking,

and too time-consuming (Magsajo-Sarno, 2015). Man continuously searches for phenomena that

will help him answer the whys and wherefores of things. His curiosity about himself and his

environment enables him to think, invent, search and arrive at adequate answers to his problems

and to satisfy his needs. In his desires to arrive these answers satisfactorily, he develops various

instruments and techniques. And the best tool to help him is research. According to Badke

(2004), “Everyone does research. Some just do it better”.

What is Research?

Research is an orderly, careful, and patient study and investigation of a subject matter for the

purpose of adding the body of knowledge (Frankael and Wallen, 2008).

Research means searching for a theory, for testing theory, or for solving a problem.It means that

something exisrs that needs investigation and inquiry which later has to be solved.

Research is defined in various ways- for one, to search again, to take other more careful look, to

find out more” (Selltiz, et al., 1976)

This means that research is a practical way of discovering answers and solutions to existing problems.

Research may also be defined as simply ‘’A systematic quest for undiscovered thruth’’(Leedey,

1974) Hence, it is the each for an answer to an unanswered question.

Research is a systematic attempts to provide answers questions’’ (Tuckman, 1972).It is a systematic

attempt to obtain adequate solutions to problems.

Characteristic of Research

Research has several distinct characteristics that make it part form other educational activities. It

will noted that the discussion follows actually clarifies the meaning of research.

2.1 Research begins with a query that bothers the researcher

Look around you. Think of the many unresolved questions. Think about the current situation in

TVET and compare to what is ideal or what should be. Consider the gap between “what is” and “what

ought to be? “ This will call to mind some questions, Like “Why”, “What caused it happen? “ What must

be done? “.What does it mean? These questions can prompt one to start a research.

Ideal Situation (What ought?) _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _

GAP

Current Situation (What is?) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Figure 1. Query of a Researcher

2.2 Research identifies a problem stated in clear, unambiguous terms.

One of the critical steps that you will take in the conduct of research is the identification of a

problem. Research starts with a clear, unambiguous problem that you want to resolve which means that

is not confusing. Rather, it is definite and certain. We must see clearly at its inception what the research

is attempting to settle.
 The research problems helps in building up your predictions of the outcome of the study (Sevilla

et al., 2000) called hypotheses. These predictions may just be based on your observations or firm belief

about the research. But these are tentative conjunctures.

2.3 Research must be planned.

At the outset, it has been started the research is systematic and therefore is an organized

activity. Thus a plan is imperative as it will be the “blueprint” that will direct the whole activity . In most

cases, the plan is in a form of a research proposal which described what the researcher will do in the

process.

In preparing a research proposal, you describe the “Why” of the research, its significance, what

the research anticipates to resolve, the hypotheses you would like to test, what the research design is,

and how you intend to do it in terms of the methodology you will undertake.

2.4 Research is based on facts.

The foregoing characteristics, which basically describe the direction of the research, suggest the

next step you will step you will take is the gathering of data. Data to be collected will depend on the

facts that are appropriate to answer the problem/s stated so that they can be interpreted meaningfully.

2.5 Research gives rise to further unexplored questions.

The solution of a research problem may lead to another problem which may be a potential for

another research undertaking. Research is a never-ending activity/process. Other characteristics of

research gathered from peers and teachers of research are as follows:

 Research is a scholarly investigation.

Research is a way of thinking and as Kerlinger (1973) states, research is a systematic, controlled,
empirical, and critical investigation of hypothetical propositions about presumed relations
among natural observable events. In short, research, research is a scientific process and a way of
 thinking that engages in revealing new insights into the world around us and a systematic quest
for undiscovered truth.

 Research generates valid data.

Research gathers new knowledge or data which when analyzed and interpreted can be used for
various purposes.

 Research guides decision making.

Since, research generates valid data, it provides TVET managers, teachers, or any user of the
results of the research on the appraisal of the current situation of the organization, where it has
been, and where it is going. Thus, research provides information for decision making.

 Research is a responsibility to one’s profession and institution.

Research is viewed as a vehicle towards the solution to observed problems in the workplace. As
such, committed people in TVET have the responsibility to seeks solutions to problems that may
restrain a TVET Institution to achieve its vision and mission. In effect, research becomes an input
to development.

 Research is an output of a rational and nagging desire to improve the way we are and do our
work.

Research is used to look into problems that bother people in their environment. Solutions are
sought and, in so doing, it consequently paves the way towards improving work conditions.

 Research is purposive.

The main or principal purpose and goal of research is the preservation and improvement of the
quality of life (Calderon and Gonzales, 2008).

4. Characteristic of a Good Research Topic

1. Research in topic area is needed.

2. Research has professional significance or importance.
3. It will result in one or more of the following:
i. new or improved evidence
ii. new or improved methodology
 iii. new or improved analysis
iv. new or improved concepts or theories
4. The research is challenging and achievable in a reasonable time.
5. The research matches the proponent’s capabilities and interests.
6. It should offer the opportunity for an original contribution and go beyond the routine
application of existing techniques.

5. High Quality Research

Good Research requires

 The scope and limitations of the work to be clearly defined.

 The process to be clearly explained so that it can be reproduced
And verified by other researchers.
 A thoroughly planned design that is as objective as possible.
 Highly ethical standards be applied.
 All limitations be documented.
 Data be adequately analyzed and explained.
 All findings be presented unambiguously and all conclusions
Be justified by sufficient evidence.
 It is based on the work of others.
 It can be replicated (duplicated).
 It is generalizable to other settings.
 It is based on some logical rationale and tied to theory.
 It is doable!
 It generates new questions or is cyclical in nature.
 It is incremental.
 It is apolitical activity that should be undertaken.

Bad Research

The opposites of what have been discussed.

• Looking for something when it simply is not to be found.

• Plagiarizing other people’s work.
• Falsifying data to prove a point.
• Misrepresenting information and misleading participants.
6. Competencies and Skills needed in Research

In the pursuit of the ultimate goal of research to search for the truth, you need to prepare or equip
yourself with essential skills and competencies.

A. Since research is based on facts, a lot of input may be accessed from the library.

Do you have the skill to use the library appropriately?

Can you locate necessary information you would need with the least time?
Do you know to use card catalogue?
Can you make use of the computer or other facilities of the library for accessing
The information you need?
Are you aware of the rules and regulations of the library management?

B. Computers have invaded our lives and this invasion does not spare the field of research

Can you make use of the computer word processing or using special programs for
Statistical computations or for storing data and information or for creating
Tables and graphics.

In this age of information and communication technology (ICT), are you aware
of the power of the web?

Can you assess information through the Internet or communicate with others using
The email?

C. Again, since research is facts-based, can you keep grips with statistics and related
measurements?

Can you classify the data your data?

Do you have the competence to use appropriate statistical tool based on your research
problem and type of data?
How do you determine the sample from a given population?
Are equipped with the use of the “SPSS” as a specialized statistical program in the
treatment and processing of your data?
 D. What about your communications skills in oral and written form?

Do you have the ability to construct research instrument like a survey questionnaire or an
interview schedule (questions to ask and their logic)
Remember that a product of research needs to be disseminated, and that a research
proposal or research report is a communicative document.
Thus, research proposal or report should describe what you will do or have done as
clearly and precisely. Then, also data after processing have to be interpreted showing how
significant communication skills are in research.
7. Why do we need research?

a. To get PhDs, Masters and Bachelor’s degree

b. To provide solutions to complex problems
c. To investigate laws of nature
d. To make new discoveries
e. To develop new products
f. To save costs
g. To improve our life
h. Human desires

8. Sources of Research Problems

1. Observation.
2. Literature reviews.
3. Professional conferences.
4. Experts.

9. How to measure success in research

Outcomes that are useful to others
• publication
The development of researchers and their organizations
e.g., finding solutions to problems or increasing people’s awareness
e.g., a book or journal article
e.g., developing new techniques or furthering career opportunities
Satisfaction to the researcher from a job well done
 • Personal stimulation to the researcher
e.g., through participation in the act of discovery or by delivering helpful outcomes
from the project

10. General Research Framework

11. Types of Research

To categorize research according to different bases (i.e. inquiry, purpose, method)

Three ways of classifying research

A. Based in inquiry
Rationalistic
Rationalistic inquiries are the established traditional systems in systematic inquiry. The
rationalistic inquiry begins with an existing theory. Formal instruments are used in categorizing the basis
for collecting data and transforming such data into quantitative measures. Findings are generalized. The
problem is converted into dependent and independent variables after which the researcher develops
strategies and instruments to control relationships between and among naturally occurring variables. Once
the steps of the research design are completed, the researcher returns to the theory formulated to interpret
the result.
Naturalistic
Naturalistic inquiries state that we must understand the framework within which the subjects
under study interpret their environment to be able to understand human behavior. The individual’s
thought, values, perception and actions are suited.

B. Research Based on Purpose

Basic Research - is concerned with the development of theory and its refinement. It is sometimes
called fundamental or pure research. Its primary purpose is the broadening of knowledge and not the
immediate solution of a problem. It is directed towards evolving new or additional knowledge of a subject
matter that involves developing testing theories, it is usually conducted in the Laboratory

Applied Research – It refers to research that is directed towards practical application of knowledge
and aims at findings an explanation for an observed problem. It can also aim at testing a theory to
evaluate its usefulness in education, business, management, and the like.

The theory may be supported, modified or revised. A new theory may even be provided. Applied
research, covering mostly social science areas, entails large scale studies with subsequent problems on
data collection.

Action Research - This refers to the type of research that is concerned with the solution Of a
specific problem in a local situation. This research is conducted by a person who is to use findings to
improve a bothering current situation.

Development Research - This refers to the systematic work drawing on existing knowledge gained
from research and /or practical experience that is directed to producing new materials, products, and
devices; to installing new processes, systems and services; and to improving substantially those already
produced or installed (Catane , 1998). These type of research is often used in engineering and
technology areas.

C. Research Based on Method Used

1. Historical
 This type of research means that research gives meaning to events and happening. It purpose is to
assess the meaning and understand the message the events and happening convey. Is aims to arrive at
conclusions concerning trends, causes or effects of past occurrence that may help explain present events
and anticipating future events (CPSC, 1984 ) .

According to Kerlinger (1972), historical research is critical investigation of events,

developments and experiences of the past, the careful weighing of evidence of the validity of sources of
information on the past and the interpretation of the weighed evidence. The difference between this type
of research and others is that the focus of the subject is the past. Data are gathered through the collection
of original documents or interviewing eye witnesses.

2. Descriptive Research
The word descriptive comes from de meaning ‘from” and scribere, meaning to “ write “ The
term , therefore , describe the essential character of the method ( Leddy, 1980).Employing this
method deals with collecting data to gather information about the present existing conditions without
analyzing relationship and variables (Fraenkel and Wallen , 2007).

Descriptive Research describes the population’s characteristics. Exploratory or nornative surveys

fall under this type of research( Selltiz, et al (1979) define it as a study whre major emphasis on the
discovery of ideas and insights.Qualitative methods (case studies, content analysis, ethnographics
studies) and quatitative research ( survey, research, cross – sectonal survey, cohort study,
correlational research, longitudinal survey) are used.

3. Experimental Research
This method of research attempts to control the whole research situation except for some
variables which are thought of as the cause of an effect. The underlying concept in this type of research is
control. To control is the effort of the researcher to remove the effects of any variable other than the
independent variable that might affect performance on a dependent variable, (Fraenkel and Wallen,
2007). This type of research is concerned with the phenomenon of cause and effect.

4. Online Research

The term online refers to being connected via modem or network to other computers (Williams
et.al 1995). Being online gives you access to resources those available a computer sitting by itself
unconnected. ItseTo access means your facility to connect to a particular database which is a collection of
integrated, or cross reference, data which various individuals like students and professionals, use for
various purposes. Online research is sometimes referred as web-based research.
Measuring Instruments

In , research a measuring instruments is a device used to quantify and records information that is
important to a research study ( Catane,2000) These measuring instruments come in the form of
interviews, questionnaires, observation or unobtrusive methods and these are the tools of data collection.

There are two types of measuring instruments: Standardized instruments and Researcher developed
instruments.

Types of measuring instruments

Standardized Instruments

A standardized Instruments has highly refined measurement procedure, carefully developed

and designed for administration under carefully prescribed conditions for some specific purpose. (Catane
2000)

Standardized instruments share the following common properties or characteristics (Colombo, 1984)

1. They have well defined instruments items with test administration having the same procedures and
time limits

2. Their procedures for scoring have been carefully prescribed.

3. Formative data (scores obtained from administration to other groups) have been prepared.
4. They include estimates of validity and reliability that are based upon said experimental research.
5. Some standardized instruments have been published and marketed by public and private enterprises.

Researcher Developed Instruments

Research Developed instruments are constructed when standardized instruments cannot match up as tools
for a specific research. Some research developed instruments are the interview schedule, observation
form, document analysis form and the questionnaire. These instruments are used to test the hypothesis of
the study.

Evaluating the Research Instrument

Evaluating the research instrument places confidence on the results obtained and draws correct
conclusions. Research instruments must be RELIABLE and VALID.

Reliability

Reliability refers to the consistency of scores obtained by the same person when they re
examined with the test on different occasions or with different sets of equivalent items or under other
variable examining conditions (Anastasi & Urbina, 1997). Reliability also refers to measuring instruments
accuracy or precision. The property of getting the correct measurement is accuracy while the property of
getting self-consistent result is precision.
 All types of reliability can be expressed in terms of correlation coefficient which expresses the
degree of correspondence or relationship between two sets of scores. Correlation coefficients can be
computed in various ways depending on the nature of the data ( Catane, 2000)

Validity

The validity of the test concerns what the test measures and how well it does so (catane, 2000). Thus
validity refers to the degree in which a particular instrument is useful in measuring that which it is
designed to measure.

Name: __________________________________________Year/Sec: ______________________

Date Accomplished: ________________________________ Date Submitted: _______________

Activity No. 1
Directions: Answer the following questions: (10 pts. each)

1. Define in your own words the concept of research.

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 2. Among the given characteristics of quantitative research, choose three items that
you feel very important and explain why you think they are important to you.

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3. In your own point of view, why do you think you need to do research?

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4. Explain the different types of research.

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5. Why do you think you need to develop competencies and skills in doing the
research?

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6. What is a measuring instrument?

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7. What are the two types of measuring instruments? Differentiate each.
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8. Give example for each type of measuring instrument.
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9. How would you evaluate a measuring instruments?
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TOTAL SCORE:_________________

TITLE: Technical Developmental Research

Technical Developmental Research

This refers to the systematic work drawing on existing knowledge gained from research and /or
practical experience that is directed to producing new materials, products, and devices; to installing new
processes, systems and services; and to improving substantially those already produced or installed
(Catane , 1998).

In other words, this type of research is applied in prototyping, inventing, innovating and in
improvising and fabricating. This type of research also refers to Research and Development programs
that deal with developing materials for instruction.

Examples

1. A study to determine the potential of using coconut oil as a substitute for linseed oil in the
production of latex paint.
2. Fabricating low-cost innovative equipment for drying fruits, vegetables, meat and fish using
solar energy.
3. A study to develop of teaching-learning material, such as teaching manual in Refrigeration
and Air-conditioning cum a training kit for students to teach abstract concepts in
thermodynamics easily.

Planning the Research

Criteria in Selecting a Topic for Research

Selecting a topic for research is guided by two factors. They are as follows:

1. Personal factors which include interest, researcher’s capabilities (technical and economic)
and limitations, and size.
2. External factors that includes uniqueness/novelty, importance or value of the research,
critical mass (availability of data and materials), department or unit where the research is to
be undertaken.

1.1 Personal Factors

Interest. You must be interested in the problem to conduct the investigation with much
willingness, dedication, and commitment, otherwise, the research may not reach completion.

Research Capabilities. You must qualified in terms of capabilities and training to investigate the
problem related to your field. Moreover, the choice of your topic must be doable (can be done),
and achievable Insofar as your position in your institution is concerned. In other words, you
must not encroach on areas beyond your authority.

Economic Capability. Means that the amount of time and money to complete the research
should be within your means as a researchers, otherwise, it will be wise to think of the
possibility of looking for both financial and non-fictional support from within the
institution/company or from outside sources.

Size. You have to exercise wisdom in considering the size of the problem and the time to be
consumed in the conduct of the research.

1.2 External Factors

Uniqueness/ Novelty. Novelty has to do with the element of newness. Will the research to be
conducted contribute something new to the body of existing knowledge? What features of the
research make it different from what has been done before?

Importance /Value of the Problem. The problem should result in some value of life. The
investigation of such problem should have some practical or good contribution to the field of
concentration.

The Research Problem

 The first phase is defining a problem. This phase marks the beginning of a research and
is usually considered by researchers as the most difficult but most important. It must be
understood that the heart of any research study is the PROBLEM. If there is no problem, there
could be n research process. Thus, any research should evolve of a problem.

a. A researchable problem is not just answer by Yes or NO.

b. A researchable problem implies relationship.
c. The problem is stated in clear, unambiguous manner.
d. A researchable problem must imply interpretation of data.
Stating the Research Title
The formulation of a title should come after the topic has been established based on the
criteria of problem or topic conceptualization. The title should have utility value in ant
bibliographical listings. The following are the guidelines in the formulation of the title:

1. The title should be specific, clear, concise, descriptive and comprehensive. It reflects
the main purpose of the proposed study. The wording should indicate or summarize
the content of the paper. It should be short and simple and fully explanatory. Avoid
unnecessary and redundant words. Nonstandard or not widely used acronyms and
abbreviations should be spelled out.
2. The title should convey the subject matter of the study by the use of key terms. It
should note categories that define the topic such as time, geography, or occupation.
3. As a researcher grows and grows more certain of what belongs and does not, to
investigation, the title begins to be delimited accordingly.
4. The researcher may emulate the works of outstanding researchers on how they set
their thoughts in the words of the title.

The Research Problem/ Objectives of the Study

The first phase is defining a problem. This phase marks the beginning of a
research and is usually considered by researchers as the most difficult but most important.
It must be understood that the heart of any research study is the PROBLEM. If there is
no problem, there could be no research process.
 In developmental research projects, it is better to state the objectives of the
project to reflect its rationale. Start with a general objective and then go into specific
objectives.

Example

In one TVET institution, one of the courses offered is Food Technology. The institution
is located in a region where rainy season is longer than the dry season.

Thus, drying fruits, vegetables, meat and fish is a big problem. However, commercial
food dryers are expensive in the market and with the meager resources of the institution,
procuring a commercial dryer is remote. Because of this situation, there is a need to
fabricate a food dryer for laboratory use for the purpose of food preservation to be used in
the instructional delivery system. Fabricating a simple, low-cost food dryer to be used in
the laboratory may just be the answer.

General Objectives

To construct a simple low-cost laboratory food dryer utilizing scrap materials.

Specific Objectives

1. Determine the requirements for drying fruits, vegetables, meat and fish.

2. Design a Food Dryer applying various principles in food preservation

as guidelines.

3. Develop the prototype for a laboratory food dryer.

4. Evaluate the efficiency of the fabricated food dryer.

Work Sheet A
PROPOSED RESEARCH TITLE
Prepare three tentative research titles that you would want to investigate based on your
readings and personal experiences in your field of specialization. Remember the acronym
SMART. Show your work to your professor/research teacher for checking and approval.

Tentative Title 1.
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Tentative Title 2.
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Tentative Title 3.
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Work Sheet B
APPROVED RESEARCH TITLE
Write the approved research title. Ask your professor/research teacher to re-check it before
starting to work on the next work on the next part of your research ( ALL IN CAPITAL
LETTERS )

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 Work Sheet C
OBJECTIVES OF THE STUDY
Go back to your approved research title and formulate the general and specific problems. Let
your professor/research teacher check your work.

General Objectives
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Specific Objectives
(You can have four to five specific objectives)
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TITLE: Parts of a Technical Developmental

Research

Parts of a Technical Developmental Research

Chapter I – Introduction

Introduction. The manuscript begins with an introduction. This may be

Chapter 1. This simply be entitled as “Introduction”. The introductory part or

chapter 1 consists of the following:
 - Background of the Study. This is a brief account of the rationale for the choice of

the topic for research. It should describe the circumstances that prompted you to

undertake the research work. Provides the background and setting needed to put the

problem in proper context and justifies the need of the study.

- Objectives of the Study. The problem or objectives of a research work should

evolve from an unexplained phenomenon that needs to be resolved and that should be

stated precisely, accurately, and clearly.

- Significance of the Study. This sections justifies the study. It should include a

statement of the contribution of the study in pushing back the existing frontiers of

knowledge. It should also include the potential beneficiaries of the research and the

possible uses of the results.

- Scope and Delimitation of the Study. Boundaries of the study need to be clearly

defined and stated specifically. In social science , the who ( the subjects ,including

the population and sample), what- (variables studied ) when ( the time frame ) where

( locale of the study ) and how ( short statement of the research methodology )

questions are answered .

Work Sheet D
WRITING OF THE INTRODUCTION
Review the guidelines and principles in writing the introduction and prepare the initial
draft of your introduction. You can have three to four paragraphs to introduce your research
topic. You can also refer to some printed materials as your references.

Introduction
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Work Sheet E
OBJECTIVES OF THE STUDY
Go back to your approved general objectives and specific problems. Copy the approved
general objectives and specific objectives. Let your professor/research teacher check your
work.

General Objectives
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Specific Objectives
(You can have four to five specific objectives)
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 Work Sheet F
SIGNIFICANCE OF THE STUDY
Review the guidelines in writing the significance of the study. Identify the beneficiaries
of your research/ investigation and discuss in paragraph form.
Significance of the Study
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Work Sheet G
SCOPE AND DELIMITATION OF THE STUDY
Go back to your general and specific objectives and think of the possible research
methodology, scope, limits of the study, who are the respondents, study conducted, time
frame and what is the study.

Scope and Delimitation of the Study

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TITLE: Review of Related Literature and Studies

INTRODUCTION

The title may be either Theoretical framework or Conceptual Framework for

Chapter 2 and basically presents adequate background for the theoretical scheme
of the research problem.

Review of Related Literature and Studies

A review of literature is a formal survey of professional literature that is pertinent to the particular
question. In this, way the researcher will find out exactly what others have learned in relation to the
question or questions at hand. This process will also help frame and focus the question and move
closer to the hypothesis or focused question
( http://www.linguistics.byu.edu).

Review of Related Literature

The review of related literature aims to provide the reader with information on work previously
done on the subject. This is for a better understanding of the thesis/ dissertation and to help both the
reader and the researcher fit the findings into the overall picture.

APA Style- The American Psychological Association often preferred in the fields of psychology
and many other social sciences.

The APA citation style refers to the rules and conventions. For documenting sources used in a
research paper. The APA style requires two elements for citing outside sources. Reference Citations
in Text and a reference List. Together these elements identify and credit the sources consulted in
the paper and allow others to access or retrieve this material.
 In APA style, citations to sources are placed in text of paper in order to briefly identify sources
for readers and enable them to locate the source cited information in the reference list. These
parenthetical (in text) references include the author’s last name and the year of publication enclosed
parentheses. Citations are placed within sentences and paragraphs so that it is clear what information
is being quoted and paraphrased and whose information is being cited
(http://www.library.cornell.edu)

Examples
Works by a Single Author

The last name of the author and the year of publication are inserted in the text at the appropriate
point.
Concerned about the future world (Palma,1992 )
If the name of the author or date appear as part of the narrative,, cite only missing information in
parentheses.
Palma (1992 ) stated that
In 1992, Palma stated that

Works by Multiple Authors

When a work has two authors, always cite both names every time the references occurs in the
text. In Parenthetical material, join the names with an ampersand (&)
the instructional procedures will vary ( Kubisyn & Borich, 2000 )
When a work has three, four or five authors, cite all the authors the first time the reference occurs.
Kahneman, Knetsch, & Thaler (1991) found
In all subsequent citations per paragtraph, include only the surname of the first author followed
by “et al” (Latin for “and others “ ) and the year of publication.
Kahneman et.al (1991) found
Plagiarism
Plagiarism is the plague that haunts academic environment. In its mild forms, it is an
innocent mistake. In its more sever forms, it is a crime punishable by law in many countries.
Plagiarism is using someone else’s words OR IDEAS without giving them proper credit. In
essence, it is stealing. But it is worse than that. When you fail to give proper credit, you seriously
destroy your reputation as an educated person. It says that you either can’t do proper research, or
that you don’t want to because it isn’t important to you.
 In most schools, when a research paper has a major problem with plagiarism, the student
receives a zero, fail the class, or may be expelled. But many students aren’t sure exactly
what plagiarism is, much less how to avoid it.

1. Getting idea or language from someone without crediting the source

2. Verbatim plagiarism (word for word copying )

3. Mosaic plagiarism (copying bits and pieces )

4. Inadequate paraphrasing ( not just changing few words )

5. Uncited paraphrasing (without acknowledging source of idea )

6. Uncited quotation ( without reference to source )