Kama Da Wane Ba Ta Wane: Matakan Rairaye Bincike
Daga Ba Bincike Ba
Abu-Ubaida Sani
Department of Languages and Cultures
Federal University Gusau, Zamfara State, Nigeria
Mail: abu-ubaidallah@fugusau.edu.ng, abuubaidasani5@gmail.com
Phone: +2348133529736
Halima Mansur Kurawa
Department of Languages and Cultures
Federal University Gusau, Zamfara State, Nigeria
Mail: hmkurawa@gmail.com
Phone: +234 806 961 1163
Tsakure
Manufar wannan takarda
ita ce nazartar matakan gano abin da yake ba bincike ba wanda da dama ake saka
shi cikin sahun binciken ilimi. Binciken ya ginu kan salon bin ƙwaƙƙwafi tare da ƙalailaice
batutuwan da ake nazarta. Rubuce-rubucen ilimi da suka gabata masu alaƙa da wannan
nazari su ne suka yi matashiya tare da samar masa da bayanan da yake buƙata a matsayin
majiya ko tushen bayanai na biyu. An ɗora aikin a Bahaushiyar hanyar gudanar da bincike
ta “komai da mazauninsa.” Hanyar ce kuma ta samar da hasashen cewa, rashin sanya
abubuwa a muhallansu ke gurɓata bincike.
Binciken ya gano cewa, tasgaro a muhimman siffofin ko matakan gudanarwa na kai
ga bincike ya zama ba bincike ba. Daga ƙarshe binciken ya ba da shawarar cewa ya kamata a
samu hoɓɓasar manyan makarantu da
cibiyoyin bincike da ma masana da manazarta a matsayin ɗaiɗaiku domin
tabbatar da cewa waɗanda abin ya
shafa na bibiyar sababbin cigaba da ake samu a fannin binciken ilimi.
Fitilun Kalmomi: Bincike, Ba Bincike Ba,
Matakai, Siffofi
1.0 Gabatarwa
Kalmar “bincike”
sananniya ce da bakuna suka saba furtawa sannan kunnuwa suka saba ji a tsakanin
Hausawa. Duk da haka, babban abin lura shi ne, an fi sanin ma’anar kalmar ne a
bagiren yau da kullum, wato Hausar gama-gari. A muhallin ilimi, kalmar na da
ma’ana ta musamman tare da waɗansu siffofi da nau’uka da matakai. Binciken ilimi na buƙatar bayanai irin na ilimi da fasaha musamman saboda
yadda lamuransa ke da sarƙaƙiya da buƙatar
fayyacewa. Misali, nau’in bincike shi ke nuni ga irin matakan da za a bi wajen
gudanar da shi, sannan matakan ke ba wa binciken siffa ko a ce zubi da tsari. A
ɗaya gefen kuwa,
matakan da aka yi amfani da su wurin gudanar da bincike su ke nuni ga nau’in
binciken.
A ɓangare guda kuwa, lamarin binciken ilimi abu ne da ke da
girma da buƙatar zurfafa karatu da nazari. A har kullum manazarta da
cibiyoyin bincike na ƙara fito da sababbin dabaru da hanyoyi
da ƙa’idojin gudanar da bincike. Misali, fitacciyar hukumar nan
ta American Psychological Assosication da aka fi sani da APA, na kan
sabunta tsari da ƙa’idojin bincike musamman abin da ya
shafi manazarta, lokaci zuwa lokaci.[1]
Sau da dama bincike da aka gabatar a tarukan ƙara wa juna sani ko waɗanda aka tura
domin bugawa a mujallun ilimi na fuskantar suka da ƙalubalen
gazawa ta fuskar bin ƙa’idoji da amintaccen tsari. Haka ma
abin yake a manyan makarantu yayin gabatar da kundayen digiri musamman a babban
mataki. Masu gabatar da ƙudurin bincike ma na shan suka. Wani
lokaci akan ayyana batu a matsayin wanda bai dace ba ko ba za a iya bincike a
kansa ba (not researchable), ko kuma a bayyana shi a matsayin abin da ba
bincike ba.[2] A bisa wannan, yana da kyau
a samu rubuce-rubucen ilimi cikin harshen Hausa da za su ware zare da abawa
game da bincike da abin da ba bincike ba. A bisa wannan ƙuduri ne
aka gina wannan takarda domin (i) ƙara fito da abin da yake binciken ilimi
fili da (ii) haska abin da yake ba bincike ba.
1.1 Dabarun gudanar da bincike
Wannan bincike an gina
shi ne kan tsarin bayani na ƙwaƙƙwafi da ƙalailaice batutuwan da
ake nazarta (descriptive survey). Duk bayanan da aka yi amfani da su sun
kasance ƙarƙashin rukunin bayanai da aka samu daga majiya ta
biyu (secondary source). Sannan an yi amfani da dabarar kwatanta bayanai da bin
diddigin ingancin bayanai (musamman na kafofin da ba sanannu ba) domin tabbatar
da inganci da amincin bayanan da aka samu.
Tussan bayanai (da suka
kasance majiya ta biyu) da aka yi amfani da su sun haɗa da mujallu da bugaggun littattafai da kuma amintattun
kafafen intanet ta fuskar samar da ingantattun bayanai, musamman na ilimi.
Bayanan da aka tattara daga waɗannan tussa sun
taimaka wajen haskaka muhimman batutuwan da ake nazarta daidai da jagorancin
hanyar da aka ɗora aikin. Daga ƙarshe kuwa an ƙalailaice tare da ƙwanƙwance bayanan ta hanyar kwatantawa (comparison of
information) da kuma fitar da sakayayyun bayanai ta la’akari da
dalilai/abubuwan kamawa manya da ƙanana.
1.2 Ra’in bincike
Duk da cewa lamarin
bincike abu ne da ya kasance game-duniya, wannan Bahaushen nazari ne. Dalilin
zamowansa haka shi ne kasancewar manufarsa ya karkata kan ware abin da ya
kasance binciken ilimi daga wanda yake ba bincike ba ta hanyar ba da ƙarfi ga kadadar karatun
Hausa. A bisa haka, an yi amfani da Bahaushiyar hanyar ɗora aiki daidai da tunanin Bunza, (2019 p. 721) wanda duk
da bai kore amfani da ra’o’in baren al’ummu ba, ya tafi kan cewa “a kowane irin
al’amari gara a kai na hannu gida kafin a dawo a kama na dawa.”[3]
An ɗora wannan aikin kan tunanin Hausawa na “Komai da
mazauninsa” (wai an ɗaura wa kuturu
ankwa). A bisa wannan tunani, rashin bin matakan da suka dace yayin gudanar da
bincike na iya samar da naƙasu ga manufar da ake son cimmawa. Lura da wannan, takardar na da hasashen
cewa, ta fuskar batu, akwai waɗanda suka
kasance na binciken ilimi sannan akwai waɗanda ba na
binciken ilimi ba. Haka kuma, rashin bin matakan binciken ilimi yadda ya kamata
na iya sanya shi ya kasance ya zama ba bincike ba.
2.0 Bincike: Sigogi da matakansa
Sanin abu ciki da wajensa shi ne mataki na farko na ƙoƙarin fahimtar waninsa. Domin ware abin da yake ba bincike ba daga bincike, akwai buƙatar sanin ma’ana da siffofin bincike tare da matakan da ake bi domin samar da shi. Wannan ɓangare na aikin zai mayar da hankali kan taliyon muhimman abubuwa da ke haɗuwa su samar da binciken ilimi.
2.1 Ma’anar bincike
Kalmar “bincike” ta karaɗe rayuwar ɗan’adam ta yau da kullum. Kusan a kowane bagire ana amfani da ita ko kalmomi da ke zaman masu kinin ma’ana a gare ta.[4] A bisa haka, kalmar na iya ɗaukar ma’anoni da dama masu makamanciyar ma’ana, amma mabambanta ta fuskar manufa da matakan aiwatarwa. Bunza, (2017 p. 22-23) ya kawo ma’anar binciken ilimi bayan nazartar jerin ma’anonin da manazarta daban-daban suka bayar. Ya ce:
Bibiyar diddigin wani abu ta hanyar taliyon mafarinsa da sabgoginsa da yanaye-yanayensa. Bincike shi ne fito da wani abu sabo daga cikin abubuwan da aka sani ko ake gani ko ake ji ko ake amfani da su...
Shehu, (2018 p. 1) ya ba da ma’ana makamanciyar wannan
inda yake cewa: “A ilimance, bincike na nufin aiwatar da nazari kan wani
al’amari ko abu domin fito da wani sabon abu ko inganta wani abu, ko kuma
warware wata matsala domin cimma wani buri ko biyan wata buƙata.”
Za a iya lura da cewa akwai muhimman kalmomi da ke haɗuwa su gina ma’anar bincike. Fahimtar su a matsayin ɗaiɗaikun kalmomi tare da fahimtar alaƙar aikin da suke yi kafaɗa da kafaɗa shi zai ba da hoton zuci na haƙiƙanin ma’anar binciken ilimi. Kalmomin kuwa su ne:
i. Matsala
ii. Manufa/maƙasudi
iii. Matakai
iv. Dabaru
v. Bayanai
vi. Ƙwanƙwancewa/ƙalailaicewa
vii. Sakamako/Mafita
Lura da wannan, ana iya cewa binciken ilimi na nufin tunkarar wata matsala a ilimance cikin bin tsararrun matakai da dabaru bisa manufar tattara bayanai da bin ingantattun matakan tace su da ƙalailaice su don samun sakamako ko mafitar matsalar da ta haifar da maƙasudin gudanar da aikin.
2.1.2 Nau’ukan binciken ilimi
Lamarin binciken ilimi
bai kasance nau’i guda kai tsaye ba. Yana da nau’uka daban-daban. Har ila yau,
ya kasance abu mai sarƙaƙiya wajen rarrabewa
saboda yalwarsa da ɓangarorin ilimi
da ya karaɗe.[5]
Domin sauƙaƙawa da guje wa sarƙaƙewar bayanai, ana iya samar da nau’ukan binciken ilimi a ƙarƙashin alƙaluma mabambanta
kamar haka:
1. Nau’ukan binciken ilimi ta fuskar tushen bayani: A nan ana la’akari da tushen bayanan da mai bincike ko masu bincike suka samo bayanan binciken. Sigogin bincike ƙarƙashin wannan nau’in su ne:
i. Bincike daga majiya ta farko[6]
ii. Bincike daga majiya ta biyu[7]
2. Nau’ukan binciken ilimi ta fuskar dalilin bincike: A nan akan yi la’akari da dalili ko matakin bincike ta fuskar lura da amfani ko tasirin da sakamakon bincike zai haifar. A ƙarƙashin wannan akan samu sigogin bincike kamar haka:
i. Sauƙaƙaƙƙen bincike (basic research)[8]
ii. Sarƙaƙƙen bincike (applied research)[9]
3. Nau’ukan binciken ilimi ta fuskar fagen ilimi: Duk binciken ilimi da aka gudanar na faɗawa ƙarƙashin ɗaya daga cikin fagagen ilimi da ake da su. Akan kuma samu binciken da ya haɗa fagagen ilimi sama da guda.[10] Manyan sigogin bincike da za a iya samu ƙarƙashin wannan rukuni su ne:
i. Bincike a fannin fasaha (arts-based research)[11]
ii. Bincike a fannin kimiyya (science-based research)[12]
iii. Bincike a fannin kimiyyar zamantakewa (social science-based research)[13]
iv. Binciken gambizarar fagagen ilimi (multidisciplinary research)[14]
4. Rabe-Raben binciken ilimi ta fuskar nau’ukan bayanai: Yana da kyau a fahimci cewa wannan na da bambanci da “tushen bayanai” da aka yi bayani a ƙarƙashin “1” da ke ƙasan “2.1.2”. Nau’in bayanai a nan ya shafi ire-iren bayanan da bincike ya ƙunsa. A ƙarƙashin wannan akwai:
i. Binciken ƙididdiga (quantitative research)[15]
ii. Binciken bayani (qualitative research)[16]
5. Rabe-Raben binciken ilimi ta fuskar nau’ukan hujjojin da sakamakon bincike ya dogara da su: Sigogin bincike sun bambanta idan aka yi la’akari da nau’ukan bayanan da ake kafa hujja da su a cikin binciken. Sannan da su ne ake gina sakamakon bincike.
i. Nazarin ɓangarori/ɗaiɗaikun alƙaluma domin tabbatar da gama-gari/babban batu (inductive reasoning research)[17]
ii. Ƙalailaice gama-garin alƙaluma/babban batu domin bayanin ɓangarori/ɗaiɗaikun alƙaluma (deductive reasoning research)[18]
6. Nau’ukan binciken ilimi ta fuskar zurfin bincike: Bincike na bambanta ta fuskar zurfinsu. Yayin da waɗansu ke taƙaita kan ƙoƙarin gano ma’anonin batutuwa (concepts), waɗansu na shafar ƙwanƙwance batutuwa a muhallai mabambanta tare da bayanin dangantakarsu da waɗansu batutuwa na daban. Sigogin bincike ƙarƙashin wannan rukuni sun haɗa da:
i. Nazartar batutuwa (exploratory)[19]
ii. Bayanin batutuwa (descriptive)[20]
iii. Ƙalailaice batutuwa (explanatory)[21]
2.2 Siffofin bincike
Duk da cewa binciken
ilimi na da nau’uka daban-daban, akwai waɗansu siffofi da ake samu a cikin kowane irin nau’in
binciken ilimi. A nan siffar bincike na nufin tsari ko fasalin da bincike
yake da shi. Ya ƙunshi tsarabe-tsarabensa da siffofinsa da suka bambance shi daga wani
nau’in da ba shi ba. Za a iya lura da cewa, waɗannan siffofin bincike na da alaƙa irin ta saƙar sarƙa. Wato dai,
suna da dangantaka ta kai tsaye da juna yadda ɗauke guda daga ciki na iya jirkita daidaiton sauran. Binciken
ilimi ya ƙunshi:
A. Matsala
Matsalar bincike jigo ne
babba a kowane binciken ilimi. Ba a kafa harsashen wani bincike ba tare da
samuwar matsala ba. A harshen binciken ilimi, matsalar bincike na nufin duk
wani al’amarin da kasantuwarsa[22]
ce ƙashin bayan samuwar
dalilin gudanar da bincike. Wato bai taƙaita ga ma’anar kalmar “matsala” a
zancen yau da kullum ba. Hasali ma, matsalar bincike na iya kasancewa farin
al’amari (al’amari mai kyau). Don haka, a sauƙaƙaƙƙen harshe ana iya cewa
matsalar bincike na nufin abin da bincike ya damu da shi. A koyaushe yakan
kasance babban ɓangare na
dalilin gudanar da bincike.
Dangane da kasantuwar
fari ko baƙin al’amari a matsayin matsalar bincike, ana iya ɗaukar cin darasin Hausa a jarabawar kammala makarantun
sakandare a matsayin misali. Koma baya ga cin jarabawar na iya kasancewa
matsalar bincike a nazari mai take makamancin “Yawaitar Faɗuwa a Darasin Hausa a Jarabawar WAEC: Taliyon Sababi da
Hasashen Mafita.” Haka kuma, ƙaruwar cin darasin Hausar na iya kasancewa matsalar bincike a nazari mai
take makamancin “Sabon Tsarin 6-3-3-4
da Ƙaruwar Cin Darasin Hausa
a Jarabawar WAEC.”
B. Dalilin gudanarwa
Dalilin gudanar da bincike a harshen binciken ilimi na
nufin abu ko abubuwan da suka sa mai bincike ko masu bincike ganin dacewa ko
wajabcin kafa harsashen bincike. Yana da alaƙa ta kai
tsaye da matsalar bincike kasancewar a koyaushe matsalar bincike na daga cikin
dalilan gudanar da shi. Waɗansu dalilan na daban na iya haɗawa da sha’awar
manazarci a fannin, ko gogewarsa, ko tasirin matsalar binciken ga rayuwarsa ko
al’ummarsa, da dai makamantansu.
C. Manufa
da maƙasudi
Manufa da maƙasudi na tafiya ne a tare. Manufa na
nufin dunƙulallen bayani na ƙudurin da ake son cimmawa. Maƙasudi kuwa na nufin keɓantattun bayanai
na kai tsaye game da ƙudurin da ake son cimmawa waɗanda ake iya auna
mizanin nasararsu ko saɓanin hakan.
Dukansu biyun na da alaƙa ta kai
tsaye da matsalar bincike da kuma dalilin gudanarwa. Idan aka ɗauki misalin farko
na taken da aka bayar a sakin layi na biyu ƙarƙashin A da ke ƙasan 2.2, ana iya samun manufa da maƙasudi kamar haka:
Manufa: ... binciko dalilan da ke haifar da ƙaruwar faɗuwar darasin Hausa da ɗaliban da ke
rubuta jarabawar WAEC ke yi tare da nazartar ingantattun matakai masu ɗorewa na magance
matsalar.
Maƙasudi: (i) ...
binciko dalilan da ke sa ɗalibai masu rubuta jarabawar WAEC faɗuwa darasin Hausa,
(ii) ... binciko matakai masu ɗorewa na magance matsalar faɗuwa darasin Hausa
a jarabawar WAEC.
D. Dabarun gudanarwa
Dabarun gudanar da bincike na nufin duk waɗansu tsararrun
hanyoyi da matakai da mai bincike ko masu bincike suka yi amfani da su domin
ayyana kadadar bincikensu da tantance samfuransu da tattara bayanai da ƙalailaice su tare da fitar da sakamako ta la’akari da
manya da ƙananan alƙaluma da ke cikin bayanan, duk bisa
salon nazarin wani ayyanannen ra’i ko hanyar ɗora aiki.
Kowane binciken ilimi na gudanuwa ne da taimakon dabarun
gudanarwa. Wannan ne ya sa dabarun bincike suke mazaunin wani muhimmin sifa na
binciken ilimi. Su ma suna da alaƙa ta kai tsaye da sauran siffofi da aka
zayyano a A da B da C da ke sama (duk ƙarƙashin 2.2).
Misali, amfani da datattun ingantattun dabarun gudanar da bincike shi zai kai
ga cimma manufar bincike.[23]
E. Tattara bayanai
Hanyoyin tattara bayanai na nufin salo ko matakai da
dabarun da aka yi amfani da su wajen nemowa da tara bayanan da bincike ke
hasashen nazartar su ne zai kai ga cimma manufar binciken da ake gudanarwa.
Tattara bayanai siffa ce ta binciken ilimi inda ake bin waɗansu tsararrun
matakan tattaro bayanai da ke da alaƙa da binciken.
Dabarun tattara bayanai da ake amfani da su na da alaƙa ta kai tsaye da siga ko nau’in binciken da ake
gudanarwa. Akwai fitattun hanyoyin tattara bayanai da dama. Sun haɗa da tambayau da ƙurulla/sanya ido da hira, da sauran makamantan waɗannan.[24]
F. Ƙalailaice bayanai
Ƙalailaice
bayanai na nufin ƙwanƙwance
bayanai ta hanyar nazartar dukkannin alƙaluma manya da ƙanana da ke
cikinsu da lura da dangantaka da bambancin da ke tsakanin ɓangarorin bayanan
domin hasashen inganci ko rauninsu da tasirin ɓangarorin a
matsayin ɗaiɗaikunsu ko yayin da suke bagiren haɗaka a kan yanayi
na gama-gari ko keɓantacce, duk bisa zurfaffan falsafa, ƙarƙashin jagorancin ra’i ko hanyar ɗora bincike. Wannan
mataki shi ne zai kai ga fitar da sakamakon binciken da ake gudanarwa.[25]
G. Sakamako
Kafin bincike ya kammala, dole sai an fitar da
sakamakonsa. Sakamakon bincike na nufin abubuwan da aka gano bayan ƙalailaice bayanan binciken waɗanda ke da alaƙa da matsalar bincike, waɗanda kuma su za su
nuna canjaras ko saɓanin hasashen bincike tare da bayyana nasarar maƙasudin bincike ko saɓanin hakan.[26]
H.
Manazarta
Mai binciken ilimi ba ya kulle kansa a ɗaki domin
gudanarwa. Dole akwai gabataccen ilimi da ya yi tasiri a cikin binciken ko dai
kai tsaye ko a kaikaice. Manazarta sifa ce ta binciken ilimi.[27]
I. Harshen bincike
Harshen binciken ilimi ya bambanta da zance na yau da kullum. Harshen bincike na nufin tsararriyar hanyar zaɓen kalmomi da jeranta su a gurabun da suka dace bisa sani da bin shatacciyar ƙa’ida. Harshen bincike ba ya amfani da kalamai na kuɗin goro (overgeneralization) ko kokonto ko mayar da zance ga manazarci, da makamantansu.[28]
2.3 Matakan gudanar da bincike
Kowane binciken ilimi na
da matakan gudanarwa na musamman. Matakan gudanar da bincike na nufin tsararrun
gaɓoɓi da kowannensu ke
mazaunin muhimmin mataki da mai bincike ko masu bincike ke aiwatar da wani abu
na musamman a cikinsa. Matakan gudanar da bincike na da dangantaka ta kai tsaye
da sigar binciken da za a gudanar.
Manazarta da cibiyoyin bincike da daban-daban sun yi tsokaci game da matakan gudanar da binciken ilimi. Daga cikinsu akwai Online Library Learning Center (n.d. p. 1) da Charles, (2016 p. 15-21) da University of Michigan. (2017 p. 5) da sauransu. Bayan nazartar bayanan manazarta daban-daban, wannan takarda ta fahimci cewa akwai muhimman matakan gudanar da bincike kamar haka:
A. Fitar da tambayar bincike: Wato ayyana tambayoyin da
bincike ke son amsawa. Samun amsoshin tambayoyin na daidai da cimma manufar
binciken.
B. Tattara bayanai: Wannan ne zai sa a samu ƙarin
haske game da muhimman batutuwa da ke cikin binciken. Tattara bayanai a wannan
gaɓar ya haɗa da bitar ayyukan da suka
gabata.
C. Daidaita batun bincike: Bayanan da aka samu a mataki na B
da ke sama (ƙarƙashin
2.3) shi zai taimaka wajen ƙara daidaita batun binciken. A wannan gaɓar an samu ƙarin
haske game da batun ta yadda za a ƙara daidaita shi.
D. Yin la’akari da kayan aikin da ake da su: Kayan aiki a
nan sun ƙunshi
duk abubuwan da haɗakarsu
ne zai kai ga an samu nasarar gudanar da binciken. Ciki har da lokaci da kuɗaɗe da ake buƙata da kayayyakin gwaje-gwaje da
sauransu.
E. Zaɓen
dabarun bincike da suka fi dacewa: Za a yi hakan ne ta la’akari da sigar
binciken da za a gudanar.
F. Bin dabarun binciken: Wannan ya haɗa da aiki da ra’i da dabarun tattara bayanai
da na ƙwanƙwance
su da makamantansu.
G. Tattara bayanai
H. Ƙalailaice bayanai
I. Tsara rubutu/rahoton bincike: Tsara rahoton zai sa ya
fito cikin sifar binciken ilimi kamar yadda aka yi bayani a ƙarƙashin
2.2 da ke sama.
J. Tsara manazarta
3.0 Ba Bincike Ba
A wannan gaɓa, kai tsaye za a
iya cewa abin da ba bincike ba shi ne wanda ya ci karo ko ya gaza cike mizanai
da aka zayyano a ƙarƙashin 2.1
da 2.2 da 2.3 da ke sama. Akan samu rubuce-rubuce da aka yi kai tsaye, waɗanda ba a yi su da
sunan binciken ilimi ba.[29]
A ɗaya ɓangaren kuma, ana
iya samar da tsararren rubutu bisa ƙa’idoji da kyakkyawan zubi da da tsari, amma ya gaza amsa
sunan binciken ilimi kasancewar ba a ɗora shi kan alƙaluman bincike da suka dace ba.
Yayin da marubuci ko marubuta suka ƙuduri aniyar gudanar da binciken ilimi, akwai abubuwa daban-daban da ka iya samar da komabaya ga yunƙurinsu. Wannan takarda za ta tattauna su cikin manyan rukunoni guda biyu (a ƙarƙashin 3.1 da 3.2 da ke ƙasa) kamar haka:
a. Gazawa ta fuskar sifa
b. Gazawa ta fuskar matakai
3.1 Ba bincike ba ta sifa
Basana da manazarta da
dama sun kawo bayanai da suka shafi abin da ba bincike ba ta la’akari da alƙaluma daban-daban.[30]
Wannan takarda ta zaɓi bin falsafar
tatso bayanai daga gama-garin alƙaluma/babban batu domin bayanin ɓangarori/ɗaiɗaikun alƙaluma (deductive
reasoning). An yi hakan bisa jagorancin hanyar ɗora binciken tare da yaƙinin cewa cikakkiyar fahimtar abin da yake
bincike, shi zai kai ga gano abin da yake waninsa kai tsaye.
A ƙarƙashin 2.2 da ke sama, an kawo waɗansu fitattun
siffofin binciken ilimi guda tara (9) (A – I). Ko da manazarci ko manazarta sun
ƙuduri niyyar gudanar da
binciken ilimi, rauni a ɗaya ko sama daga
cikin waɗannan siffofin bincike na iya zare nazarin nasu daga
sahun binciken ilimi. A ƙasa an kawo misalan yadda ire-iren rauni da za a iya samu a siffofin
bincike ka iya zamar da rubutu ba bincike ba.
A. Matsala da dalilin gudanarwa
Dole a samu dalilin
gudanar da bincike kafin kafa harsashensa. Shi kuwa dalilin bincike kai tsaye
na da alaƙa da matsalar
binciken. Rubutun da aka yi ba tare da samuwar wata matsala da dalilin gudanar
da shi ba, ba za a kira shi bincike ba. Dole ne bincike ya bayyana matsala da
dalilin gudanar da shi ƙarara.
B. Manufa
da maƙasudi
Idan babu manufa, lallai babu binciken ilimi. Idan aka
samar da aiki ba tare da manufa ba, kai tsaye ba za a tsammaci sakamakon
bincike ba da ke nuna an samo mafita ko amsa game da matsalar bincike ko saɓanin hakan. Wanda
ya kafa alƙalami ba tare da manufa da maƙasudin
rubutunsa ba, to ba zai kira abin da ya yi bincike ba.
C. Dabarun gudanarwa:
A ƙarƙashin D da ke ƙasan 2.2 a sama, an yi bayanin dabarun
gudanar da bincike. Sun kasance wajibi a cikin binciken ilimi. Binciken da aka
gudanar kara zube ba tare da tsararrun dabaru ba, yana da naƙasu matuƙa, sannan yana iya zama ba bincike ba.
D. Ƙalailaice bayanai: Yayin da marubuci ko marubuta suka tattaro ma’anonin
kalmomi daga litattattafai ko ƙamusoshi, to abin da suka yi ba bincike
ba ne. Kafin a kira shi bincike, dole ne ya samu cikakkiyar siffar ƙalailaice bayanai da aka tattauna a ƙarƙashin F, a ƙasan 2.2. Ƙalailaice
bayanan zai shafi kwatanta batutuwan bisa tsararriyar falsafa tare da ƙoƙarin tatso sababbin muhamman bayanai
daga gare su.
E. Sakamako:
Kai tsaye binciken da ba shi da
sakamako ya zama ba bincike ba domin babu yadda za a yi ya cimma manufarsa.
Idan a ƙarshen bincike ba a fitar da sakamako ba, daidai yake da
ba a gudanar da binciken ba gaba ɗaya. Sakamakon shi ne zai kai ga samar da mafita ga
matsalar bincike.
F.
Manazarta: Ɗauko ayyukan mutane ba tare da bayyana
tushen binciken ba tare da sanya kyakkyawar manazarta na iya sawa bincike ya
zama mai rauni ko ma ya tashi daga sahun binciken ilimi. Ko da an sanya tushen
bincike, kwashe-kwashe sama da ƙima da ya saɓa wa wanzajjiyar ƙa’idar manazarta na iya sa rubutu ya zama ba bincike ba.
G. Harshen bincike: Rashin amfani da harshen bincike naƙasu ne ga binciken ilimi. Misalan kauce wa harshen bincike sun haɗa da:
i. Kokonto: Misalan kalamai da ke nuna kokonto sun haɗa da “ana ganin cewa”, “wataƙila”, “ana tunanin cewa” da makamantansu.[31]
ii. Kuɗin goro (overgeneralization): Akwai batutuwa da suka kasance na gama-gari, kamar fitowar rana ta gabas ko cewar duk wani mai rai mamaci ne. A ɓangare guda, saɓawa binciken ilimi ne yin kuɗin goro ga al’amarin da ake ƙila-wa-ƙalar kasancewarsa na gama-garin. Misalan wannan na iya kasancewa “babu wani ɗan Afirka da bai taɓa jin labarin Hausawa ba”, “babu ƙasar da ba za a samu Bahaushe ba” da makamantansu.
iii. Mayar da zance zuwa ga kai: Misalan kalamai da ke nuna manazarci na mayar da zance zuwa ga kansa sun haɗa da “na fahimci cewa”, “na gano cewa”, “an sanar da ni cewa” da makamantansu.
iv. Taƙama: Misalan harshen taƙama sun haɗa da “fage ne da na naƙalta”, “na ƙware a wannan fannin” da makamantansu.
3.2 Ba bincike ba ta mataki
A ƙarƙashin 2.3 an zayyano waɗansu fitattun
matakan gudanar da bincike guda goma (A – J). Tsallake wani mataki ko waɗansu matakai da suke wajibi ga binciken da aka ƙudurta gudanarwa na
samar da naƙasu ga bincike
ko ma ya mayar da shi ba bincike ba. Wannan ya danganta da matakin da aka
kuskure ko aka gaza bin sa a kammale.
Kai tsaye nazarin da aka
fara ba tare da ayyana tambayoyin da ake buƙata binciken ya amsa ba (dalilin gudanar da
bincike), ya kasance ba binciken ilimi ba. Haka kuma, bincike ba zai gudana ba
har sai an tattara bayanai da ke da nasaba da binciken. Tsallake wannan mataki
na nufin babu bayanan da za a ƙalailaice domin fitar da sakamakon bincike.
Rashin la’akari da kayan
aikin da ake da su kuwa na sa a kafa harsashen binciken da mai bincike ko masu
bincike ba su da damar kammalawa. Irin wannan yanayi na iya kai ga an yi watsi
da bincike ko kuma an kammala shi cikin siga marar inganci da aminci wanda
hakan zai zamar da shi ba bincike ba. Haka ma abin yake ga zaɓen dabarun bincike da suka fi dacewa da gudanar da shi.
Misali, yin amfani da tambayau (questionnaire) ga samfurin jama’ar bincike
(research population sample) da ba su iya karatu da rubutu ba na iya haifar da
naƙasu kai tsaye.
Idan aka tattara bayanai
aka zube su ba tare da ƙwanƙwancewa ba, hakan bai
zama bincike ba. Dole ne a ƙalailaice su domin fitar da sakamako. Haka kuma, kafin bincike ya cika,
dole sai an tsaro shi a rubuce.[32]
Ko da an kammala waɗannan gaba ɗaya, har ila yau bincike ba ya amsa sunansa har sai an
samu tsararriyar manazarta.
4.0 Sakamakon bincike
Binciken ilimi fage ne
mai faɗi da a har kullum
masana da manazarta ke ci gaba da rubuce-rubuce game da lamura daban-daban da
suka shafe shi. Wanda ya yi sake wajen bibiyar cigaba da ake samu a wannan
fagen ilimi na iya kasancewa ana ga doki yana ga ƙura. Dalili
kuwa shi ne, zai yi ta sanya abubuwa ba a muhallansu ba sakamakon bin tsohon
tsari wanda sababbin nazarce-nazarce suka shafe shi. Sanya abubuwa ba a
mazaunansu ba kuwa na iya sakawa aikin ma’aikacin ya kasance ba bincike ba.
Masana da manazarta daban-daban sun yi rubuce-rubuce da
ke nuna cewa akwai abubuwan da ke sa bincike ya zama ba bincike ba (kamar yadda
aka bayyana a ƙarƙashin 3.0 da ke sama). Dalilan da ke
haifar da rauni ga inganci da amincin bincike na da yawa. Sanin mene ne bincike
zai taimaka wajen gane duk abin da ba a sanya shi a mazauninsa, wanda hakan na
iya zamar da shi ba bincike ba.
Ana iya nazartar abubuwan da ke sa nazari ya kasance ba
bincike ba a ƙarƙashin siffofi da matakan gudanar da
bincike. Kamar yadda aka kawo a ƙarƙashin A – G da ke ƙasan 3.1, yayin da nazari ya rasa cikakkun siffofin
bincike, ko ya samu tasgaro a wani ko waɗansu daga ciki, to zai kasance ya samu rauni. Haka abin
yake yayin da aka kuskure matakan gudanarwa kamar yadda aka kawo a ƙarƙashin 3.2.
Domin kauce wa
wannan matsala, akwai buƙatar tarukan ƙara wa juna
sani da laccoci da za su wayar da kai game da muhimmanci da wajibcin bibiyar
sababbin sauye-sauye (new trends) da ake samu a ɓangaren bincike da
nazari. Ga ɗalibai kuwa, akwai buƙatar
jaddadawa da faɗaɗa batun “ba bincike ba” a cikin kwasa-kwasan da suka
shafi koyar da bincike. Haka kuma, akwai buƙatar jami’o’i da
kwaleji-kwaleji da cibiyoyin bincike da su riƙa samar da
takardu masu bayanin sababbin sauye-sauye a fannin bincike cikin sauƙaƙaƙƙen harshe, kamar dai yadda manyan jami’o’i da cibiyoyin
bincike a duniya ke yi.[33]
Ana iya ɗora waɗannan takardu a
kafafen intanet ɗin manyan makarantu da laburare da cibiyoyin bincike
domin sauƙaƙa samu.
4.1 Kammalawa
Ƙaruwar ilimi da bunƙasar sababbin fasahohin bincike na sa har kullum
ana fito da sababbin sigogi da matakan gudanar da binciken ilimi. Sauye-sauye
da ake samu a ƙa’idoji da
matakan gudanar da bincike na buƙatar manazarta da marubuta da ɗaliban ilimi su
himmatu wurin bibiyar sababbin cigaba da ake samu a wannan fanni. Hakan ne kaɗai zai tabbatar da ba a bar su a baya ba. Hakan zai
tabbatu ne da taimakon manyan makarantu da cibiyoyin bincike. A fagen bincike,
da muguwar rawa gwara ƙin tashi, domin sakamakon bincike marar inganci da aminci na iya kasance
mai ɓatarwa da illatarwa ta hanyoyi mabambanta.
Manazarta
Al-Shaibani, G. K. S. (2016). The language of
academic writing [PowerPoint slides]. https://www.slideshare.net/DrGhayth2015/presentations.
APA. (2022). Updates and additions to APA style. American
Psychological Association. https://apastyle.apa.org/style-grammar-guidelines/updates.
Bunza, A. M. (2019). Ƙwarya a farfajiyar adabi da al’adun Bahaushe. East African Scholars Journal of
Education, Humanities and Literature, 2(12), 720-727.
Bunza, A.M. (2017). Dabarun bincike (A nazarin harshe da
adabi da al’adun Hausawa). Ahmadu Bello University Press Ltd.
Bunza, A.M. (2018, January 17). Mathematical heritage in
Hausa number system: (A proposal for teachingmathematics using Nigerian
languages). University Seminar Series, University Research Center, Federal
University Gusau, ICT Twin Theatre 1, Federal University Gusau. https://www.amsoshi.com/2018/06/mathematical-heritage-in-hausa-number.html.
Charles, S. C. (2016). A Six Step Process to
Developing an Educational Research Plan. https://medicine.ecu.edu/clinicalsimulation/wp-content/pv-uploads/sites/246/2019/02/SixStepProcessToDevelopingAn-EducationalResearchPlan.pdf.
Creswell, J. (2015). Educational research:
Planning, conducting, and evaluating quantitative and qualitative research (5th
ed.). Boston, MA: Pearson Education, Inc.
Gobir, Y. A. & Sani, A-U. (2019). Witchcraft in the
Light of Hausa Culture and Religion. In Academic Journal of Current Research.
Vol. 6, No. 12; Pp., 23-30. ISSN (2343–403X); p–ISSN 3244–5621. Available at: http://cird.online/AJCR/wp-content/uploads/2020/01/CIRD-AJCR-19-12033-final.pdf.
Johnson, B. & Christensen, L. (2004).
Educational research: Quantitative, qualitative, and mixed approaches. (2nd
ed.). Pearson Education, Inc.
Kabir, S.M.S. (2016). Writing research report. https://www.researchgate.net/publication/325546150_WRITING_RESEARCH_REPORT.
Kauru, A.I. (2015). A handbook for writing project
reports, theses, and journal articles. ISBN: 978-937-850-0.
Livingston, S.A. (2012). How to write an effective
research report. https://www.ets.org/Media/Research/pdf/RM-12-05.pdf.
Murdoch University. (2023). APA - Referencing guide. https://libguides.murdoch.edu.au/APA.
Online Library Learning Center (n.d.). Steps in the
research process. https://www.usg.edu/galileo/skills/unit01/infoage01_04.phtml.
Purdue University. (n.d.). APA formatting and style guide
(7th edition). https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/index.html.
Sani, A-U. & Jaja, M. B. (2020). Siddabarun
zamani: Daga kimiyya da fasaha zuwa dabarbarun daburta tunanin bami. In
Al-Nebras International Journal 4th Edition, 2, 28-41.
Sani, A-U., Buba, U. & Mohammad, I. (2019).
Wanda ya tuna bara...: Biɗa da tanadi a
tsakanin hausawa matasa a yau. Global Academic Journal of Humanities and Social
Sciences, 1(2), 44-50. www.doi.org/10.36348/gajhss.2019.v01i02.001.
Shehu, A. (2022). Jaki a rayuwar Bahaushe [Kundin digiri
na biyu da ba a wallafa ba]. Jami'ar Usmanu Danfodiyo, Sakkwato, Nijeriya.
Shehu, M. (2018). Matakan gudanar da binciken ilimi. https://www.amsoshi.com/2017/07/matakan-gudanar-da-bincike-na-ilimi-2_13.html.
Shibly, A. (2016). Referencing and Citation. https://www.researchgate.net/publication/305911163_Referencing_and_Citation.
Sidi, M. (2023). Bature a rubutattun waƙoƙin Hausa [Kundin digiri na
biyu da ba a wallafa ba]. Jami'ar Usmanu Danfodiyo, Sakkwato, Nijeriya.
Sonmez, S. (2018). "11 Steps" Process as
A Research Method. Universal Journal of Educational Research, 6(11), 2597-2603.
https://www.doi.org/10.13189/ujer.2018.06112.
Strongman, L. (2013). Academic writing. Cambridge
Scholars Publishing.
University of
Michigan. (2017). Introduction to the research process. https://www.press.umich.edu/pdf/9780472036431-Sec1.pdf.
University of Otago. (2017). What is Referencing
and why is it important? https://www.otago.ac.nz/hedc/otago615365.pdf.
Yahaya, S. U. (2021). Damben Hausawa a zamanance [Kundin
digiri na biyu da ba a wallafa ba]. Jami'ar Usmanu Danfodiyo, Sakkwato,
Nijeriya.
[1] APA sun tabbatar da hakan a kan shafinsu.
A APA, (2022 p. 1) an bayyana cewa sukan sabunta ƙa’idoji da bayanansu
domin dacewa da sauye-sauyen ƙa’idoji da sababbin cigaba da ake samu a duniya.
[2] Wannan na da matuƙar alaƙa da
batun binciken da matakai da dabarun gudanar da shi.
[3] A
baya-bayan nan ana ƙara samun manazarta da ke amfani da falsafofin Hausawa a
matsayin hanyoyin ɗora
aiki. Daga cikin
rubuce-rubucen da aka ɗora kan falsafofin Hausa a matsayin hanyar ɗora
aiki akwai Bunza, (2019) da Sani, Buba, & Mohammad, (2019) da Yahaya,
(2020) da Sani & Jaja, (2020) da Shehu, (2022) da Sidi, (2023).
[4] A har kullum mutane na kan neman bayanai
da suka shafi na zahiri da na baɗini. A kowace rana ba a rasa jin Hausawa sun ambaci
kalmomi da ke da alaƙa da
bincike (a bagiren yau-da-kullum) irin su “dubawa” ko “nema” ko “diddigi” ko “cigiya” da makamantansu. Bunza, (2017
p. 2) na ganin cewa ire-iren waɗannan kalmomi ne da suka kasance takwarorin kalmar
“bincike.”
[5]
Domin ƙarin bayani ana iya duba
Johnson, & Christensen, (2004) da Creswell, (2015) da Kauru, (2015).
[6] Akan tattara waɗannan
bayanai kai tsaye daga tushe, waɗanda kuma bayanan sun keɓanta
ne ga binciken da ake gudanarwa. Misali, mai bincike na iya amfani da tambayau
ko hira da makamantansu domin tattara bayanai game da tambayoyin biniken da
yake gudanarwa.
[7] Mai bincike ko masu bincike na
samun bayanai ne daga majiya ta biyu, kamar littattafai, jaridu, muƙalu,
da sauransu. Yana da kyau a lura cewa, majiya ta biyu na iya kasanncewa majiya
ta farko a wani nau’in bincike na daban. Misali, hotunan kan intanet na iya
zama majiya ta farko ga mai bincike game da wakilcin al’adun Hausawa a kan
intanet.
[8] Wannan nau’in bincike ne mai sauƙin
gudanarwa ta fuskar manufar da ake son cimmawa. Misali shi ne bincike domin
gano sauye-sauye da ƙarin ra’ayoyi da bunƙasar fahimta a wani fagen ilimi – kamar a ce sababbin salailai a nazarin
rubutaccen zuben Hausa.
[9] Wannan bincike ne da ke mayar da hankali
wajen samar da mafita ga matsaloli da ke faruwa. Misali na iya kasancewa
bincike kan mafarin Boko Haram da matakan kawo ƙarshen matsalar cikin
sauƙi.
[10]
Misali, binciken Bunza, (2019) ya haɗa
harshe da ilimin lissafi. Binciken Gobir & Sani (2019) kuwa ya shafi al’ada da addini.
[11] Misali, nazarin jigo da salon waƙoƙin
baka.
[12] Misali, bincike a fagen kemistiri.
[13] Misali, bincike a fagen siyasa.
[14] Misali, fito da tsattsafin likitanci daga
rubutattun labaran Hausa.
[15] Wannan sigar bincike ya fi shafar ƙididdigar
lambobi. Ya shafi auna alƙaluma ne domin tabbatarwa ko kore ra’o’i ko wata fahimtar da aka ginu a kanta.
[16] Wannan ya fi shafar tattauna batutuwa. Ya
shafi amfani da falsafa wajen ƙirƙirowa ko bankaɗo sababbin batutuwan ilimi ko kuma
tattauna waɗanda
ke wanzuwa domin kafawa ko bunƙasa ra’o’i da
fahimtoci da ake da su.
[17] Nazarin da aka yi har ya kai ga sakamakon
binciken da ke nuna tsarin karatun 6-3-3-4 shi ne mafita, misali ne na wannan
sigar bincike.
[18] Nazarin da ya nuna gazawar tsarin 6-3-3-4
(har aka kai ga samuwar 9-3-4), misali ne na wannan sigar bincike.
[19] Ya ta’allaƙa ne
kan ƙoƙarin fahimtar batutuwa kawai.
[20] Wannan ya shafi bayanin batutuwa. Ciki har
da ma’anoninsu da nau’ukansu.
[21] Wannan ya shafi ƙalailaice
batutuwa da ya haɗa da ƙoƙarin ƙwanƙwance ƙalubalensu
da guraben amfaninsu da sauran tsarabe-tsarabensu da dangantakarsu da sauran
batutuwa.
[22] Wanzuwar wani abu da ba a so ya wanzu ko
ba a tsammanci ya wanzu ba na iya kasancewa matsalar bincike. Haka ma, rashin
wanzuwar wani abu da ya kamata ya wanzu ko ake sa ran ya wanzu na iya kasancewa
matsalar bincike.
[23]
Johnson & Christensen, (2004,
p. 411-414) sun tattauna dabaru da
hanyoyin gudanar da bincike.
[24]
A duba Sonmez, (2018 p. 2601) domin samun ƙarin bayani game da
hanyoyin tattara bayanai.
[25]
Charles, (2016 p. 14) ya kawo bayanai game da hanyoyin ƙalailaice
bayanai.
[26]
Rubuce-rubucen Livingston, (2012) da
na Kabir, (2016) na ɗauke da bayanai game da.
[27]
Domin ƙarin bayani game da
manazarta ana iya duba Shibly, (2016) ko University of Otago. (2017).
[28]
Domin ƙarin bayani game da
harshen bincike, ana iya duba Strongman, (2013) da Al-Shaibani, (2016).
[29] Misalan waɗannan
sun haɗa da rubutun ƙagaggen
labari, rubutun labaran tafiye-tafiye da mutum ya yi, ko rubuta waƙa mai jigon da ba ya buƙatar bincike na musamman, da makamantansu.
[30] Bunza, (2017 p. 17) ya kawo misalan abubuwan
da ba bincike ba guda 11.
[31] Yana da kyau a fahimci cewa, akwai gurabun
da waɗannan misalai ba za su fito a matsayin kokonto da ake
magana a kai ba.
[32] Bayan rubuta shi ana iya mayar da shi
odiyo ko bidiyo.
[33]
Misalansu sun haɗa
da Murdock University, (2023), Purdue University, (n.d.)
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HAUSA: Kuna iya rubuto mana tsokaci ko tambayoyi a ƙasa. Tsokacinku game da abubuwan da muke ɗorawa shi zai tabbatar mana cewa mutane suna amfana da wannan ƙoƙari da muke yi na tattaro muku ɗimbin ilimummuka a wannan kafar intanet.