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Practicalresearch1 q1 Mod4 Reviewingliteratures v3
Practicalresearch1 q1 Mod4 Reviewingliteratures v3
Quarter 1- Module 4:
Learning from Others and
Reviewing the Literature
Department of Education ● Republic of the Philippines
Practical Research 1 – Grade 11
Alternative Delivery Mode
Quarter 1– Module 4: Learning from Others and Reviewing the Literature
First Edition, 2020
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Practical Research 1
Quarter 1 – Module 4:
Learning from Others and Reviewing the Literature
1. In order to achieve the objectives of this module, here’s a simple guide for you;
2. read and follow instructions carefully;
3. answer the pretest before going through the lessons;
4. take note and record points for clarification;
5. compare your answers against the key to answers found at the end of the
module;
6. do the activities and fully understand each lesson;
7. answer the self-check to monitor what you learned in each lesson; and
8. answer the posttest after you have gone over all the lessons;
What I
What I need to know
What’s In?
In the previous lessons, you learned the importance of understanding the value
of qualitative research: its kinds, characteristics, uses, strengths, weaknesses,
specificity, and the feasibility of the study. A good introductory page is a baseline
statement of what and how a paper should go fluidly. However, a review of related
literature will strengthen your claims of a systematic, purposeful, and well-defined
research paper. In this part, you will be exploring the process or reviewing related
literatures.
What is New?
Activity 1.1
Picture Analysis
Directions: Examine the image below. What does it tell you?
What Is It?
The significance and rationale of related literature and studies is to find out
the similarities and differences between the past and present studies, to get ideas
into the critical and controversial aspects of the problem. It helps recognize and
define a research problem. It gives the researcher a background analysis aspect,
which have been studied. It guides the researcher on what to do on the mechanism
of the research methods; this also provides the thoughts to advance with the study
until its conclusion. It avoids redundant duplication of a study. Moreover, reading
extensively will enrich your background knowledge on your research topic that will
enable you to establish a good groundwork or course of your research endeavor.
What’s More?
Activity 1.2
Write on a sheet of paper a topic you are most interested to explore. Enumerate
at least three ways on how you will look for the information and data needed about
the chosen topic. Share important information that you would like to probe on the
chosen subject. For example, the topic is gender inequality among TVL (Technical
Vocational Technology) learners. What are you interested most? Is it the difference
in quantity of work? Is it the difference in quality of work? Alternatively, is it the type
of PPE (Personal Protective equipment)?
Follow the example and fill in your answers in the blank provided.
3.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Body: What are the main points/arguments of my sources? How are these points
supported?
Example:
Source 1: Bagale found out that more women are included in the traditional technical
vocational programs, whereas there is poor participation in non-traditional areas.
Source 2: Mustapha pointed out that there is gender imbalance in the technical
vocational field.
Answer:
Source1:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Source 2:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Source 3:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Body: Similarities in (comparing) two or more of the articles:
Example: Bagale and Mustapha agreed that there are still gender inequalities in the
technical vocational field and that women are still concentrated in certain types of
area.
Answer:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________
Answer:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Conclusion: Summarizing
Example: This literature review was conducted to analyze opposing perspectives on
gender inequality among technical vocational learners.
Answer:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Why is the topic of this literature review important and/or what should be the next
step of this study?
Example: Further research is needed to examine recent statistics on gender
inequality among TVL learners in the senior high schools of this division as
compared to others in this region.
Answer:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
What I Have Learned?
Using the baseline information, discuss the process of a literature review and its
need and purpose by supplying the synonym of the word/s enclosed in parenthesis
needed to make the statement true and correct.
1. A literature (go over) __________ is a summary of studies related to a
particular area of research.
2. When investigating a research topic, review only those that are directly
(connected) __________ to your specific point of study.
3. (Keep away from) _________ the temptation to copy paste everything you
find in the literature you have read.
4. Relate findings to previous (information) ___________and suggest areas for
further research.
5. Included in literature review are (space)_________ and (advice)
____________ for additional study specified in related studies.
6. Theories give details of the presence of the problem and certain (factors)
________ that is connected to the problem.
7. A literature is a/an (spoken) __________ or written record of man’s significant
experiences.
8. Some sources of direct (expressions) _________ is in books, journals,
periodic papers, and online reading materials.
9. The significance of reviewing related studies is to find out the (analogous)
_________ and (variation) _________ between the past and present studies.
10. A literature review (recognize) __________ the work of previous researchers.
Activity 1.3
Visit webpages, journals, and similar on-line materials that has published theses
and dissertations. Examine the Review of Related Literature section of these
materials and based on what you have learned about RRL, comment on how these
appear in the manuscript. Produce a written copy of your observations about the
RRL section in the manuscript and share this with your teacher and classmates.
Lesson Criteria in Selecting, Citing,
2 and Synthesizing Related
Literature
There are a lot of ways to bring in the flow of literature review that will help
learners develop their research. Frequently asked questions on how to proceed in
the conduct of literature review includes: how to look for sources, how many sources
should be cited, how to discuss ideas taken from the studies cited, how to cite
authors, and further. The aim of this lesson is to present a step-by-step guide in
undertaking a review of literature to facilitate your understanding.
What’s In?
In the previous lesson, you learned the definition, importance and purpose of
literature review. An effective literature review selects the right and specific write ups
that give close information to an identified topic, scrutinize and synthesize content
about key themes or issues, cites properly authors of information gathered, identify
similarities and differences between chosen literatures and a lot more. Selecting,
citing and synthesizing related literature needs a thorough development of skills in
searching, reading, paraphrasing, writing, and even creating your own page of article
after reviewing a whole bunch of related sources.
What’s New?
Activity 2.1
Text Development
Direction: Look back into one period of your life when you were so eager to know
something. What did you do to satisfy your desire to know about such thing? In
the space provided, write a brief memoir on your knowledge seeking.
A Memoir on My Thirst
for Knowledge
What Is It?
Here are questions to guide you in this endeavor of selecting, citing, and
synthesizing related literature.
What is your prior knowledge about your research topic?
What do you have to critically say about your prior knowledge on the topic?
What do you want to know more about your topic?
Did anyone do a similar research as yours?
What does your research have that other researches do not?
Who are these authors who have works which has more or less same ideas
as yours?
Example of References
3. Citation, or In-text-citation. Referring author within the main body of the text.
Citations can be done by paraphrasing, summarizing, or through quotations. It
can be written in the beginning of a text, between the text, or at the last part of
the paragraph. Examples are shown:
Sanchez (2015) found out building food systems that are more
sustainable, resilient and responsive …
There are three basic methods of referencing the author referred in your paper.
These are the APA (American Psychological Association), MLA (Modern Language
Association), and the Chicago Manual Style. In this module, we will be focusing on
the two most commonly used styles of referencing. Moreover, between the two, APA
is the most frequently used within the social sciences in citing various sources. The
following table shows examples of MLA and APA styles of referencing:
What’s More?
Activity 2.2
Directions: The following entries in each box are essential in writing references. The
headings in each table are examples of correct format of referencing. Fill in the table
with the data provided in the headings as guide. Arrange the entries in proper order,
use appropriate format using APA writing style (i.e. underline or italicize if
necessary).
Print Sources
Book (one author) Example: Simban, J.H. (2012). Essentials of Hydroponics
Farming. Cebu City, Philippines: Digital Books.
Author’s Last First Initial Middle (Publication Book Title Place of Publisher
Name Initial Date) Publication:
Example of two authors: Roble, M. J., & Johnson, L. (2010). India (2nd ed.). New
York, NY: Marshall. Example of three authors: Carreon, A., Marcos, M., &
Genobaten, D. (2009). Work Under Pressure. Chicago, IL: Wilcon Press.
Example of more than six authors: Benson, B., Aller, C., Camelot, D., David, E.,
Ebiola, F., Flores, G., Harison, I. (1994). The World Beneath. Los Angeles, USA:
Paramoud Era Press.
Author1’s First Middle Author2’s First Middle Author3’s First Middle Author4’s First Middle
Last Initial Initial Last Initial Initial Last Initial Initial Last Initial Initial
Name Name Name Name
Author5’s First Middle Author6’s First Middle (Publication Book Place of Publisher
Last Name Initial Initial Last Name Initial Initial Date) Title Publication:
Initial
Activity 2.3
A paraphrase restates another’s idea (or your own previously published idea)
in your own words. Paraphrasing allows you to summarize and synthesize
information from one or more sources, focus on significant information, and compare
and contrast relevant details. Published authors paraphrase their sources most of
the time, rather than directly quoting the sources; student authors should emulate
this practice by paraphrasing more than directly quoting.
PARAPHRASING ACTIVITIES
Part 1
Read the original text below. Enclose in parenthesis the words that should not be
changed when paraphrasing. Underline which should be changed.
Between the two paraphrases below, which statement best provides the most
suitable paraphrase of the original text above? Further, justify your answer using
sentence structure and changes in keywords.
Paraphrase 1
An organic material that can promote plant growth and development which is
not caused by spraying of usual plant fertilizers are called biostimulants (Sharma
et.al., 2011).
Paraphrase 2
A biostimulant makes a plant grow beautifully and bigger when added with
traditional plant nutrient (Sharma et.al., 2011).
Justification
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
Part 3
Attaining food security and reduction of poverty has been the continuing
vision of our country (Balisacan, 2003). Despite being dubbed as a country blessed
with bountiful resources, the incidence of poverty due to rapidly increasing
population is an issue (Dacuycuy, 2018).
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Part 4
Based on the discussion above, process the methods of selecting, citing, and
synthesizing literature review by filling in the blanks provided in each statement.
1. In selecting sources of related literature, choose articles which are
_________related to your research interest.
2. A _________ are brief summaries of research work presented at conferences.
3. A _________ is a scholarly written article submitted for a doctorate or a higher
degree at a university.
4. A method of expressing borrowed ideas using different words to give clarity
to an idea is called ________.
5. Using _________ is a technique in paraphrasing which utilize words of same
meanings.
6. In making _________, all materials including all books, journal, theses,
dissertations, and other literary works are listed alphabetically or
chronologically as it appears in the manuscript.
7. A/an _________ format of referencing is the most frequently used within the
social sciences in citing various sources.
8. _________ is a shortened version of the original text expressed in your own
language, picking only the most important details of the text.
9. It is necessary to acknowledge other people’s intellectual rights to avoid the
act of stealing other intellectual properties known as _________.
10. Referencing within the main body of the text is branded as _________.
What I Can Do?
Activity 2.4
Read other sources of information, at least five, related to your chosen research
topic in online libraries, databases, and other sources. Cite portions of the articles
that are close to your chosen interest of study. Keep in mind and apply what you
have learned about in-text citation and referencing style. List and arrange the
sources in alphabetical order to create REFERENCES using the APA Referencing
style.
What’s In?
In the previous lessons, you learned the different manners and styles of
referencing, or giving credit to owners of ideas borrowed within the span of research.
Such referencing acts will make your study reliable and acceptable in the research
community once evaluated by an ethics review committee which sets out the
standards for research in each forum or platform where you share and present your
study. This part will also give you an idea about the researcher’s responsibilities
towards participants or respondents, common difficulties in the conduct of research,
possible solutions to answer it or minimize risks, conflicting values, and other ethical
issues that might engulfed the research process.
Activity 3.1
Mapping Out Issues
Directions: Write/draw near the image issues you are most likely to experience in
conducting research. Draw a line connecting the images if you think they are
somehow If issues are associated.
School
Me
Home Friends
What’s New?
During the course of the conduct of research, common difficulties may arise that
will greatly affect the result of your research. As a researcher, one must be adept
enough to foresee possible challenges to your research so that it will be resolved
sooner. Below is a summary of difficulties, challenges, and / or issues you may
encounter.
1. Unavailability of respondents
2. Non-cooperation or refusal of respondents to answer questions
3. Failure of respondents to remember data or give honest responses
4. Delayed or failure in returning questionnaires with responses
5. Incomplete documents and records
6. Unscientific data
7. No local data are available
8. Lacking instruments
9. Communication problems
10. Funds are tight
Activity 3.2
Situational Analysis
Directions. Choose three from the above summary of difficulties and try resolving the
conflict by filling-in the boxes below. An example is provided in each box.
Identify the Facts
2.
3.
What Is It?
“In every problem, there is a simple and plausible solution’, an adage once says.
Here are some tips to minimize problems in conducting research:
1. Ensure available funds and budget for study to be conducted.
2. Team members should know their assigned tasks well.
3. Identify respondents ahead of time and maintain a list of contact lines and
addresses to easily follow them up.
4. Draft a clear and reliable timeline of activities
5. Reproduce copies of essential documents always.
6. Ask for permits always before conducting any activity.
7. Conduct ocular inspection of research or sampling site ahead of time.
8. Always send emails, communications and appointments beforehand.
9. Have a clear written agreement with all participating persons, agencies, and
areas.
10. Bear in mind the objectives of the study and be flexible in adjusting to present
conditions when necessary.
Scientific misconduct might arise when ethical standards are not followed such
as the following:
1. Plagiarism. This refers to fraudulent acts that entail claiming another person’s
ideas, work or publication violating intellectual property rights by stealing and
dishonesty. This usually happens in scientific publications.
2. Fabrication of data. It involves producing data without an actual
experimentation or altering data in recording with the intent to fit them to
desired results.
3. Falsification of data. Entails faulty gathering of data due to negligence and
carelessness which lead to errors in measurement or instrument use. Error
may also be caused by inappropriate application of treatment to the subjects
and poor data recording.
4. Non-publication of data. In contrast with fabrication and falsification, this
involves choosing not to include data because they do not conform to the
well-established body of knowledge or are unsupportive of the research
hypothesis. Only the results that do not reject the hypothesis are reported
and published.
To avoid such encounters and to ensure ethical standards are followed, ethics
review committees usually require research studies to undergo review
proceedings by submission of pertinent documents that will verify the
truthfulness of data, information, and paper presented. The following are some of
these:
1. Checklist for Adult Sponsors which includes parents’ consent and
advisers consent.
2. Student Checklist which tell learners information, consent and ensure
student safety.
3. Human Participant’s Form which provides information for description,
recruitment, protection of privacy, and informed consent process.
4. For scientific researches: Research Institution and Qualified Scientists
Form, Human Participants form, Vertebrate Animals Form, Potentially
Hazardous Biological Agents Form, and Hazardous Chemical
Activities Form.
5. Research Plan which discusses in summary the rationale, hypotheses,
methods, risk and safety, data analysis, and references or bibliography.
6. Risk Assessment Form which evaluates the extent of hazards posed by
the conduct of research. It includes assessing safety of respondents, or
sampling locale, or in the events of scientific studies, the biosafety hazards
like methods of disposing chemical and biological agents, drug dosages,
and delicate instrument use.
7. Research Abstract which is not more than 250 words that clearly and
concisely state the purpose, procedures, data collected, and conclusions
of the research.
8. Research Logbook with start and end dates, pictures, documentations,
notes during the course of research that shows detailed and accurate
processes.
What’s More?
Activity 3.3
As we continue to unfold the mysteries of conducting reliable and factual study,
keep in mind your topic or research interest in the previous lesson. Give only
available information on the steps to take in fulfilling your research endeavor. Based
on your understanding about ethics in research, please complete this form.
Date of Application: _______
Research Team Leader:
Members:
Research Title:
Summarize what you have learned in this lesson by supplying the keywords
missing in the paragraph.
The standard ethics for research is governed by the core values such as
(1)_________, confidentiality, (2)_________, (3)________ that is evident by
(4)_________, (5)_________, (6)_________, (7)_________, and right to review. It is
strengthened by principles narrated as follows: honesty, (8) _______,
trustworthiness, openness, carefulness, respect for (9)_______ property, and social
and (10) ________responsibility. Once research ethics are not tagged, it may give
rise to scientific misconduct. For example are falsification and fabrication of data,
(11) ________, and non-publication of data. To avoid these mishaps, the following
are required by the Ethics (12)________ Committee: (in any order) Research
Abstracts, Human Participants Form, Student Checklist, Risk (13)________ form,
Parents (14) ________ Form, Research Plan, and Research (15) _________.
Activity 3.4
Continuing your research of interest, consider yourself as a researcher following
the ethical standards of research. Construct a letter for your target participants,
stating your agreement and their rights as respondents of your study. Write your
letter of informed consent in a separate paper. Below is an example.
The Respondent
Opol NSTS
Dear Sir/Ma’am:
Sincerely yours,
Erika P. Bucag
Assessment
Directions: From activity 2.4, extract key points and valuable information that are
related to your research topic. Cite the literatures using APA citation
styles. Present your activity using this table below where an example was
provided. Further, make your References.
-------------------END OF MODULE-----------------------
Buensuceso, D. B. et. al. 2016. Practical Research 1. Teacher’s Guide. Senior High
School. Department of Education – Bureau of Learning Resources. Pasig City,
Philippines. Lexicon Press, Inc.
Prieto, N.G., Naval, V.C. & Carey, T.G. (2017). Practical research 1 for senior high
school: Qualitative. Quezon City, Metro Manila: LORIMAR Publishing, Inc.
Ridley, D. 2012. The Literature Review: A Guide for Students. Los Angeles: Sage.
Sharp, J. 2012. Success With Your Educational Research. USA: John Wiley and
Sons.
This module was pulled together with help from following websites:
http:// library.concordia.ca/help/writing/literature-review.php
http://www.writing.utoronto.ca/advice/specific-types-of-writing/literature-review
http://www.lib.uoguelph.ca/get-assistance/writing/specific-types-papers/writing-
literaturereview
https://alexandercollege.ca/web-2018/wp-content/uploads/2015/04/3.-Literature-
Review-worksheet.pdf
https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnx2e
WVzdGFjZXl8Z3g6NzJiNTg5N2VlNzZmNDEwNg
https://www.fpconsulting.com.au/uploads/2/4/9/6/24962042/qualitative_analysis_guid
e.pdf
https://www.uts.edu.au/sites/default/files/Paraphrasing%20Handout%20-
%20Activities.pdf
http://researchchmsc.blogspot.com/2010/05/review-of-related-
literature.htmlhttps://www.utsc.utoronto.ca/twc/sites/utsc.utoronto.ca.twc/files/resourc
e-files/LitReview.pdf
https://www.google.com/search?q=worksheets+in+ethical+standards+in+research&t
bm=isch&source=iu&ictx=1&fir=xvM_9wXf4oAfWM%253A%252CN2j1rlwRBXOapM
%252C_&vet=1
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