Researchers: <Student A Name, Student B Name, Student C Name, etc,>

Strand/Section: __________________
Group Name: __________________
Topic: _____________________________________________________________________

Literature Matrix

Methodology Limitations
Introduction
Bibliography Findings / Results / (Research Gaps) /
No. (Background, Problem, Data-gathering Tool /
(APA Format) Research Design Participants Conclusions Recommendations for
Objectives, etc.) Procedure Further Study

Thirty teachers related

Alfauzan, A. H., &
The research aspired to with the course “Theories At times, there are lack of
Tarchouna, N. (2017).
look into how to of Translation” delivered precision, repetition, and
The role of an aligned The problems identified
implement the Qualitative: by the department of overlapping of Los.
curriculum design in in the research could
constructive alignment descriptive and English Language and Participant observation
1 the achievement of There were mismatches only be institutional and
method in a course observational Translation, Faculty of and informal interviews
learning outcomes. identified in most course not really a widely found
curriculum design to best analysis Arabic Language and
Journal of Education curriculum designs used in phenomenon.
support the achievement Social Studies, Qassim
and E-Learning the department of English
of learning outcomes. University under the
Research, 4(3), 81-91. Language and Translation.
course code ENG 271

Moving with youth beyond

Ares, N., Evans, D. M., & 30 tenth grade students – innovation within existing Students need not only
Harnischfeger, A. M. The study aimed to show 21 girls and 9 boys. 25 of school practices and to dialogue with their
(2018). Systemic how the pedagogy of the students were non- structures requires that teachers about their
Focus group interviews
constraints on reform at the Preparing Qualitative analysis Latinx Black or Latinx, adults take on sustained, “ideal schools” but also
and observations. Some
2 students' appropriation for Teaching Institute using constructivist while 5 were non-Latinx active roles as mentors in to school
data were gathered
of reform oriented (PTI) was insufficient to grounded approach White students. Mr. L., a examining the structural, administrators, policy-
through video recording.
curriculum. Critical challenge students’ White teacher, had been political, and policy makers, etc. in order to
Questions in views of schooling. teaching in the institution implications of the truly find better ways of
Education, 9(1), 1-21. for 15 years. innovations being innovating in the school.
envisioned.

Page 1 of 3
 The most challenging
issues are the
Jimma, T. T., &
implementation gaps,
Tarekegn, W. M. The forces triggering
The article explored the 4 senior managers and 6 particularly the absence
(2016). The prevailing curriculum reform are mostly
nature of undergraduate (2 Women & 4 Men) of a functional
practices and external, providing little room
curriculum reform in academic staff members, enactment zone for
challenges of for internal factors and the
Ethiopian higher 2 educational quality The researcher conducted teachers. This happens
curriculum reform in Qualitative development of curriculum
3 education in relation to experts at the University of interviews with the because conformity and
Ethiopian higher case study design from within the institution.
student-centered Ethiopia, and another 2 participants. uncertainty, as well as
education: Views and The prevailing reform
pedagogy and external education quality the rapidity of change,
responses from within. applied a government’s
continuous assessment experts from the Federal have created tension for
Australian Journal of controlled, centralized, and a
method. MOE and HERQA academics when
Teacher Education, one-size-fits-all model.
implementing the
41(10), 87-106.
reforms in the
classrooms.

The Instructional Model

Jirasatjanukul, K., &
The objectives of the based on Connectivism and
Jeerungsuwan, N. The instructional model
research were to (1) Constructivism to create
(2018). The design of design, the first phase,
design an instructional innovation in real world
an instructional model was made through review
model based on experience consisted of 3 There were no criteria
based on connectivism Mixed methods, of literatures and
Connectivism and A sample size consisted of components – Connectivism, identified as to how real
4 and constructivism to qualitative and researches.
Constructivism to create 7 experts Constructivism, and world problems are
create innovation in quantitative The instructional model
innovation in real world Innovation in Real World qualified or determined.
real world experience. rating, the second phase,
experience, and (2) Experience.
International made use of an evaluation
assess the model
Education Studies, form. The instructional model
designed.
11(3), 12-17. rating was at a high level
(X =4.37, S.D.=0.41).

Pui, W. W. (2016). It is suggested that

The purpose of the study
Differentiated curriculum design should
was to explore special Lesson observations,
curriculum design: include various elements:
educational curriculum The data collection took video recordings,
Responding to the Qualitative pragmatic learning knowledge, values
design at senior place over a year, with teachers’ diaries and
individual and group research design and attitudes, and generic
secondary school level students studying over students’ interviews were
5 needs of students with with participatory skills.
and whether this helps to three academic terms in a collected during one
learning difficulties with action research
enhance the academic special school in Hong academic year in a form 5 Assisting students to
self-regulated learning methodology
attainment and self- Kong. (equal to year 12 in the become aware of their
strategies. Support for
confidence of students UK) classroom. individual needs is beneficial
Learning, 31(4), 329-
with learning difficulties. both for learning and for
346.
curriculum design.

Page 2 of 3
 The obvious flaw with
the approaches used is
that they produce
subjective data not
objective data about the
Three-thousand three- frequency of occurrence
The study explored on
hundred and thirty-six of curriculum factors
the following questions:
Smith, C., Ferns, S., & (3,336) students from nine about the students’
Russell, L. (2016). What curriculum factors Australian universities abilities. Thus, a future
Measures were based on
Designing work- can be validly measured were surveyed, giving strong test of these
students self-reporting of Robust measures of both
integrated learning to operationalize work- 2200 useable (complete) results will be to
both curriculum curriculum factors and
placements that integrated learning results for the present conduct similar studies
characteristics and employment-readiness
improve student curricula design? Mixed methods, study. Nine-hundred and that use objective
employability skill factors are possible and that
6 employability: Six qualitative and ninety-seven (997) of measures of these
What measures validly acquisition. A survey the curriculum factors are
facets of the quantitative these students had had a things.
operationalize the instrument was designed associated with students’
curriculum that matter. placement during their
concept of ‘employment and deployed using employment readiness It looked only at six
Asia-Pacific Journal of studies. The majority of
readiness’? SurveyMonkey outcomes. dimensions of WIL
Cooperative these students are in the
(www.surveymonkey.com) curriculum design that
Education, 17(2), 197- What predictive 18-30 age group (73%),
students can
211. relationships exist female (72%), studying
experience;
between these two sets on-campus (75%) and
collaborative design
of measures? studying full-time (80%).
activities between
university coordinators
and employers or other
workplace
representatives were
not considered.

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