12 Practical Research 2

Quarter 1 – Module 7:
Presentation of Review
of Related Literature
and Conceptual Framework

SELF-LEARNING MODULE

DIVISION OF GENERAL SANTOS CITY

Practical Research 2 – Grade 12
Self-Learning Module (SLM)
Quarter 1 – Module 7: Presentation of Review of Related Literature and Conceptual
Framework
First Edition, 2020

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Development Team of the Module

Writer: Sherwin P. Uy
Editors: Name of LRE and language editor
Reviewer: Luzviminda R. Loreno , Edilbert A. Reyes, Rowel Ll. Otero, Alma E. Agulan,
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 12

Practical
Research 2
Quarter 1 – Module 7:
Presentation of Review
of Related Literature
and Conceptual Framework

SELF-LEARNING MODULE

DIVISION OF GENERAL SANTOS CITY

Introductory Message
For the facilitator:

Welcome to the Practical Research 2 for Grade 12 Self-Learning Module (SLM) on

Presentation of Review of Related Literature and Conceptual Framework!

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

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For the learner:

Welcome to the Practical Research 2 – Grade 12 Self-Learning Module (SLM) on

Presentation of Review of Related Literature and Conceptual Framework!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process

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 what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or
skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the Presentation of Review of Related Literature and Conceptual
Framework. The scope of this module permits it to be used in many different
learning situations. The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the course.
But the order in which you read them can be changed to correspond with the
textbook you are now using.

In this module, you will be able to:

 present written review of related literature and conceptual framework
CS_RS12-If-j-9

Specifically, you are expected to:

1. discuss the principles in writing review of related literature;
2. discuss ways in presenting conceptual framework; and
3. evaluate the presentation of review of related literature and conceptual
framework observing the principles in writing;

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 What I Know

Before we begin this lesson, let us find out how much you already know on
this module. After taking and checking this short test, take note of the items that
you were not able to answer correctly and look for the right answer as you go
through this module.

Direction: Write the letter of the best answer to each question on a sheet of paper.

1. Which section of the literature review provides a summary of the overall

state of knowledge about your topic?
a. introduction c. body
b. research gap d. conclusion

2. Which section of the literature review presents about the general topic of
your research and gives an overview of the contents of your RRL?
a. introduction c. body
b. research gap d. conclusion

3. In constructing informative conceptual framework, a researcher must

understand the purpose of a conceptual framework. Which of the following is
NOT a purpose of developing conceptual framework?
a. argumentation c. justification
b. interpretation d. generation

4. Which of the following is NOT a source of developing conceptual framework?

a. interest c. experience
b. literature d. theory

5. Which of the following is NOT a rule to use in order to produce quality

literature review?
a. Take notes while reading.
b. Choose the type of review you wish to write.
c. Keep the review focused and make it of broad interest.
d. Make a conclusion and recommendation

6. It is a rating system by which the research teachers can determine at what

level of proficiency a student-researcher is able to perform task or display
concept.
a. checklist c. research project
b. research manuscript d. rubric

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 7. What characterizes a holistic rubric?
a. It gives detailed feedback about the performance of the researchers
b. It provides information on the component part of a performance task
c. It views the final product as a set of interrelated tasks shared to
whole.
d. It evaluates the final product by component and scored
independently.

8. In the general format of preparing the final copy, the margins are:
a. left, top, bottom, right: 1 inch
b. depends on the research manual
c. left: 1.5 inches; top, bottom, right: 1 inch
d. left: 1.25 inches; top, bottom, right: 1.50 inches

9. What is the font style and size of the text to become free from ambiguity?
a. Arial; 12 c. Bookman Old Style; 10
b. Arial Narrow; 12 d. Time New Roman; 11

10. All element titles or headers that follow should be placed at ______.
a. center-justified c. left corner
b. center-condensed d. right corner

11. What principle is being referred to in securing ethical study on the execution
of proper citation of borrowed statements and giving due credit to the owner.
a. Openness c. Social and Legal Responsibility
b. Trustworthiness d. Respect for Intellectual Property

12. Which of the following statements is NOT principles in ethics in research

securing an ethical study?
a. Confidence c. Carefulness
b. Trustworthiness d. Respect for Intellectual Property

13. It is referred to as a negligence or carelessness lead to errors in

measurement or faulty research instruments.
a. fabrication and falsification of data
b. non-publication of data
c. faulty data gathering procedures
d. plagiarism

14. This type of plagiarism can be committed if an author republishes his/her

own work.
a. Copy and Paste Plagiarism c. Mosaic Plagiarism
b. Misattribution Plagiarism d. Self-Plagiarism

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 15. This method reiterates the general assumption of your study, grounded from
a theory – then proceed to discussing the specific relationships assumed to
be observed in the study.
a. Mathematical Model c. Sets of Propositions
b. Narrative Discussion d. Diagram

Lesson Presentation of Review of

8 Related Literature and
Conceptual Framework
Hello, my dearest researcher! How did you cope with your previous modules?
How far have you gone from introduction until listing of research hypothesis? I am
asking these questions because it’s your last module to take in for this first
quarter or before the mid-term ends.

What’s In

In your Practical Research 1 and in the previous module of this current

subject, you have learned reviewing and synthesizing relevant information from the
literature, illustrating and explaining conceptual framework, defining terms used in
your study and listing research hypothesis.

So, let’s take this review by mapping out those mentioned components of
Chapter 2 for you to better understand and achieve the learning objectives in this
module.

Activity 1: Map of My Chapter 2

Direction: In this activity, you will review the previous lesson by creating a concept
map from written components of Chapter 2 by filling out all the boxes or
may add boxes if necessary then captioned instructions will be given (see
rubric for scoring):

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 My Chapter 2 Concept Map
(Review of Related Literature)

Conceptual Framework
Related Literature

*write your
variable 1 & 2

*Put author-date and write salient points in

their literature and/or studies

Definition of Terms

Hypothesis

Congratulations! You did a great job. You are now ready to explore our lesson.

5
 What’s New

How are you coping with our lesson? I will ask you some questions but no
need to answer it. Why does research teachers need to evaluate written review of
related literature? Why do we need to know the purposes and sources of conceptual
framework and its presentation? So, let’s introduce major section in reviewing
literature and purposes and sources of conceptual framework.

The literature review or review of related literature (RRL) is commonly

composed of three major sections:
a) Introduction. This section is compose of a single paragraph wherein
information about the general topic of your research is presented
and gives an overview of the contents of your RRL highlighting the
points (main idea) that can be seen in this chapter.
b) Body. This section focuses on presenting all the relevant information that
you have gathered that follows a logical manner, addressing the
order of your objectives of the study.
c) Conclusion. This section refers to a single paragraph that functions in
providing a summary of the overall state of knowledge about your
topic.
In constructing informative conceptual framework, a researcher must
understand the purpose of a conceptual framework. Crawford (2020) presents the
purpose in different ways as posited by various authors focused on the
argumentation for the study, seemed to have an explanation on the key factor
relationships and viewed as generation of elements in the research design and
methodology. Some authors combined purposes into clarification, explanation and
justification. Specifically, (1) argue for the importance of the topic of interest and
appropriateness of proposed design and methodology; (2) explain relationship
among the key factors/variables/constructs of the study; and (3) generate study
problem, research questions, data collection, data analysis and interpretation of
findings

A source for a conceptual framework is the principal element in forming the

basis for the development of the framework (Ravitch & Riggan, 2017). There are
three sources for a conceptual framework: (1) experience; (2) literature; and (3)
theory.

Activity 2: Classify Me, Identify Me

Direction:
A. Classify each question in a corresponding major sections in literature
review by writing only the number in a box

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 Introduction Body Conclusion

1. What are the key discoveries and outcomes of your literature review?
2. Do you analyze and discuss your evidence?
3. What is the purpose of your literature review?
4. Does your organization method match the purpose of your literature review?
5. What do your findings combine to tell you and why is this significant?

B. Identify the following statement by choosing an answer on the box and write
only the letter on the blank provided before the number.

a. Explanation b. Experience c.
Generation
d. Literature e. Theory
f. Argumentation

_____6.It gives rise to the problem, research questions and methods of study
_____7.It stresses the relationship among who and what will be studied.
_____8.It focuses on the importance of studying the topic.
_____9.It provides the rationale for the study by exposing what is not yet known or
understood about a phenomenon.
____10. It allows personal interests, intuitions and hunches to be the stimuli for
conceptual framework.

What is It

The previous activity pertains to the sectional composition of literature review

and preliminaries of conceptual framework. Let us process some difficulties in
writing literature review and presenting conceptual framework with the below-
mentioned principles.
I. Guidelines in Writing Review of Related Literature
Prieto et al. (2017) crafted the following rules that you can use in order to
produce a quality RRL:
Rule 1. Define the topic and the audience. When defining a topic,
consider factors such as interest, importance and recency.
Rule 2. Search and re-search reference list.
Rule 3. Prepare a conceptual diagram of the need for the different
types of literature review.
Rule 4. Take notes while reading.
Rule 5. Choose the type of review you wish to write.
Rule 6. Keep the review focused and make it of broad interest.
Rule 7. Be critical and consistent.
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Rule 8. Find a logical structure.
Rule 9. Make use of feedback.
 In presenting your review of related literature, the following statements are
recommended to showcase coherency:
1. There appears to be strong evidence that …
2. The literature has shown …
3. The foregoing literatures have shown …
4. The data supporting the hypothesis are …

Another pointer in crafting a coherent review of related literature is to use an

index card. Index card is one of the most handy and effective research tools what
will help you in organizing your information for this chapter. Here’s how to use
your index cards.
1. Make a separate card for each source.
2. Give each source a racking number.
3. For a book, include the author, title, date & place of publication&
publisher.
4. For a periodical, also include the page numbers of the article.
5. For a website, include the title, the sponsors and authors or editors, if
known; the site and date when it was created or updated and the date
when you access the site.
In using an index card, you must see to it that you have the following
information: (a) Where you found the information; (b) Topic; (c) Paraphrased
information found; and (d) Page you found the fact on.

II. Ethical Standards in Writing Review of Related Literature

Research Ethics can be defined as the process of applying moral standards

and undertaking principles to distinguish between acceptable and unacceptable
behaviors. In general, the ethics in research is used so that a researcher will be
able to define right from wrong doings specifically in writing the RRL.

Ethics in research follows eight (8) principles which must be taken seriously
by each researcher to secure an ethical study (Alpore & Palma, 2020):

1. Honesty. a researcher must secure honesty in producing his/her study.

Transparency is the key in upholding honesty in research.
Researchers must see to it that all borrowed intellectual property
must be cited accurately.

2. Objectivity. Researchers must see to it that she/he is free from any form of
bias in all aspects of his/her research paper.

3. Integrity. The researcher must secure that the study holds sincerity and
consistency. The researchers must see to it that all of the parts
promised and presented during the presentation of the proposal
must be kept

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 4. Carefulness. The researcher must see to that the conduct of the study
must be free from any carelessness and errors of negligence. All-
important data must be kept for future uses.

5. Openness. Researches must see to it that they are open-minded persons

wherein they can accept suggestions from others and they can
handle constructive criticism.

6. Respect for intellectual property- A good researcher must see to it that

she/he practices respect for intellectual property. This principle
can be executed upon proper citation of borrowed statements
and giving due credit to the owner.

7. Trustworthiness. A researcher must secure that he/she is maintaining

his/her trustworthiness. The researchers must see to it that any
data or information in the research, especially those data from
surveys and other data gathering procedures, must be used
according to its proper and allotted usage only and also must be
kept with confidentiality.

8. Social and Legal Responsibility. A researcher must abide with the

legalities, rules and regulations set by his/her partner institution
or organization

Upon the absence of Ethics in conducting your research, you might be able to
do some unethical deeds commonly known as a scientific misconduct. The
following are the possible scientific misconducts that can be done in research:

1. Fabrication and falsification of data- also known as “cooking of data”. This

scientific misconduct involves producing data without an actual
experimentation or altering data in recording for the intention to fit
them to what are expected.
2. Non-publication of data- In contrast with fabrication and falsification, non-
publication of data 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.

3. Faulty data gathering procedures- It is referred to as a negligence or

carelessness lead to errors in measurement or faulty research instruments.
Error may also be caused by inappropriate application of treatment to the
subjects and poor data recording.

4. Plagiarism- It is a fraudulent act that involves claiming another person’s

ideas, work or publication. It is a form of intellectual property stealing
and dishonesty that usually happens in scientific publications. There
are four types of Plagiarism.

a. Copy and Paste Plagiarism- this type of plagiarism involves copying

information word-by-word without giving due credit to the

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 source. Copy and paste plagiarism can be avoided upon
enclosing the borrowed words with quotation marks (“) and
properly citing the author.

b. Mosaic Plagiarism- this is defined by changing only some words in the

copied information. The sentence structure is still
maintained.

c. Misattribution Plagiarism- this type of plagiarism can be done if an

author wrongly cited a specific information, maybe to the
wrong authors or to the non-existing authors.

d. Self-Plagiarism- this type of plagiarism can be committed if an author

republishes his/her own work. Self-plagiarism comes in two
forms, duplication and replication. Duplication can be
committed once a researcher copies submits his/her without
proper citations. Replication, on the other hand, is a multiple
case of duplication.

In order to avoid plagiarism, the following should be strictly observed (Otero,

2016):
1. Paraphrase - So you have found information that is perfect for your research
paper. Read it and put it into your own words. Make sure that you do not
copy verbatim more than two words in a row from the text you have found. If
you do use more than two words together, you will have to use quotation
marks. We will get into quoting properly soon.

2. Cite - Citing is one of the effective ways to avoid plagiarism. Follow the
document formatting guidelines (i.e. APA, MLA, Chicago, etc.) used by your
educational institution or the institution that issued the research request.
This usually entails the addition of the author(s) and the date of the
publication or similar information. Citing is really that simple. Not citing
properly can constitute plagiarism.

3. Quoting - When quoting a source, use the quote exactly the way it appears.
No one wants to be misquoted. Most institutions of higher learning frown on
“block quotes” or quotes of 40 words or more. A scholar should be able to
effectively paraphrase most material. This process takes time, but the effort
pays off! Quoting must be done correctly to avoid plagiarism allegations.

4. Citing Quotes - Citing a quote can be different than citing paraphrased

material. This practice usually involves the addition of a page number, or a
paragraph number in the case of web content.

5. Citing Your Own Material - If some of the material you are using for your
research paper was used by you in your current class, a previous one, or
anywhere else you must cite yourself. Treat the text the same as you would if
someone else wrote it. It may sound odd, but using material you have used
before is called self-plagiarism, and it is not acceptable.

6. Referencing - One of the most important ways to avoid plagiarism is

including a reference page or page of works cited at the end of your research
paper. Again, this page must meet the document formatting guidelines used

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 by your educational institution. This information is very specific and
includes the author(s), date of publication, title, and source. Follow the
directions for this page carefully. You will want to get the references right.

III. Presentation of Written Review of Related Literature

The structure of your literature review greatly depends on the type of your
research and your research area. In your structure, topic areas, controversial
issues or questions with varying themes must be considered.

When combining information coming from different authors, linking words

such as in addition, again, similarity and also are commonly used. In contrary,
when contrasting two or more information, you must use phrases that highlights
the contrast of these data. Critical notes must be observed to delivered a good
argument synthesis.

As a researcher, you must also take note that your research paper must be
presented in a formal and academic manner. Writing must be kept clear and
concise. Objectivity must be observed and respect for other’s works should be
exercised. The following are characteristics of a good literature review:

a. Focused- your RRL must be composed of information that are related to

your research topic.
b. Concise- ideas must be presented economically.
c. Logical- the flow of ideas and information must be based on logic. It
should be smooth-flowing.
d. Developed- your RRL must be composed of full and complete information.
e. Integrative- in instances of combining information, link between these
ideas must be evident. The contribution of the reviewed materials
on the topic must also be shown.
f. Current- researchers must only use the new and trendy information
about a research topic.
The preparation and presentation of literature review and other parts of
Chapter 2 in which general, main body and referencing formats are much given
concern and emphasis such as:

General Format
1. Margins: a. Left: 1.5 inches; and b. Top, bottom, right: 1 inch
2. Font: a. Type: Times New Roman or Arial; and b. Size: 12
3. Spacing: a. Double-spacing; and b. Single-spacing for the figures and
tables
4. Paragraph Indention: a. five letter spaces; and b. must be justified
5. Pagination: a. one inch from the right edge on the first line of every page;
and
b. must be at the bottom

Main Body Format

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 1. Each chapter should have a heading that is center-justified. The chapter
number must be in Arabic numeral, e.g.,
Chapter 2
2. The chapter number is followed by the title in all capital letters encoded at
the center.
REVIEW OF RELATED LITERATURE AND
CONCEPTUAL FRAMEWORK
3. All element title or headers that follow should be placed at the most left
corner of each page:
Related Literature
Conceptual Framework
Definition of Terms
Hypothesis

Referencing Format
1. The references section should start on a new page.
2. All references cited in the body of the literature review must appear in the
References section.
3. The heading References is center-justified on the first line below the page
header
4. The entries with hanging indentions begin on the line following the
heading References. Entries begin with the surnames of the authors and
are arranged alphabetically. The components of a reference entry are as
follows:
a. Author’s Name. Type the surname first, followed by a comma, then the
initial of first and middle name with a dot each after. If there are
two to six authors, all their names are written. If there are more
than six, the remaining authors can be represented by the words,
“et al.”
b. Year of Publication. It should followed the period after the author’s
name and should be enclosed in the parentheses.
c. Book Title. The complete title and edition should be written. The entire
book title should be italicized or underlined. Only the first letter of
the word and proper names must be capitalized.
d. Journal Title. The title of the article in roman face and sentence case
(only the first letter of the first word and proper names must be
capitalized) appears first. The title of the journal itself appears in
italics and in the title case (the first letter of each substantial word
is capitalized).
e. Place of Publication. The place where the book was published should be
written, followed by a colon.
f. Publishing House. The name of the publishing house follows the place
of publication.

IV. Different Ways in Presenting Conceptual Framework

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 There are different ways of presenting a conceptual framework as
organized by Torneo and Torneo (2017). One can decide to do the following:

This visual diagram shows the interconnections and

relationships among the variables and the different elements
1. Diagram of your study and most preferred way by the researchers since
it is easier for the readers to visualize the ideas that they are
discussing in their research.
This method reiterates the general assumption of your study,
2. Narrative
grounded from a theory – then proceed to discussing the
Discussion specific relationships assumed to be observed in the study.
This conceptual framework involves a series of hypotheses
3. Sets of
that makes use of various measurements and assumes
Propositions varying directions of the relationship among variables.
4. Mathematical This form of the conceptual framework is common to the
Equation or researches that require computations or are highly
Model mathematical in nature.

V. Evaluation of Review of Related Literature and Conceptual

Framework

In evaluating your Review of Related Literature and Conceptual Framework,

you can use these following questions:
1. Have you organized your material according to issues?
2. Is there a logic to the way you organized your material?
3. Does the amount of detail included on an issue relate to its importance?
4. Have you been sufficiently critical of design and methodological issues?
5. Have you indicated when results were conflicting or inconclusive and
discussed possible reasons?
6. Have you indicated the relevance of each reference to your research?

To answer these questions, a scoring rubric will be utilized. According to the

book of Gabuyo (2012) as defined by Brookhart (1999), scoring rubrics are
descriptive schemes that are developed by teachers or other evaluators to guide the
analysis of the products or processes of the learners’ efforts. Moreover, it is a rating
system by which teachers can determine at what level of proficiency a student is
able to perform task or display knowledge of a concept and you can define the
different levels of proficiency for each criterion (Airasian, 2000).

One of the common used of rubric is when a research teachers evaluate the
quality of an essay such as the literature review and other components of Chapter
2. The judgement of one evaluator/panelist differs from others when there is no
criteria to be followed. One panelist might put much weight in the content of the
topic or one might give high remark on the organization of aspect of the paper. If we
are going to evaluate the quality of research literature review, it must have to have
a combination of these panelists judge the paper subjectively, to avoid such case

13
they must develop a predetermined criterion for evaluation purposes so that the
subjectivity of evaluating is lessened or it becomes more objective.

Type of Rubrics
In this section, you will know that there are two types of rubrics. These are
holistic rubric and analytic rubric. Let’s discuss some of their salient features.

1. Holistic Rubric

It is a type of rubrics that requires a teacher to score the overall process or

product as a whole (Gabuyo, 2012; Nitko, 2001). In this case, the panelist view the
final product as a set of interrelated tasks contributing to the whole. The usability
of this rubric in scoring the writing performance or literature review as an output of
the student-researchers provides overall impression on the ability of any given
output of learning. Some of the advantages are quick scoring and provides overview
of learners’ performance. However, it does not provide detailed feedback about the
performance of the students in specific criteria.
A research teacher can
use holistic rubric when he
wants quick snapshot view of
the performance of the
student-researchers. The right
side figure is example of
holistic rubric adapted from
John Bean, Engaging Ideas,
Exhibit 15.4: Holistic Scale for
Grading Article Summaries
(262)

2. Analytic Rubric

It is a type of rubric that provides information regarding performance in each

component part of a task, making it useful for diagnosing specific strength and
weakness of the learners (Gareis and Grant, 2008 as cited by Gabuyo, 2012). In
this type of rubric, the panelist evaluates the final output into each component part
and each part is scored independently. Hence, the total score of the writing
performance or literature review as an output of the student-researchers will be the
rating for all the parts being evaluated. When using analytic rubric, it is very
important for the panelist to
treat each part separately to
avoid any bias result for the
whole writing performance or
literature review as an output of
student-researchers.
The research teacher can
use analytic rubric when he

14
wants to see the relative strengths and weaknesses of the student-researchers’
writing performance in each criterion, a detailed feedback and assess complicated
performance. The right side figure is an example of holistic rubric adapted from
Centre for Teaching Excellence, Appendix B: Sample Analytic Rubric (“Rubrics:
Useful Assessment Tools).

What’s More

Alright! We have already unlocked your difficulties on writing literature review

and presenting conceptual framework as well as evaluating your output using
rubrics.

At this moment, be ready for our next activity. Here, your will be able to use
what you have learned from our previous discussions. You can do this!

Activity 3: Match Me, Ethically

Direction: Match column A with column B with the correct answer by writing the
letter on the space provided before the number.

A B
a. So you have found information that is perfect for your
_____1. Citing Quotes  research paper. Read it and put it into your own
words.
b. One of the most important ways to avoid plagiarism is
_____2. Quoting including a reference page or page of works cited at the
end of your research paper.
c. If some of the material you are using for your research
paper was used by you in your current class, a
_____3. Cite  previous one, or anywhere else you must cite yourself.
Treat the text the same as you would if someone else
wrote it.

_____4. Literature d. Citing a quote can be different than citing paraphrased

Review material.
e. When quoting a source, use the quote exactly the way
it appears. This process takes time, but the effort pays
_____5. Plagiarism
off! Quoting must be done correctly to avoid plagiarism
allegations

f. This usually entails the addition of the author(s) and

_____6. Referencing
the date of the publication or similar information.

_____7. Citing Your g. This is the way to look at the past: to assess the body

15
 of literature, to synthesize previous work, and to locate
the gaps in order to prepare for the future in directing
Own Material 
the research process and formulating additional
questions.
h. Fully not acknowledging all content belonging to
_____8. Paraphrase 
others.
Activity 4: Match Me, Conceptually

Direction: Match column A with column B with the correct answer by connecting
the points through lines and write the corresponding letter before the
number.

A B

_____9. Diagram ● ● a.

_____10. Mathematical Equation ● b.

or Model Diagram ●

_____11. Sets of Propositions ● ● c.

_____12. Narrative Discussion ● ● d.

What I Have Learned

Now, let us process what you have learned. Let’s do this activity!

Activity 5: Put Me In Your Paper

Direction: Identify the following word/s that correspond/s to the given format in
preparing the Chapter 2 by choosing correct answer on the given box
below and write only the number on the appropriate callouts within.

16
 1. Left Margin 6. Ruler 11. Document
2. Element Title 7. Paragraph Indention 12. Right Indent
3. Page Number 8. Chapter Heading 13. Header
4. Single-spacing 9. Bottom Margin 14. Footer
5. Double-spacing 10. Hanging Indent 15. Tabs

a
i.__
.
a
o.__
a
n.__ .
.
a
b.__
. a a
k.__ l.__
. .

a
a a.__ a
c.__
g.__ . .
. a
d.__
.

a
e.__
.
a
m.__
. a a
h.__ j.__
. .

a
f.__
.

Activity 6: In Memory of My Learning

Direction: Write an essay briefly and concisely to process prior knowledge about
presentation of Chapter 2 and be scored using a rubric.

1. How will you differentiate holistic from analytic rubric in evaluating your
written literature review and conceptual framework?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_________________________________________________________________.

17
 What I Can Do

Let’s apply your prior knowledge. You can do this using our learning
management system such as google meet, facebook messenger and the like.

Activity 7: Present and Rate Me

Direction: Present your review of related literature and conceptual framework in

class/group for critiquing, using the rubric below. Feel free to improve
your work so that you can achieve the highest rating. Ask permission
from your teacher too.

18
 You may utilize the suggested rubrics, if your teacher will require to present
it using powerpoint presentation and other parts of the Chapter 2.

19
 Assessment

Good Job! Let’s test what you have learned from the very start of our lesson.

Direction: Read carefully and answer the questions below. Encircle the letter of
your correct answer.

1. Which section of the literature review focuses on presenting all the relevant
information that you have gathered that follows a logical manner, addressing
the order of your objectives of the study?
a. introduction c. body
b. research gap d. conclusion

2. A researcher must understand the purpose of a conceptual framework before

he must do and construct it. Which of the following is a purpose of developing
conceptual framework?
a. recommendation c. explanation
b. interpretation d. experience

3. What is the principal element in forming the basis for the development of the
conceptual framework?
a. sources c. experiences
b. purposes d. theories

4. What rule number does the “search and re-search reference list” belong in
order to produce quality literature review?
a. Rule 1 c. Rule 3
b. Rule 2 d. Rule 4

5. Which of the following is the best alternative method of rating the

performance of a researcher?
a. administer a checklist c. show evidences
b. provide good results d. use of scoring rubrics

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 6. Which of the following statements is NOT an advantages of scoring rubrics?
a. It clarifies the criteria in specific terms.
b. It allows assessment to become more objective and consistent.
c. It promotes awareness on the criteria used in assessing performance.
d. It provides subjective feedback regarding the performance
presentation.

7. How many spaces does paragraph indention have?

a. 1 tab space c. 4 letter spaces
b. 3 letter spaces d. 5 letter spaces

8. The Chapter 2 heading should be _______________.

a. aligned left c. center-condensed
b. aligned right d. center-justified

9. The researcher must see to that the conduct of the study must be free from
any carelessness and errors of negligence. What principle is being referred to
in securing ethical study?
a. Honesty c. Carefulness
b. Objectivity d. Integrity

10. What principle is being referred to in securing ethical study on the

execution of proper citation of borrowed statements and giving due credit to
the owner.
a. Openness c. Social and Legal Responsibility
b. Trustworthiness d. Respect for Intellectual Property

11. Which of the following statements is NOT principles in ethics in research

securing an ethical study?
a. Confidence c. Carefulness
b. Trustworthiness d. Respect for Intellectual Property

12. This scientific misconduct involves producing data without an actual

experimentation or altering data in recording for the intention to fit them to
what are expected also known as “cooking of data”.
a. fabrication and falsification of data
b. non-publication of data
c. faulty data gathering procedures
d. plagiarism

13. It is a form of intellectual property stealing and dishonesty that usually

happens in scientific publications.
a. fabrication and falsification of data
b. non-publication of data
c. faulty data gathering procedures
d. plagiarism

21
 14. It is a type of plagiarism involves copying information word-by-word without
giving due credit to the source
a. Copy and Paste Plagiarism c. Mosaic Plagiarism
b. Misattribution Plagiarism d. Self-Plagiarism

15. This form of the conceptual framework is common to the researches that
require computations or are highly mathematical in nature.
a. Mathematical Model c. Sets of Propositions
b. Narrative Discussion d. Diagram

Additional Activities

Congratulations! You’ve come this far. I know you’ve learned a lot in this
module. Now for your additional activities, just do this.

Activity 8: My 3-2-1 Chart

Directions: In this activity, you will be asked to complete the 3-2-1 chart regarding
the presentation of Chapter 2 that you have discovered.

My 3-2-1 Chart
Three things I found out:

1.

2.

Two interesting things:

1.

2.

One question I still have: :

1.

Here’s your 3 stars for a job well done. You are now
ready to answer the next module on Research
Methodologies 22
 Answer Key

Additional Activities Assessment What I Can Do

1. c
2. c
Activity 8 3. a Activity 7
4. b
5. d
6. d Answer will vary on the learners
Answer will vary on the learners’ 7. d output and the process of
capacity and basis for 8. d defending their manuscript
remediation 9. c using PowerPoint
10. d
11. a Assessing their answers will be
12. a anchored on the
13. d aforementioned rubric
14. a
15. a

What I Have Learned What’s More What I Know

What’s In 1. d
Activity 1 2. a
Activity 5 Activity 3 Answers will vary on the 3. b
a. 1 1. d learners research working 4. a
b. 8 2. e title. Assessing their 5. d
c. 2 3. f output will be anchored 6. d
d. 4 4. g 7. c
on the aforementioned
e. 5 5. h 8. c
rubric
f. 11 6. b 9. a
g. 6 7. c What’s New 10. c
h. 9 8. a 11. d
i. 15 12. a
j. 3 Activity 2 13. c
k. 7 Activity 4 14. d
l. 13 9. d
10. c
15. b
m. 14 Introduction:
n. 10 11. b
o. 12 12. a
3
Activity 6
Answers will vary on
Body:
the learners capacity
of answering essay
type question 2, 4

23
References

Alpero, M.C. & Palma, J.G.(2020). Inquiries, Investigation and Immersions: Q1 M3

Readings on Related Literature . Cagayan de Oro: DepEd Regional Office 10

Crawford, L.M. (2020). Conceptual and Theoritical Frameworks in Research.

Thousand Oaks, California, USA: SAGE Publishing Inc.

Cristobal, A.P. & Cristobal M.D. (2017). Practical Research 2. Quezon City: C & E
Publishing, Inc.

Otero, R (2016) Practical Research 2 Worktext for GSCNHS SHS

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.

Prieto, N.G., Naval, V.C. & Carey, T.G. (2017). Practical research 2 for senior high
school: Quantitative. Quezon City, Metro Manila: LORIMAR Publishing, Inc.

Ravitch, S.M. & Riggan, M. (2017). Reason and Rigor: How conceptual frameworks
guide research (2nd ed.). Thousand Oaks, California, USA: SAGE Publishing
Inc.

Torneo, A.R. & Clamor-Torneo, H.S. (2017). Practical research 2: An introduction to

quantitative research. Quezon City: SIBS Publishing House, Inc.

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 DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd – Division of
General Santos City with the primary objective of preparing for and
addressing the new normal. Contents of this module were based on DepEd’s
Most Essential Learning Competencies (MELC). This is a supplementary
material to be used by all learners in General Santos City in all public
schools beginning SY 2020-2021. The process of LR development was
observed in the production of this module. This is version 1.0. We highly
encourage feedback, comments, and recommendations.

For inquiries or feedback, please write or call:

Department of Education – Division of General Santos City

Learning Resource Management System (LRMS)

Tiongson Street, Brgy. Lagao, General Santos City

Telefax No.: (083) 552-8909

Email Address: depedgensan@deped.gov.ph

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