Practical Research 1

Quarter 3 – Module 13:

Literature Review
Practical Research 1
Alternative Delivery Mode
Quarter 3 – Module 13: Literature Review
First Edition, 2020

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Practical Research 1
Quarter 3 – Module 13
Literature Review
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-check
your learning. Answer keys are provided for each activity and test. We trust that you
will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they can
best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.
 What I Need to Know

This module was designed and written with you in mind. It is here to help you master
literature review. 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.

The module is divided into two lessons, namely:

• Lesson 1 – Presenting Literature Review
• Lesson 2 – Ways of Organizing Literature Review

After going through this module, you are expected to:

1. synthesize information from relevant literature;
2. write coherent review of literature

1
 What I Know

Provide information on the table. Use the research abstracts below as your source.
Write your answers on your notebook.

Title Author Year Type Publication Findings Conclusion

Gauging the ICT-Based Teaching Readiness of Pre-Service Teachers in the Light

of 21st Century Education
Dexter M. Balajadia, Ph.D.
2015
International Journal of Social Sciences

Abstract

This triangulation study assessed pre-service teachers of their readiness to

functionally utilize Information and Communication Technology (ICT) – based
teaching strategies and techniques as corroborated with new graduates’ related
experiences. This study ultimately revealed that the educational technology course
experiences were not responsive enough to capacitate pre-service teachers to enact
ICT-based strategies toward functional learning of their future students. They
generally believe that their knowledge, potentials, and skills were not adequate to
maximize ICT in designing and implementing curricular programs when they become
full-fledged teachers despite their positive views on the benefits of ICT in teaching.

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 Lesson
Research Experiences and
1 Knowledge
After knowing in-text and reference citation, you are now ready to write your related
literature. But writing literature review is not an easy task. Because on this part of
research, you are going to search for studies similar or related to your work. It
requires your time and your commitment (Bolderton, 2008). From those literatures,
you will draw connection in order to provide background on the issue you are going
to investigate and set gap that will be the relevance of your study (Denney &
Tewksbury, 2013).

However, you need to familiarize yourself first to the guidelines in doing literature
review. This lesson will acquaint you with the process in coming up a worthwhile
literature review.

What’s In

Identify the words hidden on the codes. Use the guide below. Write your answers on
your notebook.

1. --. ..- .. -.. . .-.. .. -. . … ___________________________

2. …- .- .-. .. .- -… .-.. . ___________________________

3. … ..- .-. -.-. . …. ___________________________

4. .-.. .. - . .-. .- - ..- .-. . ___________________________

5. … ..- -- -- .- .-. .. --.. . ___________________________

3
 Notes to the Teacher
This module prepares the students to present their literature
review.

What’s New

The misAdventures of Bok and Nonoy

Literature review provides background of the research. Bok on the other hand,
instead of reading studies related to their research opted to have concrete experience
of their research topic. Having a direct experience is good but of course you need to
read other researches in order to understand their claims and findings.

4
 What is It

Now we are going to deal with the guidelines on how to make literature review.
According to Morgan-Rallis (2018), there are guidelines that researchers need to
ponder in crafting their literature review.

1. Identify your variables. This is to determine what are your variables in your
research. In short, you should know your topic (Minch, 2018). For example,
your research title is like this:
Example

Lived experiences of PWD Students Engaged Community Services in a Rural Area

What are your variables here? Or simply, what is your topic all about? If you will be
labeling it, you will come up with this result.

a) PWD students
b) PWD students and community services
c) PWD students in a rural area
d) PWD engaged in community services

So, you can search for literatures: journal articles, published articles from credible
websites, magazines, newspapers related to the following. The question is how many
literatures are you going to search and what is the time frame? Some schools require
ten (10) to twenty (20) literatures conducted within five (5) years. Some just
acknowledge ten (10) from credible and scientific sources. Nonetheless, because the
research you are conducting is a novice research with the aim just for research
appreciation, ten (10) literatures from scientific sources are enough.

2. Use online or library sources. Literature review requires reading. If there is a

nearby school or public libraries, you can go there to read their books related
to your study. However, if there is none, internet is the best way to do it. It is
just one click away.

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Here are some websites that can help you search for any related literature.

www.googlescholar.com www.researchgate.com elsevier.com

proquest.com eric.ed.gov. springer.com

3. Analyzing the literature. On this part of literature review, you need to analyze
what you have read. It requires you to evaluate the findings of the research.
You just need to identify what the literature has to say on the variable that
you have considered.

Community The study of Fernandez about community involvement of

Involvement
PWD, found that there are PWD in NCR who are involved in
of PWD
community services. Most of them are involved in outreach
activity such as education and psychological help. Despite
their physical situation, they positively perform their duties
as volunteers.

PWD The study of Fernandez about PWD students’ involvement

Students’ to school services found that students with physical
Involvement
in School difficulties do not usually participate in school related
Services services. It is because they are afraid to be rejected by
students without physical challenges.

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 4. Summarizing what you read by highlighting important things. On this part, you
need to summarize the literature you read. There are many ways of
summarizing it. However, you can consider my way of summarizing literature
through tables.

Tabular Method
Title Author Year Type Publication Findings Conclusion
Indicate the
name
Indicate
List the publisher if Write the
whether it Write the
Indicate author Put the year it is a book, findings if
is a book, conclusion
the title or it was website if it it is a
journal if it is a
of the authors published or is an online study or
article, study or
research of the finished if it source, important
online implication
you have study is name of the claim if it
sources, if it is an
read or unpublished journal, or is an
thesis or article
article the article
dissertation
institution
it was made

What’s More

Provide information on the table. Use the research abstract below as your source.
Write your answers on your notebook.

Title Author Year Type Publication Findings Conclusion

7
NEMO DAT QUOD NON HABET! The Lived Experience of Senior High School
Teachers Teaching Practical Research Subjects

Leonilo B. Capulso, MAED, MRS

Arnel T. Sicat, Ph.D.
2017
e-Proceeding of the Social Sciences Research
Abstract
The fourth industrial revolution in education and the K to 12 curriculum require
teachers to be facilitators of learning in developing and enhancing students
competencies centered on collaboration, communication, creativity and critical
thinking skills. However, teacher’s lack of expertise in teaching research subjects led
the researcher to conduct this phenomenological study which explored on the lived
experiences of SHS teachers teaching practical research subjects. Using face-to-face
interview, four themes were identified as challenges encountered by the teachers,
namely: students’ low aptitude on the subject, low morale or lack of motivation,
scarcity of teaching resources and teachers’ lack of expertise in the subject matter.
As a coping mechanism, the following themes were identified: mentoring from
peers/colleagues, time management, resourcefulness and professional development.
Using Collaizzi’s data analysis, the researcher recommended the need of course
rationalization or alignment, need for more mentoring, modeling and research
enhancement.

What I Have Learned

Read each statement carefully. Write T if the statement is true, F if otherwise. Write
your answers on your notebook.
1. Identifying your variables of concerns will help you to find related studies.
2. Websites containing fake information are acceptable literature review.
3. Articles related to your research need to be recent and from reputable
sources.
4. Online libraries are good source of literature review.
5. Elsevier, Proquest, Springers and Eric are examples of reputable online
sources that you can consider.

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 What I Can Do

Provide information on the table. Use the research abstract below as your source.
Write your answers on your notebook.

Title Author Year Type Publication Findings Conclusion

Crossing the Bridge While it is Being Built: UA’s Experience on the K-12
Transition from the Perspective of the Administrators

Emmanuel M. Bagtas
Arnel T. Sicat
Joel Q. Calaguas
Oliver G. Yalung
Ralph Jayson D. Calbang
2016
Ad Meliora Journal
Abstract
This interpretive qualitative study aims to explore pertinent data in the University of
the Assumption regarding the experiences of the administrators on the K-12 basic
education program. Specifically, the research aimed to: 1) Identify the coping
strategies utilized by the administrators during implementation of the K to 12 basic
education program; 2) Enumerate the barrier or difficulties they have faced on the
implementation of the abovementioned program. 3) Determine future possible
obstacles or problems regarding the execution of the K to 12 program. 4) Describe
the institution’s best practices. There were 12 administrators who participated in the
research. The study was conducted on the respective offices of the administrators in
a Catholic university. The researchers utilized an interview guide that includes four
open-ended questions which are specific to the topic of K to 12 experiences of the
administrators. Based on the findings, the strategies utilized by the university to

9
cope with the K to 12 transition were the formation of a K to 12 committee and early
preparation. The problems encountered by the institution were the renovation of
buildings and facilities, selection and training of faculty and changes in the curricula.
The foreseeable obstacles perceived by the administrators are the maintenance of
current buildings and facilities and hiring and retention of faculty members. The
University of the Assumption’s best practices include the top management’s initiative
and effective information dissention. It may be education program through the
administrators’ utilization of coping strategies, best practices and experiences when
faced with problems and difficulties. Findings of the study suggest that the
administrators must remain vigilant on the implementation of the K to 12 basic
education program.

Assessment

Provide information on the table. Use the research abstract below as your source.
Write your answers on your notebook.

Title Author Year Type Publication Findings Conclusion

Evaluation of the Community Outreach Activities of a Selected High Education

Institution in Cavite: Basis for a Community Extension Service Plan
Leonilo B. Capulso
2017
e-Proceeding of the Social Sciences Research

Abstract
The purpose of the study was to evaluate the community outreach activities of a
selected Higher Education Institution (HEI) in the level of awareness,
implementation, and engagement of the three group of respondents, the selected

10
College students of the College of Arts and Sciences and the College of Education,
the Faculty, staff and Administrator and the selected residents of the adopted
community of the university. It used an quantitative-descriptive design. A three-part
self-made questionnaires were given to the respondents. Both descriptive and
inferential measures were utilized in the treatment of data such as frequency count,
percentage, mean, ranking, analysis of variance, and applicable multiple
comparisons or post-hoc tests. The analysis of variance manifested a significant
difference among the three respondents in the three areas of concerns, namely, the
level of awareness, implementation, and engagement. The post hoc analysis further
showed the group of faculty, staff and administrator caused the significant difference
to the two other groups of respondents. A Community Extension Services Plan was
developed to address this issue that will cater to more collaborative extensions
services of the university.

Additional Activities

Provide information on the table. Use the research abstract below as your source.
Write your answers on your notebook.

Title Author Year Type Publication Findings Conclusion

Lay Leaders Speak: Understanding the Facilitating Factors Behind Catholic Lay
Leadership
Arnel T. Sicat
Owen G. Dizon
Romario P. Polintan
Ad Meliora Journal
2017

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Abstract
This commissioned study examined the facilitating factors behind Catholic lay
leadership in the Archdiocese of San Fernando. Within an interpretivist framework,
via focus group discussions (FGDs), an estimate of 108 select participants from 18
groups (six youth groups, six women groups and six men groups), among six parish
classifications were probed by a research team from three Catholic universities.
Transcribed field texts were structurally analyzed and coded to generate significant
themes. Common insights across groups (youth, women and men) emerged
thematically. On the factors in joining church organizations, three general themes
were identified: personal response to God’s will to serve, influence and invitation of
the family and church leaders, and experience of joy in serving in the church. On
the salient points in sustaining lay leadership, three common themes emerged:
experience of solidarity, experience of faith, and parish priest’s support. Role
modeling, seminars and trainings on formation, tapping of potential leaders in the
community, were distinctly identified as common components that enhance
leadership skills. Widespread concerns experienced by lay leaders in their own
organizations and other relevant themes unique to a specific group, are discussed in
the paper. The role of the parish priest became the apex among the facilitating
factors. The study offers rich database for understanding, appreciation, utilization
and promotion of lay leadership and empowerment. Hopefully, findings and
conclusions may be used as input for pro-active pastoral planning in the archdiocese.

12
 Lesson
Ways of Organizing
2 Literature Review
In the previous lesson, you have learned the dynamics of collecting literatures from
different sources by means of tabular form. You are reminded to get literatures that
correspond to your research variables. You have filled up different information of the
literature you have gathered by means of authorship, year it was published, type of
literature, publication, findings and conclusion. I know you resulted to gathered
many literatures, maybe ten (10), fifteen (15) or even twenty (20) literatures from
different scientific sources. Now, we are going to organize what you have gathered.

What’s In

Provide information on the table. Use the research abstract below as your source.
Write your answers on your notebook.

Title Author Year Type Publication Findings Conclusion

Journey to Emmaus: Effects of Project Hero to the Professional Life of the

Teacher-Researchers of a School
Dexter V. Fernandez
2019
ResearchGate
Abstract
Adult education, as a new trend in developing the competency of the adult learners
in the 4th industrial revolution, necessitates for its implementation globally. In this
premise, this article explores on the effect of an adult program entitled, Project
HERO: seminar and workshop about American Psychological Association (APA) 6th

13
edition and Mendeley Software usage. Findings revealed that the experience of the
participants was mirrored to a journey – path and road to enlightenment. The paths
were wondering, grasping, and realization. On the other hand, the roads were
competence, application, and empowerment. Thus, this established the positive
impact of the program to the professional growth of its participants.

What’s New

The misAdventures of Bok and Nonoy

I know by this time you have searched many literatures from the library or from the
internet. Have you used the different internet platform in searching literature? Have
you tried Google Scholar, Eric, Springer, ResearchGate, Elsevier, or Proquest? There
are bunch of literatures waiting for you there. Maybe you are like Bok now that even
in his dreams he can see the studies around waiting for you to read. Well, I think
you find it hard to organize them all. Do not worry, this lesson is for you. You will
not be dreaming of those again because this lesson will allow you to arrange them
properly.

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 What is It

In this lesson you will organize your literature review. This method will help you to
arrange your gathered literature.

Three (3) Ways of Organizing Literature

1. Categorize by variables. Ten (10) or more literatures that are comprised of books,
journals, theses or dissertations, or online publication are hard to organize. In
organizing them, you need to stick on the variables you have considered and they
will be bases of your searching. On this manner, you can segregate them
according to what they are discussing.

Let us consider this example:

Lived experience of the grade 11 working students during COVID 19 pandemic

On this research you resulted to these variables:

Grade 11 Education During
Life During COVID 19 Effects of COVID
Working COVID 19
Pandemic 19 Pandemic
Students Pandemic

As a result, you have searched on these studies:

a. Adolescents’ Prosocial Experiences During the COVID-19 Pandemic:

Associations with Mental Health and Community Attachments
b. Knowledge, Attitudes, Anxiety, and Coping Strategies of Students during
COVID-19 Pandemic
c. Supporting the continuation of teaching and learning during the COVID-19
Pandemic
d. Effects of COVID 19 pandemic in daily life
If you will categorize them by variables, you will have this:
Education During
Grade 11 Working Life During COVID Effects of COVID 19
COVID 19
Students 19 Pandemic Pandemic
Pandemic
Adolescents’ Prosocial Knowledge,
Supporting the
Experiences During the Attitudes, Anxiety,
continuation of
COVID-19 Pandemic: and Coping
Effects of COVID 19 teaching and
Associations with Strategies of
pandemic in daily life learning during the
Mental Health and Students during
COVID-19
Community COVID-19
pandemic
Attachments Pandemic

15
2. Arrange by importance. After categorizing your literatures by variables, you need
to arrange them by importance. The question is how can we arrange them by
importance? Though arranging them will be subjected because you will decide
and choose what literature is more important than others, you need to be guided
by some criteria.

Criteria in arranging literature

a. Relevance. On this criterion, you need to answer the question: Is this literature
directly connected to the present study? In what manner? By means of this,
you can have a concrete reason why you considered a certain literature as
more important than the others.
b. Quality. On this criterion, you need to answer the question: Is this literature
scientific? Is it peer reviewed by experts? Well, you can answer it through
looking at where it was published. If it came from renowned publishing
company, educational institution or established websites, then it assumed
that it is in good quality.
c. Assumption. On this criterion, you need to answer the question: Is this
literature affirmative or a negation of my study? If the literature you searched
is an affirmation of your study, better place it in the beginning of your
literature review. However, if it is a negation, better place it at the last part.

3. Connecting literatures. After arranging the literatures that you searched, now it is
time for you to connect them because these are already categorized and arranged.
Literatures that discuss on the same topic and same assumption need to be
connected drawing similarities from each other and to the present study.
However, the literature stressing an opposite finding should be differentiated with
the other literatures.

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 What’s More

Identify what are the words hidden on the codes. Use the guide below. Write your
answers on your notebook.

1. -.-. .- - . --. --- .-. .. --.. . __________________________

2. .. -- .--. --- .-. --- .-. - .- -. -.-. . __________________________

3. .- … … ..- .--. - .. --- -. __________________________

4. .-. . .-.. . …- .- -. -.-. . __________________________

5. --.- ..- .- .-.. .. - -.-- __________________________

What I Have Learned

Read each statement carefully. Write T if the statement is True, F if otherwise. Write
your answers on your notebook.

1. The variables of the study serve as the bases of what you are going to search.
2. Gathered literatures are organized according to importance
3. Literatures are arranged solely based from the intuition of the researcher.
4. There is a need to identify whether the gathered research article is scientific
or not.
5. Research articles coming from established, scientific and reliable publication
are good source of information.

17
 What I Can Do

Organize the following research titles based on the ways of organizing literature
review. Remember that you are working on the academic challenges of the senior
high school students in a rural school. Use letters A to E. Write your answers on
your notebook.

1. A Meta-Analysis of Effects on Student Performance Across Disciplines and

Education Levels

2. Student Performance Vis-a-Vis Study Habits

3. A Sleep Disruption Among Students with Impaired Academic Performance

4. Identifying Factors that Influence Senior High School Students’ Performance

Through Social Networking Sites: An Exploratory Case Study

5. Analyzing Students' Performance Using Educational Data Mining

Assessment

Organize the following research titles based on the ways of organizing literature
review. Remember that you are working on the lived experiences of the junior high
school students from a marginalized family during COVID 19 pandemic. Use letters
A to J. Write your answers on your notebook.

1. The Impact of COVID-19 on Junior Students’ Education: Implementing

Extreme Pandemic Response Measures
2. Junior High School Students in MICU During COVID-19 Pandemic
3. Psychological Effects of the COVID-19 to Junior High School Students Under
Community Lockdown
4. Psychotic Experiences in High School Student Population During the COVID-
19 Pandemic
5. Complex Emergencies of COVID-19: Experience of Junior High School
Students in Zhuhai, China

18
 6. Innovation Born in Isolation on Remote Learning Experience of Junior High
School Students During the COVID-19 Pandemic
7. Reducing Social Isolation of Junior High School Students During COVID-19
Pandemic
8. Academic Anxiety of Junior High School Students During COVID 19 Pandemic
9. Impact of COVID-19 on an Academic Performance of High School Students
10. Creation of an Interactive Virtual Education During the COVID-19 Pandemic

Additional Activities

Search for five (5) related literature that are relevant to your study. From those
literature, compose an eight (8) to ten (10) sentence literature review. Write your
composition on your notebook.

Rubrics on how to write your Literature Review

Criteria 5 4 3 2 1

Searched
Searched for Searched for 3 Searched for Searched
Sources for 4
5 sources sources 2 sources for 1 source
sources

Presentation Presentation of Presentatio

Presentatio Presentation
of ideas is ideas is n of ideas is
Organization n of ideas is of ideas is not
very somehow not
coherent. so coherent.
coherent. coherent. coherent.
The essay The essay
The essay The essay has The essay has
does not has more
has 1 to 3 4 to 5 6 to 7
Grammar have any than 8
grammatical grammatical grammatical
grammatical grammatical
errors. errors. errors.
error. errors.

19
20
What’s In
1. Guidelines
2. Variable
3. Sources
4. Literature
5. Summarize
Lesson 1
Answer Key
21
What I Have Learned
1. T
2. F
3. T
4. T
5. T
 22
Assessment What I Have Learned
1. E 1. T
2. D 2. T
3. I 3. F
4. J 4. T
5. F 5. T
6. A
7. C
8. H
9. G
10. B
What I Can Do
1. B
2. C
3. D
4. A
5. E
What’s More
1. category
2. importance
3. assumption
4. relevance
5. quality
Lesson 2
References
Denney, A. S., & Tewksbury, R. (2013). How to write a literature review. Journal of
Criminal Justice Education, 24(2), 218–234.
https://doi.org/10.1080/10511253.2012.730617

Minch, C. (2018). How to write a literature review. Center for Effective Services.
https://doi.org/10.1080/01441647.2015.1065456

Mongan-Rallis, H. (2018). Guidelines for writing a literature review. CA: Pyrczak

Publishing.

Kaur, A. (2014). Attitude of Students Towards Research. Scholarly Research Journal

for Interdisciplinary Studies.

Lee, J., Tran, T. C., and Lee, K. P. 2007). Cultural Difference and Its Effects on User
Research Methodologies. Berlin: Springer. https://doi.org/10.1007/978-3-540-
73287-7_16.

23
For inquiries or feedback, please write or call:

Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)

Provincial Capitol Compound, Balanga City, Bataan

Telefax: (047) 237-2102

Email Address: bataan@deped.gov.ph