SUBJECT CODE: APPLIED 004

SUBJECT TITLE: Practical Research 2

LESSON TITLE: Learning from Others and Reviewing the Literature
MOST ESSENTIAL LEARNING COMPETENCIES (MELCs):
1. Presents written review of related literature and conceptual framework (CS_RS12-If-j-9)
2. Illustrates and explain the conceptual framework (CS_RS12-If-j-6)

CONTENT/CORE CONTENT:
1. The formulation of conceptual framework
2. The review of related literature

Review of Related Literature (RRL)

The review of related literature is an important component of research regardless of the type of
research. Be it qualitative or quantitative research, you spend time and effort in reviewing related.
Reviewing related literature is one major activity in research that makes you examine or study again
concepts or ideas related to your research that people man-aged to publish in books, journals, or other
reading materials in the past.

Purposes of RRL

Your reasons for reviewing related literature are true for both qualitative and quantitative
research. You re-examine written works related to your research for the following purposes:
1. To find out the connection of your research to the current conditions or situations of the world
2. To know more about theories or concepts underlying your research and to learn from them
with respect to your own research study
3. To discover the relation of your research with previous research studies
4. To obtain information on the accuracy or relevance of your research questions
5. To familiarize yourself with technical terms related to your research

RRL in Quantitative Research

You have learned that there are two basic methods of reviewing related literature: traditional and
systematic review. Traditional is for qualitative research; systematic, for quantitative research. Systematic
review, ‘a question-driven methodology’ is used by quantitative researchers who begin their research
work by asking questions—one big question that states the main problem of the research and a set of
sub-questions that deal with specific aspects of the research. Qualitative research likewise begins with
research questions, but these are open-ended and subjective questions, in contrast to quantitative
questions that aim at obtaining exact, specific, and objective answers whose origin or sources are easy to
trace (Ridley 2012, p. 189; Jesson 2011).

How to Write a Literature Review (Fink, 2009)

A literature review is a specific type of research paper that focuses on published literature on a
given topic. It is often the first step in doing original research, scientific or otherwise. It is more than a
mere summary of the literature, however, as it presents analyses, patterns, and critiques of individual
sources, groups of sources, and the body of literature as a whole (Fink, 2009).
A literature review surveys scholarly articles, books and other sources relevant to a particular
issue, area of research, or theory, and providing a description, summary and critical evaluation of each
work. The purpose is to offer an overview of significant literature published on a topic that critically
analyzes a segment of a published body of knowledge through summary, classification, and comparison
of prior research studied, reviews of literature and theoretical articles.
The following are the elements included when writing a literature review:
✓ An overview of the subject, issue, or theory under consideration, along with the objectives of
writing the literature review.
✓ Division of works under review into categories (e.g., those in support of a particular position,
those against, and those offering alternative these entirely)
✓ Explanation of how each work is similar to and how it varies from the others
✓ Conclusions as to which pieces are best considered in their argument, are most convincing of their
opinions, and make the greatest contribution to the understanding and development of their area
of research.

Related Studies
Determining whether the research is objective and empirically-based entails surveying previous
studies that involve similar variables. The researcher should be reminded, however, that even if the same
variables have been used previously, similar studies may vary in the delimitation in terms of sub-variables
investigated or in terms of focus and purpose.
In this regard, an adequate review of related studies is required. This serves as the basis of the
analysis of results because it enables the researcher to compare and contrast his/her findings with those
of past studies. The results of a study are verified by similar findings or negated by different findings of
previous researchers. The studies can be in the form of thesis, dissertation, or journal article, among
others. These are collectively called research literature.

The gathered studies are related to the present research when:

❖ they use the same variables, sub-variables, concepts or construct; or
❖ they have the same subject or topic of study.
 In writing a review of related studies, the following data must be indicated:
➢ the name of the author, date and setting of the study
➢ the title
➢ the salient findings (which are the most important “ingredients” to include since the
discussion of the variables and their relationship/s will be based on them)

THE STANDARD CITATION AND REFERENCING STYLES

General Writing Tips

1. Other literature reviews and related articles should be used as guide quotations. Quotations are
extremely rare in scientific writing. Technical language is used if exact wording or definition of a
term is needed.
2. Using the first person should be avoided.

WRONG:

I will show that the literature on treating juvenile murders is sparse and suffers from the same
problems as the general literature. Unfortunately, I have found that most of the treatment results are
based on clinical case reports.

RIGHT:

The literature on treating juvenile murderers is sparse and suffers from the same problems as the
general literature. Most of the treatment results are based on clinical case reports.

3. Using colloquial, informal, or slang words, should be limited to specific cases only. Academically
sound language should be used.

Examples: “conducted a study” instead of “did a study”

“examined” instead of “looked at”
“utilize” instead of “use”

4. The paper should be organized according to topics and not by chronology. The paper should be
built with a clear thesis. Good writing should have logic and organized evidence for the argument
or theory.
5. It should be concise. Unnecessary words, phrases, and sentences should be deleted to improve
the writing. Scientific writing should be concise and straight to the point.
6. Revise and rewrite. Good writing takes hard work.
7. It is imperative to develop good citation habits. It is plagiarism to use other writers’ words and
ideas and pass them as one’s own.

General Writing Style Format Tips

1. If name/s are the first part of the citation, they are capitalized and listed.
2. Separate names with a comma, and use an ampersand (&) before the last author.
 3. Use Ed. For one editor and Eds. For multiple editors.
4. Capitalize the first word in titles and subtitles, and proper names.
5. Place of publication should include the name of the city.
6. If you are citing a book chapter or section, you must indicate the pages. Use p. for a single page
and pp. for multiple pages.
7. Put a space after the p. and put a dash (-) between the numbers.

APA Referencing Guide

Book by a single Chitty, D. (2003). Do lemmings commit suicide? Beautiful hypotheses

author and ugly facts. New York: Oxford University Press.
Book by two or more Rosellini, G., & Worden, M. (2004). Of course you’re angry: A guide to
authors dealing with the emotions of substance abuse (Rev. ed.). Center
City, MN: Hazelden.
Book by a corporate Children’s Express. (1999). Voices from the future: Our children tell us
author about violence in America. New York: Crown.
Book by an unknown The Koran. (1974). New York: Crescent Books.
author
Book with editors Moen, P., Elder, G., & Luscher, K. (Eds.). (1995). Examining lives in
context: Perspectives on the ecology of human development.
Washington, DC. American Psychological Association.
Website with author Kraizer, S. (2005). Retrieved February 29, from http.//www.safe
child.org
Website with Substance Abuse and Mental Health Service Administration
corporate author (SAMSHA). (2008, February 15) Stop underage drinking. Retrieved
February 29, 2008, from http. //www.stopalcoholabuse.gov.
Website with an Penn State Myths. (2006) Retrieved December 6, 2011, from
unknown author http.//www.psoedu.ur/about/myths
Page within a website Global warming solutions. (2007, May 21). In union of Concerned
(unknown author) Scientists. Retrieved February 29, 2008, from http.//www.ucsusa
.org/globalwarming/solutions.

Ethical Standards in Research Writing

It is a common belief that any written work is the intellectual property of the author. The reader
assumes that the author is the sole originator of the written work, that any text or idea borrowed from
other writers are clearly identified as such through established scholarly conventions. Moreover, it is
assumed that the ideas borrowed or used are accurately interpreted and paraphrased to the best of the
author’s abilities. Hence, for writing to be ethically sound, it should be clear, accurate, fair, and truthful
(Kolin, 2002).

The following reminders must be taken into account for ethical research writing:

1. Honesty with professional colleagues

a. Report findings with complete honesty.
b. Do not intentionally misinform, mislead, and/or misinterpret.
 c. Give appropriate credit when using other people’s work.
d. Avoid plagiarism by fully acknowledging all contents belonging to others.
2. Protection from Harm
a. Researchers should not expose their participants to physical or psychological harm.
b. Participants should not be exposed to unusual stress, embarrassment, or loss of self-
esteem as a result of their participation.
c. In case the study contains a certain amount of stress or psychological discomfort, the
participants should be aware of it and must explicitly express their consent to participate.
3. Right to Privacy
a. Researchers should protect the privacy of their participants.
b. The nature and quality of individual participant’s performance should be kept strictly
confidential.
c. Researchers should also consider the privacy of the participants by protecting the
electronic data containing their confidential responses from hackers.

Plagiarism

According to Carver et al. (2011), “plagiarism is the appropriation of another person’s ideas,
processes, results, or words without giving appropriate credit, including those obtained through
confidential review of others’ research proposals and manuscripts.”

There are two forms of plagiarism. The first one is self-plagiarism in which the author copies large
parts of one of their previous manuscripts word for word. The second form is duplicate plagiarism in which
the author submits a previously-published work as if it is an original manuscript.

Ways of Avoiding Plagiarism

It is the common error of most inexperienced researcher to copy the works of others. This is
plagiarism. Plagiarism can be avoided by the following these guidelines:

1. Citation. The complete source or reference must be placed after the copied phrase or sentence
using the prescribed format of citations
2. Paraphrasing. This is a process by which the information to be lifted is rephrased into one’s own
words or how you understood the information. Verbatim narration should be avoided. If it could
not use the same two words from the source, use quotation marks.
3. Quoting. When using materials from one’s own former writings, one has to quote himself/herself
and cite it again or paraphrase to avoid self-plagiarism. This includes the exact phrases or sentence
from the original source to your own paper. “Block quotes” or quotes more than 40 words should
be avoided since it is already long.
4. Referencing

Authorship. There are many issues regarding authorship such as when a beginner writer asks a
professional author to edit the former’s works and after editing the latter will include his/her name as one
of the authors. Also, in some cases, a graduate student who passed his/her defense will be asked by his
adviser to let him/her publish the said thesis with his/her name as the researcher.
The following are the different forms of authorship (Strange, 2011):

1. Coercion authorship. This form uses intimidation to gain authorship. It happens when a senior
researcher/writer pressures a more junior counterpart or a student to include his/her name on a
paper to which the former has not contributed enough to qualify for authorship.
2. Honorary authorship. This is also called a guest or give authorship accorded to an established
author or friend, to gain favor, and/or to give the paper a greater sense of legitimacy. It is still
quite common for some researchers to add well-known senior investigators as co-authors of their
papers, even though these senior researchers may not have made significant contributions to the
paper.
3. Mutual support authorship. Two or more investigators include their names as co-authors of each
other’s papers to enhance their perceived productivity.
4. Ghost authorship. This involves papers that are written by people who are not included as authors
or are not acknowledged. This form of authorship is typical in the pharmaceutical industry in
which professional writers are often hired.
5. Denial of authorship. A work is published without acknowledging or bestowing authorship on
people who made substantial contributions to the work.

THE CONCEPTUAL FRAMEWORK

A framework is similar to a skeleton. It is a basic structure or frame of reference which is designed
to support or enclose something (Merriam-Webster, n.d.). As a skeleton gives shape, form and strength
to the body so it can stand erect, so do the different concepts and theories. These concepts and theories
serve as the building blocks (or the “skeleton”) for the foundation or bases of the study.
The explanation of the scope and range of a concept or construct can be done even without a
theory or, in some cases, with a combination of two or more theories which lead to a researcher’s
formulated framework. This is called conceptual framework. It is largely based on theories or parts of
theory combined with other parts of another theory, or on the intellectual synthesis of various readings
of the researcher. It guides the researcher by giving clear directions to the research.

Paradigm of the Study

The result of a clear understanding of the conceptual or theoretical framework is a diagrammatic
presentation of the study called the paradigm. Merriam-Webster (2006) defines paradigm as a pattern,
model, or set of forms which contains particular elements. It is the researcher’s scientific imagination
expressed graphically by drawings or sketches. In a scientific work, the symbols must be specific in
meaning. The paradigm is something like a visual representation of the entire thesis. It is considered as
the heart of the research paper. A title is needed to encapsulate the whole paradigm. The common
paradigms or models of the study used are as follows:
 1. IPO model (input-process-output). This model is largely used when the research attempts to
isolate the factor or major variable that causes the problem, subject, or phenomenon under
investigation. This model is used when the statements of the problem are all factor-isolating
questions.
Example:
• Profile of entrepreneurs
a. Age
b. Sex
Analysis of data through the
c. Seminars attended
questionnaire, informal Profile and roles of
• Roles of entrepreneurs
interviews, and statistical entrepreneurs are determined
a. Assessment
treatment
b. Planning
c. Implementation
d. Evaluation

Figure 12.1. Sample of IPO Model Entrepreneurs’ Role Toward Improved Work Performance

2. IV-DV Model (independent variable-dependent variable model). This model is used in

experiment-based studies. The questions raised are higher order and classified as situation-
relating.
Example:

Teaching methodology used by Level of performance of Grade 12

instructors students

• Computer-assisted • Academic grades

instruction • Practicum grades
• Demonstration method • Parents’ satisfaction

Figure 12.2. Sample IV-DV Model for the Effects of Computer-Assisted Instruction and Demonstration Method on the Level of
Performance of Grade 12 Students

3. PC model (predictor-criterion model). This model is used when relating and assessing the
influence between two or more variables. Studies that focus on relationships, associations,
differences, and impacts will benefit from this model.

Example:

Teaching competence of senior Level of performance of ABM

high school teachers students
• Knowledge level • Academic grades
• Pedagogical skills • Behavioral attributes
• Classroom • Peer evaluation result
management

Figure 12.3. Sample PC Model for the Relationship of the Teaching Competence of Senior High School Teachers to the Level of
Performance of ABM Students
 4. – P model. This model is used in research studies that propose a program or any intervention
measure. It fits the situation producing level of questioning.

Example 1:

• Profile of entrepreneurs
a. Age Profile and roles of
Analysis of data through entrepreneurs, specimen
b. Sex
questionnaire, informal collection and performance
c. Seminars attended interviews, and statistical assessed
• Roles of entrepreneurs treatment
a. Assessment
b. Planning
c. Implementation
d. Evaluation
• Specimen collection Proposed Intervention Program
• Performance

Figure 12.4. Sample – P model of the Proposed Program for Improved Quality Service of Entrepreneurs

Example 2:

Teaching competence of instructors Level of performance of students

• Knowledge level • Academic grades Faculty Development Program

• Pedagogical skills • Practicum performance
• Classroom management • Peer evaluation

Figure 12.5. Sample – P Model for Teaching Competence of Instructors and the Level of Performance of Students towards the
Formulation of the Faculty Development Program
 5. POM (Proposed Original Model). This model is use when the researcher presents an original
paradigm. The requirement is that is must be scientific.

Example:

Student respondent’s Infection control practices Extent of participation in

Preparation of IV fluids the infection control
profile
Preparation of IV medication
program
Assistance in the
• Age
administration of IV CI’s assessment of the
• Gender medications
students’ extent of
• Civil Status Skin care
Umbilical cord care participation in infection
• Hospital assignment Eye care control practices

Enhanced Related Learning Experience Supervisory Program

Figure 12.6. Sample POM for the Extent of Participation of the Nursing Students in Infection Control Practice: Basis for
Enhanced RLE Supervisory Program (Quiazon, 2007)

References:

Baraceros, E. L. (2016). Practical research 2 (1st ed.). Rex Book Store, Inc.

Cristobal, A., & Cristobal, M. (2017). Practical research 2 for senior high school. C & E Publishing Inc.

DepEd Antipolo. (2020). Senior High School Learner’s Packet (LeaP). Ang KADLUAN: A Learning

Management System. https://www.angkadluan.com/course/view.php?id=20

Ragma, F. (2016). Research 1 & 2 qualitative and quantitative research for senior high school. Mindshapers

Co., Inc.

Prepared by: Dazzle P. Muli, LPT