THE REVIEW OF RELATED LITERATURE AND STUDIES

AND THE CONCEPTUAL FRAMEWORK

WEEK 7

INTRODUCTION

EXPECTATION

At the end of our week’s lesson, you are expected to write the review of related literature
and studies and formulate the conceptual framework of your study.

LEARNING OBJECTIVES
You must be able to write the review of related literature and studies, analyze the
different source or reference materials that are related to the research problem;
and construct a diagram representing the conceptual framework of the study

OVERVIEW OF THE LESSON

Specifically, we will be studying the following:

7. The review of related literature

8. The review of related studies

9. The conceptual framework

ICON FAMILIARIZATION

Identify five websites that you usually visit for each of the given categories
or topics. Write your answers in the table below. Then, answer the following guide
questions.

NEWS

a. News.abs-cbn.com
b. gmanetwork.com
c. philnews.ph
 d. Inquerer.net
e. manilatimes.net

SPORTS

a. NBA.com
b. PBA.com
c. NCAA.org
d. Inquerersports.net
e. ESPN.com

ENTERTAINMENT

a. Youtube.com
b. Netflix.com
c. Facebook.com
d. 9GAG.com
e. Google.com

SHOPPING
a. Lazada.com.ph
b. Carousell.ph
c. Shopee.ph
d. Amazon.com
e. Flipkart.com

Guide Questions:
1.
Why do you prefer these websites for the respective categories or topics?
Because this is the best site I prefer and always visit.
 2. Do you think these websites are reliable sources of information? Why do you
think so?
Yes, because it gives feedback of the organization, news, observations that
informs people.
3.
Which among the websites can be used in conducting your research? Explain.

In my opinion, the websites that can be used to conduct research is the NEWS.
Because we can listen or see the information on what is happening to our
environment, etc.

The review of related literature is composed of discussion of facts and

principles to which the present study is related. The materials are usually
printed and found in books, encyclopaedias, professional journals,
magazines, newspapers, and other publ ications. The review of related literature and
studies help or guide the researcher in searching for our selecting a better research
or topic; help the investigator understand his topic; ensure that there will be no
duplication of other studies; helps the researcher in locating more sources of related
information; and guides the researcher in making his research design

SEATWORK
8. What is the purpose of including related literature and studies in
your research?
The purpose of the related literature is to gather all the info and to
clarify the different variables that is being studied and also to boost
the confidence and knowledge of the researcher.

9. What is the difference between related studies and literature?

The Related Studies is a study which are already conducted to which

present proposed study is related or has some bearing or similarity. While
the Related Literature is composed of conversations of realties and
standards to which the current studies are related.
 DEVELOPMENT
LESSON PROPER

Related Literature

Related literature is also called conceptual literature. Gathering literature related to the
research is very important to clarify the different variables being studied. The related
literature removes any vagueness surrounding concepts central to the study. If the
review of related literature and studies are gathered appropriately and adequately, the
different research variables and the delimitation of the study is determined. The
indicators per variable are likewise identified and objectively established. All indicators
are clearly based on reading articles from different published materials like reference
books, textbooks, manuals, encyclopedias, dictionaries, bulletins, broadsheets, journals,
periodicals, etc. In addition to these printed sources, there are also electronic references
from the Internet.

As a whole, the purpose of gathering adequate related literature is to boost the

confidence of the researcher. He/she enriches his/her knowledge and comprehension
about the variables being studied. In this way, he/she is able to satisfy any question that
may be raised by his/her colleagues, members of the panels during the thesis or
proposal of defense, or even by the readers.

The major variable is better understood by identifying sub-variables and each sub-
variable is further explained by its indicators.

Example of major variable: study habits

Examples of sub-variables: time spent studying; methods of studying; place of

study

Examples of indicators for method of studying: Using books and other reference
materials; writing important key term and phrases;
memorizing definitions; doing homework; asking
parents about unclear concepts
The different variables used in the study are the focus of the literature search. The title,
statement of the problem, scope and delimitation, as well as the paradigm of the study
are the elements that give the researcher an idea of the relevance of the variables to
his/her own investigation.

The question on the number of materials to be gathered for the literature review depend
on the researcher’s judgment. If he/she believes that the important concepts and
variables have been adequately explained and that enough indicators have been
established, then the review of related literature is considered sufficient.

It is a traditional practice that the review of related literature is subdivided into foreign
and local publications. It is highly recommended that the researcher use the different
variables and sub-variables being studied as subtitles in the review. The discussion of
the variables must be arranged according to how they are presented in the statement of
the problem. This is very beneficial to the researcher and future investigators planning
to study similar problems as there is a clear and logical organization of the variables
under investigation. With this system, the research proponent/s can systematically
define the important concepts and variables as well as the discussions, descriptions and
other bits of information gathered from the different sources. When the related literature
is arranged systematically, the construction of the research instrument, such as a
questionnaire, will be easier since the indicators are presented logically and
sequentially.

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 provides 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:

1. An overview of the subject, issue, or theory under consideration, along with the
objectives of writing the literature review.
2. Division of works under review into categories (e.g., those in support of a
particular position, those against, and those offering alternative these entirely)
3. Explanation of how each work is similar to and how it varies from the others
4. 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:

1. they use the same variables, sub-variables, concepts or construct; or 2.

they have the same subject or topic of study.

In writing a review of related studies, the following data must be indicated:

1. the name of the author, date and setting of the study

2. the title
3. 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 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 usual figures are regular shapes (rectangles, circles, and squares), lines
and arrows. Irregular shapes are sometimes utilized and there must be an acceptable
rationale for them. 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
Age Analysis of data through the
Profile and roles of
questionnaire, informal
Sex entrepreneurs are
interviews, and statistical
determined
Semi nars treatment
attended

Roles of
entrepreneurs
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 instructors

12 students

Computer- Academic assisted grades

instruction Practicum

grades
Figure 12.2. Sample IVDemonstra -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 Level of performance of ABM

senior high school teachers students

Knowledge Academic level grades

Pedagogic Behavioral al skills attributes
Classroom

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
Profile and roles of
entrepreneurs Analysis of data through entrepreneurs, specimen
Age questionnaire, informal collection and performance
interviews, and statistical
Sex assessed
treatment
Seminars
attended
Roles of
entrepreneurs
Assessment Proposed Intervention Program
Planning
Implement
Figure 12.4. SampleP model of the Proposed Program for Improved Quality Service of
–
 Example 2: Level of performance of students

Academic grades Faculty Development Program

Teaching competence of instructors Practicum performance
Peer
Knowledge level
Pedagogical skills
Classroom

management

Entrepreneurs
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 used when the researcher presents an original paradigm.
The requirement is that it must be scientific.

Example:

Infection control practices

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

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)
 ENGAGEMENT
REVIEW OF RELATED LITERATURE

Gather related literature and fill in the following items with the required
information.

Proposed Study:

The Effects of Game-Based Learning as a Motivation of the Students in NCST-HSH

1. Title of the Published Literature:

“The Effects of Games and Simulations on Higher Education: A Systematic Literature

Review”

Author/s & Year:

Dimitrios Vlachopoulos & Agoritsa Maki (July 10, 2017)

Content of the Published Literature

The focus of higher education institutions is the preparation of future professionals. To achieve
this aim, innovative teaching methods are often deployed, including games and simulations,
which form the subject of this paper. As the field of digital games and simulations is ever
maturing, this paper attempts to systematically review the literature relevant to games and
simulation pedagogy in higher education. Two researchers collaborate to apply a qualitative
method, coding and synthesizing the results using multiple criteria. The main objective is to
study the impact of games and simulations with regard to achieving specific learning
objectives. On balance, results indicate that games and/or simulations have a positive impact
on learning goals. The researchers identify three learning outcomes when integrating games
into the learning process: cognitive, behavioral, and affective. As a final step, the authors
consolidate evidence for the benefit of academics and practitioners in higher education
interested in the efficient use of games and simulations for pedagogical purposes. Such
evidence also provides potential options and pathways for future research.

2. Title of the Published Literature:

English Classes and Effectiveness of Games in Higher Education

 Author/s & Year:

 Mihaela Badea (13/2015)

Content of the Published Literature

 Although games may be viewed as an instructional tool for young learners of English, their use
in higher education could be of great help when teachers want to diversify their classroom
strategies. Used in a sensible way, games can become a stimulus

3. Title of the Published Literature:

Reviewing the Need for Gaming in Education to Accommodate the Net Generation

Author/s & Year:

G. Bekebrede, H.J.G Warmelink, I.S Mayer (February 18, 2011)

Content of the Published Literature

There is a growing interest in the use of simulations and games in Dutch higher education. This
development is based on the perception that students belong to the ‘gamer generation’ or ‘net
generation’: a generation that has grown up with computer games and other technology
affecting their preferred learning styles, social interaction patterns and technology use
generally. It is often argued that in education this generation prefers active, collaborative and
technology-rich learning, i.e. learning methods that involve extensive computer use and
collaboration among students. Gaming is then proposed as a new teaching method which
addresses these requirements. This article presents the results of a survey which studied
whether this discourse is also applicable to higher education students from the Netherlands
and whether games, considered as active, collaborative and technology-rich learning
experiences, are of greater importance in the formal education of today’s students. Of 1432
respondents from eight Dutch institutes of higher education surveyed between 2005 and 2009,
about 25% fit our criteria of being a clear representative of the net generation. Furthermore, our
analysis shows that there is little difference, and no statistically significant difference, in active,
collaborative and technology-rich learning preferences between the representatives and non-
representatives of the net generation. Furthermore, no large or statistically significant
differences were found between representatives and non-representatives of the net generation
with respect to the value they accorded to gaming in education. Overall our dataset did not fit
the expectations raised by the net generation theory, with the percentage of students who fit
the criteria being much lower than expected. However, regardless of whether they represented
the Net generation or not, in general our respondents preferred collaborative and technology-
rich learning and deemed games a valuable teaching method
Review of Related Studies

1. Title of the Thesis:

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Author/s & Year:
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Relevant Findings

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Relationship to the Present Study

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2. Title of the Thesis:

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Author/s & Year:
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 Relevant Findings
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Relationship to the Present Study

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3. Title of the Thesis:

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Relevant Findings

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Relationship to the Present Study

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 The Conceptual Framework

Proposed Paradigm of the Study

PROCESS

INPUT OUTPUT
Game
System
INSTRUCTIONAL CONTENT
SATISFACTION
GAME CHARACTERISTICS
User Game User
Behavior Cycle Judgments LEARNING
LEARNING ACTIVITY
OUTCOMES

System
Feedback

Explanation of the Paradigm

A Paradigm is a norm, viewpoint, or a bunch of thoughts. A Paradigm is a perspective on. The

word Paradigm comes up a ton in the scholastic, logical, and business universes. Another
worldview in business could mean another method of arriving at clients and bringing in cash. In
training, depending on addresses is a worldview. In the event that you out of nowhere moved to
all gathering work, that would be another worldview. At the point when you change worldview,
you're changing how you consider something. Paradigm are significant in light of the fact that
they characterize how we see reality. Thusly, everybody is dependent upon the impediments
and mutilations delivered by their socially adapted nature. Worldview demonstrate an example
or model or average model including social topics, perspectives, philosophies and mentalities.

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 ASSIMILATION
REFLECTIVE WRITING

1. What is the importance of including the Review of Related Literature and Studies in
your research? Justify your answer.

The Review Related Literature and Studies are important to the researchers, because
it will serve as their guide in their research work. It is important for a researcher to
have a supporting materials to his/her work. It provides insight into the conceptual
background of the study.

2. Is including a paradigm of the study in your research important? Why or why not?

Yes, Because Paradigm reveals to us how importance will be constructed from the
information we will gather, in view of our individual experiences. It is hence significant,
that when you compose your research proposal and you plainly express the paradigm
in which you are finding your research. Also paradigm are significant on the grounds
that they characterize how we see reality.

3. What are the steps in constructing the paradigm of the study?

Step 1: Decide what you want.

Step 2: Identify the belief that supports your new reality.
Step 3: Gather supporting evidence for your new belief.
Step 4: Take action that requires faith in your new belief.

References:

Cristobal, A. & Cristobal M. (2017). Practical Research 2 for Senior High School. Quezon City: C&E

Publishing, Inc.

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