(Quantitative Research)

Module 2:
Review of Literature
Statement of the Problem

Adapted from:
Practical Research 2 by Samsudin B. Abdullah
Practical Research 2 by Jay-ar Mario V. Mariano
Practical Research 2 for Senior High School by Amadeo P. Cristobal and Maura Consolacion Cristobal
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LESSON 4 THE REVIEW PROCESS

At the end of the lesson, you should be able to:

 identify a topic of interest for research;
 identify the different processes of reviewing literature;
 select literatures relevant to the identified topic; and
 conduct review of literature.

OVERVIEW
Steps in Conducting a Research

Choose a Literature Determine

Topic Review Problem

Formulate
Plan the
Gather Data hypothesis (if
Research
applicable)

Analyze and Make

Share Results
Interpret Data Conclusion

ENGAGE

Do you like reading? If the topic you are to read interests you, can you
read at least ten literatures about it?

Your answers:

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 DISCUSSION
Choosing a Topic
Topic refers to the general subject or area that you may want to investigate. A good topic
leads to a good research paper. It maintains the researcher’s focus. Also, a topic makes it easier
to conduct a complete research. Note, topic does NOT refer to the statement of the problem.
Here are some things to consider in looking for a topic:
 Is it personally interesting? (A personally interesting topic keeps the researcher motivated
in conducting the research.)
 What are its impact? Is it significant/ important?
 Is it practical and feasible?
 Possible sources and availability of data
 Ethical issues

Refining a research topic

1. Do background reading
2. Narrow down or adapt a topic
e.g. Topic of Interest: Renal Disease
Narrowed Topic: Risk factors associated to renal disease
Topic of Interest: White Lies
Narrowed Topic: Effect of gender on the nature of lies told in romantic relationships

Review of Related Literature

Literature Review-documentation of a comprehensive review of published and unpublished
work from secondary work from secondary sources of data in the areas of specific interest to the
researcher. It is a process of compiling, classifying, and evaluating what other researchers have
written on a certain topic. It can be a partial component of a research undertaking but it can also
stand alone as self-contained review of writings on a subject.

Purposes of Literature Review:

 Gives critical look at existing researches that are significant to the research you are doing.
This widens a researcher’s perspective on the selected topic.
 It builds the confidence of the researcher as he/she fully understands the variables being
studied.
 It shows similar studies conducted which, in turn, become the springboard of discussion as
the researcher may agree or disagree with the current results.
 Fellow researcher will see the objectivity of the study as they read a review of literature and
related sources similar in research or conceptual framework.
 Reviewing a body of literature on the topic makes the research study empirical.

Selecting the Topic and the Literature

1. Pick a topic. It is a daunting and difficult task to select a certain topic. It is said that the main
problem of a research paper is to identify the problem. Therefore, it is best to READ
EXTENSIVELY on the topic, until specific problem is discerned and finally chosen.

Here are some tips in selecting topic to investigate:

a. A thorough analysis of the present situation should be done. The issues, concerns, or even
questions at hand can lead to a very feasible topic to investigate.
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 b. It is said that the researcher himself/ herself is the first person who benefits from his/her
research. Therefore, he/she has to look into himself/herself, his/her own experiences as
a student, son, sibling, friend, etc., without looking track of his/her own area of
professional interest.
c. Reading Literature can further confirm a topic or even open up a new one.
d. The use of internet is a powerful tool to look into a topic which is new or rarely explored.
e. A habit of visiting the library can be beneficial for a researcher. (Though not applicable
today)
f. A discussion with classmate or even with teachers and other professionals can yield new
ideas and insights.

2. Selecting the literature. Once a topic is chosen, literature search follows. Any literature
(theories, conceptual framework, related studies) that carries topics, variables, and terms
that are related to the chosen study can be selected. After thorough reading, the selection
of literature to use is finalized.

Key points to consider in the review of related literature:

a. The literature review is not a summary of literature read, but rather an exposition of
background knowledge for further search.
b. The selected literature can be placed in various sections of the research study. Some
can be placed in the introduction, while others can be included in the literature review
section or discussion of results.
c. An intelligent synthesis of the literature must be presented in the research paper.
d. An effective and practical management of collected literature will facilitate both the
analysis and synthesis of literature.

3. Structure of literature review. A researcher should demonstrate his/her intellectual ability to

recognize relevant information and synthesize or evaluate it according to the tentative
research questions.

Some guide questions that can help in evaluating literature and related studies are as
follows:
a. What are the main ideas and contributions that form the core of the literature?
b. Which papers are Important and which ones are not?
c. Have there been controversies in the cited studies and how have they been resolved?
d. What are the common assumptions made in the articles/books being reviewed?
e. What are the current deficiencies/mistakes and unresolved issues?
f. Are there important connections to other topics?
g. Has the emphasis been more empirical or theoretical? Why is it so?

In a literature review, one should do as follows:

a. Group research studies and other relevant literature according to a common theme.
b. Summarize each item of the literature appropriately according to its significance.
c. Compare and evaluate each item of the literature.
d. Provide topic sentences at the beginning of paragraphs.
e. Summarize sentences at the end of each section to help the reader understand the
main issues.

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 4. Characteristics of a good literature review
a. Delimits clearly the subject matter to be reviewed
b. Covers all important relevant literature
c. Is up-to-date
d. Provides an insightful analysis of the ideas and conclusions in the literature
e. Points out similarities and differences, and strengths and weaknesses in the literature
f. Identifies gaps in the literature for future research
g. Clarifies the context for which the literature is important

Wilson (1990) identified four (4) types of reading. These are:

1. Elementary reading. This is the basic type of reading. It consists merely of recognizing the
words and the literal comprehension of the sentences. Most high school students encounter
difficulties in comprehension. The comprehension skill must be developed because it is a
prerequisite to research. Without comprehending what one reads, it will be difficult to have a
good analysis and synthesis of information.

2. Systematic Skimming. This is a prerequisite to analytical reading which requires time. This is a
type of reading in which the articles or materials are discerned if they can be included for
analysis. This can be done in different ways such as looking into the title of the book or the
said article. If the title carries one of the required variables or theme, then it is more or less
related to the study.
When the article’s title does not give a clue, the researcher can gloss over the bold,
underlined, or italicized terms in the first and middle paragraphs as well as in the conclusion
for the main idea or concept.
The table of contents, index, and bibliography which are the preliminary pages of
the book can also be skimmed for points of interest.

3. Analytic reading. After selecting the article or book through systematic skimming the
researcher does analytical reading. Ample time is required for this. Since analysis is a process
of breaking the whole into parts for better understanding, then an article is examined
paragraph by paragraph, a paragraph is dissected sentence by sentence, and a sentence
is read word by word.
Through this process, the researcher has an intimate communion with the author of
the article or book. It is time for annotations and asking the basic "5 Ws and 1H’ questions. It
is also at this juncture when the researcher is aided by a dictionary in looking for the
meanings of unfamiliar words. The outputs are the notes taken by the researcher,
particularly, the concepts or principles that are synthesized from the analysis of the contents.

4. Comparative reading. This is the highest level of reading, in which the researcher analyzes
several articles or books. At this point, the concepts and principles from the various points of
view of authors are compared and contrasted. A generalized summary or the meta-analysis
of various written works related to your topic is the output of this type of reading.

Conducting a Review of Literature

1. Looking for relevant materials. Materials relevant to the researcher are those that carry
information about the topic or variables of the study. These materials can be found in the
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 library, on the internet, or even at home. Systematic skimming can be conducted to identify
related literature or studies.

2. Actual reading. Once the relevant materials are gathered, actual reading through
analytical reading and comparative reading should be done. The value of highlighting or
annotating with the use of various symbols as discussed in Practical Research 1 is evident in
this step. One needs to do analytical reading to understand what the literature is saying
about the topic or variables. The topic or the variables must be defined and discussed
thoroughly. For example, the variable is the level of confidence. Thus, its meaning,
illustration, types, levels, ways of improvement, hindrance to its development, physical
manifestations, among others, must be looked into during the analytical process.
After considering an adequate number of authors writing on the same topic, factors
or variables, the authors’ commonalities and differences of views must be noted as well.

3. Note-taking. This process is very important in the review of literature. It can help the
researcher in the actual analysis of the literature read. The output comes in the form of
written key terminologies and phrases or sentences. Using a note-taking format like the
example below can facilitate the management of information.

Variable:
Facts/ Information:

Reference:

To make the research more empirical, the research needs an adequate number of
analyzed relevant literature. After collecting an acceptable number of literature per
variable from various authors, further analysis and synthesis can be easily conducted if these
reference sources are properly managed. After arranging the index or note cards
according to the variable, analysis and synthesis can proceed.

Tools for Reading and Reviewing

1. Highlighting. This is a tool utilized by a researcher for the effective analysis of relevant
reading materials. It uses marks and symbols to facilitate the reading process. The marks aid
the researcher in discovering the similarities or contrasts of ideas and remembering the
location of important key terms, phrases, sentences, and paragraphs.
2. Annotations. These are remarks, ideas, and opinions the researchers writes during the
analysis and synthesis of related materials or sources. They are usually utilized when doing
both the analytical reading and comparative reading.

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 LESSON 5 STATEMENT OF THE
PROBLEM

At the end of the lesson, you should be able to:

 identify gaps from your literature review; and
 formulate the general problems as well as the specific problems of your research based on
the gaps.

ENGAGE
“Picture Query”

Come up with three questions that triggers in your mind. From these questions, formulate
statement describing the problem exemplified by the picture.

Your answer:

Discussion Questions
1. Did you find formulating questions easy or difficult? Why?
2. How did the questions help you formulate the statement of the problem?
3. Why is it necessary to formulate good questions when analyzing a problem
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 DISCUSSION

Research Problem
It will be difficult to conduct any research unless a clear problem is initially stated. A research
problem is an educational concern or issue that an investigator presents and justifies in a study. This
is the question which is to be solved. Stating the problem helps the researcher clarify various
essential elements of research such as the major variables, the general and specific objectives,
and the appropriate methodology.

Importance of a research problem:

 Establishes significance of topic
 Creates reader interest

Whether a problem should be researched:

 Will your study fill a gap or void in the existing literature?
 Will your study replicate a past study BUT examine different participants and different
research sites?
 Will your study extend past research or examine the topic more thoroughly?
 Will your study give voice to people not heard, silenced, or rejected in society?
(Applicable usually to descriptive research)

Stating the Research Problem

In research papers, the opening paragraph of this part contains the general problem of the
study. It has to be restated with specific details on the participants, setting, and period of study.

The important elements of the study in the statement of the general problem are:
1. Main tasks- they satisfy the question, “what to do” with the major variables such as to
associate, to relate, to assess, to determine, etc.
2. Main or major variables
3. Participants: subjects or respondents
4. The specific setting
5. Coverage date of the conduct of the study
6. For developmental purposes, the intended outputs such as an intervention program,
module, policies, among others. (Usually included for those in the work force like teachers,
and administrators)

The following are examples of a general problem:

1. The main problem of this research is to look into the influence of video games and the
utilization of social media on the language proficiency of the freshmen of Leyte National
High School for the first semester of academic year 2014-2015. The results of this
investigation will be the basis of the formulation of the guidelines in the development,
organization, and implementation of effective study habits.
2. This study aims to assess the behavioural traits of senior high school and to relate them to
productivity level in reviewing lessons and passing the long examinations. This study is to be
conducted during the first semester of SY 2016-2017 in the Division of Palo, Leyte.

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The general problem is followed by an enumeration of the specific problems. The specific problems
are usually stated as questions that the researcher seeks to answer. The specific criteria must meet
the following:

1. They must be in question form. (Though this may vary, depending on the format that will
be given by the teacher or adviser)
2. They must define the population and the sample (that is, the respondents or subjects) of
the study
3. They must identify the variables (major and minor) being studied; and
4. They must be empirically tested

There are two general questions formulated in research. These are the non-researchable and
researchable questions.

Non-researchable questions are questions of value. These are answerable by “yes” or “no.”

Examples:
1. Will the students from a broken family prove their worth in the community?
2. Should all mothers breastfeed their babies?
3. Should master teachers be watchful over their new students?
4. Should senior high school students taking Accountancy be good in Mathematics?
5. Do all high school teachers have a Master’s degree?
6. Are parents and other family members helping senior high school students pass the
needed requirement?

Researchable questions are questions of value, opinions, or policy raised to gather data.
Formulating clear and significant questions prepares the researcher for subsequent decision
making over research design, data collection, and data analysis. The basic form of a research
question involves the use of question words such as who, what, where, when, why, and how.

Types of Research Questions

Factor-Isolating Questions. These are sometimes called as factor naming questions. They isolate,
categorize, describe, or name factors and situations.

Examples:
1. What is the profile of school managers in terms of:
1.1 age;
1.2 management experience;
1.3 educational attainment;
1.4 management training;
1.5 home atmosphere;
1.6 home management styles;
1.7 hobbies;
1.8 health condition;
1.9 involvement in civic and cultural organizations;
1.10 work values;
1.11 human values; and
1.12 level of religiosity?
2. What is the level of description of the study habits of senior high school students in terms of:
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 2.1 review time;
2.2 place of review; and
2.3 techniques in studying?
3. What is the level of school effectiveness in terms of:
3.1 drop-out rate;
3.2 completion rate;
3.3 survival rate;
3.4 achievement rate; and
3.5 awards received by students?

Factor-Relating Questions. (“What is happening here?”). The goal in this type of question is to
determine the relationship among factors that have been identified. These are usually questions
for a non-experimental type of research.

Examples:
1. How does the study habits influence the achievement level of the Grade 11 students in
their major subjects?
2. What is the significant association between the nature and economic status of the family
and social status of junior high students?
3. What relationships are observed between and among variables:
a. Intrapersonal competency;
b. Interpersonal competency; and
c. School effectiveness?
4. What is the relationship of the level of performance of the college instructors to the OJT
performance of the HRM students of Tacloban School of Business?
5. What is the significant difference in the assessment of the college coordinator’s
competencies in the curriculum delivery as assessed by the Level III and IV students,
college instructors, and academic coordinators in four selected colleges in the City of
Manila?

Situation-relating questions. (“What will happen if?”). These questions usually yield hypotheses
testing or experimental designs in which the researcher manipulates the variables to see what will
happen.

Examples:
1. What are the effects of the traditional methods of teaching on the level of performance?
2. How does the management procedures applied by the store managers affect the level of
customer satisfaction as experienced by selected regular clients of Jollibee stores in the
Province of Leyte?
3. What is the difference between the degree of assistance extended by male and female
high school students in the foundation day of celebration of Dr. Cristobal Academy?
4. How significantly different is the performance of the morning call center agents to that of
the evening call center agents?
5. What is the most effective food supplements to be given to increase productivity of tilapia
farming?

Situation-producing questions. (“How can I make it happen?”). These questions establish explicit
goals for actions, develop plans or prescriptions to achieve goals, and specify the conditions under
which these goals will be accomplished.
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Examples:
1. Based on the findings, what human relation intervention program can be adopted to
enhance or improve school effectiveness?
2. How can counselling services be organized to promote family binding among parents and
elementary school pupils?
3. What policy is to be formulated to manage effective involvement of high school students in
social media?
4. What part of curriculum should be enhanced or improved to prepare senior high school
students for the workplace?
5. What faculty development activities could be developed based on the results of the study?

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 ACTIVITY 4
REVIEW OF LITERATURE

This activity will be done by group. Wait for your teacher’s instructions regarding the groupings.

1. List topics of your interest and discuss it among your group then agree on one topic to be
researched. Narrow down your chosen topic.
2. Select 10 relevant literatures and conduct a literature review.

Your output in this activity will be encoded using the following format:
Paper: Short bond paper (you may reuse bond papers as long as the space
intended for the activity is still neat)
Margin: 0.5” for all sides
Font size and style: 11, Arial
Spacing: Single space

Instead of printing your output, you may send the softcopy of your output to the email of your
teacher.
Amy Mama-o: amy.mamao.edu@gmail.com
Rhea S. Lazo: lazorhea570@gmail.com

Guide:

Abalos, Trisha N. Grade 12-5

Capones, Jackie L.
Tacio, Genevieve S.

ACTIVITY 4
REVIEW OF LITERATURE

Topic: RPG Games

Narrowed Topic: Effects of RPG gaming to student’s ability to focus on studies

Title of Literature:
Author/s:
Date Published:
Publisher:
Summary and important details:

(Note: Do the same for the remaining literatures)

DO NOT JUST COPY AND PASTE LITERATURES. FOLLOW THE STEPS MENTIONED IN
CONDUCTING LITERATURE REVIEW.

Note: I advise that you divide the task among your group then each of the group
members will discuss their findings via messenger chat/ call or by other means.

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 ACTIVITY 5
STATEMENT OF THE PROBLEM

Using the same grouping, do this activity.

1. Based on the 10 literatures you have read, identify at least three gaps.
2. Use the gaps identified to formulate your general and at least three specific research
problem. The specific problem must be in question form.

Your output in this activity will be encoded following the same format as activity 4. Instead of
printing your output, you may send the softcopy of your output to the email of your teacher.
Amy Mama-o: amy.mamao.edu@gmail.com
Rhea S. Lazo: lazorhea570@gmail.com

Guide:

Abalos, Trisha N. Grade 12-5

Capones, Jackie L.
Tacio, Genevieve S.

ACTIVITY 5
STATEMENT OF THE PROBLEM

Gaps identified:
1. _______________________________________________________________________________
_______________________________________________________________________________
2. _______________________________________________________________________________
_______________________________________________________________________________
3. _______________________________________________________________________________
_______________________________________________________________________________

General Problem:
The researchers aim to _______________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

Specific Problems:
Specifically, the researcher’s aim to answer the following questions:
1. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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