Document 2 - Parts of Chapter 2 Samples

Quarter 1 CHAPTER 2: THE REVIEW OF RELATED LITERATURE
LESSONS 6 SAMPLE PARTS
In this document, you will see examples on the parts of Chapter 2: Review of Related Literature. You can use the examples as
your basis and guide in crafting the second chapter of your research paper.
To be guided and be reminded, these are the parts of chapter 2 both in Quantitative and Qualitative Research Methods:
 Review of Related Literature

 Review of Related Studies
 Conceptual Framework
 Theoretical Framework
 Conceptual Framework
 Definition of Terms
REVIEW OF RELATED LITERATURE

The Review of related literature is the section of the chapter 2 were researchers put relevant articles from documents,
encyclopedias, books, and other source materials which could clarify vague terms in the study, explain important concepts in
the study, and discuss the context of the study and the problem itself. In the review of related literature, the research writers
must include a combination of foreign and local literature to provide a comprehensive discussion of the problem and the study.
For your basis in writing your own review of related literature, please see examples below.
SAMPLE 1
Management Functions and School Performance of School Administrators in the Four Campuses of the Philippine State
College of Aeronautics (Romoso, 2016)
On Skills of Managers. Everyone can be a manager. Certain skills, or abilities to translate knowledge into action that
results in desired performance, are required to help other employees become more productive (Koontz, 2005). These skills
fall under the following categories:
a. Technical skill requires the ability to use a special proficiency or expertis e to perform particular tasks.
Accountants, engineers, market researchers, and computer scientists, as examples, possess technical skills.
Managers acquire these skills initiated through formal education and then further develop them through training
and job experience. Technical skills are most important at the lower levels of management
b. Human skill demonstrates the ability to work well in cooperation with Human skills emerge in the workplace as a
spirit of trust, enthusiasm, and genuine involvement in interpersonal relationships. A manager with good human
skills has a high degree of self-awareness and a capacity to understand or empathize with the feelings of others.
Some managers are naturally born with great human skills, while others improve their skills through formal classes
or experience. No matter how human skills are acquired, they are critical for all managers because of the highly
interpersonal nature of managerial work.
c. Conceptual: This skill calls for the ability to think analytically. Analytical skills enable managers to break down
problems into smaller parts, to see the relations among the parts, and to recognize the implications of any one
problem for others. As4 managers assume ever-higher responsibilities in organizations, they must deal with more
ambiguous problems that have long-term consequences.
Again, managers may acquire these skills initially through formal education and further develop them by training and
job experience. The higher the management more important conceptual skills become. Although all three categories
contain skills e for managers, their relative importance tends to vary by level of responsibility.
On the Functions of Management. The functions of management uniquely describe the management jobs McNamara
(2012), Sanchez (1996), and Ranes (2007) cited that traditionally, the term "management" refers to the activities (and often the
group of people) involved in the four general functions of:
HOLY TRINITY COLLEGE OF GENERAL SANTOS CITY | SENIOR HIGH SCHOOL PROGRAM 1
MODULE IN PRACTICAL RESEARCH 2| APPLIED SUBJECT FOR ABM, HUMSS, STEM,
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a. Planning, including identifying goals, objectives, methods, resources needed to carry out methods, responsibilities
and dates for completion of tasks. It is the core area of all the functions of management. It is the foundation upon
which the other three areas should be build. Planning requires management to evaluate where the company is
currently in, and where it would like to be in the future. From there, an appropriate course of action to attain the
company's goals and objectives is determined and implemented. The planning process is ongoing. There are
uncontrollable, external factors that constantly affect a company both positively and negatively. Depending on the
circumstances, these external factors may cause a company to adjust its course of action in accomplishing certain
goals. This is referred to as strategic planning. During strategic planning, the management analyzes internal and
external factors that do or may affect the company, as well as the objectives and goals. From there, managers
determine the company's strengths, weaknesses, opportunities, and threats. In order for the management to do this
effectively, planning has to be realistic and comprehensive, Management starts with planning.
Good management starts with good planning (Reh, 2012). And proper prior planning prevents various problems.
Figure out what your goal is (or listen to what your boss tells you). Then think of the best way to get there. What
resources do you have? What can you get? Compare strengths and weaknesses of individuals and other resources.
Imagine the worst possible scenario and plan for that too. Evaluate your different plans and develop what, in your
personal judgment, will work the best and what you will do if it doesn't. Examples of planning are strategic planning,
business planning, project planning, staffing planning, advertising, and promotions planning.
In the educational systems, planning pertains to formulating policies, programs, and other major activities in order to
achieve the goals of education. It is looking ahead in order to meet the requirements. It stresses prevention rather
than the correction of a mistake done by a unit.
b. Organizing resources to achieve the goals in an optimum fashion is the second function of management. According
to Sanchez (2006), it is synonymous with staffing; it has to do with putting up an organizational machinery in which
all recruited or selected persons are assigned to different units according to their expertise, Each of them gets
his/her specific functions and responsibilities.
Management must organize all its resources in order to Implement the course of action it has determined in the
planning process. Through the process of getting organized, management has to devise the internal organizational
structure; establish and maintain relationships, as well as allocate necessary resources. In designing the internal
structure, management must look at the different divisions or departments, the coordination of staff, and the best way
to handle the necessary tasks and disbursement of information within the company. Management will then divide up
the work that needs to be done, determine appropriate departments, and delegate authority and responsibilities.
Examples are organizing new departments, human resources, office and file Systems, re-organizing businesses, etc.
According to Reh (2012), the following are some concerns that must be taken note of in the organization process: Is
everything ready ahead of your group so the right stuff will get to your group at the right time? Is your group prepared
to do its part of the plan? Is the downstream organization ready for what your group will deliver and when will it
arrive? Are the workers trained? Are they motivated? Do they have the equipment they need? Are there spare parts
available for the equipment? Has purchasing ordered the material? Is it the right stuff? Will it get here on the
appropriate schedule? Does the legwork make sure that everything needed to execute the plan is ready to go, or will
it be when it is needed? Check back to make sure that all members understand their role and its importance to the
overall success.
c. Leading or directing, included to set direction for the organization, groups, and individuals also influences people to
follow that direction. Through directing, management is able to oversee the behavior of the staff in achieving the
company's goals, as well as to assist them in accomplishing their own personal or career goals. This influence can
be gained through motivation, communication, department dynamics, and department leadership. Employees that
are highly motivated generally go above and beyond their job performance, thereby playing a vita l in the company is
achieving its goals. For this reason, managers tend to put a lot of focus on motivating their employees. They come
up with reward and incentive programs based on job performance and geared toward the employees' needs Effective
communication is vital in maintaining a productive working environment building positive interpersonal relationships,
and fostering problem solving. Understanding the communication process and working on areas that need
improvement help managers to become more effective communicators. The best way to find areas that need
improvement is to periodically ask team members and how well they are doing in their work. Examples of ways to
achieve the company’s targets are establishing strategic direction (vision, values, mission and/or goals) and
championing methods of organizational performance management to pursue that direction. According to Reh (2012),
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it is the "Now flip the 'ON' switch." Tell people what they need to do.
The manager is like a conductor in an orchestra. Everyone in the orchestra has the music sheets in front of them.
They know which section is playing which piece and when. They know when to come in, what to play, and when to
stop again. The conductor cues each section to make the music happen. That's the job of a manager. He/she is
given all the musicians (workers) and the music sheet (the plan). He/she has the right number of musicians (workers)
in each section (department), and he/ she has arranged the sections on stage so the music will sound best (he/she
have organized the work). Now he/she needs only to tap the podium lightly with his/her baton to get their attention
and give the downbeat.
d. Controlling or coordinating the organization's systems, processes, and structures to reach the goals and objectives
efficiently and effectively. This includes ongoing collection of feedback and the monitoring, and/or adjustment of
systems, processes and structures accordingly. It is maintaining the smooth working relationships of the different
units composing the organization. It also means concurrence in purpose and performance to secure harmony in
action by the different units. Furthermore, this function includes the restraining, checking, and motivating influences
exercised by the management. It usually requires the knowledge of what is being done and what should be done in
order to rectify unsatisfactory conditions. It involves establishing performance standards based on the company's
objectives, and evaluating and reporting actual job performance. Once management has done these things, it should
compare the two to determine any necessary corrective or preventive action. The management should not lower
standards in an effort to solve performance problems. Rather, it should directly address the employee or department
having the problem. Conversely, if limited resources or other external factors prohibit standards from being attained,
the management should lower standards as needed. The control process, as with the other three functions, is
ongoing. Through controlling, the management is able to identify any potential problems and take the necessary
preventive measures. The management is also able to identify developing problems that need to be addressed
through corrective action. In order for the management to be considered successful, it must attain the goals and
objectives of the organization. This requires creative problem solving in each of the four functions of management.
More so, success requires that the management is both effective and efficient. Therefore, it needs not only to
accomplish those goals and objectives, but also to do it in a way that the cost of accomplishment is viable to the
organization. Other examples include use of financial controls, policies and procedures, performance management
system, and measures to avoid risks.
SAMPLE 2
Clinical Supervision and Level of Performance of Elementary Teachers (Lisud, 2013)
On Supervision. The redefinition of supervision, according to Sergiovanni and Starratt (1998) necessitates the
disconnection of supervision from hierarchical ro:es. It is viewed as a more democratic and professional process, involving
multiple skills that are equally available to teachers and supervisors. This new supervision embraces different configurations of
teachers as colleagues working together to increase the understanding of their practice, It establishes new connection with
developmental roles. "Staff development and supervision are now joined in such a way that they are often indistinguishable
(Sergiovanni & Starratt, 1998, p. 106)."
One of the most critical problems facing the profession is how to improve the development of teachers. Novice
teachers find their first few years of teaching a trying and often defeating experience (Glatthorn, 1990). Entrance into the
teaching profession is marked by an initial period of challenges and opportunities. Teachers begin their careers facing the most
difficult assignments with a lack of time for planning, supervision, and interaction with colleagues (Odell & Ferraro, 1992).
On Teacher's Needs. Educational leaders in schools must "support successful teacher induction in the ways they
respond to these beginning teachers' needs" (Riemann & Thies-Sprinthall, 1998). As Robinson (1998) pointed out, to be
successful, beginning teachers must meet their challenges with perseverance, hard work and quality assistance from
experienced teachers and administrators who are willing to provide and recognize extensive support for teachers during the
first year or two of their teaching careers. Effective supervision and coaching programs at the induction level have been found
to ameliorate beginning teacher concerns, and to increase beginning teacher focus on instruction (Huling-Austin, 1990).
The problems experienced by teachers should not lead supervisors to conclude that all induction programs should
focus solely on survival issues. Professional development' as a desired outcome of supervision, must be a key issue in
induction, given that novice teachers are future educational leaders.
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On Preferences of Supervision. Teachers differ in their preferences and choices for supervision (Beach & Reinhartz,
2000). While there are teachers who like to be left alone to do their job, other teachers appreciate comments about their
teaching (Augustyn, 2001)' According to Glatthorn (1990), beginning teachers can also be characterized in terms of their
preferences for certain kinds of supervisory practices. There is general agreement that most beginning teachers require the
intensive assistance of clinical supervision. To improve their instructional performance, the supervisor should also work with
them using two other styles—a direct supervisory style and flexible collaborative style.
Stemming from the need for improved supervision of teachers is an urgency to develop a connection between
supervision and professional development. The route taken in professional development should parallel teacher needs
(Jonasson, 1993). Professionalism of beginning teachers depends on how their particular needs are satisfied.
It is the purpose of administrators as supervisors to provide necessary and effective models of supervisory practice
for professional development. Teachers need to have a choice among supervisory styles available for their academic growth.
Thus, personal and professional development is the outcome of the effective supervision.
REVIEW OF RELATED STUDIES

If the review of related literature includes different types of source materials, the review of related studies only includes
previous study that is the same or just with your study or the problem you are studying . The Review of related study is very
useful for the researchers as source of basis for the methodologies that the researcher will use in their own study. The research
can also use this section as supporting sources that would justify the claims they perceive at the beginning of the study and the
claims they will conclude at the end of the study. Like the review of related literature, in constructing the reviews of related
studies, the researchers must include Foreign and Locale studies to make the review more comprehensive. For your basis in
writing your own review of related studies, please see examples below.
SAMPLE 1
Attributes of Test Papers and Level of Performance of Students: Basis for the Formulation of the Guidelines on Test Paper
Construction (Cristobal, 2014).
The findings in the study of Beverly Alford entitled, "Systematic Classroom Observation of the Quality of the Teacher
Behavior and Student Engagement in Ethnically Diverse Pre-Kindergarten Through Second Grade Classroom" have significant
bearing to the tertiary level: little to no variation existed in the activities in which young children were engaged in their
classrooms, nor in the instructional practices utilized by their early childhood teachers. Accordingly, the study revealed few
differences in student behavior and teacher practices by student sex, student ethnicity, grade level, English language
proficiency, and/or economic status. Instruction in these classrooms was almost entirely standardized. However, three
statistically significant findings showed that: (a) students taught by teachers rated as having a higher developmentally
appropriate instructional practices (DAP) score were more likely to be on-task and less likely to be off-task; (b) students taught
by teachers with a higher DAI P score were significantly more likely to be working kinesthetically, answering teacher-posed
questions, and freely exploring; and (c) students taught by teachers with a lower DAIP score were significantly more likely to be
distracted and/or not engaging in activity. Study findings were significant. Despite research showing the unfavorable effects that
highly teacher-centered, scripted classrooms have on young students' engagement and subsequent learning outcomes,
students continue to be taught in the same way—one in which reaching a designated test score appears to be a singular
ultimate objective.
Another study by Phoung (2009) that focused on the student’s behavior and achievement when classroom
observation was conducted showed that close teacher-student relations and teacher self-reported use of good instructional
practices predict positive student academic achievement. Interaction results indicate that the association between close
teacher-student relations and student achievement is slightly stronger in classrooms with more academic achievement.
A similar study by Akram (2010) revealed that the average rating of principals was at the intermediary level on four
factors, namely the attitude toward students, subject mastery, teaching methodology and personal characteristics of teachers'
job performance. The average rating of students was the lowest level on four factors, namely the attitude towards students,
subject mastery, teaching methodology, and personal characteristics of teachers' job performance. There was no difference
among the views of principals, teachers themselves, and students about teachers' performance on the factor of attitude toward
students. The opinions of teachers themselves were the highest and those of students were the lowest. There was non-
significant difference among the mean view scores of principals, teachers themselves, and students about teachers'
performance on the factor of subject mastery.
The mean perception scores of teachers were the highest and those of students were the lowest. There was non-
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significant difference among the mean view scores of principals, teachers themselves, and students about teachers'
performance on the factor of teaching methodology. The mean perception scores of teachers were the highest and those of
students were the lowest. There was a highly significant difference among the mean view scores of principals, teachers
themselves, and students about teachers' performance on the factor of personal characteristics. However, the mean views of
principals, teachers themselves, and students were found different on the factor of teachers' personal characteristics.
In this study, the evaluation techniques used are the administrator's clinical supervision most specifically the
classroom observation, and the perceptions of the students in the instructional competence of their instructors. These were
done by rating them through an evaluation instrument and writing comments regarding the same.
SAMPLE 2
Remedial, Reinforcement, and Enhancement Modular Learning Activities in Science and Health in Elementary Schools: An
Action Research (Jamin, 2015)
Various studies have been conducted on different instruction and problems. They are the following:
A study was done by Labro who developed self-instructional materials to meet the selected deficiencies in Physics, in
the bachelor’s degree of science in information Technology Curriculum at the Samar Polytechnic College. The findings
revealed that the developed instructional materials were more effective in attaianment and remediation purposes. He
recommended that instructional materials should be developed further based on the difficulties or deficiencies of the learners.
Labro’s study is parallel with the present study since both focused on developing instructional materials to address the
problem of unmastered skills among learners.
The study of Cabidog on Modular Skills-Focused Curriculum in Physical Education for intermediate grade pupils
showed that the majority of the teachers have in adequate preparation in physical education. The degree of compliance on
teaching a modular lesson in arm-up activities , health-related fitness concepts teaching skills development, as well ask skills
activities fairly developed or undertaken signals that a modular focused curriculum on Physical Education should be designed
and implemented. This present study is related to the work of Cabidog in the sense that they both gave importance or value to
the modular approach in teaching for skills development. However, the study differ on the subject focus. The present study is
on Science and Health. On the other hand, Cabidog’s study was in Physical Education. Meanwhile, Talua developed
instructional modules on Health Education for first year High school. Her study revealed that teachers were wanting and waiting
for this type of instructional modules to improve the students' performance in Health Education. Her study concluded that
learning components on areas in Health Education were fairly developed. This implies the necessity for the researcher to
develop and construct instructional modules in Health Education for first year high school students.
Calapre, on her study on the effect of modular instruction on the achievement of the Grade VI pupils on rational
numbers, indicated that the result was significant to the aforementioned pupils. She improved the modules by using the
language of the children. Directions of the modules were reworded to ensure readability. The study conducted by Calapre
bears significance on the present study because it recognizes the importance of modules as instructional materials to improve
learners' performance.
The study conducted by Valeriano which aimed to develop action game-type modules oral language skills for Grade I
is related to the present study since both aim to develop instructional materials in modular form for pupils' skills development
and for teachers' use to sustain for the entire school year in teaching. The difference lies in the respondents of study since
Valeriano's study had Grade I pupils as respondents while the present study has Grade IV pupils as respondents. Meanwhile,
Valeriano's study focused on language development while the present study is on Science and Health skills.
Globio conducted another study which attempted to determine the development of modules for remedial instruction in
Science and Health for Grade IV pupils in Maydolong District, Division of Eastern Samar. To find out the effectiveness of the
instructional material, she first conducted a pre-test before administering the module to the respondents. She found out that
those who utilized the instructional modules have a fast concept development.
In the study of Costibolo, which employed the descriptive research method through a survey questionnaire and
reading proficiency test to gather data, it was revealed that fourteen (14) out of eighteen (18) complete elementary schools in
Dagami North District got a qualitative description as "Needs Remediation." One of the recommendations, in order to improve
the academic performance of the children in English language, is that teachers should be creative and innovative in using
different teaching aides or materials and various manipulative activities to make learning more effective. In addition, the use
Of English Language for Grade VI is recommended in Dagami North and South districts.
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The study of Costibolo is the same as the present study since the utilization of modules as instructional materials is
important in improving or developing the skills of pupils. The Only difference is in the learning domain and the level of learners.
Costibolo focused on improving the English language skills of Grade VI pupils. On the other hand, the present study
emphasizes the development of Science and Health skills of Grade IV pupils.
THEORITICAL FRAMEWORK
Is the part of the chapter where the researcher must put the “Theoretical Basis” of their study. This theoretical basis could be a
theory like: or could be a study that is closely related to what they are studying. The theoretical framework dwells on time
tested theories that embody the findings of numerous investigations on how phenomena occur. For basis in writing your
theoretical framework, please see examples below.
Sample 1
This study is anchored on the theory of Bigg (2004) and Friedman (1970). The business ethics theory by Bigg is
based on the wider social obligation and the moral duty that business has towards society. According to this theory, there are
three (3) varied but interrelated ethical grounds. These are changing and emerging social responsiveness and social
expectations to particular social problems; eternal and intrinsic values that are inspired by ethics and denoted by some
normative and universal principles of social justice, fairness, and human rights; and corporate citizenship in which a corporation
or a business establishment contributes to social well-being. In this theory, CSR is viewed as philanthropic and ethical
responsibilities rather than legal and economic responsibilities.
While the shareholder value theory by Friedman (Freeman, 1984) argues that only the social responsibility of
business is to develop its profits, it is believed by economists that the corporation owners as its managers, and stakeholders as
agents have a fiduciary duty to serve the shareholders' interest rather than any others. Thus, corporate social obligation is
regarded often as a strategic instrument for corporate competitive benefit and more profit gain.
It is, therefore, noted that although the business enterprise's mission is to have profits, they should not forget giving
back to the shareholders or clients the appropriate returns not only on the quality of their products but also in some other ways
like attending to some obligations through the different programs that will benefit the community they are serving (Cristobal &
Montella, 2016).
SAMPLE 2
Self-paced Remedial Learning Package in Biology for Elementary Pupils: Predictive Resource Material (Jordan, 2015)
This study is anchored on the different learning theories and strategies on how students learn. One of which is the
Programmed Learning or Programmed Instruction Method of education that behaviorist Burrhus Frederic Skinner proposed in
1958 to "manage human learning under controlled conditions."
Skinner's operant conditioning hinges on the fact that learning best occurs when a reward is provided after an
organism makes the desired response (operant). When a response occurs and is reinforced, the probability that it will occur
again in the presence of similar stimuli is increased. Learning, therefore, occurs when behavioral change has occurred.
In pursuing the experiment, Skinner developed units of learning called "contingencies of reinforcement." The
contingency of reinforcement is a sequence within which a response (behavior) is followed by a reinforcing stimuli. Skinner
came up with the principle of learning that behaviors are naturally emitted without eliciting stimuli. The responses are called
operant because their emission may be instrumental to reinforcing or punishing consequences. The operant is conditioned to
occur more frequently, less frequently, or not at all — depending upon whether it is reinforced, punished, or ignored.
Reinforcement is the key in Skinner's stimuli-response theory. A reinforcer is anything that strengthens the desired
response. It could be verbal praise, a good grade, or a feeling of increased accomplishment or satisfaction. The theory also
covers negative reinforcers —any stimulus that results in the increased frequency of a response when it is withdrawn (different
from adversive stimuli—punishment—which results in reduced responses). A great deal of attention was given to schedules of
reinforcement (e.g., interval versus ratio) and their effects on establishing and maintaining behavior.
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Another theory by Edward Thorndike is the so-called Laws of Learning on which Skinner’s Theory of operant
conditioning is based is also the basis of this study. These three laws are:
1. Law of Readiness: First primary law of learning, according to him, is the "Law of Readiness" or the "Law of Action
Tendency," which means that learning takes place when an action tendency is aroused through preparatory
adjustment, set, or attitude. Readiness means a preparation of action. If one is not prepared to learn, learning cannot
be automatically instilled in him/her. For example, unless the typist, in order to learn typing prepares himself/herself to
start, he/she would not make much progress in a lethargic and unprepared manner.
2. Law of Exercise: The second law of learning is the "Law of Exercise," which means that drill or practice helps in
increasing efficiency and durability of learning. According to Thorndike's S-R Bond Theory, the connections are
strengthened with trail or practice and the connections are weakened when trial or practice is discontinued. The "Law
of Exercise," therefore, is also understood as the "Law of Use and Disuse" in which case connections or bonds made
in the brain cortex are weakened or loosened. Many examples of this case are found in instances of human learning.
Learning to drive a motor-car, typewriting, singing or memorizing a poem or a mathematical table, music, etc., need
exercise and repetition of various movements and actions many times.
3. Law of Effect: The third law is the "Law of Effect," according to which the trial or steps leading to satisfaction stamps
in the bond or connection. Satisfying states lead to consolidation and strengthening of the connection, whereas
dissatisfaction, annoyance, or pain lead to the weakening or stamping out of the connection. In fact, the "Law of
Effect" signifies that if the response satisfies the subject, it is learnt and selected while those which are not satisfying
are eliminated. Teaching, therefore, must be pleasing. The educator must obey the tastes and interests of his/her
pupils• In other words the greater the satisfaction, the stronger will be the motive to learn. Thus, intensity is an
important condition of "Law of Effect."
CONCEPTUAL FRAMEWORK
A Conceptual Framework is the researcher’s idea on how the research problem will have to be explored. This is founded on the
theoretical framework, which lies on a much broader scale of resolution. Most of the time, the conceptual framework is
accompanied with a graphic organizer to show how the phenomenon will be explored or how the variables affect one another.
The Conceptual Framework could look like a lot of ways, for examples please refer to the ones below and see what goes well
with your study.
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;
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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.
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.
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
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EXAMPLE 2
5. POM (proposed original model). This model is used when the researcher presents an original paradigm. The requirement is
that it must be scientific.
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DEFINITION OF TERMS
Is the section of the chapter 2 where the most important terms in the study are defined; usually these terms are found in your
title. In research, when we define the terms in this section, we should define it conceptually and operationally.
 Conceptual definition is simply defined as the dictionary definition of a term.

 Operational definition is simply defined as the description on how the terms is used in a study.
Below are the ways we define term we use in the study;
Terms that are defined conceptually:

Drugs. These may refer to a substance or mixture of substances used in diagnosis, treatment, and prevention of
diseases or for the modification of physiological function or prevention of pregnancy and which is incorporate in an official list
(Chaudhurri, 2003)
Ethics. A branch of philosophy that addresses questions of right or wrong. It is a term that refers to the various ways
of understanding and examining moral life (Mappes, 2002).
Nursing process. It is a systematic process of assessment, planning, and validation in the practice of nursing
through evidence based on the scientific methods for observing, measuring, and gathering data, and analyzing the findings
(Doenges, 2006).
Study habits. The ways or activities an individual learns.
Terms that are defined operationally:

Academic institution. Operationally defined as referring to the Asia Pacific College Of Advanced Studies where the
nursing students are enrolled.
Leadership approaches. This refers to the approaches employed by the dean and which are categorized as
strategies, human assets, expertise, box, or change, and reflected in the respondents' answers measured by a Likert scale.
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Leadership attributes. These pertain to the rating of deans in a questionnaire as to what they consider to be the most
important attribute or function of their position: personal integrity, willingness to accept responsibility, understanding people,
communication, selflessness, intuitions, vision, decision-making ability, or ability to simplify situations.
Leadership styles. These refer to the style of management practiced by the deans, which may be autocratic or
participative and measured by a Likert scale.
Study habits. As used in this research, these pertain to the routinary study methods utilized by students like
memorization, use of the Internet, going to the library, and peer review.
Terms that are defined conceptually and operationally:

Eating disorders. A group of behaviors fueled by unresolved emotional conflicts, resulting in altered food
consumption (Grodner, 2005). As used in this study, it pertains to the kind of food, frequency of eating, and amount of intake
or consumption.
Nosocomial infection. It is a hospital-acquired infection (Smith, 2005) In this study, the infection acquired in the
hospitals are confined in the medical and pediatric wards, and operating rooms.
Personality. It refers to the sum total of the qualities and characteristics of a person as shown in his/her manners
such as walking, talking, dressing, acting, attitudes, interest, and ways of reacting to other people, which are manifestations of
his/her behavior thoughts, and emotions.
Primigravida. A woman in her first pregnancy (Pilliteri, 2004). Operationally, it pertains to a mother who has given
birth at the Bataan General Hospital in the first quarter of 2009.
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Quarter 1 CHAPTER 2: THE REVIEW OF RELATED LITERATURE

LESSONS 6 SAMPLE PARTS

 Review of Related Literature

REVIEW OF RELATED LITERATURE

REVIEW OF RELATED STUDIES

 Conceptual definition is simply defined as the dictionary definition of a term.

Below are the ways we define term we use in the study;

Terms that are defined conceptually:

Terms that are defined operationally:

Terms that are defined conceptually and operationally:

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