KING SOLOMON INSTITUTE, INC.

Senior High School Department

CORE SUBJECT
ORAL COMMUNICATION IN CONTEXT

Review of Related Literature (RRL)

1. Meaning of Review of Related Literature
2. Purposes of Review of Related Literature
TOPIC/LESSON NAME
3. Styles or Approaches of RRL or Review of Related Literature
a. Traditional Review of Literature
b. Systematic Review of Literature
The learner demonstrates understanding of:
CONTENT STANDARDS 1. the criteria in selecting, citing, and synthesizing related literature
2. ethical standards in writing related literature
The Learner should be able to:
PERFORMANCE 1. select, cite, and synthesize properly related literature
STANDARDS 2. use sources according to ethical standards
3. present written review of related literature
1. selects relevant literature
MOST IMPORTANT
2. cites related literature using standard style
LEARNING
3. synthesizes information from relevant literature
COMPETENCIES
4. writes coherent review of literature
After this lesson, you should be able to:
1. increase the number of English words you know;
2. use the newly learned words in expressing your worldviews;
SPECIFIC LEARNING
3. explain the meaning of review of related literature;
OUTCOMES
4. carry out a review of related literature properly;
5. compare and contrast the styles of review of related literature; and
6. critically evaluate review of related literature reports.
1. Communication
SALIENT
2. Critical and Creative Thinking
PREPARATORY SKILLS
3. Planning, organizing and initiative
TIME ALLOTMENT WEEK 5
Lesson Outline:
1. Introduction:
A. The teacher will start the lesson through a review of the past lesson.
 B. The Teacher will give activities to enrich vocabulary by identifying meaning of difficult words using clues. After that the students will uses these newly learned words
in a sentence.
2. Motivation: To stimulate HOTS and deepen understanding on research problem and research question, the teacher will let the students analyze a picture
3. Instruction and Delivery: Socratic Method. The teacher will present the lesson on Inquiry-based learning in an interactive manner. Asking probing questions to deepen
understanding in between topics.
4. Practice: To check students’ understanding of the lesson, the teacher will give them multiple choice quiz.
5. Enrichment: To further check the knowledge of students, they will be tasked to explain concepts and compare and contrast the two styles in reviewing literature.
6. Evaluation: The teacher will let students examine RRL of research papers.
RESOURCES Baraceros, E. (2016).Practical Research 1. First Edition. Rex Book Store, Inc. (RBSI). ISBN 978-971-23-8077-8
MATERIALS E-modules, LMS, Google Meet/Zoom

INTRODUCTION (20 minutes) Teacher Tips:

 The teacher will start the lesson through a review of the past lesson.  The teacher must emphasize
 Teacher will give activities to enrich vocabulary by identifying meaning of difficult words using clues. After that the students will uses the importance of keeping
these newly learned words in a sentence. these words in mind.

Activity 1: Give the meaning of the underlined word in each sentence. Be guided by the contextual clues.

1. Your facial expressions and gestures could easily convey your reactions to his statement. ________________
2. Poems use poetic language; newspaper, prosaic language for an easy understanding of the news item by all kinds of readers, highly
 Students must understand
learned or not. ______________________
the sentences very well.
3. I don’t need a catalog of ideas on a piece of paper. What I need is an application of ideas. _____________  This activity can a graded
4. Myriad of people from all over the world witnessed the historical demolition of the Berlin Wall. _______________ recitation.
5. Through your facial expression, I will try to infer, rather than directly state the meaning of your sentence. _______________  The teacher can solicit
6. I would rather opt to stay here than go home at this time of the night. opinions to encourage
___________________________ participation.
7. Your performance of higher-order thinking strategies will ensure your victory in the academic contest. ___________________
8. All those in Grade 6 belong to a peer group that excludes those not within their age bracket. __________________
9. Love reading books to widen your world perception. ___________
10. Embodied in the introduction are the major parts of your paper. _______________

Activity 2: Use the newly learned words in narrating one incident in your life. Try combining or mixing them up in only one sentence.
Write them on the lines provided.
MOTIVATION (20 minutes)
 To stimulate HOTS and deepen understanding on RRL, the teacher will let the students analyze a picture.
Activity 3: PICTURE ANALYSIS. Examine the picture below. What comes to your mind upon seeing it? Explain. Write your answer
in a separate paper.

INSTRUCTION/DELIVERY (1 hour and 30 minutes)

 The teacher will discuss the selection interactively through Google meet. She will prepare a PowerPoint presentation for this.  During the discussion, the
REVIEW OF RELATED LITERATURE (RRL) teacher may ask the
students probing questions
Meaning of Review of Related Literature to deepen understanding.
Literature is an oral or written record of man’s significant experiences that are artistically conveyed in a prosaic manner. Embodied in  For modular students, they
any literary work like essay, novel, journal, story, biography, etc. are man’s best thoughts and feelings about the world. These recorded or are encouraged to use a
preserved world perceptions of man are expressed directly and indirectly. Direct expressions of man’s knowledge of the world are in books, highlighter to mark
important details found on
periodicals, and online reading materials. Indirect expressions are his inferences or reflections of his surroundings that are not written or
the selection.
spoken at all. (Ridley 2012)  Modular students can also
A review of related literature is an analysis of man’s written or spoken knowledge of the world. You examine representations of man’s look into the internet when
thinking about the world to determine the connection of your research with what people already know about it. In your analysis or reading of they are having a hard time
recorded knowledge, you just do not catalog ideas in your research paper, but also interpret them or merge your thinking with the author’s understanding unfamiliar
ideas. Hence, in doing the RRL, you deal with both formal or direct and informal or indirect expressions of man’s knowledge. Fusing your words.
world understanding with the authors’ world perceptions enables you to get a good analysis of existing written works that are related to your
research study. (Wallman 2014)

Purposes of Review of Related Literature (RRL)

1. To obtain background knowledge of your research
2. To relate your study to the current condition or situation of the world
3. To show the capacity of your research work to introduce new knowledge
4. To expand, prove, or disprove the findings of previous research studies
5. To increase your understanding of the underlying theories, principles, or concepts of your research
6. To explain technical terms involved in your research study
7. To highlight the significance of your work with the kind of evidence it gathered to support the conclusion of your research
 8. To avoid repeating previous research studies
9. To recommend the necessity of further research on a certain topic

Styles or Approaches of RRL or Review of Related Literature

1. Traditional Review of Literature

To do a review of literature in a traditional way is to summarize present forms of knowledge on a specific subject. Your aim here is to
give an expanded or new understanding of an existing work. Being necessarily descriptive, interpretative, evaluative, and methodically
unclear and uncertain, a traditional review is prone to your subjectivity. This kind of review does not require you to describe your method of
reviewing literature but expects you to state your intentions in conducting the review and to name the sources of information.
You experience much freedom or flexibility in doing a traditional RRL, so as an undergraduate student taking BA, BSE, BSEED, or
any four-year bachelor degree and lacking much knowledge and expertise in research work, this is the appropriate method for you. Attaining
mastery in doing a traditional RRL is an excellent preparation for the more demanding, second style of RRL called systematic review that is
required at the graduate level. Hence, being unprepared for a systematic review, you have no other way but to do the traditional review to
complete the requirements of your course. (Jesson 2011)

Traditional review is of different types that are as follows:

1. Conceptual review – analysis of concepts or ideas to give meaning to some national or world issues
2. Critical review – focuses on theories or hypotheses and examines meanings and results of their application to situations
3. State-of-the-Art review – makes the researcher deal with the latest research studies on the subject
4. Expert review – encourages a well-known expert to do the RRL because of the influence of a certain ideology, paradigm, or belief on
him/her
5. Scoping review – prepares a situation for a future research work in the form of project making about community development,
government policies, and health services, among others

2. Systematic Review of Literature

As indicated by its name, systematic, which means methodical, is a style of RRL that involves sequential acts of a review of related
literature. Unlike the traditional review that has no particular method, systematic review requires you to go through the following RRL steps
(Ridley 2012):
1. Have a clear understanding of the research questions. Serving as the compass to direct your research activities, the research questions
tell you what to collect and where to obtain those data you want to collect.
2. Plan your manner of obtaining the data. Imagining how you will get to where the data are, you will come to think also of what keywords
to use for easy searching and how to accord courtesy and respect to people or institutions from where the data will come such as
planning how to communicate your request to these sources of data.
3. Do the literature search. Using keywords, you look for the needed information from all sources of knowledge: Internet, books, journals
periodicals, government publications, general references, and the like.
4. Using a certain standard, determine which data, studies, or sources of knowledge are valuable or not to warrant the reasonableness of
your decision to take some data and junk the rest.
5. Determine the methodological soundness of the research studies. Use a checklist or a certain set of criteria in assessing the ways
 researchers conduct their studies to arrive at a certain conclusion.
6. Summarize what you have gathered from various sources of data. To concisely present a synthesis of your report, use a graph such as a
table and other presentation formats that are not prone to verbosity

A systematic review of literature is a rigorous way of obtaining data from written works. It is a bias-free style that every researcher
wanting to be a research expert should experience. Limiting itself to peer-reviewed journals, academically written works, and quantitative
assessment of data through statistical methods, this style of literature review ensures objectivity in every stage of the research. (Fraenbell
2012)
The following table shows the way several books on RRL compare and contrast the two styles of RRL.

Standard Traditional Review Systematic Review

Purpose To have a thorough and clear To meet a certain objective
understanding of the field based on specific research
questions
Scope Comprehensive, wide picture Restricted focus
Review Design Indefinite plan, permits Viewable process and paper
creative and exploratory plan trail
Choice of Purposeful selection by the Prepared standards for studies
Studies reviewer selection
Nature of Inquiry-based techniques Wide and thorough search for
Studies involving several studies all studies
Quality Reviewers’ views Assessment checklists .
Appraisal
Summary Narrative Graphical and short summary
answers

Structure of the RRL

The structure of the whole literature review indicates the organizational pattern or order of the components of the summary of the
RRL results. For the traditional review, the structure of the summary resembles that of an essay where series of united sentences presents the
RRL results. However, this structure of traditional review varies based on your subject and area of specialization. For the systematic review,
the structure is based on the research questions; so much so, that, if your RRL does not adhere to a certain method to make you begin your
RRL with research questions, your RRL is headed toward a traditional literature review structure.
Regardless of what RRL structure you opt to use, you must see to it that the organizational pattern of the results of your review
contains these three elements: an introduction to explain the organizational method of your literature review; headings and subheadings to
indicate the right placement of your supporting statements and a summary to concisely restate your main point. (Ridley 2013)
PRACTICE (30)
Activity 4: Encircle the letter of the correct answer.

1. An informal or indirect expression of knowledge happens through

 a. gestures   b. words c. books d. sentences
2. Between world knowledge and RRL, the second serves as the
a. summary  b. conclusion c. linker d. symbol
3. Your direction in your RRL is given by your research
a. data   b. problem c. design d. question
4. Your purpose in doing RRL is
a. dual   b. specific c. plural d. singular
5. Research question is a must in a literature review called
a. traditional b. systematic c. optional d. structural
6. Subjective literature review takes place in a review that is
a. scoping   b. systematic c. statistical d. scientific
7. Among the types of traditional review, these two share some similarities.
a. critical and conceptual   b. scoping and expert
c. start of the art and scoping d. critical and expert
8. A year from now, I will start my thesis writing for my MA degree. I must then look forward to doing this RRL style.
a. scoping   b. scoping c. state-of-the-art d. systematic
9. Being a first year BA student, I can conduct a literature review using this style
a. systematic and traditional b. multi-system
c. systematic d. traditional
10. Without research questions, your RRL structure can appear in a form called
a. narrative   b. outline c. statistical d. tabular
ENRICHMENT (1 hour)
Activity 5: Explain each expression the way you understood them in relation to research.
1. Related Literature ________________________________________________
______________________________________________________________
2. Review of Related Literature _______________________________________
_______________________________________________________________
_______________________________________________________________
3. Traditional review of Literature _____________________________________
_______________________________________________________________
_______________________________________________________________
4. Systematic review of related literature _______________________________
______________________________________________________________
_______________________________________________________________
5. Structure of literature review results ________________________________
_______________________________________________________________
Activity 6: Using a comparison-contrast organization technique, write a short essay about the two styles of review of related
literature. Give your work a good title. Your essay will be graded using the following criteria: Content – 20 points, Grammar and
Spelling – 15 points, Organization of thoughts – 15 points.
EVALUATION (2 hours)
Activity 7: Look for research manuscripts or Research Papers in the internet. Examine the Review of Literature section of these
materials (Chapter 2) and based on what you learned about RRL, comment on how these appear in the manuscripts. Produce a
written copy of your observations about the RRL section in the book and submit it to your teacher.

Prepared by: Checked by:

EMAY JEAN M. PESCADERO, LPT GRACE V. PEPITO, LPT CHRISTINE MARIE B. VILOAN, LPT
Subject Teacher Academic Coordinator Academic Coordinator