PracticalResearch1 q3 Week6 v4

PRACTICAL RESEARCH 1
Quarter 3 – Week 6:
Selecting and Synthesizing Information
from Relevant Literature
Development and Quality Assurance Team
Developer: Claire M. Jandayan

Evaluators: Jeshrel B. Plaza, EdD and Ivy M. Maloloy-on, MST
Illustrator: Claire M. Jandayan
Team Leader: Rosalinda E. Urbiztondo, PhD
Learning Area Supervisor: Edna E. Trinidad, EdD
Illustration Credits:
Title Page: Marieto Cleben V. Lozada
Visual Cues: Ivin Mae M. Ambos
Disclaimer: This Learning Activity Sheet (LAS) is based from the Self-Learning Modules, Learner’s Materials, Textbooks and Teaching Guides
released by DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational
use and constitutes fair use. All Rights Reserved.
1
WEEK
6
Criteria in Selecting, Citing, and
Synthesizing the Related Literature
Competencies:
1. Synthesizes information from relevant literature. CS_RS11-IIIf-j3
2. Writes coherent review of literature. CS_RS11-IIIf-j4
Objectives: After answering this LAS, the students have:
1. identified the elements of a related literature.

2. valued the importance of selecting and synthesizing information
from relevant literature.
3. written a coherent review of related literature.
Learners’ Tasks
Lesson Overview
Have you imagined a human body without bones? What do you think
might happen if there is an absence of them? Do you think you can stand firm
and be able to perform all the activities that you can do now? As you observed,
these innumerable activities that you do on a daily basis become possible
because of their system as a whole – the skeleton. This goes similar in the
conduct of research. A study is not enough that it has its heart – a research
purpose that prompts a researcher to pursue a study. You must remember that
a study with a heart however without a bone would make it as weak and
insubstantial.
Your previous lessons focused on how you would create the heart of your
study. Thus, you carefully craft your problem and its background. This time, you
will form a firm foundation like a skeleton that will support your study to stand
and be successful. The skeleton that is made up of bones would be represented
by theories, framework, and studies which can all be gathered through
reviewing relevant literature.
Therefore, in this part of the module, you will continue your research
journey by building the foundation of your study. This will begin by knowing how
you will select information from available sources and how you will synthesize
them in order to serve as a support in substantiating your own study.
released by DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational use
and constitutes fair use. All Rights Reserved.
2
Definition of the Literature Review
Other previous researches related to the study currently conducted by
a researcher should be put into consideration. When they are summarized
comprehensively, this makes the process of literature review. As cited from
Bloomsburg University of Pennsylvania (2020), literature review requires for a
survey of scholarly articles, books, and other sources which will later be
enumerated, summarized, and evaluated in order to form a concrete basis
and support for the current study. When it is done, the selected literature may
appear on various sections of the study such as in the introduction, related
literature section, and the discussion of results.
Purposes of Reviewing a Literature
The following are the purposes of literature review (University of South

Carolina Library, 2020):
1. It provides the researcher a clear understanding of the study to be

investigated. Through literature review, the researcher can boost
his/her confidence by clearly understanding the phenomenon and be
able to clarify essential variables of the study.
2. It justifies the need for conducting the study. Review of literature allows
the researcher to identify the existing gaps in knowledge. Thus, further
investigation to be conducted by the researcher will be justified.
3. It serves as the basis for establishing concepts presented in the study.

Reviewing literature relevant to the current study of the researcher
enables him/her to substantiate his/her work. Concepts presented from
the study which are supported by literature can make the work of the
researcher more credible.
3
Elements of Typical Research Literature
1. Journals are published in issues at regular intervals usually weekly,

monthly or quarterly. Because of the regularity of publication they are
also known as periodicals or serials. This regularity means that each
new issue contains articles that describe the latest research findings;
this is a distinct advantage over other publication media such as books
that take longer to produce and update. There are basically two main
types of journal:
1) Research journals are published peer reviewed articles;
2) Professional journals are published articles on professional
issues, service developments, the use of research findings in
practice and some short research articles.
2. Theses and dissertations are very detailed and comprehensive

accounts of research work. They are usually submitted for a higher degree
at a university. Like reports their publicity and distribution may be very
limited.
3. Conference proceedings comprise brief summaries of research work

presented at conferences. A more detailed and complete account of the
work may appear at a later date in a journal article, report or thesis.
Researchers often use conferences to present preliminary findings of their
work.
4. Books and textbooks generally provide comprehensive overviews of a

particular subject. In doing so they may refer to, sometimes extensively,
the research literature found in journal articles, reports, conference
proceedings or theses. They are not usually used to present new research
findings. There are, however, a few exceptions to this and some very
important and influential research findings have been published in book
format.
4
Wallace and Wray (2006, p.92) have provided a simply categorization
system to help students identify the literature they have. They describe how the
literature students encounter tends to fall into one of five categories: 1)
Theoretical; 2) Research; 3) Empirical; 4) Practice; and 5) Policy.
1. Theoretical literature describes expected or anticipated relationships

about the way things happen. For example, there was a time when
there was a theory that the world was flat. Then, with increased
knowledge, scientists were able to work out that this was not the case
and the theory was disproven. In health and social care, theories are
often generated in response to evidence that has been gathered and
interpreted. A theory is developed that is then refined or refuted when
further evidence is obtained.
2. Research literature generally refers to a report of a systematic

investigation that has been undertaken in response to the need to
answer a specific question, for example: ―How long do people tend to
remain in a pre-contemplative stage when anticipating behavior
change or, indeed, is there any evidence that everyone goes through
a pre-contemplative stage when anticipating behavior change?‖
These questions can only be answered by observing what happens in
the real world, rather than in a theory. Research studies are generally
undertaken according to an accepted scientific method, which
involves defining a research question, identifying a method to carry out
the study, followed by the presentation of results, and finally a
discussion of the results.
3. Empirical research is a research that is undertaken through the

observation and measurement of the world around us. It studies the
use of observation, experience or experimentation to collect new
data. Data can be collected in a variety of ways; for example by
questionnaire, interview, direct management, and observations. Such
papers tend to be organized into sections, beginning with a research
question, followed by the results and finally a discussion and
conclusion.
4. Practice literature is written by practitioners about their field of

expertise. This can come in many different forms— expert opinion,
discussion papers, debate, information from websites, patient
information leaflets, and reports of good practice. Students might find
some overlap between research and practice literature; that is, a lot of
5
health and social care research is undertaken in the practice setting.
The way to distinguish between research and practice literature is to
look for evidence of an explicit and systematic research study that has
a well described method by which the investigation or study has been
carried out. If no such method exits, then literature is likely to be
practice literature.
5. Policy literature tells practitioners how to act in a set of circumstances.

Policies and guidelines can be written from a given set of
circumstances. Policies and guidelines can be written from a local or
national perspective, or in some cases international. In an ideal
context, policy is based on the results or research evidence. The
research on a particular topic is reviewed and policy and guidelines
are written that are based on these findings. Therefore when students
review a policy, it is useful to explore the basis on which it is written in
order to find out the extent to which the policy is based on current
research findings.
Aveyard, H. (2014) presented a list of steps to help students with their Literature
Review:
1. Developing a systematic approach to searching for literature

This is vital for students undergoing literature review. It should be done in a
systematic way ensuring that they search for relevant texts on their topic.
A systematic searching strategy contains the following:
1) Look for the type of literature that will address the review question;
2) Create search terms that are valid and important to the search;
3) Using inclusion and exclusion criteria, search for literature using the
search terms through all relevant databases;
4) Fill in the electronic search by looking for the frequently cited journals as
well as the reference list of the journal articles.
This approach renders a chance of looking for the maximum amount of

literature. This will avoid ‗cherry-picking‗ the literature and entering the first
appropriate literature that comes across.
2. Identify the literature that will address students review question

Initially students must develop a strategy to articulate the focus of
literature that will seek to answer their questions.
For example, if they are looking to find out whether the newly invented
kind of gasoline is efficient or not in lowering fuel costs of people using cars, then
6
finding out about car users experiences of the new gasoline will not help
students answer their questions, although it will be useful data.
Alternatively, if students are interested in exploring peoples‗ experience of
not using this kind of gasoline, students need to have an approach for detecting
this particular literature rather than examining into related but more general
literature that does not address students research question.
How to write a concise review of related literature
Doing the review of related literature is not the usual enumeration of

references. Presentation of the data gathered should be by topic based on the
given objectives of the research. The literature should not be too detailed or
brief. Text should be based on the current edition of the American Psychological
Association (APA), Modern Language Association of America (MLA) or the
Chicago Manual of Style and other standards relevant to one‗s discipline.
The type of reference style will depend on the research studies of the
student namely:
1) APA: Psychology, Education and other Social Sciences;
2) MLA: Arts and Humanities;
3) Chicago: History and many other subjects in scholarly and non-scholarly
work
4) Turbian: an adoption of the Chicago Style;
5) AMA: Medicine, health, and Biological courses.
The references for each of the following styles may be seen and searched
on the following websites for references:
1) APA:
http://student.ucol.ac.nz/library/onlineresources/Documents/APA_guide_2015.pdf
pdf
dhs/laupuslibrary/upload/apa_style_guide_6th_ed_oct09.pdf
2) MLA:
2009.pdf
3) Chicago:
7
4) Turabian or Chicago:
https://writing.wisc.edu/Handbook/PDF/chicago_turabian_uwmadison_writing
center_june2013.pdf
-turabianstyle.pdf
5) AMA:
Writing up the results
It is important to present students‗ findings of their literature review as just

that – their findings. They should make this clear when they write up their review.
They should be written up clearly in a section entitled ―results/finding, just as
they would find the results section in a piece of primary research.
The results of the students‗ literature review are the final themes that they
develop from the mapping they have undertaken. Once they have coded all
results, and have developed their themes, they will be able to explore the
content of their themes in greater detail. Students then need to consider how
these themes address their research questions. They should have been
considering this point throughout the entire research process and may even
have amended their research question if it seemed likely that most of their
literature was leading towards one particular area, and away from their initial
research question.
Activity 1: What Is It?

Directions: Briefly explain the four elements of a research literature.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
8
Activity 2: What I Have Learned
Summarize your learnings using the cloud chart below. Copy and answer
the illustration on your answer sheet provided. Your work will be graded based
on the rubric provided on the following page.
After engaging with the lesson, I have learned that

the roles of literature review in the conduct of a
research study are…
Activity 3: What I Can Do
Write a paragraph of literature review presenting the essential ideas you

extracted from the sample abstracts of research papers below. Your work will be
graded based on the rubric provided on the following page. Write your answer
on your answer sheet provided.
1. Lived Experiences of On-Campus Working Students (Frigillano et al., 2015)
Using a mixed qualitative and quantitative method, this study explored the
lived experiences and struggles of 22 on-campus working students of ISAT U-
Miagao Campus. This study utilized a researcher-constructed questionnaire
and interview in gathering information about their experiences and related
variables. Frequency count, percentage, mean, and chi-square were used as
statistical tools. Results revealed that financial problem was the main factor
that motivated the students to work on-campus. They experienced varied
feelings as happiness, sadness, annoyance, and worry. Despite work pressure,
working students had good time management both for studies and work, with
high self-esteem and good academic performance. The study concluded
that participants‘ dual roles in the college as full time student and worker, do
not seem to affect their self-esteem and academic performance, however,
there is a need to consider helping these students, especially on their
financial needs for them to finish their studies.
9
2. Working Scholars: Life as a Worker and an Academic Performer (Villahermosa
et al., 2015)
This article discusses the likely reasons for the poor academic performance of
student assistants (SAs). It is typical nowadays for students to work while
studying to pursue their dreams in life. Expenses for college education are
never cheaper as generation passes by. Some families can afford tuition fees;
however, most of the families cannot afford to send their children to pursue a
college degree. Hence, one of the best ways to earn a degree and to fulfill
dreams is to work while studying. Some of the working students are employed
in the fast food chain as service crew. Some, especially those with capital,
invest in small businesses. Some serve as student assistants in colleges and
universities, and this is a common strategy.
3. The Impact of Working while Studying on Educational and Labor Market

Outcomes (Jewell, 2014)
As a result of the expansion of higher education and changes to student

funding in the UK, students are increasingly taking up opportunities to work
while studying. Employment during term-time may provide needed funds but
takes time away from studying. It may also constitute an investment in
‗informal‘ human capital, making graduates more attractive to potential
employers. Given the ambiguous effect of working while studying, we
investigate whether term time employment has a detrimental impact on
educational attainment and examine whether this is compensated by wage
gains arising from transferable skills and work experience. Using survey data
from a UK university, we find that students work more for financial than
investment reasons and identify a negative effect of term-time employment
for students working out of financial necessity or those working with a greater
intensity. We find some evidence that individuals who have undertaken term-
time employment have higher salaries upon graduation.
10
RUBRIC FOR ACTIVITY 2
4 Expert 3 Accomplished 2 Capable 1 Beginner

Quality of Piece was written Piece was written Piece had little Piece had no style
Writing in an in an interesting style or voice or voice
extraordinary style and voice
style and voice Gives some new Gives no new
Somewhat information but information and
Very informative informative and poorly organized very poorly
and well- organized organized
organized
Grammar, Virtually no Few spelling and A number of So many spelling,
Usage & spelling, punctuation spelling, punctuation and
Mechanics punctuation or errors, minor punctuation or grammatical
grammatical grammatical grammatical errors errors that it
errors errors interferes with the
meaning
RUBRIC FOR ACTIVITY 3
Areas of 4 Expert 3 Accomplished 2 Capable 1 Beginner

Assessment
Ideas Presents ideas in Presents ideas in Ideas are too Ideas are vague
an original a consistent general or unclear
manner manner
Organization Strong and Organized Some organization; No organization;
organized beg/mid/end attempt at a lack
beg/mid/end beg/mid/end beg/mid/end
Understanding Writing shows Writing shows a Writing shows Writing shows little
strong clear adequate understanding
understanding understanding understanding
Word Choice Sophisticated use Nouns and verbs Needs more nouns Little or no use of
of nouns and make essay and verbs nouns and verbs
verbs make the informative
essay very
informative
Sentence Sentence Sentence Sentence structure No sense of
Structure structure structure is is limited; sentence
enhances evident; sentences need to structure or flow
meaning; flows sentences mostly flow
throughout the flow
piece
Mechanics Few (if any) errors Few errors Several errors Numerous errors
11
Formative Test
Read each statement carefully. Choose the letter that corresponds to the
correct answer. Write the letter of your answer on your answer sheet provided.
1. Which of the following can be a source for a literature review?

a. book
b. article
c. dissertation
d. all of the above
2. Which of the following is not a characteristic of a research literature to be

used for own study?
a. It is outdated.
b. It has clear scope.
c. It shows accurate results.
d. It identifies a research gap.
3. What type of reading employs skimming strategy?

a. analytic reading
b. systematic reading
c. elementary reading
d. comparative reading
4. What coding strategy uses marks and symbols?

a. reading
b. annotation
c. highlighting
d. synthesis matrix
5. What is the table that can be used to organize ideas from groups of reviewed
literature?
a. reading
b. annotation
c. highlighting
d. synthesis matrix
12
Answer Key
Activity 1: A. Journals are published in issues at regular intervals usually weekly,
monthly or quarterly.
B. Theses and dissertations are very detailed and comprehensive
accounts of research work.
C. Conference proceedings comprise brief summaries of research
work presented at conferences.
D. Books and textbooks generally provide comprehensive overviews
of a particular subject.
Activity 2: Answers may vary.
Activity 3: Answers may vary.
References
Bloomsburg University of Pennsylvania. ―Literature Review.‖ Last modified April 06, 2020.
Accessed June 24, 2020. https://guides.library.bloomu.edu/litreview
Cristobal, Amadeo P., and Cristobal, Maura D. Practical Research 1 for Senior High
School. Quezon City: C&E Publishing, Inc., 2017.
University of South Carolina Library. ―Purpose of a Literature Review.‖ Last modified June
02, 2020. Accessed June 24, 2020.
https://uscupstate.libguides.com/c.php?g=627058&p=4389968#:~:text=The%20p
urpose%20of%20a%20literature,questions%20left%20from%20other%20research
13

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PRACTICAL RESEARCH 1

Development and Quality Assurance Team

Developer: Claire M. Jandayan

Objectives: After answering this LAS, the students have:

1. identified the elements of a related literature.

Purposes of Reviewing a Literature

The following are the purposes of literature review (University of South

1. It provides the researcher a clear understanding of the study to be

3. It serves as the basis for establishing concepts presented in the study.

1. Journals are published in issues at regular intervals usually weekly,

2. Theses and dissertations are very detailed and comprehensive

3. Conference proceedings comprise brief summaries of research work

4. Books and textbooks generally provide comprehensive overviews of a

1. Theoretical literature describes expected or anticipated relationships

2. Research literature generally refers to a report of a systematic

3. Empirical research is a research that is undertaken through the

4. Practice literature is written by practitioners about their field of

5. Policy literature tells practitioners how to act in a set of circumstances.

1. Developing a systematic approach to searching for literature

This approach renders a chance of looking for the maximum amount of

2. Identify the literature that will address students review question

How to write a concise review of related literature

Doing the review of related literature is not the usual enumeration of

Writing up the results

It is important to present students‗ findings of their literature review as just

Activity 1: What Is It?

After engaging with the lesson, I have learned that

Activity 3: What I Can Do

Write a paragraph of literature review presenting the essential ideas you

1. Lived Experiences of On-Campus Working Students (Frigillano et al., 2015)

3. The Impact of Working while Studying on Educational and Labor Market

As a result of the expansion of higher education and changes to student

4 Expert 3 Accomplished 2 Capable 1 Beginner

RUBRIC FOR ACTIVITY 3

Areas of 4 Expert 3 Accomplished 2 Capable 1 Beginner

1. Which of the following can be a source for a literature review?

2. Which of the following is not a characteristic of a research literature to be

3. What type of reading employs skimming strategy?

4. What coding strategy uses marks and symbols?

Activity 1: A. Journals are published in issues at regular intervals usually weekly,

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