9

RESEARCH II
Quarter 2 – Module 1:
Week 1 & 2 – Review of Related
Literature and Studies

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Research II – Grade 9
Alternative Delivery Mode
Quarter 2 – Module 1: Review of Related Literature and Studies
Second Edition, 2021

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Published by the Department of Education - Division of Cebu City

Schools Division Superintendent: Rhea Mar A. Angtud, Ed.D.

Development Team of the Module

Compiler/Writer:
Honeylyn B. Sagrado, Teacher I - Pardo National High School

Content Editors/Reviewers:
Chona S. Reyes, SHS – MTII Don Vicente Rama Memorial NHS
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Dr. Rhea Mar A. Angtud, Schools Division Superintendent

Members:
Dr. Bernadette A. Susvilla, Assistant Schools Division Superintendent
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 9
RESEARCH II
Quarter 2 – Module 1:
Week 1 & 2 – Review of Related
Literature and Studies

This instructional material was collaboratively developed and

reviewed by educators from public and private schools, colleges, and
or/universities. We encourage teachers and other education stakeholders
to email their feedback, comments, and recommendations to the
Department of Education at cebu.city@deped.gov.ph.

We value your feedback and recommendations.

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The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use
a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included in
this module.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult
your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!

About the Module

This module was designed and written with you in mind. It is here to help you master
about Review of Related Literature and Studies. The scope of this module permits it to be
used in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with the textbook
you are now using.

Learning Competency:
● Define the terms/variables of the research.
● Express in correct word the variables of the research.
● Distinguish between related literature and related studies.
● Apply the guidelines in preparing the review of related literature and studies.
● Write the review of related literature and studies section of research report.

In this module, you are expected to:

1. Identify the parts of a literature review.
2. Establish the importance of writing a good review of related literature.
3. Apply research, analysis and writing strategies.
4. Present an organized and clearly written literature review that follows disciplinary and
academic conventions.

What I Know

Multiple Choice: Read each question carefully. Choose the letter of the
correct answer and write it on a separate sheet of paper.

1. Which of the following best describe a literature review?

A. An essay looking at the theoretical background of the research study.
B. A list of relevant articles and other published materials read about the topic, describing
the content of each source.
C. An internet search for articles describing research relevant to the topic criticizing the
methodology and reliability of the findings.
D. An evaluative overview of what is known about a topic, based on published research
and theoretical accounts, which serves as a basis for future research or policy
decisions.

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2. Which is the most reliable source of information for the literature review?
A. A TV documentary C. A peer reviewed research article
B. A newspaper article D. A relevant chapter from a textbook
3. Choose the best answer. Critical analysis means:
A. Looking at the way articles are structured, pointing out logical inconsistencies.
B. An analysis of theoretical approaches showing how they are no longer valid according
to our current state of knowledge.
C. An evaluation of past research being critical of the methodology used and describing
how your methodology will be an improvement.
D. Subjecting the literature to a process of interrogation in order to assess the relevance,
authenticity and reliability of the literature together with the summarizing of common
thematic areas of discussion.
4. Which is not a reason for accurate referencing in your literature review?
A. Referencing shows that you go to the library when not in lectures.
B. Accurate referencing is required because it is an academic convention.
C. Accurate referencing is needed so that researchers who read the work are alerted to
source that might be helpful for them.
D. Accurate referencing is needed so that tutors can follow up the sources and check that
researchers have reported them accurately.
5. How would you describe the importance and role of the review question for your literature
review?
A. The review question is not important for the literature review.
B. The review question can be set once reviewed all available literature.
C. The review question is essential for the literature review to ensure that it remains
focused.
D. The review question is a guide but should not be used to structure the literature review.
6. In a paper that integrates several experiments, you should:
A. Have only one Results section for all the experiments.
B. Make it at least twice as long as a one-experiment study.
C. Not combine the discussion with the description of results.
D. Include a comprehensive general discussion of all of the work.
7. Why is a primary literature source more valuable to a researcher than a secondary
literature?
A. It reviews relevant literature.
B. It gives general information about a particular topic.
C. It synthesizes the results from a number of related studies.
D. It provides detailed information about all aspects of the study.
8. Which of the following is a source for primary literature?
A. Educational journals C. Dissertations and theses
B. Government documents D. All of the above
9. Which of the following is not a source for secondary literature?
A. www.edu.org C. Review of Educational Research
B. Educational Psychology Review D. Review Of Research in Education
10. Which one of the following statements does NOT appropriately describe the review of the
literature in a QUANTITATIVE report?
A. It provides criticism of the reviewed research.
B. It discusses each and every reference separately.
C. It reports the current status of the knowledge of the problem.
D. It provides a theoretical and/or empirical rationale for the research problem.
11. What kind of sources are diaries, letters and personal accounts?
A. References B. Work Cited C. Primary Sources D. Secondary Sources
12. What kind of sources are books, magazines and other reference materials?
A. References B. Work Cited C. Primary Sources D. Secondary Sources

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13. This involves the critiquing and evaluating of what other researchers have done in relation
to the problem to be studied whether these studies affirmed or negate the subject under
study?
A. Review of Related Readings C. Review of Related Literature
B. Review of Related Findings D. Review of Related Researches
14. These are published and unpublished research studies which have a direct bearing to the
present study.
A. Related Studies C. Related Legal Bases
B. Related Literature D. Review of Related Literature
15. Which of the following statements describes the process of reviewing the literature in
QUALITATIVE research?
A. It is conducted prior to collecting data.
B. It is conducted only during the data collection and analysis.
C. It is simply limited to a preliminary search when the project is planned.
D. It is a continuing process because the research problem becomes more focused
throughout the research.

Lesson Review of Related Literature and Studies

Writing the Literature Review is not a simple task. It requires good organization.
Specifically, you need to develop efficient time management and note-taking skills. You also
need to be focused on assessing what is relevant to your proposed research, and what is not
relevant (irrelevant). You do not want to include anything in the Literature Review that is not
related to the proposed research.

What’s In
GUESS THE WORD: Building Analytical Skills

Directions: Use the clues provided to guess the word. Write your answers on a separate
sheet of paper.

S__M___ZE _YN___SIZ A__LY__ E__LU___

_
It condenses and It makes It breaks the content It is the application
describes the connections, and ideas of sources and outcome of
evidence of identifies patterns into their analysis. It uses
information in and reveals fundamental standards to consider
sources. themes among components. It the strengths and
sources. critically examines weaknesses of the
It also compares sources to ideas presented in the
and contrasts the demonstrate how sources by critically
sources. the research is examining their
situated within the credibility.
current literature.

Writing a successful literature review begins with the understanding of what are being
asked to do and how to effectively complete the assignment.

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 What’s New
WHAT IS AND WHAT IS NOT?
Directions: Read and analyze the sentences below. What do you think a literature review is
and what is not? Write the statements under the right heading.

▪ A synthesis of a range of sources.

▪ A descriptive summary of each and every text.
▪ Presented as a list in which you discuss each text in turn.
▪ A critical evaluation of sources related to your research topic.
▪ A place to make explicit connections between previous research and your own.
▪ A collection of texts that you think are interesting or every text that you have read.
▪ A place to present an argument, a clear articulation of your own position in relation to
relevant literature.
▪ A compilation of all material related to your research field, regardless of its relevance
to your project.

A Literature Review is: A Literature Review is not:

A literature review does not have to include all of the sources the researcher have
read. It is important to be selective about the sources being address. Ensure that the sources
are directly relevant to the research question(s) and topic. It's also important to consider the
credibility and reliability of sources.

What Is It

Before embarking on the challenge, it is therefore important to take into consideration

the following questions in the context of the discipline:
● What is a literature review and what purposes does it serve in relation to your research?
● Why is it such a vital component of a research?
● What are the various ways it can be realized in a research?
● What does the process of completing a literature review and studies involve?

LITERATURE REVIEW

A literature review is a thorough summary of prior research on a particular subject.

The literature review examines scholarly articles, books, and other sources that are pertinent
to a specific study topic. This previous study should be enumerated, described, summarized,
objectively evaluated, and clarified in the review.
It is composed of discussions of facts and principles to which the present study is
related. It should provide a theoretical foundation for the study and assist in determining the
scope of the study. The literature review acknowledges the efforts of earlier researchers,
assuring the reader that the study is well-thought-out. By acknowledging a previous work in
the subject of study, it is expected that the author has read, evaluated, and assimilated that
work into the current work.

An effective literature review must:

● Methodologically analyze and synthesize quality literature on a topic
● Provide a firm foundation to a topic or research area
● Provide a firm foundation for the selection of a research methodology

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 ● Demonstrate that the proposed research contributes something new to the overall body
of knowledge of advances the research field’s knowledge base. (Levy & Ellis, 2006).

Difference between Related Literature and Related Studies

What is the difference of related literature and related studies?

A review of related literature includes explanations of facts and principles that are
relevant to the subject. These materials are typically found in printed or online books,
encyclopedias, journals, magazines, and newspapers. If printed in the Philippines, they are
local; if printed outside of the country, they are foreign regardless of the citizenship of the
author.
Related studies are inquiries, investigations, researches already conducted to which
the proposed study is related or has some bearing. These are usually unpublished materials
such as manuscripts, theses and dissertations. They are local if the inquiry was done in the
Philippines; foreign, if done outside the country.

The following are sources of related literature and studies:

● Books, encyclopedias, almanacs and other similar references
● Unpublished thesis & dissertations; Reports from seminars; Constitution & laws
● Official reports from educational, social, economic, scientific, political, etc from the
government and other entities
● Bulletins, circulars and orders derive from government offices and departments.
● Records of schools, public and private
● Articles published in professional journals, magazines, periodicals, newspapers and
other publications
● Manuscripts, monographs, memoirs, speeches, letters and diaries

Libraries, government and private offices, and the national library are generally good
places to look for related literature and studies.

Reviewed materials should not be too few and too many. The researcher should provide
sufficient enough reviewed materials to give insight into the research problem or to indicate
the nature of the present studies. However, the number may also depend upon the availability
of related materials.

Primary, Secondary, and Tertiary Sources

Primary sources of information are those types of information that come first. Some
examples of primary sources are:
● original research, like data from an experiment with plankton.
● diaries, journals, photographs, speeches, interviews, email, letters
● data from the census bureau or a survey you have done
● original documents, like the constitution or a birth certificate
● newspapers are primary sources (current events or current opinion)
● religious books; personal memoirs and autobiographies
● art work; pottery or weavings

Secondary sources are written about primary sources to interpret or analyze them.
They are a step or more removed from the primary event or item. Some examples of
secondary sources are:
● commentaries on speeches; critiques of plays, journalism, or books
● a journal article that talks about a primary source
● textbooks (can also be considered tertiary); biographies; encyclopedias; websites

Tertiary sources are further removed from the original material and are a distillation
and collection of primary and secondary sources. Some examples are:

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 ● bibliography of critical works about an author
● textbooks (also considered secondary); factbooks; guidebooks; manuals
Why do we write Literature Reviews?
In writing a thesis, dissertation, or research paper, one must conduct a literature review
to situate the research within existing knowledge. The literature review gives a chance to:

● Demonstrate the familiarity with the topic and scholarly context

√ Develop and deepen the understanding of the research area.
√ Develop a research project that is significant - one that contributes to the field.
√ Develop a research project that does not accidently duplicate other research.
● Develop a theoretical framework and methodology for the research
● Position the researcher in relation to other researchers and theorists
√ Have a thorough understanding of the area of study/research - knowledge of
significant earlier research and of current progress in the field.
● Show how the research addresses a gap or contributes to a debate
√ Understand how the research fits within the context of other research in the area of
study - how it's based on prior work of others and how it builds on that prior work.

The literature in a research study accomplishes several purposes:

● It shares with the reader the results of other studies that are closely related to the study
being reported (Fraenkel & Wallen, 1990).
● It relates a study to the larger, ongoing dialog in the literature about a topic, filling in
gaps and extending prior studies (Marshall & Rossman, 1989).
● It provides a framework for establishing the importance of the study.

All literature reviews, whether they are qualitative, quantitative or both, will at some point:
1. Introduce the topic and define its key terms.
2. Establish the importance of the topic.
3. Provide an overview of the amount of available literature and its types
(for example: theoretical, statistical, speculative).
4. Identify gaps in the literature and point out consistent finding across studies.
5. Arrive at a synthesis that organizes what is known about a topic.
6. Discusses possible implications and directions for future research.

Types of Literature Review

1. Argumentative Review – It examines literature selectively to support or refute an
argument, deeply imbedded assumption or philosophical problem already established in
the literature.
2. Integrative Review – It is considered a form of research that reviews, critiques and
synthesizes representative literature on a topic in an integrated way such that new
frameworks and perspectives on the topic are generated.
3. Historical Review – It is to systematically examine research throughout a period of time,
often starting with the first time an issue, concept, theory, phenomena emerged in the
literature, then tracing its evolution within the scholarship of a discipline.
4. Methodological Review – A review does not always focus on what someone said
[content], but how they said it (method of analysis i.e. theory, research approaches, data
collection and analysis techniques).
5. Systematic Review – This form consists of an overview of existing evidence pertinent to
a clearly formulated research question, which uses pre-specified and standardized
methods to identify and critically appraise relevant research, and to collect, report, and
analyze data from the studies that are included in the review.
6. Theoretical Review – It is to examine the body of theory that has accumulated in regard
to an issue, concept, theory or phenomena.

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Guidelines in Preparing the Review of Related Literature and Studies

Writing a literature review involves finding relevant publications (such as books and
journal articles), critically analyzing them, and explaining what you found. There are key steps:
1. Search for relevant literature. Surveyed materials should be related to the
study. Relevant or similar materials to the research must be reviewed. The related
materials should be as recent as possible. It is important that reviewed materials must be
new or fresh because of the rapid change in technology, social, economic, scientific and
human lifestyle.
2. Evaluate sources. Reviewed materials should be objective and unbiased. Avoid
reviewed materials that is extremely political or religious or one-sided. These should be
based upon genuinely original and true facts or data must be valid and reliable. Avoid
materials where fictitious data are supplied just to complete the research report because
it is hard to prove.
3. Identify themes, debates and gaps. In organizing the review’s argument and structure,
one must need to understand the connections and relationships between the sources.

Based on the reading and notes, look for:

● Trends and patterns (in theory, method or results): do certain approaches become
more or less popular over time?
● Themes: what questions or concepts recur across the literature?
● Debates, conflicts and contradictions: where do sources disagree?
● Pivotal publications: are there any influential theories or studies that changed the
direction of the field?
● Gaps: what is missing from the literature? Are there weaknesses that need to be
addressed?

This will help the structure of the literature review and (if applicable) show how the
research conducted will contribute to existing knowledge.

4. Outline the structure

The outline is simply the map of what and the researcher intend to discuss the topic.
Having a well – thought and planned outline will assist in searching for necessary types of
information and sources, save time while writing, and allow for a clearer and stronger
argument for readers (Denney & Tewksbury, 2013)

Simple Rules in Writing a Literature Review

● Define the topic and audience. Topics must be interesting, important, and current.
● Search and re-search the literature. Do not limit the readings. There are a lot of available
sources, find them, and be sure to acknowledge their sources.
● Take notes while reading. There are many ways to take notes. Gathering grid, note
cards, to name a few.
● Choose the type of review you wish to write. Sometimes, long reviews are not engaging
anymore, so nowadays, many favors short but to the point reviews with limited number
of words and citations. It all depends on the type of review you want to write. You will
see the different types of reviews on the following pages.
● Keep the review focused but make it of broad interest.
● Be critical and consistent. Being consistent in your writing will make the study more
valid and reliable.
● Find a logical structure. It must be arranged logically so as not to destroy its implications.
● Make use of feedback. It is important that somebody else reads the review written so
as to avoid inaccuracies and inconsistencies.
● Include your own relevant research.

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 ● Be up-to-date in your review of literature and studies.

Writing of Review of Related Literature and Studies.

Some questions to ask before writing the first draft:

● How will the literature review be organized: Chronologically, thematically, conceptually,
methodologically or a combination?
● What section headings will be used?
● How do the various studies relate to each other?
● What contributions do they make to the field?
● What are the limitations of a study/where are the gaps in the research?
● And finally but most importantly, how does the research fit into what has already been
done?

Figure 1. Extracting Knowledge

Parts of a Literature Review

1. INTRODUCTION – The introduction to the literature

review contains statements about the overall topic. It gives
the readers contextual knowledge on the topic. It states the
scope of the literature review.

What should be included in an Introduction?

● Define or identify the general topic, issue, or area of
concern thereby providing an appropriate context for the
remainder of the review
● Point out overall trends in what has been previously
published on the topic; or conflicts in theory, methodology,
evidence, conclusions, or gaps in research and scholarship
● Establish the reason for reviewing the research (point of
view); explain the criteria used to search the literature; the
organization of the review (sequence); and – if necessary
– why certain literature either is or is not included (scope)
● Demonstrate how the research either closes a gap in the
literature, extends earlier work, or replicates an important
study thereby contributing new knowledge to the discipline.

More tips for the Introduction:

● Point out a landmark or seminal study
● Consider presenting a historical frame of reference
● Provide definitions for important terms
● Describe how the literature review was conducted
● Describe any inclusion or exclusion criteria used

2. BODY – The body logically discuss the synthesis and analysis of sources.

In writing the body of the literature review, it is important to:

● Start broad and then narrow to show how past research relates to the project.
● Make it clear to the readers where it is going, follow a logical progression of ideas
● When appropriate, cite two or more sources for a single point but avoid long strings of
references for a single point.
● Use quotes sparingly.
● Keep the formal academic voice throughout and keep the review focused and objective,
following a logical structure.

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 ● Point out consistent findings AND emphasize stronger studies over weaker ones. Point
out important strengths and weaknesses of research studies OR contradictions and
inconsistent findings.
● Implications and suggestions for further research, or where there are gaps in the current
literature, should be specific.

Tips in writing the body of the literature review:

● Summarize and synthesize: give an overview of the main points of each source and
combine them into a coherent whole
● Analyze and interpret: don’t just paraphrase other researchers—add own
interpretations where possible, discussing the significance of findings in relation to the
literature as a whole
● Critically evaluate: mention the strengths and weaknesses of the sources
● Write in well-structured paragraphs: use transition words and topic sentences to draw
connections, comparisons and contrasts

3. CONCLUSION – This summarizes the literature review, discuss implications, and create
a space for future or further research needed in this area.

How do you know when you’re done?

● Have you clearly defined your topic and audience?
● Did you search and re-search the literature? Took notes while reading?
● Chose the type of review you want to write?
● Have you kept the review focused throughout? Did you maintain an objective voice?
● Were you critical and consistent in your evaluation and synthesis?
● Is the structure of your review logical? Did you make use of feedback?
● Were you able to stay relevant and objective throughout?
● Did you cite current and older studies? (Pautasso, 2013)

4. LIST OF REFERENCES
The literature review's reference list has two objectives. For starters, it allows the
reader to assess the quality of the study. Second, accurately and correctly citing all the
sources used in the work to avoid plagiarism. Using the words or ideas without citing the
source is a serious academic offense.
The reference list is a reflection of the thoroughness of the review. It also allows
others to retrieve the publications cited. Errors made in authors’ names, journal or article titles,
page numbers and dates may present barriers to retrieval of articles and may prevent giving
credit to authors for their work. Each reference should be checked carefully for errors. Every
in text citation must have a listing in the references and every title in the reference list should
connect to an in-text citation.

Why should you avoid plagiarism?

“Plagiarism is presenting someone else’s work or ideas as your own, with or without
their consent, by incorporating it into your work without full acknowledgement. All published
and unpublished material, whether in manuscript, printed or electronic form, is covered under
this definition.” (https://www.ox.ac.uk/students/academic/guidance/skills/plagiarism)

“It is considered as a serious academic and intellectual offense, plagiarism can result
in highly negative consequences such as paper retractions and loss of author credibility and
reputation.” (https://www.enago.com/academy/how-to-avoid-plagiarism-in-research-papers/)

Some questions to ask after the first draft:

● Is there a logical flow from section to section, paragraph to paragraph, sentence to
sentence? Does the content proceed from topic to topic?

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 ● Does your conclusion match your introduction? Were you consistent in documenting
and using the correct citation style?
The Literature Review: A Few Tips on Conducting It
Ask yourself these questions:
1. What is the specific thesis, problem, or
research question that my literature
review helps to define?
2. What type of literature review am I
conducting? Am I looking at issues of
theory? methodology? policy?
quantitative research (e.g. on the
effectiveness of a new procedure)?
qualitative research (e.g., studies of
loneliness among migrant workers)?
3. What is the scope of my literature
review? What types of publications am
I using (e.g., journals, books,
government documents, popular
media)? What discipline am I working
in (e.g., nursing psychology, sociology,
medicine)?
4. How good was my information
seeking? Has my search been wide
enough to ensure I’ve found all the
relevant material? Has it been narrow
enough to exclude irrelevant material?
Is the number of sources I’ve used
appropriate for the length of my paper?
5. Have I critically analyzed the literature
I use? Do I follow through a set of
concepts and questions, comparing
items to each other in the ways they
deal with them? Instead of just listing
and summarizing items, do I assess
them, discussing strengths and
weaknesses?
6. Have I cited and discussed
studies contrary to my perspective?
7. Will the reader find my literature
review relevant, appropriate, and
useful?
Written by Dena Taylor, Health Sciences Writing Centre
Ask yourself these questions about each book or article
you include:
1. Has the author formulated a problem/issue?
2. Is it clearly defined? Is its significance (scope,
severity, relevance) clearly established?
3. Could the problem have been approached more
effectively from another perspective?
4. What is the author’s research orientation (e.g.,
interpretive, critical science, combination)?
5. What is the author’s theoretical framework (e.g.,
psychological, developmental, feminist)?
6. What is the relationship between the theoretical and
research perspectives?
7. Has the author evaluated the literature relevant to the
problem/issue? Does the author include literature
taking positions she or he does not agree with?
8. In a research study, how good are the basic
components of the study design (e.g., population,
intervention, outcome)? How accurate and valid are
the measurements? Is the analysis of the data
accurate and relevant to the research question? Are
the conclusions validly based upon the data and
analysis?
9. In material written for a popular readership, does the
author use appeals to emotion, one-sided examples,
or rhetorically-charged language and tone? Is there
an objective basis to the reasoning, or is the author
merely “proving” what he or she already believes?
10. How does the author structure the argument? Can
you “deconstruct” the flow of the argument to see
whether or where it breaks down logically (e.g., in
establishing cause-effect relationships)?
11. In what ways does this book or article contribute to
our understanding of the problem under study, and in
what ways is it useful for practice? What are the
strengths and limitations?
12. How does this book or article relate to the specific
thesis or question I am developing?
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Some useful handouts for your literature review:

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 What’s More

Learning Task 1: What’s the Word?

Direction: On your answer sheet, write the correct word or phrases to complete each
statement.
1. ________ examines literature selectively to support or refute an argument deeply
imbedded assumption or philosophical problem already established in the literature.
2. The _________ to the literature review contains statements about the overall topic.
3. The _________ examines scholarly articles, books, and other sources that are pertinent
to a specific study topic.
4. The _________ summarizes the literature review, discuss implications, and create a space
for future or further research needed in this area.
5. The body of literature in ________ includes all studies that address related or identical
hypotheses or research problems.

Learning Task 2: Potential Pitfalls

Directions: Read and understand each situation. The following is a list of common pitfalls you
may encounter when writing the review of related literature and studies. In your answer sheet,
write at least 2 possible solutions you can use to overcome them.

1. Losing sight of the Research question, thesis and/or objective.

a. ______________________________ b. ______________________________
2. Focusing too much on summary instead of analysis.
a. ______________________________ b. ______________________________
3. Insufficient synthesis of sources
a. ______________________________ b. ______________________________
4. Unclear research organization
a. ______________________________ b. ______________________________

Learning Task 3: Conducting A Literature Review

Directions: Read and understand each Literature review. Identify and critically evaluate
whether the guidelines of writing a RRL and RRs were followed and if NOT, explain using The
Guided Writing handout.

1. The concentration of atmospheric carbon dioxide (CO2) has been increasing throughout
recent history. It was steady at 280ppm until the industrial revolution (Wrobelwitz et
al. 2013), after which it began rising, reaching just over 400 ppm currently (Block et
al. 2017). This change in concentration of CO2 is predicted to significantly impact the
global environment (Fang et al. 2017). Both precipitation levels and mean temperatures
are expected to change as a result of such increases (Fang et al. 2017) which, coupled
with the expectation of a growing population (Challinor et al. 2014), could heavily burden
the ability of the global agricultural infrastructure to provide.

2. These abiotic challenges are expected to impact growth speed, quality and yield of staple
crops like wheat (Wroblewitz et al. 2013). Wheat is a source of food for over 90% of the
global population (Cai et al. 2016) and provides 4.5 billion people with their necessary daily
protein (Dubey et al. 2014). The importance this crop holds for the global population
establishes the necessity for it to be able to thrive in a future climate.

3. Firstly crop growth will be explored, then crop yield and finally yield quality within an
environment of elevated CO2.

4. Therefore, this review aims to directly assess how global wheat crops will react to a rise in
environmental CO2 and guide research of mitigation of any challenges wheat may face.

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 What I Have Learned

Activity 1: WRITING THE INTRODUCTION

Directions: Assemble a draft introductory section. Place the options in the most suitable order
by following the suggested sequence.
Note: This is a brief sample intended to illustrate effective sequencing for an introductory
section. (Statements of Aim is done for you.)

General statement: Adapted from Costa, Robertson, and Quilliam (2015):

dominant trend
Identification of Gap
Significance of the Gap
Statements of Aim
The aims of this study were to
fully characterize the toxin
profile of G. catenatum
strains isolated from the NW
Portuguese coast before and
after the 10-year absence of
blooms to
determine changes and
potential implications for the
region.
● According to the national monitoring program in
Portugal, G. catenatum were not reported along the
Portuguese coast during the 10-year period from 1995
to 2005.
● PSP outbreaks in Portuguese waters have been
associated with blooms of Gymnodinium caenatum in
the late 1980s to early 1990s, then again after 2005.
● The aims of this study were to fully characterize the toxin
profile of G. catenatum strains isolated from the NW
Portuguese coast before and after the 10-year absence
of blooms to
determine changes and potential implications for the
region.
● Paralytic shellfish poisoning occurs worldwide, and
harmful algal blooms, including those responsible for
PSP, appear to be increasing in frequency and intensity.

Activity 2: SENTENCE COMPLETION

Direction: Complete the sentence below. Sentence starters are provided for your guidance.

Review of related literature is Avoiding plagiarism is

indispensable in research in necessary so that
research because ________ ________________

Activity 3: DRAG THE WORDS

Directions: Match the name of each Literature Review section with the correct description for
that section.
_______1. Brief background information, a statement regarding the purpose and scope of the
review, and a brief statement of the main findings and how they relate to the
broader context.
_______2. A broad introduction to the topic including relevant background information, an
explanation of the importance of the topic and the scope of the review and a
statement of the aim or purpose of the review.
_______3. The review of the literature relevant to the research question or aim, organized in
a logical and coherent way, usually grouped with sub – headings.

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_______4. A demonstration of how research question/aim has been answered/achieved,
including the key points discussed and implications for the broader context as well
as recommendations for future research.
ABSTRACT BODY CONCLUSION INTRODUCTION

What I Can Do

OUTLINING
Direction: Before writing your Literature Review, make an outline to show the Overview of
your study.
Topic/Research Question:______________________________________________
Type of Literature Review: ______________________________________________
I. First Concept/Topic __________________________________________________
1st Supporting Evidence __________________________________________
2nd Supporting Evidence __________________________________________
3rd Supporting Evidence __________________________________________
II. Second Concept/Topic _______________________________________________
1st Supporting Evidence __________________________________________
2nd Supporting Evidence __________________________________________
3rd Supporting Evidence
III. Third Concept/Evidence _____________________________________________
1st Supporting Evidence __________________________________________
2nd Supporting Evidence __________________________________________
3rd Supporting Evidence __________________________________________
IV. Gap in the Study
1st Supporting Evidence __________________________________________
2nd Supporting Evidence __________________________________________
3rd Supporting Evidence __________________________________________

Assessment

Directions: Read each item carefully and identify what is referred to. On a
separate sheet of paper, write the letter of the correct answer.

1. This involves the critiquing and evaluating of what other researchers have done in relation
to the problem to be studied whether these affirmed or negate the subject under study.
A. Review of Related Readings C. Review of Related Literature
B. Review of Related Findings D. Review of Related Researches
2. These are published and unpublished research studies which have a direct bearing to the
present study.
A. Related Studies C. Related Legal Bases
B. Related Literature D. Review of Related Literature
3. Typically, the literature review should:
A. Give a broad overview of the area, without getting bogged down in the details
B. Be limited to work coming out of the very best labs and universities in the country.
C. Emphasize how the studies being reviewed are related to the research problem under
consideration.
D. Include few or no works more than five years old to avoid having the work become
prematurely obsolete.

14
4. What is the importance of a systematic approach to your literature review?
A. A systematic approach is important to searching for literature.
B. It is not possible to adopt a systematic approach when reviewing the literature.
C. A systematic approach is important in searching, collecting and evaluating the
literature.
D. A literature review does not need a systematic approach, everything connected to your
topic should be included.
5. What is theoretical literature?
A. Literature that describes practice.
B. Literature that reports a large-scale research project.
C. Literature that reports a small-scale research project.
D. Literature that introduces, develops and examines the body of theory that has
accumulated in regard to an issue, concept, theory or phenomena
6. What is research literature?
A. Research literature reports policy.
B. Research literature reports the findings of a systematic investigation.
C. Research literature must include reference to theory, practice and policy literature.
D. Research literature must not include reference to theory, practice and policy literature.
7. How do you know what to include in your literature review?
A. All literature related to your topic must be included.
B. All research literature related to your topic must be included.
C. All theoretical literature related to your topic must be included.
D. A literature that addresses the review question must be included in the review.
8. It is the state or quality of being closely connected or appropriately related to a selected
area of study.
A. Objectiveness B. Originality C. Recency D. Relevance
9. Materials must be based upon genuinely original and true facts or data.
A. Objective B. Recent C. Reliable D. Untrue
10. When starting your literature review, what is the first step?
A. Ask your professor or teacher C. Find articles on your topic
B. Identify your questions D. Review other literature reviews
11. A survey or review of related literature and study is very important because they serve
as a ____________ of a research study.
A. Comparison B. Foundation C. Purpose D. Reason
12. The direction of RRL is given by your research _____________.
A. Data B. Design C. Problem D. Question
13. Which step in writing the RRL of your research study is essential for you to avoid large,
irrelevant literature which are not needed or are useless in your study?
A. Searching for literature
B. Clarifying the research questions
C. Evaluating the quality of previous research studies
D. Listing criteria for considering the values of written works
14. Why is it important that a researcher practice ethical standards in writing the literature-
review of his quantitative research study?
A. Practicing ethical standards in writing your RRL is your way of freeing yourself from
plagiarism.
B. Being unmindful of these ethical practices, there is a danger that you may fall into a
dishonest way of reviewing and writing related literature.
C. Practicing ethical standards makes you avoid people from casting doubts on your
honesty and integrity as a researcher.
D. All answers are correct
15. The type of review of related literature employed in a quantitative research.
A. Scoping B. Statistical C. Systematic D. Traditional

15
 Marking Rubrics for Literature Review (What I can Do)
MARKING Excellent Proficient Average Poor
RUBRICS
Aim: Aim was clearly outlined Aim was outlined Aim was Aim was not
and comprehensively and justified outlined but outlined and
justified failed to justify justified
Backgroun Provided a very Showed a detailed A background Lacked of
d: comprehensive and background but not with basic significant details
detailed background; a comprehensive information; in the topic
wide and deep coverage enough; sufficiently some key points
of the topic covered the work but missed; covered
a few areas not deep the topic at a
enough general level
Critical A comprehensive and Some critical A limited critical No critical
analysis: critical analysis; applied analysis; applied the analysis; analysis; only
the existing literatures to existing literatures to presented the described some
support the arguments/ support some existing existing literatures;
the aim of study; identified arguments/ the aim literatures in a the limitations of
the limitations of of study; showed a descriptive way; literatures were not
literatures few limitations of the a limited mentioned
literatures analysis on the
limitations of
literatures

Evaluation: Showed a comprehensive Showed a basic Very limited Failed to analyze

analysis of the similarities analysis on the analysis on the the similarities and
and differences between similarities and similarities and differences
existing work and the differences between differences between existing
student’s work existing work and between existing work and the
the student’s work work and the student’s work
student’s work
References: Referencing and citation Referencing and Some Many references
style was correct and citation style was references were were inconsistent
consistent between the consistent between inconsistent between the text
list and the text; reference the text and the list; between the text and the list; a
list completely concise reference list with and the list; number of
without errors only a few minor reference list mistakes in the
mistakes with some reference list
mistakes

Congratulations!
You are now ready for the next module. Always remember the following:
1. Make sure every answer sheet has your
▪ Name
▪ Grade and Section
▪ Subject Area
▪ Title of the Activity or Activity No.
2. Follow the date of submission of answer sheets as agreed with your teacher.
3. Keep the modules with you AND return them before the quarterly exam.

16
References
Printed:
Amundsen, C., & Wilson, M. (2012). Are we asking the right questions? A conceptual
review of the educational development literature in higher education. Review of
Educational Research, 82(1), 90-126. doi: 10.3102/0034654312438409

Calmorin, Laurentina Paler and Melchor A. Calmorin. (2007) Research Methods and
nd
Thesis Writing, 2 Edition. Manila, Philippines: Rex Book Store, Inc,.

Costa, P. R., Robertson, A., Quilliam, M. A. (2015). Toxin Profile of Gymnodinium

catenatum (Dinophyceae) from the Portuguese Coast, as Determined by Liquid
Chromatography Tandem Mass Spectrometry. 13(4), 2046-
2062; https://doi.org/10.3390/md13042046

Esther, B. (2016). Practical Research 2. Quezon City: Rex Bookstore, Inc,.

Faltado, R. E. III, Bombita, M. B., Boholano, H. B., and Pogoy, A. M. (2016) Practical
Research 2: Quantitative Research. Quezon City: Lorimar Publishing.

Fink, A. (2010). Conducting research literature reviews : from the Internet to paper.
Third edition. Los Angeles : Sage

Loseke, D. (2017). Methodological thinking: Basic principles of social research

design (2nd ed.). Los Angeles, CA: Sage.

McCombes, S. (2019, February 22). How to Write a Literature Review. Scribbr.

https://www.scribbr.com/dissertation/literature-review/

Miner, J.T., & Miner, L.E. (2005). Models of Proposal Planning and Writing. Praegar.

Pautasso, M. (2013). Ten simple rules for writing a literature review. PLoS Computational
Biology https://doi.org/10.1371/journal.pcbi.1003149

Ragma, F. (2019) Practical Research 2: Quantitative Research. Intramuros Manila:

Mindshapers Co., Inc.,

Ridley, D. (2012). The Literature Review: A Step-by-Step Guide for Students. Second
Edition. Sage Publications Inc.

Electronic:

https://thesisnotes.com/tag/related-studies/

https://guides.lib.ua.edu/c.php?g=39963&p=253698

https://www.scribbr.com/dissertation/literature-review/

https://guides.library.bloomu.edu/c.php?g=318537&p=2127820

https://advice.writing.utoronto.ca/types-of-writing/literature-review/

https://www.slideshare.net/JhengReyes/chapter-iii-thesis-ni-gara

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 18
What’s More
LEARNING TASK 3: CONDUCTING A LITERATURE REVIEW
It introduces the topic broadly, includes relevant background information and
explains key concepts.
It provides key information that is relevant to the specific topic and explain the
importance of the topic.
It outlines the scope - the key points that will be discussed in the body of the
review.
It states the aim (or purpose) of the literature review. Notice that the specific
aim is provided after general background and relevance to topic, close to the end
of the introduction.
What I Have Learned Activity What I Have Learned Activity 3:
2: SENTENCE COMPLETION DRAG THE WORDS
Answers may vary 1. Abstract 3. Body
2. Introduction 4. Conclusion
Answer Key
University of Waterloo. (2016). Building Analytical Skills. PDF.
University of Waterloo. (2016). Guided Writing. PDF.
University of Waterloo. (2016). Systematic Literature Reviews. PDF. Handouts
Extracting knowledge. Used with permission
https://www.flickr.com/photos/hikingartist/5279794647 Figure 1. Images:
review#structure
https://www.monash.edu/rlo/assignment-samples/science/stand-alone-literature-
the-literature-review/
https://press.rebus.community/literaturereviewsedunursing/chapter/chapter-8-writing-
 19
What’s More
LEARNING TASK 1: WHAT’S THE WORD?
1. Argumentative Review 2. Introduction 3. Literature Review
4. Conclusion 5. Integrative Review
What’s More
LEARNING TASK 2: POTENTIAL PITFALLS
Losing sight of the research question, thesis, and/or objective
Solutions
Revisit the research question, thesis, and/or objective often.
Limit your research to relevant sources to remain on topic.
Make sure your scope is focused and manageable.
Focusing too much on summary instead of analysis
Solutions
Read critically to evaluate the ideas presented in the sources.
Do not simply describe the content of studies.
Ask “so what?” and “what does it mean?”
Make sure your descriptions have accompanying explanations to balance your
work.
Insufficient synthesis of sources
Solutions
Use a citation management strategy (See "Citation Management" in the
"Planning Your Approach to Research" accordion below).
Consider how sources interact with each other.
Discuss patterns in findings, themes, and perspectives.
Rather than considering sources in isolation, examine them as pieces of
a whole by surveying the evidence you extracted from them.
Unclear research organization
Solutions
Use a consistent organization strategy throughout, i.e. thematic,
chronological, or debate-focused
Use headings that reflect your organization strategy.
Use clear topic sentences for paragraphs.
Sequence your information and evidence so that a clear relationship or
sense of progression is apparent.
 EVALUATE
ANALYZE
SYNTHESIZE
SUMMARIZE

What’s In

For inquiries or feedback, please write or call:

Department of Education - Cebu City Division

Office Address: New Imus Road
Barangay Day - as, Cebu City
Telephone Nos.: (032) 255 - 1516 / (032) 253 - 9095
E-mail Address: cebu.city@deped.gov.ph

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