Review of Related

Literature
What does the word
literature mean
to you?
 What does the word
literature mean when
used in research?
 Literature may be defined as “written
works collectively, especially those of
enduring importance, exhibiting creative
imagination and artistic skill which are
written in a particular period, language
and subject,” (Funk and Wagnall’s
Dictionary, 1976).
 Related literature as a section in a
research paper or thesis may include write-
ups or articles taken from books, journals,
magazines, web materials and many others.
 The word related refers to
the readings, literature,
and studies which have
direct bearing or relation to
the present study.
 Basically, the researcher is required to read all
literature and studies partially and closely related
to his study.
A researcher needs to review write-ups, readings,
and studies related to his present study :

• to determine the similarities and differences

of the findings between the past and present
studies;
• to gain insight into the aspects of the problem
that are critical and controversial;
• to gain familiarity with the aspects of the
problem which have not yet been studied;
• to get ideas as to how to proceed with his
study until its completion.
 The presentation of related literature may
be in chronological order, either from the
past to present or vice versa. Related
literature may also be presented by topic or
themes.
Related Studies

Other research studies are sources of

materials that are included in this section.
The research studies which have direct
bearing to the present study are segregated
into foreign and local studies.

The presentation of foreign and local

studies is similar with related readings and
related literature which are arranged in
chronological order or by topics or themes.
Justification of the Present Study:

The researcher should justify the bearing of

the related studies upon the present study.
The researcher should also justify the
differences of the present study with the past
studies.
Citations and
References
citations
A direct quote:

Teacher beliefs refer to “the highly personal ways

in which a teacher understands classrooms, students,
the nature of learning, the teacher's role in the
classroom, and the goals of education’’ (Kagan, 1990,
p. 423).
Paraphrased text with one author:

Shulman (1987) explained that teacher beliefs

derive from accumulated knowledge of subject
matter, educational materials and structures, formal
teacher training, and “wisdom of practice,” i.e., from
actual teaching experience.
Paraphrased text with one author:

Teacher beliefs derive from accumulated

knowledge of subject matter, educational materials
and structures, formal teacher training, and “wisdom
of practice,” i.e., from actual teaching experience
(Shulman, 1987).
Paraphrased text with two authors:

Refining their earlier study on academics’ beliefs

about teaching and learning, Samuelowicz and Bain
(2001), for their part, disclosed nine dimensions of
teacher beliefs, namely: desired learning outcomes,
expected use of knowledge, responsibility for
organizing or transforming knowledge, nature of
knowledge, students’ existing conceptions, teacher-
students’ interaction, control of content, professional
development and interest and innovation.
Paraphrased text with two authors:

There are nine dimensions of teacher beliefs,

namely: desired learning outcomes, expected use of
knowledge, responsibility for organizing or
transforming knowledge, nature of knowledge,
students’ existing conceptions, teacher-students’
interaction, control of content, professional
development and interest and innovation
(Samuelowicz & Bain, 2001).
Paraphrased text with three to five authors (first time
only):

Postareff, Lindblom-Ylännne, and Nevgi (2007), for

their part, maintained that only by addressing
teacher beliefs about teaching and learning can
meaningful development be truly actualized.

Another example:

Only by addressing teacher beliefs about teaching

and learning can meaningful development be truly
actualized (Postareff, Lindblom-Ylännne & Nevgi,
2007).
Paraphrased text with three to five authors
(following the first time):

Postareff et al., (2007), for their part, maintained

that only by addressing teacher beliefs about
teaching and learning can meaningful development
be truly actualized.

Only by addressing teacher beliefs about teaching

and learning can meaningful development be truly
actualized (Postareff et al., 2007).
Paraphrased text with six or more authors:

Like conceptions of teaching, teachers’

motivation, or cause, for teaching contextualizes
pedagogy. To the extent that beliefs shape individual
systems of values that determine behavior (Mansour
et al, 2009), teachers’ primary reasons for teaching
exert a strong influence on their pedagogy,
prompting them to deploy distinct teaching
maneuvers that are consistent with their
motivational orientation.
With no author, use the first identifying words of the
title:

Their motivational beliefs enable teachers to

locate themselves in the overall educational scheme,
contextualizing their pedagogy and defining their
distinct teaching approaches. Thus, teachers should
be fully cognizant of their motivations for teaching to
fully understand how they contribute to the teaching
and learning process (“Understanding the Influence
of Teacher Beliefs…”, 2011).
Citation from internet source, no author :

In a parallel manner that beliefs contextualize

teaching, teachers’ ideologies also configure
pedagogy. The word “configure” is used in this study
as it is defined by MSN Encarta (n. d.), an online
dictionary: a verb that means to “arrange parts for
particular use: to set up, design, or arrange the parts
of something for a specific purpose” (
http://encarta.msn.com/encnet/features/dictionary/
DictionaryResults.
aspx?lextype= 3& search=configure)
Secondary citation:

Since beliefs are vital elements of the process by

which people filter information and assign value
judgments (Mansour, 2009 in Pajares, 2011), it would
follow that they enable people to structure their
experiences and contextualize them in a meaningful
way.
references
Journals, Magazines, Newspapers, etc. (Periodicals)
General Form – Periodicals [Published in Print Format]

Author, A. A., Author, B. B., & Author, C. C. (2014). Title of

Article. Title of Periodical, xx(x), xx-xxx

Examples:

Fochtman, D. (2008). Phenomenology in Pediatric Cancer

Nursing Research. Journal of Pediatric Oncology Nursing,
25(4), 185-192.

Datnow, A. & Castellano, M. (2000). Teachers’ responses to

success for all: How beliefs, experiences, and adaptations
shape implementation. American Educational Research
Journal, 37(3), 775-799.
Follow the above format for up to six authors.

For more than six authors, write the name of the

first six authors, followed by “et. al.”. Example:

Fang, Z., Diakidoy, I. N., Kanari, E., Austin, J. R.,

Reinhardt, D., Clark, C., et al. (1996). A review of
research on teachers’ beliefs and practices.
Educational Research, 38(1), 47- 65.
Magazine article:

Kagan, D. M. (November, 2010). Ways of evaluating

teacher cognition: Inferences concerning the
Goldilocks principle. Teacher Education Magazine,
60(3), 419-469.
Daily newspaper article, no author, discontinuous
pages:

Senate approves budget for 2016. (2015, August 8).

The Philippine Star, pp. 1, 7.

Newspaper editorial:

Stress, cops and suicide [Editorial]. (1998, December

1). Philippine Daily Inquirer, p. 34.
BOOKS, REPORT, BROCHURRES, AV MEDIA, ETC (NON-
PERIODICALS)

General Form – Non-periodicals [Published in Print

Format]:

Author, A. A. (1999). Title of work. Location: Publisher.

 
By a Single Author
 
David, F.P (2002). Understanding and doing research:
A handbook for beginners. Iloilo City,
Philippines: Panorama Printing, Inc.
BOOKS, REPORT, BROCHURRES, AV MEDIA, ETC (NON-
PERIODICALS)

General Form – Non-periodicals [Published in Print

Format]:

Author, A. A. (1999). Title of work. Location: Publisher.

  
By a Corporate Author + Published by Author
 
American Psychiatric Association. (1994). Diagnostic
and statistical manual of mental Disorder (4th ed.).
Washington, DC: Author.
By Anonymous Author
 
Guidelines and application form for directors, 1990
summer seminar for school teachers (1988).
Washington, DC: National Endowment for the
Humanities
 
Article in a Book
 
Burghardt, G.M. (1984). On the origins of play. In P.K
Smith (Ed.), Play in animals and human (pp. 5- 42).
Oxford, England: Basil Blackwell.
Report + Government Printing Office (GPO)

National Institute of Mental Health. (1990). Clinical

training in serious mental illness (DHHS Publication No.
ADM 90-1679). Washington, DC: U.S. Government
Printing Office.

Television Broadcast
 
Crystal, L. (Executive Producer). (1993, October 11).
The MacNeil/Lehrer news hour. [Television
Broadcast]. New York and Washington, DC: Public
Broadcasting Service.
Videotape
 
National Geographic Society (Producer). (1987). In
the shadow of Vesuvius. [Videotape]. Washington,
D.C: National Geographic Society
ONLINE JOURNALS, MAGAZINES, NEWSPAPERS, ETC.
(PERIODICALS)
 
General Form- Online Periodicals:
 
Author, A. A., Author, B. B., & Author, C. C. (1999). Title
of article. Title of Periodical, xx, xxx-xxx. Retrieve
month day, year, from source.
Full- Text Article Retrieved from an Online Database

Dykeman, B. F. (1994). The effect of motivational

orientation, self- efficacy, and feedback condition on
test anxiety. Journal of Instructional Psychology, 21
(2), 114-120. Retrieve June 4, 2001 from EBSSCOHost
Academic Search Elite database.
Article from an e-journal website:

Jacobson, J. W., Mulick, J. A., & Schwartz, A. A. (1995).

A history of facilitated communication: Science,
pseudoscience, and anti-science: science working
group on facilitated communication. American
Psychologist, 50, 750-765. Retrieve June 6, 2001 from
http:/ www.apa.org/journals/jacobson.html
Stand-alone Online Document
 
NAACP (1999, February 25). NAACP calls for Presidential
order to halt police brutality crisis. Retrieved June
3, 2001 from http://
www.naacp.org/president/releases/police_bruta
lity.htm
Stand-alone Online Document + No Author Identified +
No Date
 
Philippine Council for Agriculture, Forestry, and Natural
Resources Research and Development. (2003).
Retrieve July 20, 2004 from http://www.
Pacarrd.dost.gov.ph/news/press%20release/apr
%2020003/pr7apr03html.
end